Open letter to Home Schoolers

Open letter to Home Schoolers

Logic & Analysis

by Jon Rappoport

December 10, 2016

When logic is taught at all, it is usually handled in an abstract fashion. Students examine very simple patterns of reasoning and learn which patterns are correct and which are incorrect.

When analysis of realistic text is taught at all, it usually involves dissecting literature to find out what the author is “really trying to say.”

I wasn’t satisfied with either approach. So when I created my course (further details below), I changed the priorities. Students do learn something about abstract thinking—but they are also taught how the most important and destructive fallacies seep into news reports, PR releases, scientific journalism, editorials, and political arguments.

The core of the course consists of text passages that resemble the kind of information people encounter every day. These passages contain multiple logical errors, and with the help of the teacher, students root out the errors and, in the process, become much smarter, much sharper, less easily fooled.

The Founders of this country wrote a 1st Amendment to the Constitution that enshrined free speech as an essential element in the new Republic. They clearly understood that, for this to work, citizens needed to be able to analyze information and make independent choices in every area of life.

Or to put it another way, if citizens were unable to handle free speech (uncontrolled information), the whole Republic would sink into a swamp. Deception and confusion would reign, and the basic principles of the Great American Experiment would drown in a sea of forgetfulness.

Look around you. Look at the size and power of central government. Compare this situation to the content of the Constitution and its forthright description of limited government.

What happened?

Well, one of the chief things that happened was the gradual diminishing of the Citizen Mind.

In particular, citizens lost the ability to analyze and see through the ongoing political debate about the future course of the Republic.

Logic, which was first revealed to the world in the cradle of Western civilization, Athens, 2400 years ago, has faded from the education curriculum and sunk below the waves.

I created my course as a step toward restoring the genuine power of the individual. After all, at the heart of the Declaration of Independence and the Constitution is the determination to form a society in which the individual is primary. If that is lost, we have lost everything.

I believe home schooling is our last and best opportunity to elevate the individual to his/her rightful place.

I understand that parents have many reasons for wanting to home school. Among these reasons is the desire to avoid the social engineering that has been injected into the public educational system. However, clinging to the conventional curriculum in the classroom, even if that classroom is the living room or the kitchen or the patio, is not going to remedy all the problems of public schooling.

The great missing factor in public schools is logic, as it was once taught. Information without true logic is like government without a Constitution. The result is a spreading fungus.

Here is the syllabus of my Logic and Analysis course.

* The course is taught in 18 class sessions.

* The first two sessions are filled with short examples of logical fallacies.

* The third and fourth sessions examine slightly longer passages of text that contain multiple logical errors.

* Sessions five through 16 take up, in great depth, long passages that read like newspaper articles, political statements, PR, and internet journalism. Students learn how to identify and explain, in specific terms, the logical flaws these passages contain.

* Sessions 17 and 18 are the final exam and the teacher’s dissection of the exam.

* The teacher’s manual and an accompanying audios lay out each session’s lesson plan. The lesson plans include my explanations of the passages and the errors they illustrate.

The sessions do not challenge faith or personal conviction. They are designed to enable a bright student to take apart a written text, an argument, a visual presentation — and discover whether it is valid, whether it truly makes sense, whether it has holes in it.

The sessions teach the traditional logical fallacies, offer many sample passages and exercises, quizzes, tests, and simple teacher’s manuals and daily lesson plans.

The Logic and Analysis course is included in my Matrix Revealed collection (complete details below). I have seen other people offering school courses that are amazingly expensive.

I undercut those levels by a wide margin.

Let’s face it. We are living in a world where the notion of individual freedom and power are under attack. Sustaining that freedom involves knowing how to deal with propaganda designed to make us into confused collectivists. When young people possess the know-how and the confidence to see through these shams, they are equipped to succeed.


The Matrix Revealed


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.

* 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.

* 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.

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.)

Understanding Matrix is also understanding your capacity and power, and that is the way to approach this subject. Because liberation is the goal. And liberation has no limit.

I invite you to a new exploration and a great adventure.

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.

Home-school solution for education

Home-school solution for education

by Jon Rappoport

December 1, 2016

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

Over the last 40 years, the assault on Western culture and civilization has taken people so far away from lucid thinking and logic, they don’t even know this discipline exists at all.

What has replaced it is entertainment.

