The Matrix Revealed: logic as a tool for the mind

by Jon Rappoport

February 2, 2019

I originally developed and wrote my logic course as a stand-alone instruction in analysis. It is now included (at a much lower price) as part of my collection, The Matrix Revealed.

The logic course offers passages of text for analysis. Flaws are purposely placed in the text (and later explained). These flaws are fallacies often used to divert the mind.

Logic first appeared in the West as a crucial element embedded in Plato’s Dialogues. Aristotle followed up and began to codify the subject. To say these men provided a breakthrough would be a vast understatement.

They established a platform for all future thought.

Science (in its proper inquiry, drained of political interests) requires a logical approach to research and experimentation. Linking evidence to conclusions happens through the use of logic. The replication of scientific studies involves a rational inquiry into methods and standards. Without logic, the whole enterprise would collapse.

And yet, our schools don’t require the study of logic, if they even offer courses in it. Instead, ideas and values are peddled like necessities of life.

I wrote my logic course to offset this trend.


the matrix revealed


Here are the full contents of my collection, The Matrix Revealed, including the course in logic:

* 250 megabytes of information.

* Over 1100 pages of text.

* Ten and a half hours of audio.

The 2 bonuses alone are rather extraordinary:

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

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

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

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

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

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

Also included:

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

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

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

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

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

Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 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.

Logic and non-logic in education

by Jon Rappoport

February 1, 2019

(To join our email list, click here.)

In two of my collections, The Matrix Revealed and Power Outside The Matrix, I include basic training in the art of logic and more advanced critical analysis.

The basic fact is: students in schools are rarely taught how to follow a line of reasoning from beginning to end. Nor do they practice analyzing half-formed, faulty arguments.

Who teaches young students, these days, how to distinguish between a polemic and a formal argument?

Teachers spend little or no time discussing hidden premises or assumptions, which color a subsequent argument.

Increasingly, people are “learning” from watching videos. Some videos are well done; many others intentionally omit vital data and make inferences based on “shocking images.”

A focused study of logic can illuminate a range of subjects and disciplines. It can suddenly bring perspective to fields of inquiry that were formerly mysterious and impenetrable.

Logic is the parent of knowledge. It contains the principles and methods common to all investigation.

Being able to spot and understand logical flaws and fallacies embedded in an article, essay, book immediately lifts the intelligence level.

Logic isn’t a prison; one isn’t forced to obey its rules. But the ability to deploy it, versus not understanding what it is, is like the difference between randomly hammering at a keyboard and typing coherent paragraphs. It’s the difference between, “I guess I agree with what he’s writing,” and “I know exactly how he’s making his argument.”

In the West, the tradition of logic was codified by Aristotle. Before him, Plato, in the Socratic Dialogues, employed it to confound Socrates’ opponents.

Reading the Dialogues today, one can see, transparently, where Plato’s Socrates made questionable assumptions, which he then successfully foisted on those opponents. It’s quite instructive to go back and chart Socrates’ clever steps. You see logic and illogic at work.

High schools today don’t teach logic for two reasons. The teachers don’t understand the subject, and logic as a separate discipline has been deleted because students, armed with it, would become authentically independent. The goal of education rejects independent minds, despite assurances to the contrary.

Logic and critical analysis should be taught in phases, with each phase encompassing more complex passages of text offered for scrutiny.

Eventually, students would delve into thorny circumstantial arguments, which make up a great deal of modern investigation and research, and which need to be assessed on the basis of degrees of probable validity and truth.

It’s like a climbing a mountain. The lower paths are relatively easy, if the map is clear. At higher elevation, more elements come into play, and a greater degree of skill and experience is required.

My college logic teacher introduced his subject to the class this way: Once you’ve finished this semester, you’ll know what you know, and you’ll know what you don’t know.

The second part of his statement has great value. It enables real research beyond egotistical concerns, beyond self-serving presumptions, beyond secretly assuming what you’re pretending to prove.

We certainly don’t live in an age of reason; far from it. Therefore—the greater need to learn logic. Among other benefits, it centers the thinking process.

