Matrix Revealed: Why logic disappeared

Matrix Revealed: Why logic disappeared

by Jon Rappoport

October 21, 2017

Over the past year, I’ve been in communication with several teachers who are telling me about the descent into more social programming in school classrooms.

From so-called environmental agendas, to discussions about gender orientation and choice of gender identity, to sex education, to teaching about “liberalism,” the indoctrination is getting thicker and deeper.

This whole mind-engineering approach would suffer a devastating blow if logic were introduced into the curriculum, particularly at an early age.

One prime factor becomes clear the moment a student explores logic as a formal subject. That factor is THE PREMISE.

Deductive arguments begin from premises, also known as assumptions or givens.

Although logic focuses on the process of reasoning launched from the premises, there is no way to avoid looking at these basic assumptions, once the student learns how to find them.

“Is this premise true?” “Does it make sense?”

And then all bets are off, because social programming is short on reasoning and long on givens.

That’s how mind-programming is done—by pouring assumptions into the student.

Once he begins to look at them, study them, consider them, assess them, he is SEPARATE FROM THEM.

He can then gauge their truth or falsity.

He can decide whether they’re grounded in fact, or are merely arbitrary notions designed to forward an ideology.

At that point, the roof caves in on the programmers.

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

Students should have the opportunity to experience analyzing passages of text. They should learn what that process does for them, how it wakes them up and eventually makes them independent.

Educators are aware that treading on the path of logic endangers what they are covertly putting into students’ heads.

That’s why logic has disappeared.

That’s why it needs to come back.

Shepherded by parents.

Every home is a civilization.


The Matrix Revealed

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


Here are the contents of my collection, The Matrix Revealed:

* 250 megabytes of information.

* Over 1100 pages of text.

* Ten and a half hours of audio.

The 2 bonuses alone are rather extraordinary:

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

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

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

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

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

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

Also included:

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

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

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

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.

The mind game designed to produce losers

The mind game designed to produce losers

Separating logic from propaganda. Separating illusion from reality.

An individual has the capacity to think independently. A group does not have that capacity.

‘Vegas Massacre’ just one of a million examples…

by Jon Rappoport

October 18, 2017

“My friends, here is the game. On the table before you, you see many stones. Some are expensive gems, and some are worthless fakes. But you must decide they’re all fake or they’re or real. That’s the game.” (The Underground, Jon Rappoport)

Crazy choices. Untenable choices. A ridiculous game. But many people fall for it. Why?

If propaganda didn’t stimulate the way people’s minds already work, propaganda would be abandoned and thrown on the junk heap.

I need to repeat that: If propaganda didn’t stimulate the way people’s minds already work, propaganda would be abandoned and thrown on the junk heap.

Propaganda isn’t shaping minds to think in a way that is utterly alien. No. Propaganda taps into ways of thinking that are already there, in a latent or active state.

For example, propaganda feeds off the tendency of the mind to assert: It’s either A or B. It’s either all-A or all-B.

By design, let’s say an event under consideration happens to be BOTH A AND B.

However, the mind isn’t prepared to see that. At the “either-or” level of thinking, BOTH is impossible. It doesn’t show up as a choice on the radar screen.

So for that event, X number of people will say, “It’s all-A.”

And Y number of people will say, “It’s all-B.”

And then those two groups will oppose each other. Which is a hidden purpose of the propaganda in the first place.

Take the Vegas shooting as an example. Assume for the moment that it was designed to contain both real and fake elements. There were real bullets flying (no matter how many shooters held the weapons) and real people were hit by those bullets. And then there were “crisis actors” who were faking scenes of being hit and wounded by bullets.

And let’s say there is propaganda on top of the Vegas shooting, and the propaganda says, “Stephen Paddock was the LONE GUNMAN and he killed 58 people and wounded 500 people.”

The propaganda is a lie. Whatever did or didn’t happen at the concert, the propaganda is not the correct account.