It seems that hundreds of gimmicks and machines are now necessary, in order to keep the attention of children in school. There is a fear that without these “up-to-date” items, the kids will drop into a coma or walk out of the classroom.

Well, entertainment has an interesting side effect. It enables humans to jump quickly from one moment to another, leaving the last moment in the dust, forgotten. In other words, all-pervasive entertainment contributes mightily to short attention spans.

I’ve encountered this phenomenon as a lecturer. Standing at the podium, I’ve seen light bulbs of discovery go off above people’s heads as I explain the specifics of medical fraud.

And then, an hour later, standing in the lobby, surrounded by audience members, I’ve heard these same newly enlightened people ask questions that reveal they’d heard nothing of what I’d just said inside the hall.

Ah, but they had heard it. It was illuminating, to be sure, but it was also entertainment—as far as they were concerned. Therefore, they could shrug it off and kick it to the floor under their chairs and forget it.

Why do people opt for entertainment rather than education?

Because they have no mental foundation to which they can attach new learning. It isn’t there.

Yes, learning to read and write and do math are basics—but there is another basic that has been expunged from our curriculum: logic. Most people in America don’t even recognize logic is a body of knowledge in the same way that biology, geology, physics, and chemistry are.

Astonishing, when you realize that learning has to be hooked to the star of logic, so it can flourish.

When Plato began writing his Dialogues 2400 years ago, he was bringing to light, for the first time in recorded history, a version of logic. He apparently learned about these matters from his teacher, Socrates, and he passed the knowledge on to his pupil, Aristotle—who, in turn, created a foundation for what we now know as science.

One can trace the development (and repression) of logic all the way up through Western thought, to the present—where, in high schools, it arouses almost zero interest.

It’s now fashionable to discard logic, just as it is fashionable to grant universal “equality” to all opinions, no matter how ridiculous and unintelligible they are.

When the foundation is gone, the house collapses.

So I am about re-building the foundation and the house.

Some of you have asked me for a syllabus of my Logic and Analysis course. Here it is.

* The course is taught in 18 class sessions.

* The first two sessions are filled with short examples of logical fallacies.

* The third and fourth sessions examine slightly longer passages of text that contain multiple logical errors.

* Sessions five through 16 take up, in great depth, long passages that read like newspaper articles, political statements, PR, and internet journalism. Students learn how to identify and explain, in specific terms, the logical flaws these passages contain.

* Sessions 17 and 18 are the final exam and the teacher’s dissection of the exam.

* The teacher’s manual and an accompanying audios lay out each session’s lesson plan. The lesson plans include my explanations of the passages and the errors they illustrate.

Logic and Analysis is designed to give students something they’ll never forget, something they’ll use for the rest of their lives.

It represents a step in the process of restoring the kind of education that once existed and disappeared many generations ago.

I was previously selling the Logic and Analysis course separately. It is now being sold as a module within my Matrix Revealed collection, and, as a result, at a discount.


the matrix revealed


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.

* 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.

* 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.

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.)

Understanding Matrix is also understanding your capacity and power, and that is the way to approach this subject. Because liberation is the goal. And liberation has no limit.

I invite you to a new exploration and a great adventure.

Jon Rappoport

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

Home School Excellence

Home School Excellence

Logic & Analysis

by Jon Rappoport

November 23, 2016

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

I have been a supporter of home schooling for many years. There is one overriding reason: the quality of the education can exceed, in many cases, what is offered in public or private schools.

There are, of course, other reasons. For example, parents who are dedicated to educating their own children will take part in a great adventure. Although the experience will present many challenges and struggles, the potential rewards are enormous on several levels.

With all this in mind, I offer an advanced Logic & Analysis course to home-schooling parents and to parents who provide extra tutoring after the regular school day.

These well-shaped courses will present vital material on the art and skill of LOGIC.

In most schools, the subject of logic has been lost. Therefore, the ability to analyze written and spoken material has faded into obscurity.

During my 30 years as a reporter, I’ve run into hundreds and hundreds of claims in which evidence has been lacking. I’m talking about vague, partial, and fragmentary evidence being accepted as complete.

To put it another way, people argue for a particular position, and in support of that position, they offer proof which isn’t really proof.

When you understand and can apply logic, you see through this false proof quickly.

Once upon a time, there were textbooks which listed 15 or 20 traditional logical fallacies, and students were taught how to spot those fallacies in any argument or presentation. Such students became very confident in their own analytical skills.