In a landscape of controversy, babble, bluster, public relations, covert propaganda, and outright lying, one has a dependable compass.

For instance, understanding the scientific method (hypothesis-prediction-verification) would go a long way toward untangling some of the outrageous claims of science, and separating them from the political agendas they serve.

Beginning in ancient Greece, coming up through the Middle Ages, and into the 19th century, logic was one aspect of education called the Trivium (“the three”): in sequence, a student learned grammar, then logic, then rhetoric.

Except in scattered places, where people have consciously instituted a revival of the Trivium, that integrated method of teaching is gone now.

Instead, in primary and middle schools, we have superficial coasting through many academic subjects, minus the necessary exercises and drills to ensure that students grasp material. In other words, we have imposed ADHD.

Logic isn’t the end-all and be-all of life. It doesn’t define what life is. It’s a tool. You either have it or you don’t. You can use it or you can’t. When you can, you have more power, and whole new vistas, previously unseen, open up to you.

Logic is a tool in your box. When you need to go in and remove it and use it, is it dull or is it sharp?

Finally, studying logic gives a student an appreciation of consequences. For example, a politician announces a high-flying generalization, as a plank of his platform. Two things ought to follow. The student does his best to translate that generality into specific terms which actually mean something. Then he traces what would happen if the plank were, in fact, put into effect; what would the consequences specifically entail? There are always consequences—it’s just that most people never see them or think about them, because they haven’t the foggiest idea about how to flesh them out and map their implications.

Logic: one of the great contributions to civilization, left to die on the vine.

It needs to be resurrected, in full flower.

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.

Creating ADHD is the new education

That’s the goal

by Jon Rappoport

January 31, 2018

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“There is a form of mind control that is really mind-chaos. It shatters the processes of thought into, at best, vaguely related fragments. There is no direction, no development, no progress along a line of reasoning. This is how you disable a person. You disrupt his ability to move from A to B to C. At that point, he becomes passive. He’s willing to be programmed, because it’s easier. He wants to be programmed.” (The Underground, Jon Rappoport)

“I learned twenty-four new things today at school,” the child said. “One right after the other. I felt so happy. My teacher told me I was learning accelerated. I wrote on my iPad. I saw pictures. I did group harmony. I added. I divided. I heard about architecture. The teacher said we were filled with wonder at the universe. We solved a problem. We’re all together. I ate cheese. A factory makes cheese.”

The new education is ADHD.

It’s a method of teaching that surrenders ground on each key concept, deserting it before it’s firmly fixed in the mind of the student.

It hops around from idea to idea, because parents, teachers, administrators, students, departments of education, and educational publishers have given up on the traditional practice of repetition.

Repetition was old-world. For decades, even centuries, the time-honored method of instruction was: introduce an idea or concept or method, and then provide numerous examples the student had to practice, solve, and demonstrate with proficiency.

There was no getting around it. If the student balked, he failed.

There were no excuses or fairy tales floated to explain away the inability of the student to carry out the work.

For those students who have the desire to be in a classroom to receive instruction, repetition works. It may lack glitz, but it works because the vast majority of people can’t learn to read, write, or do math any other way.

You can’t gloss over these subjects with a broad brush and a lot of personality or caring. It’s all about digging in the dirt, one scoop at a time.

Some people would call it robotic education. I don’t think it is. It’s just doing what’s necessary—unless reading, writing, and math are deemed unimportant.

Now, these days, if you want to induce ADHD, teach a course in which each new concept is given short shrift. Then pass every student on to the next grade, because it’s “humane.”

Think of it this way. Suppose you want to climb the sheer face of a high rock. You know nothing about climbing. You engage an instructor. He teaches you a little bit about ropes and spikes and handholds. He briefly highlights each aspect and then skips to the next.

So later…while you’re falling five hundred feet to the ravine below, you can invent stories about why the experiment didn’t work out.

Since the advent of organized education on the planet, there has been one way of teaching young children…until recently. Explain a new idea, produce scores of examples of that idea, and get the students to work on those examples and come up with the right answers.