The propagandists know that AS SOON AS THEY SAY “LONE GUNMAN,” there are going to be many people who think “LEE OSWALD AND CONVERUP AND CONSPIRACY” and then independently examine and analyze and offer opinion about what really happened in the shooting. By telling that central lie, the propagandists also know many of these independent researchers and reporters are going to be stimulated to react in the following way:

They’re either going to say all-A or all-B. They’re going to say the shooting was entirely real, or they’re going to say the shooting was entirely fake.

Tell that lie and then stand back and watch people break up into two opposing groups.

Which is exactly what propagandists want.

The central lie about the shooting has two purposes. First, cover up what really happened. And second, get independent-minded people to split into two opposing groups, vis-à-vis what really happened at the shooting.

This is all understood and planned for by the groups who design mass events and also design the propaganda lies about those events.

The fake planted elements of these events (crisis actors, pretended wounding, etc.) are put there to make sure there will be opposing groups of researchers, in the aftermath.

“Sow confusion; sow opposition.”

And the success of these plans depends entirely on the level of thinking that is compelled to choose all-A or all-B. A person who restricts himself to deploy this level of thinking will always deny anything exists beyond all-A or all-B, whichever side he chooses. Why? Because his level of thinking determines WHAT HE CAN SEE AND WHAT HE CAN’T SEE.

Obviously, we’re talking about much more than the Vegas shooting or any mass event. We’re talking about a pattern that bleeds into every area of life and perception.

“If you think Trump has done anything seriously wrong, you’re a traitor to the President and an enemy of America.”

“If you think Hillary has committed a serious crime, you’re a traitor to America.”

There are two sides, and you must choose all-A or all-B.

Now, of course, there are other levels of more intelligent thinking. But those who control education and major media want to minimize the more intelligent levels and maximize the “either-or” brand. This is their mission in life. They take it seriously.

Decades ago, when I taught school, I ran across many students who were the all-A or all-B type. Trying to break through that barrier was like using a nail file to cut a big hole in a brick wall.

Eventually, I found I could teach them logic at a basic level. And I watched the students change. They began to offload their blunt either-or approach. They began to SEE MORE. The lights were going on.

It was quite gratifying.

Let me give you another example: police brutality toward black people in America.

Let’s say we have two groups. One group claims there is absolutely no problem involving police brutality. The other group claims police brutality is THE problem.

All-A or all-B.

Now, imagine there are 20,000 black and white people, armed with the tools of analysis and logic, who take neither position. Instead, they separately and independently investigate a number of factors that plague black inner cities:

Drugs; gang shootings and other gang crimes; the Globalist theft of jobs, which are exported to other countries; the absence of fathers in homes; grossly sub-standard nutrition; the dumping of industrial pollutants into poor neighborhoods; toxic heavy metals in water systems; the diversion and theft of enormous amounts of money that have been poured into the so-called War on Poverty; police brutality; multiple problems honest police have in trying to keep neighborhoods safe.

This intelligent analysis points toward solutions. For instance (I’ve previously written about this at length), a vast spreading of urban farms in inner cities where residents grow their own fresh clean food, trade it among themselves, and sell the excess for profit.

Now imagine those 20,000 black and white people who are doing this analysis speak up and write, independently and separately, about what they’ve discovered.

Suppose THOSE voices rise and are heard.

Suppose THAT tide rises above the all-A and all-B crowds.

What might happen then?

In an educated society, this tide is supposed to rise.

However, education isn’t pointed in the direction of logic and analysis. It’s pointed away from it, on purpose.

Which means the task falls to individuals.

This may seem like an enormous hill to climb.

It is. But so what?

After more than a hundred years of sub-standard mind-numbing education, what else would you expect?

The overriding principle here is: if you see people all around you dividing into opposing camps, because they’re all-A or all-B, that doesn’t mean you have to follow their lead.


(To learn more about my rigorous Analyzing Information in the Age of Disinformation tutorial, click here.)

(To learn more about my rigorous high school -level Logic and Analysis course, click here.)


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.