However, as public education descended into a stagnant pool of political correctness, fraudulent graduation rates, and “new values,” logic was diluted and discarded. It was considered an enemy of preferred group-think.

In addition to this disintegration, many bright students (more than ever) were being drawn into law schools, where they learned that any side of any issue could be compellingly argued—by the practice of twisting logic into knots.

When I was a college student, I was lucky to study under a professor who taught very rigorous courses in logic. I found myself in possession of tools I could use in any course.

I’ve now developed materials that are effective for teaching logic and analysis. These courses do not challenge faith or personal conviction. They are designed to enable a bright student to take apart a written text, an argument, a visual presentation—and discover whether it is valid, whether it truly makes sense, whether it has holes in it.

These courses teach the traditional logical fallacies, offer many sample passages and exercises, quizzes, tests, and simple teacher’s manuals and daily lesson plans.

The Logic & Analysis course is included in my Matrix Revealed collection. I have seen other people offering school courses that are amazingly expensive. I undercut those levels by a wide margin.

Let’s face it. We are living in a world where the notion of individual freedom and power are under attack. Sustaining that freedom involves knowing how to deal with propaganda designed to make us into confused collectivists. When young people possess the know-how and the confidence to see through these shams, they are equipped to succeed.


the matrix revealed


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.

* 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.

* 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.

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.)

Understanding Matrix is also understanding your capacity and power, and that is the way to approach this subject. Because liberation is the goal. And liberation has no limit.

I invite you to a new exploration and a great adventure.

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.

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 NoMoreFakeNews.com or OutsideTheRealityMachine.

Civilization and logic: more than a fortunate accident

Civilization and logic: more than a fortunate accident

by Jon Rappoport

September 20, 2016

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

I’ve mentioned many times that the disappearance of logic as a primary subject in US schools has accompanied a long, gradual erosion of individual freedom and independence.

There is specific link: It leads to Thomas Jefferson, the author of the Declaration of Independence.

THIS IS OF ENORMOUS IMPORTANCE.

Several years ago, I came across a letter to the editor of Commentary Magazine. The letter was published in the January 1979 issue. It came from a Jefferson scholar, Wilbur Samuel Howell.

Howell makes several key points. As a college student, Jefferson studied philosophy and logic under Professor William Small, at William and Mary. Small had come to the college from Aberdeen, Scotland, where he had studied under William Duncan, a renowned logician and author of Elements of Logick. Indeed, Jefferson later remarked Professor Small went a long way toward shaping his life.

Therefore, it’s no surprise that the Declaration of Independence would adhere to a logical structure. Indeed, the Declaration is a kind of argument from first premises, through to a conclusion.

Note: Another Founder, James Madison, thought of by many as the father of the Constitution, studied logic intensely at the College of New Jersey. In fact, we have 122 pages of Madison’s own handwritten notes from the course. The course followed the pattern laid down in a famous 17th-century book, Logic or the Art of Thinking.

I went back and read the Declaration of Independence, and I’ll open up its logical structure.

It begins with this:

“When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.”

Jefferson, in this prologue, indicates that the people should state their reasons for separating from a ruling power. Before he goes on to do that, he enunciates his first premises.

All men have rights, and to secure them, they create governments.

Second, the people have the authority to abolish any ruler that tries to destroy those rights, and, in its place, the people should institute a new government.

Third, when a long history of tyrannical abuse proves that the old government cannot be corrected, the people have a duty to overthrow it.

Here is the text:

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security. –Such has been the patient sufferance of these colonies; and such is now the necessity which constrains them to alter their former systems of government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states. To prove this, let facts be submitted to a candid world.”

What remains is for Jefferson to list the abuses of the British Crown; to prove, in other words, that the king has, in fact, brought on such a stream of tyrannical actions.

Well, here they are:

“He has refused his assent to laws, the most wholesome and necessary for the public good.

“He has forbidden his governors to pass laws of immediate and pressing importance, unless suspended in their operation till his assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

“He has refused to pass other laws for the accommodation of large districts of people, unless those people would relinquish the right of representation in the legislature, a right inestimable to them and formidable to tyrants only.

“He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public records, for the sole purpose of fatiguing them into compliance with his measures.

“He has dissolved representative houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

“He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large for their exercise; the state remaining in the meantime exposed to all the dangers of invasion from without, and convulsions within.