Subtraction, division, decimals, spelling, reading—it all works the same basic way.

For the last hundred years or so, however, we’ve seen the gradual intrusion of Teacher ADHD.

School text ADHD.

Not enough examples. Not enough exercises.

Education has nothing to do with a full frontal attack to “improve the self-esteem” of the student. It has nothing to do with telling children they’re valuable. It certainly has nothing to do with trying to embed social values and team spirit in children.

And no matter how many fantasies educators spin, schools can’t replace parents.

If what I’m writing here seems cruel and uncaring…look at the other side of the picture. Look at what happens when a student emerges from school with a half-baked, “dumbed-down” education.

He can sort of read. He can sort of write. He sort of understands arithmetic. He tries to skate through the rest of his life. He fakes it. He adopts a front to conceal the large territory of what he doesn’t know.

He certainly can’t think straight. Give him three ideas in succession and he’s lost. He goes on overload.

He operates on association. You say A and he goes to G right away. You go back to A and he responds with R. He’s up the creek without a paddle.

That’s what’s cruel.

Forty years ago, I was on the verge of landing a lucrative job with a remedial education company. The owner gave me a lesson plan and told me to write a sample program.

I did. He looked at it and said, “There are too many examples and exercises here. You have to move things along faster.”

I told him the students would never comprehend the program that way. They had to work on at least 20 exercises for each new concept.

He was shocked. “That’s not how it’s done now,” he said.

“Oh,” I said, “you mean now the student and teacher both fake it?”

And that was the end of that.

Several years ago, I explained much of what’s in this article to a sociologist at a US university. His response: “Children are different now. They don’t have patience. There are too many distractions. We have to operate from a new psychology.”

I asked him what that psychology was.

“Children are consumers. They pick and choose.”

While I was laughing at his assessment, he capped his display of wisdom with this: “There is no longer such a clear division between opinion and fact. They overlap.”

Perfect.

I know all about how the Carnegie and Rockefeller Foundations torpedoed education in America in the 20th century. But their major effort then was cutting off teachers and students from the history of the nation and the meaning of individual freedom.

What I’m talking about here is a different perversion. The unhinging of the young mind from any semblance of accomplishment and continuity. This goes far beyond the agenda of outfitting children to be worker-drones in a controlled society.

This is the induction of confusion and despair about what used to be called thinking. This is the imprinting of “gaps” that make it very hard for a person to operate, even as a drone.

In addition, if you seed children with all sorts of debilitating psychiatric drugs, and you have a profound and dangerous mess that only dedicated parents can undo, one child at a time.

People may wish it weren’t so, but that doesn’t change the facts of the matter.

The upside is, when you explain a concept to a child, and you then take him through a great many exercises designed to help him understand that concept, he’ll achieve a victory.

Then you’ll see the lights go on in his mind.

(For the “Long Read” version of this article, click here.)

(My collection, The Matrix Revealed, has a Logic & Analysis course for High School students.)


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 emails at NoMoreFakeNews.com or OutsideTheRealityMachine.

Education and the dismantling of the mind

When the solution is worse than the problem

by Jon Rappoport

January 28, 2019

(To join our email list, click here.)

Are there any States in the Union that allow public schools to opt out of providing sex education to children?

Of course, a counter-argument would be made that, although there was once a time when our country abounded in responsible two-parent families, that’s not the case anymore. Therefore, education about sex is lacking. Therefore, schools have to step into the breach and supply what is missing.

Otherwise, children won’t know about STDs, pregnancy, contraception, etc.

Over the last 40 years or so, school systems, under the aegis of government, have expanded their role. Using “duty” as the prow, these institutions have generated enormous programs to teach children what to think about everything from aluminum cans to bestiality.

Because it’s “right” and “important” and there is a “duty.”

Translation: outside groups with agendas worm their way into schools.

If I were obsessed with four-legged critters on the moon, and I had enough money and political clout and media/think-tank/foundation support, I could introduce Lunar Critterology as a vital subject into every public school in America.