Information mind control: directed confusion

Information mind control: directed confusion

The effect is real, but the cause is fake

by Jon Rappoport

October 10, 2017

—When a person investigates a holy of holies where only truth is supposed to live, and when he offers evidence that the sacred inner sanctum is based on a lie, the public reaction of disbelief is based on Reference to Authority. “Well, all the experts couldn’t wrong. That’s impossible.” The holier the lie, the more impossible is the truth—

In a recent article, I analyzed the Vegas shooting in terms of both real and fake incidents happening at the same time—and the (intentional) confusion and conflict that then plays out.

Now I want to go deeper.

People often get it wrong when they look at cause and effect.

I learned this lesson, in 1987-88, when I was writing my first book, AIDS INC., Scandal of the Century.

People were dying. They were dying in San Francisco and New York and Los Angeles and Africa and Haiti. There was no question about that. The effect was real and devastating.

So I blithely assumed the announced cause, HIV, was, in fact, the cause. It had to be.

If I questioned the cause, I would be questioning the truth of the effect, right?

Wrong.

It took me a while to see that. It took me many months of research.

In retrospect, what I did in my investigation was quite straightforward. At the time, it felt like I was walking through a jungle in the dark.

I examined each so-called “high-risk” group. These were groups the medical experts said were prone to “catching HIV” and developing AIDS.

I found that ALL the immune suppression (the hallmark of AIDS) in these groups could be explained by causes that had nothing to do with HIV. Depending on which group, there was: hunger, starvation, contaminated water supplies, toxic medical drugs, vast overuse of antibiotics, vast overuse of debilitating street drugs, repeated instances of debilitating standard sexually transmitted diseases (not AIDS), an experimental vaccine…

On top of that, when I went back to the original research on HIV, I discovered the prime researchers had failed to find and identify HIV in a sufficient percentage of diagnosed AIDS patients to claim the virus was the cause.

I discovered there was no reason to assume HIV was the cause of AIDS based on specific actions of the virus in the body. In other words, researchers couldn’t show the virus was doing anything. They just assumed it was wreaking havoc, and they kept changing their guesses about what it could be doing.

The effect (people dying) was real, but the purported cause (HIV) was unproven, and therefore, fake.

I spoke with many people who accepted HIV as the cause of AIDS BECAUSE so many people were dying. They made that equation. They made that unwarranted leap.

In the field of psychiatry (an obvious pseudoscience), the same thing happens. The effect is real: people have problems, they’re suffering, they’re in pain and confusion. The cause? Specific mental disorders.

Well, these disorders must be real because the effect is real, right?

Wrong.

There are many explanations for what people are experiencing and suffering. On the other hand, there are NO defining laboratory tests for diagnosing ANY so-called disorder in the official bible of the psychiatric profession. No blood tests, no saliva tests, no brain scans, no genetic assays. Nothing.

The effect is real, but the cause is unproven and therefore fake.

People make this cause-and-effect mistake in various fields all the time. Propagandists use this mistake to their own advantage in promoting false causes of events to forward agendas.

In schools, a proper study of cause and effect would make students independently brighter. But of course, that is not the normal goal of education. The goal is creating obedience. And eliciting specific responses to specific stimuli.

The bell rings, the dog salivates.

That’s a completely different version of cause and effect.

(New “think-piece” — “David vs. AI supercomputer Goliath” — up at my other blog, OUTSIDE THE REALITY MACHINE.)


power outside the matrix

(To read about Jon’s mega-collection, Power Outside 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.

Freedom from mind controlled education

Freedom from mind-controlled education

by Jon Rappoport

September 5, 2017

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Then mind control would be a laughable absurdity.

Welcome to real school.

The lights go on. The minds go on.

The world is revealed to be a different place.


The Matrix Revealed

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


Jon Rappoport

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

FAQ on Rappoport Logic & Analysis Course

FAQ on Rappoport Logic & Analysis Course

by Jon Rappoport

September 2, 2017

I’ve been getting requests to describe my logic course–hence this FAQ, which answers a lot of questions.