“He has endeavored to prevent the population of these states; for that purpose obstructing the laws for naturalization of foreigners; refusing to pass others to encourage their migration hither, and raising the conditions of new appropriations of lands.

“He has obstructed the administration of justice, by refusing his assent to laws for establishing judiciary powers.

“He has made judges dependent on his will alone, for the tenure of their offices, and the amount and payment of their salaries.”


power outside the matrix


Jefferson goes on to list many more abuses.

He then announces his conclusion, based on the original premises of his argument and the examples he has cited to confirm that the heart of these premises is true:

“We must, therefore, acquiesce in the necessity, which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war, in peace friends.

“We, therefore, the representatives of the United States of America, in General Congress, assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name, and by the authority of the good people of these colonies, solemnly publish and declare, that these united colonies are, and of right ought to be free and independent states; that they are absolved from all allegiance to the British Crown, and that all political connection between them and the state of Great Britain, is and ought to be totally dissolved; and that as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do. And for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes and our sacred honor.”

Fire, passion, even poetry, held within the flow of a logical progression.

I point this out to show that the Founders were not only acquainted with the use of logic, they wanted to make their great case for freedom and independence by using its power.

In their minds, freedom and logic were connected.

If in our schools, in 2016, logic as a distinct subject has been reduced to paltry terms, how are students able to grasp the majestic nature of freedom, as expressed in the Declaration?

How are they able to understand that living in freedom means more than vaguely drifting from one slogan to another, one addled piece of political rhetoric to another?

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 you’ll never read about virus-research fraud

What you’ll never read about virus-research fraud

The rabbit hole

by Jon Rappoport

August 8, 2016

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

There are very few investigators on the planet who are interested in this subject. I am one of them. There is a reason why.

In many articles, I’ve written about the shocking lack of logic in the curriculum of advanced centers of learning. When I attended college, I was fortunate to have a professor who taught logic, and taught it in a way that appealed to the minds of his students. In other words, for those of us who cared, we could not only absorb the subject matter, we could think with it; for example, we could approach an area of knowledge and track it back to its most basic premises. And then we could check those premises and see whether they were true and correct. If they were incorrect, we could then challenge many accepted notions that followed from those basic untruths.

That is one of the payoffs of being able to deploy logic.

With this introduction, let me bring up the issue of disease-causation. How do researchers decide that a given virus causes a given condition?

There are many twists and turns involved in answering the question, but before being able to engage in such a discussion, a more basic factor has to be considered:

Has the virus in question ever been isolated and identified? More simply, has it ever been found?

Obviously, in order to eventually say virus A causes condition B, you have to know you’ve found, discovered, isolated virus A from some tissue sample removed from a human being.

I’m not talking about tests run on people in 2016, to decide whether they have virus A. I’m talking about the first time, the first time ever a researcher said, “I’ve found a virus we’ve never seen before. I’m calling it virus A.”

So, for example, with all the chatter about people with Ebola in recent years, the question would be: when was the first time a researcher said, “We’ve verified the existence of a virus we’ve never seen before, and we’re calling it Ebola.”

When was that, and by what procedure was this discovery made?

For many people, it’s unthinkable that scientists would say a given virus is causing many people to fall ill—and yet that virus had never really been isolated and identified—but who knows what you find out when you go down the rabbit hole?

Let’s consider HIV, the purported cause of AIDS. Independent reporter Christine Johnson conducted a magnificent and shocking rabbit-hole interview with Dr. Eleni Papadopulos, “a biophysicist and leader of a group of HIV/AIDS scientists from Perth in Western Australia. Over the past decade and more she and her colleagues have published many scientific papers questioning the HIV/AIDS hypothesis…” The interview was titled: Does HIV Exist?

I’ll highlight part of the exchange, because it’s so telling and instructive. Keep in mind that what Eleni Papadopulos is saying about HIV could apply to any virus — including zika.

The interview takes up a few complex procedures, but if you read through it several times, you should be able to sort out the key points:

Christine Johnson (CJ): Does HIV cause AIDS?

Eleni Papadopulos (EP): There is no proof that HIV causes AIDS.

CJ: Why not?

EP: For many reasons, but most importantly, because there is no proof that HIV exists.

CJ: Didn’t Luc Montagnier and Robert Gallo [purportedly the co-discoverers of HIV] isolate HIV back in the early eighties?

EP: No. In the papers published in Science by those two research groups, there is no proof of the isolation of a retrovirus from AIDS patients. [HIV is said to be a retrovirus.]