If I were Bill Gates, I could push the need for computers in schools, despite the fact there is no credible evidence that computers improve literacy.

I went to school in the 1940s and 50s. At that time, the focus was simple. You learned to read, to write, and to do math. The textbooks were often old and worn. There were no visual aids. The lesson plans in every class were step-by-step. Learn a new thing, drill it to death, take a little quiz, learn the next new item, drill it, take a quiz.

It worked. It may have lacked glitz, but it worked because the vast majority of people can’t learn to read, write, or do math any other way.

You can’t gloss over these subjects with a broad brush and a lot of personality or caring. It’s all about digging in the dirt, one scoop at a time.

Some people would call it robotic education. I don’t think it is. It’s just doing what’s necessary—unless reading, writing, and math are deemed unimportant. In which case, you have a whole new idea about what education is.

If you spend time in the classroom on enterprises that are supposed to save the world or revolutionize society or build tolerance or cater to kids who don’t want to learn, then you take away hours from the core idea and practice of what learning is.

When I went to school, there could have been a better curriculum for history and science, but all in all, the teachers did a good job.

Now, we’re in a different world.

It’s assumed that most children are operating at a deficit, and they need to be brought up to speed on morals, on compassion, on sex, on greenness, on hope, on race and religion, on global concerns. At age five, eight, 12, 14.

And a great deal of this “new education” is about cashing in, for book publishers, for educrats, for federal overseers, for busybodies of all stripes who belong to agenda-driven groups that want their say and their moment in the sun.

I say this is all hogwash, and I believe anyone who consults national test scores and current levels of literacy would be compelled to agree.

Education is on the way out.

A few astute writers assert that, perhaps 80 years ago, the whole thrust of early education in America was altered intentionally, to produce worker-ants for a highly controlled society of the future. With all due respect, I think it’s worse than that. Because now we’re turning out kids who are essentially confused, badly schooled, drifting on the wind, lost in a mind-territory of fantasized entitlement. They aren’t androids ready to work on some non-existent assembly line. They’re just lost. They’re riddled with self-esteem that doesn’t work. They’re consumers looking for magic credit so they can buy their way into happiness. They’re loaded with sugar and other chemicals that scramble their synapses. They’re not only unsympathetic toward work, they have no passion of their own.

Logic? Imagination? Never heard of it.

When I went to school, there was virtually no classroom disruption of any kind. And my schools were attended by an economic, social, racial, and religious cross-section of students. We weren’t striving for diversity. We had it. The relatively few kids who were out of control and resisted any kind of discipline were herded into classes together, and teachers dealt with them.

The public schools of today lack the courage to say, “Look, if you’re here to learn, we want you. Otherwise, you’re out. Goodbye.”

If you need metal detectors at the school entrances, you went over the edge a long time ago. No one deserves to be subjected to that kind of environment.

The bullying problem? It’s an industry now. People with degrees write papers and books about it, and task forces gear up to study it and make recommendations. It’s a structure of carbuncles on the body-politic of education.

Once upon a time, no bully was allowed to attend school. If he pressed his attitude and his actions, he was expelled. Period. It wasn’t a question of why he bullied. He was gone. Learning couldn’t take place as long as he was on the scene.

And “gangs in schools?” I’m sorry, but there are no gangs in schools. There are schools in gangs—that’s what you have when groups of kids with violent tendencies inhabit classrooms and corridors. If you can’t expel them en masse, give up. Shut down the place.

If you want to make schools into six-hour-a-day baby-sitting machines, call it that. Try to obtain public funding for it. Hire guards and nurses and cops to staff it. Put it behind barbed-wire fences and install those metal detectors.

Or if schools are really lunch cafeterias, run them that way. Free public lunches. Have kids show up at noon, eat, and leave.

If you think kids of various religions should be allowed to commandeer a room to hold prayer groups, call it Government-Funded God. Rent a hall somewhere and schedule everybody from Christians and Jews to Muslims and Buddhists and Hindus and Zoroastrians.