Note: The Logic & Analysis Course is part of a much larger collection, The Matrix Revealed. The course was selling, alone, for three times as much as the entire Matrix Revealed collection but I decided to roll it into the Matrix Revealed collection to reach a wider audience.

I’ll make this FAQ as complete as I can.

Q: How long is the course?

A: Eighteen classroom sessions. That includes a final exam.

Q: So it isn’t just a workshop or a seminar.

A: No, it’s a real course.

Q: At what pace would you recommend teaching it in a home-school setting?

A: Three sessions a week, if possible. An hour per session.

Q: Is the course available online?

A: Upon purchase of The Matrix Revealed, you then download the document and audio files.

Q: What are the course materials?

A: A extensive teacher’s manual, student study sheets (text passages), and audio files.

Q: What’s in the teacher’s manual?

A: The manual contains a layout for all the lessons, in chronological order, and explanations for all the passages that are analyzed in the course.

Q: Passages?

A: Yes. There are short and long passages of text. I wrote these with logical errors embedded in them. Students and teachers work over the passages and discover the specific logical errors. The main passages are written to resemble news stories, press releases, political-speak, science journalism, and internet reporting.

Q: Why?

A: Because they resemble what you encounter in the real world. The whole point of the course is gaining the ability to deal with information in any form, in life. That means being able to take information apart and pinpoint the specific logical mistakes, and analyze those mistakes, in detail.

Q: If an adult is studying the course on his own, how does he proceed?

A: Actually, whether the adult is studying the course on his/her own or preparing to teach it to children, the approach is the same. Go through the entire teacher’s manual, step by step. Master everything.

Q: What is on the audio files?

A: My analysis of the six long passages of text that make up the core of the course. I wanted to do this part in audio, so the teachers can listen to me attacking the text and pulling it apart. It gives a sense of what it’s really like to dig out each logical error and identify it.

Q: When a home-schooling adult teaches the course, is it a process of the teacher and students mutually discovering logical fallacies?

A: No. The teacher already has mastered the course and knows where all the errors are. However, in class, the children first battle through a passage on their own, with the teacher noting their findings. Then the teacher explains each actual logical error in detail. Then, as homework, on their own, the students go back to that passage again and find all the logical errors, and describe them in writing.

Q: These logical fallacies—are they written in stone or did you dream them up?

A: The traditional fallacies have been discovered and described, in various ways, over the last 2400 years. They are very real and very exacting.

Q: What is your background?

A: As a college student (Amherst College), I studied logic as part of my major in philosophy. I had extensive training in logic there. I taught in several private schools in New York and Los Angeles, and tutored remedial English at Santa Monica College. I’ve had a 25-year career as an investigative reporter—LA Weekly, CBS Healthwatch, Spin Magazine, Stern (Germany), etc. During this period, I applied logic to my investigations on a regular basis. Particularly in the area of medical fraud, I had to use logic to get behind the PR pronouncements of various “authorities” and find the inconsistencies and deceptions that were occurring in published research.

Q: On what basis do you sell your course to home-schooling parents?

A: They may use it with any size class for as long as they want to teach it, as many times as they want to teach it, but the course must be taught in their own home-school. The course is copyrighted and cannot be sold or given away to other teachers.

Q: I have a plan to teach it to people in my community. Is that all right?

A: Absolutely. You can deliver the course as many times as you want to–as long as you are the teacher.

Q: Is your course given for academic credit in home schools?

A: No. It is for enrichment. I don’t use sanitized and silly politically correct passages in the course—most if not all school systems would refuse to allow real-world-type passages. They want largely unrealistic material. That would defeat the whole purpose of the course.

Q: Why is logic so important?

A: Because it is the foundation on which all other fields of study are built. It is a priceless Western tradition, and it is being lost. We need to reverse that trend. A student can’t be truly literate unless he can analyze what he is reading. This fact is ignored in most schools.

Q: Do you oppose rote learning?