CJ: They say they did isolate a virus.

EP: Our interpretation of the data differs. To prove the existence of a virus you need to do three things. First, culture cells and find a particle you think might be a virus. Obviously, at the very least, that particle should look like a virus. Second, you have to devise a method to get that particle on its own so you can take it to pieces and analyze precisely what makes it up. Then you need to prove the particle can make faithful copies of itself. In other words, that it can replicate.

CJ: Can’t you just look down a microscope and say there’s a virus in the cultures?

EP: No, you can’t. Not all particles that look like viruses are viruses.

CJ: My understanding is that high-speed centrifugation is used to produce samples consisting exclusively of objects having the same density, a so-called “density-purified sample.” Electron microscopy is used to see if these density-purified samples consist of objects which all have the same appearance — in which case the sample is an isolate — and if this appearance matches that of a retrovirus, in terms of size, shape, and so forth. If all this is true, then you are three steps into the procedure for obtaining a retroviral isolate. (1) You have an isolate, and the isolate consists of objects with the same (2) density and (3) appearance of a retrovirus. Then you have to examine this isolate further, to see if the objects in it contain reverse transcriptase [an enzyme] and will replicate when placed in new cultures. Only then can you rightfully declare that you have obtained a retroviral isolate.

EP: Exactly. It was discovered that retroviral particles have a physical property which enables them to be separated from other material in cell cultures. That property is their buoyancy, or density, and this was utilized to purify the particles by a process called density gradient centrifugation.

The technology is complicated, but the concept is extremely simple. You prepare a test tube containing a solution of sucrose, ordinary table sugar, made so the solution is light at the top but gradually becomes heavier, or more dense, towards the bottom. Meanwhile, you grow whatever cells you think may contain your retrovirus. If you’re right, retroviral particles will be released from the cells and pass into the culture fluids. When you think everything is ready, you decant a specimen of culture fluids and gently place a drop on top of the sugar solution. Then you spin the test tube at extremely high speeds. This generates tremendous forces, and particles present in that drop of fluid are forced through the sugar solution until they reach a point where their buoyancy prevents them from penetrating any further. In other words, they drift down the density gradient until they reach a spot where their own density is the same as that region of the sugar solution. When they get there they stop, all together. To use virological jargon, that’s where they band. Retroviruses band at a characteristic point. In sucrose solutions they band at a point where the density is 1.16 gm/ml.

That band can then be selectively extracted and photographed with an electron microscope. The picture is called an electron micrograph, or EM. The electron microscope enables particles the size of retroviruses to be seen, and to be characterized by their appearance.

CJ: So, examination with the electron microscope tells you what fish you’ve caught?

EP: Not only that. It’s the only way to know if you’ve caught a fish. Or anything at all.

CJ: Did Montagnier and Gallo do this?

EP: This is one of the many problems. Montagnier and Gallo did use density gradient banding, but for some unknown reason they did not publish any Ems [electron microscope photos] of the material at 1.16 gm/ml…this is quite puzzling because in 1973 the Pasteur Institute hosted a meeting attended by scientists, some of whom are now amongst the leading HIV experts. At that meeting the method of retroviral isolation was thoroughly discussed, and photographing the 1.16 band of the density gradient was considered absolutely essential.

CJ: But Montagnier and Gallo did publish photographs of virus particles.

EP: No. Montagnier and Gallo published electron micrographs of culture fluids that had not been centrifuged, or even separated from the culture cells, for that matter. These EMs contained, in addition to many other things, including the culture cells and other things that clearly are not retroviruses, a few particles which Montagnier and Gallo claimed are retroviruses, and which all belonged to the same retroviral species, now called HIV. But photographs of unpurified particles don’t prove that those particles are viruses. The existence of HIV was not established by Montagnier and Gallo — or anyone since — using the method presented at the 1973 meeting.

CJ: And what was that method?

EP: All the steps I have just told you. The only scientific method that exists. Culture cells, find a particle, isolate the particle, take it to pieces, find out what’s inside, and then prove those particles are able to make more of the same with the same constituents when they’re added to a culture of uninfected cells.

CJ: So before AIDS came along there was a well-tried method for proving the existence of a retrovirus, but Montagnier and Gallo did not follow this method?

EP: They used some of the techniques, but they did not undertake every step including proving what particles, if any, are in the 1.16 gm/ml band of the density gradient, the density that defines retroviral particles.

CJ: But what about their pictures?

EP: Montagnier’s and Gallo’s electron micrographs…are of entire cell cultures, or of unpurified fluids from cultures…”

—end of interview excerpt—


power outside the matrix


This is shocking, to say the least.

How can researchers or doctors say that HIV is causing AIDS, when the correct procedures for finding HIV and identifying it were never followed in the first place?

“HIV causes AIDS. Of course it does. But, oops, we never proved the virus exists.”

“Of course it exists. It has to.”

“Yes. Right. But we never isolated it. We never demonstrated that it exists.”

“This conversation is counter-productive. Let’s move on.”

“Yes, we must move on. We never spoke of this.”

There is no rabbit hole. Of course not.

That gaping entrance with the tunnel that goes down and down and down? Must have been some construction project that was abandoned. Or it’s just an illusion. We need corrective lenses.

Sure, and if enough people keep saying this, they’ll all forget the logic that keeps staring them in the face.

Almost two years ago, I sent the CDC a FOIA request: provide me with evidence the Ebola virus has ever been isolated from a human being and identified. I’ve never heard back.

I’ll close with another example: SARS. In 2003, this “dreaded epidemic” swept across the world. Quickly, it became apparent it was a dud. In Canada, a microbiologist, Frank Plummer, who was working for the World Health Organization (WHO), wandered off the reservation and told reporters he was puzzled by what he was seeing. Fewer and fewer people diagnosed with SARS showed any trace of the coronavirus, which WHO claimed was the cause of SARS. Plummer was essentially saying people with SARS didn’t have SARS. That was a major scandal, but the press wouldn’t touch it with a ten-foot pole.

It raised an even more basic question. Had WHO researchers ever actually found this coronavirus in the first place, or had they asserted its existence based on scanty (or no) evidence?

No one in major media asked or cared. They went along with the “epidemic” story, and when it died, they moved on to other matters.

That strategy is what passes for logic esteemed fourth estate.

Jon Rappoport

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

Three substitutes for logic

Three substitutes for logic

by Jon Rappoport

June 28, 2016

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

Since logic is no longer taught as a required subject in schools, the door is open to all sorts of bizarre reactions to the presence of information.

Here are three favorites:

One: grab the headline or the title of an article, make up your mind about how you “feel,” and ignore everything else.

Two: Actually read the article until you find a piece of information that appeals to you for any reason; latch on to it, and run with it in any direction. In all cases, the direction will have nothing to do with the intent of the article.

Three: From the moment you begin to read the headline of the article, be in a state of “free association.” Take any word or sentence and connect it to an arbitrary thought or feeling, associate that thought with yet another arbitrary thought…and keep going until you become tired or bored.

You might be surprised at how many people use these three “methods of analysis.”

The very idea that the author of the article is making a central point doesn’t really register. And certainly, the notion that the author is providing evidence for the central point and reasoning his way from A to B to C is alien.

A college liberal education? These days it could be imparted in a matter of weeks, simply by hammering a small set of values into students’ skulls—along with requisite guilt and fear at the prospect of wandering off the reservation.

Logic as a subject is viewed with grave suspicion, as if it might involuntarily take a person down the wrong track and dump him in a politically incorrect ditch—a fate to be avoided at all costs.

Therefore, the practice of rational debate is on the way out. Too risky. Besides, the preferred method of dealing with opponents is screaming at them, shoving them off stage, and whining about “being triggered.”

If you think obtaining what’s called a liberal college education is vastly overrated (and absurdly expensive), you’re right. Learning logic, instead, would be a good start down a different road.

And an analysis of the principle of “greatest good for the greatest number” would be very, very useful—since it underpins so much of values-centered education these days.

What does greatest good mean, specifically? How would it be achieved? Who would implement it? How would the implementation affect individual freedom?

Wrestling with these questions would open up whole new territories of insight.


The Matrix Revealed


As I’ve mentioned in past articles, when I taught a few basics of logic to middle-school students, the clutter in their minds receded. They found the ability to follow a line of thought—for the first time, they recognized there was such a thing as a connected flow of reasoning from A to B to C to D. The lights went on.

The world may be sinking into deeper levels of know-nothing non-rationality, but that’s not a good excuse for trailing along down into the swamp. It should be a wake-up call to go the other way.

No matter what anyone says, it’s not a crime to be smarter than other people.

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.