A: Actually, no. I oppose learning that is exclusively and only rote. Students also think. Everybody thinks. There is a choice. You can learn how to think clearly, or you can remain passive and accept whatever is thrown your way. People have a confusion about this. They sometimes believe independent thinking is the same thing as rebellion. Clear thinking is clear thinking. It enables you to face information, reporting, and argument head-on, and make judgments on the merits. The logical merits.

Q: But what about, say, faith? How does logic relate to faith?

A: Learning how to think lucidly strengthens any faith or first principles you live by, because logic is about something else. Logic shows you the difference between profound faith and analysis. You don’t need to confuse the two.

Q: How many long passages are there in the course?

A: Six. They are taken up and analyzed during twelve classroom sessions. They are analyzed deeply.

Q: Is each classroom lesson of the course based on the prior lessons, or can it be taught in any sequence?

A: You follow my sequence. The course is built in a traditional fashion. The easier and simpler material comes first. Then, the more complex lessons and passages.

Q: Can I read an outline of the course?

A: Yes. I’ve included it at the end of this FAQ.

Q: Are eighteen classroom sessions enough to become a logical thinker?

A: Yes. You certainly don’t exhaust the whole field of logic, but you move into a new sphere. You can no longer be deceived or taken in by illogical presentations. You can take those presentations of information, in whatever form, apart and dissect the logical errors.

Q: Illogic is rampant in our society?

A: It’s the “way things are done” now. You have to realize that the higher you go on the educational ladder, the more subtle bias and coercion creep in. Teachers and institutions have their slant on things. They cleverly sell that slant and disguise it. If students don’t know what’s going on, they become captive to some form of bias. They become “products” of the system.

Q: Your course is an antidote to that?

A: It is. In our society, there are many political points of view masquerading as pure knowledge. The question is, do you want your children to fall under the sway of these strategies, or do you want their heads to rise above them.

Q: As an adult, will I be able to master the course myself?

A: Of course. The reading level required for the course is “bright high school.”

Q: I have children I want to home school, but they’re young.

A: I have several parents who have young children. These children are readers, but they’re not yet at the level of the course. So the parents are taking them through the course by reading parts of it to them, and then discussing the logical issues in those passages. Later, when these children are old enough and are reading at a high school level, the parents will teach the course to them again—fully. It’s a very good strategy, and it gives the kids a fine head start.

Q: There are several different types of illogical arguments?

A: About ten basic ones.

Q: Certain patterns of illogical argument emerge and you can recognize these patterns?

A: Exactly. I once had a student who worked for a big company. He was on the receiving end of many reports from a particular manager. After studying logic, the student was able to see that this manager was making the same basic illogical argument over and over, in different situations. He was costing the company a great deal of money.

Q: On the whole, would you say that people who offer illogical information are unable to see what they’re doing, or are they intentionally trying to deceive others?

A: Mainly, these people who chronically commit logical errors are uneducated—they don’t know logic. They’re struggling along in the best way they can. But a surprising number of people are just trying to sell their own personal bias. They’re slanting things intentionally to fit that bias. It happens in politics all the time, but I can say from experience that it happens just as often in science, and in other fields. Economics, history, psychology, for example.

Q: And students who can see this clearly and specifically would be ahead of the game.

A: Such students would have a towering advantage.

If you have any further questions, feel free to email me at “qjrconsulting [at] gmail [dot] com”.

Here is the course outline:

The course has 18 classroom sessions. The last two sessions are the final exam and the teacher’s step-by-step review of the exam.

The teacher’s manual explains how every lesson is laid out.

EVERY CLASSROOM LESSON IS FILLED WITH EXAMPLES THAT ARE STUDIED BY THE STUDENT, UNDER THE GUIDANCE OF THE TEACHER.

LESSON 1: The student learns how generalizations and vague terms can infect the reasoning process and make it useless and misleading. What is a generalization? What is a vague generalization? What is a vague term? Examples are studied. Vague terms and generalizations are the most common errors found in the reasoning process.

LESSON 2: The student learns to analyze several traditional logical fallacies that occur in a line of reasoning. These fallacies are shown in many examples. They are concise and clear. These are the flaws first described by Aristotle in ancient Greece.

LESSON 3: The student now begins to examine actual passages of text that contain multiple logical errors. The passages are short. With the teacher’s guidance., the student comes to see how these passages are misleading. This lesson is the groundwork for everything that is to come in the course.

LESSON 4: The student tackles a whole host of text passages that contain logical flaws. These passages illustrate such fallacies as: polemic; attacking the person rather than the argument; vague terms; inappropriate analogy; “sales pitch”; omission of vital information; circular reasoning.

LESSONS 5-16: The student now embarks on the analysis of six much longer and more complex text passages. Each long passage is studied for two classroom sessions. These passages resemble news stories, political promotion, internet journalism, science press releases—in other words, just the sort of material we all come across every day. The teacher has the students take apart each passage and offer up the errors they find; then, the teacher explains ALL the errors.

In my audio files that accompanies the teacher’s manual, I go through each of these long passages and describe the errors contained in them.

Lessons 5-16 are the core of the course. The student gains confidence in being able to dissect, SPECIFICALLY AND IN DETAIL, realistic written material that contains multiple logical errors. Step by step, passage by passage, the student learns how to find the flaws and see through the misdirection.

LESSONS 17 AND 18: The student takes the final exam. In it, the student examines a new long text passage and writes down all the SPECIFIC errors he/she can find. Then, after grading the exams, the teacher gives, in the last class, a detailed analysis of the exam passage.

The teacher’s manual is very complete. It contains every passage contained in the course–and a detailed explanation of how the major passages are flawed. Essentially, the teacher studies the manual, listens to the audio files of me breaking down the text passeges, and then teaches the course.


The Matrix Revealed

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


Here are the contents of my collection, The Matrix Revealed:

* 250 megabytes of information.

* Over 1100 pages of text.

* Ten and a half hours of audio.

The 2 bonuses alone are rather extraordinary:

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

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

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

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

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

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

Also included:

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

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

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

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.

Matrix Revealed: Why logic disappeared

Matrix Revealed: Why logic disappeared

by Jon Rappoport

August 31, 2017

Over the past year, I’ve been in communication with several teachers who are telling me about the descent into more social programming in school classrooms.

From so-called environmental agendas, to discussions about gender orientation and choice of gender identity, to sex education, to teaching about “liberalism,” the indoctrination is getting thicker and deeper.

This whole mind-engineering approach would suffer a devastating blow if logic were introduced into the curriculum, particularly at an early age.

One prime factor becomes clear the moment a student explores logic as a formal subject. That factor is THE PREMISE.

Deductive arguments begin from premises, also known as assumptions or givens.

Although logic focuses on the process of reasoning launched from the premises, there is no way to avoid looking at these basic assumptions, once the student learns how to find them.

“Is this premise true?” “Does it make sense?”

And then all bets are off, because social programming is short on reasoning and long on givens.

That’s how mind-programming is done—by pouring assumptions into the student.

Once he begins to look at them, study them, consider them, assess them, he is SEPARATE FROM THEM.

He can then gauge their truth or falsity.

He can decide whether they’re grounded in fact, or are merely arbitrary notions designed to forward an ideology.

At that point, the roof caves in on the programmers.

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

Students should have the opportunity to experience analyzing passages of text. They should learn what that process does for them, how it wakes them up and eventually makes them independent.

Educators are aware that treading on the path of logic endangers what they are covertly putting into students’ heads.

That’s why logic has disappeared.

That’s why it needs to come back.

Shepherded by parents.

Every home is a civilization.


The Matrix Revealed

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


Here are the contents of my collection, The Matrix Revealed:

* 250 megabytes of information.

* Over 1100 pages of text.

* Ten and a half hours of audio.

The 2 bonuses alone are rather extraordinary:

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

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

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

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

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

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

Also included:

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

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

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

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.

Why I love schools that ban books

Why I love schools that ban books

by Jon Rappoport

July 21, 2017

Let’s start here. In 2016, as US News reports, “The Portland Public Schools Board on Tuesday decided to ban any classroom materials that cast doubt on climate change. The resolution passed unanimously and requires that textbooks and other material purchased by the district present climate change as a fact rather than theory. Material will also need to present human activity as one of the phenomenon’s causes.”

This is good news. Why? Because a school system has asserted how it wants education to be managed. This is how children will be taught. No tap-dancing around the issue. Here it is. Boom. Out in the open. If you don’t like it, too bad.

If you don’t like it as a parent, take your child out of the Portland system. Launch home schooling. Start your own private school. Move out of Portland to another public school district.

Let’s go all the way back to the beginning of the American public-education system and Thomas Jefferson, who tried (and failed) to get a bill passed in the Virginia legislature. Jefferson:

“But if it is believed that these elementary schools will be better managed by…[any] general authority of the government, than by the parents within each ward, it is a belief against all experience.…No, my friend, the way to have good and safe government, is not to trust it all to one, but to divide it among the many, distributing to every one exactly the functions he is competent to.”

Jefferson’s vision was hundreds of small wards within each state. Each ward would have its own public school, and the parents—not the government—would manage it and fund it.

If, in one school, the parents decide children will learn the moon is a painted illusion on the sky, so be it. If they decide that stones can speak or logic is a European plot against human reason, so be it. If they decide to assemble a list of a thousand banned books, which must be burned, so be it.

With this sort of vast decentralization, it wouldn’t be long before disgruntled parents within a ward would break away and start their own school.

The opposite system is federal. Federal mandates, funding, programs, curriculum.

Education run by the individual states is hardly better. These governments are also huge and demanding.

I don’t care what excuses parents come up with, in order to opt out of taking charge of education. It’s their burden, whether through home-schooling, by creating and sustaining their own private schools for their children, or deciding which schools to send their kids to. The responsibility is theirs.

The usual caterwaul goes this way: “But many, many parents aren’t equipped to understand what goes on in the classroom. We need government-run schools to make sure children receive a good education.”

Baloney. Since when is it necessary to design an entire school system around the ignorance of parents?

Why not say most parents don’t know how to raise their children, and therefore the state must take over that function, too?

Well, if you took a few hours to research the work of Child Protective Services bureaucracies around the US, you’d realize this is, in fact happening. The brutal overreach of these agencies, in many cases, amounts to kidnapping. On false pretexts, the State takes children and dumps them into foster care, where violent abuse and high-dose drugging with toxic psychiatric meds is endemic.

Face it, the government loves parents who say they don’t understand education, medical treatment, child-rearing—whatever responsibility parents are willing to abdicate, it’s a cause for celebration in government circles.

The State promotes a consensus of cluelessness and victimhood.

If I were a top federal bureaucrat, I’d sponsor a program (a few billion dollars ought to cover it) to investigate and discover the most ignorant set of parents in America, the mother and father who can’t think their way out of a wet paper bag. I would profile those parents from head to toe, and based on the information gleaned, I would then form 1000 federal programs (adequately staffed) to assume all the child-rearing functions those parents can’t perform AND IMPOSE THOSE FUNCTIONS ON ALL FAMILIES AND CHILDREN IN AMERICA.

“It takes a village.” And this is the kind of village we’re really talking about. Not some African tribal outpost. A federal ghetto.

So good work, Portland, in banning all books that question climate change. My only problem is you haven’t gone far enough. You should have daily chanting sessions for all the children: CLIMATE CHANGE IS REAL, CLIMATE CHANGE IS REAL, intoned for a half-hour after lunch. Perhaps you can attach electrodes to the children’s heads and produce readouts of secretly dissenting young minds in the classroom, and shunt those kids off to a Chinese-style re-education facility and call it “enrichment.”

Then, perhaps, more parents in your district would wake up and grab their kids and run for the hills and start their own schools, because they can’t deny what you’re doing any longer.


The Matrix Revealed

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

(The Matrix Revealed includes my 18-lesson Logic & Analysis course
for high-schoolers)


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.