“Well, we have these kids who are great football players, and they score very badly on all the tests, but we need them on the team.”

No you don’t. Start your own community team. Make up a name. Raise money for uniforms and coaches. Form a league. If these kids want to stay in school—which is a completely different matter—they’ll have to learn how to attain grades for real.

And this long-standing rule about passing kids on to the next grade, no matter how poorly they perform? Graduating them from high school even if they can’t read at fourth-grade level? Because they need to feel good about themselves? Because that’ll somehow help them wend their way through life later on?

Invent a new type of school for them and put it somewhere else. Bring in tutors. If that fails after an honest attempt, teach trades. Some of these kids will end up making more money in a trade than Harvard business-school grads.

All of the above, by the way, makes a good case for home schooling. Unless the parents themselves were shot out the top end of their schools, long ago, ill-prepared to handle reading, writing, and arithmetic.

No, the problem isn’t cookie-cutter education. It’s no education.

Now, of course, hovering over this revolution in education is the wider government becoming mommy and daddy to everyone. “Because they care.” Because they need to do this “caring” in order to obtain budget money for their departments. Because otherwise they would be useless.

And hovering over THAT is the program to convert everyone on the planet to a status much like an eternal patient with an eternal doctor.

This program is advancing based on the notion that “patient status” equals “more controllable.”

“Yes, we have to control you for your own good, because we care.”

No, they want control because they want control.


In my day, the subject that was conspicuously missing from the classroom was Logic. Once upon a time, it had been taught to children when their reading skills had progressed far enough. It was usually presented as a series of fallacies that infected the process of reasoning.

A few years ago, I decided to write a logic course to fill this gap. My strategy was to provide basic background lessons and then launch into a series of text passages seeded with fallacies and flaws. Students with the help of their teachers would find them and understand how they operated to derail lucid thinking.

I offered this 18-lesson course to home schoolers, and adults who wanted to use it for self-study.

Now it’s part of my new collection, The Matrix Revealed.

Twenty-four hundred years ago, in Athens, logic was, for the first time, explained in detail by Aristotle. It marked the beginning of a new era for humankind. Logic allowed a person to peruse a formal argument, differentiate between premises and deductions, and judge the validity of the reasoning process.

When students are taught this subject well, they turn into detectives. They realize that articles and books are more than mere lakes of information. They can trace the progress of a line of thought, and see that authors are offering evidence that leads to a conclusion.

It’s an awakening. I’ve seen it resolve what was foolishly diagnosed as ADHD. The student becomes grounded. He accrues real confidence. He can decide whether an argument is valid or invalid. He can spot flaws and describe them.

Armed with the tool of logic, he becomes independent.

This may explain why logic was dropped out of the secondary school curriculum.

God forbid the educational system should be turning out thousands of students who can really think for themselves, and think powerfully and consistently.

Note: I’m not covering the subject of college education in this piece, but I have an interesting anecdote for you. William E. Kennick taught philosophy at Amherst from 1956 to 1993. Amherst has consistently been rated as one of the top colleges in America. During his tenure, Kennick grew disturbed by the quality of papers his students were turning in. So he wrote and distributed a four-and-a-half page, single-spaced document titled, Some Rules for Writing Presentable English. The cream of the cream of American college students needed that on-the-fly tutorial to come up to basic speed. What other students at other colleges were/are producing in the way of written English is too horrible to contemplate.


So now we come to the central thesis. The modern vision of education, aside from the hard sciences, is all about unhinging or un-gluing the mind from its moorings, from its focus, from its ability to track complex thought.

Instead, we have education as: socialization; community; relativity.

This last factor is key. No particular piece of information is any more “valid” than any other piece, no more important, no more deserving of respect. Information is a soup into which one dips a spoon—coming up with whatever is there.

Over the range of society, you get young people wandering around with barely a clue. They’re dissatisfied, they’re upset, they’re resentful, they’re mystified, they’re rebellious.

To a degree, that describes every generation. But when the legs are missing, when the ability to concentrate and focus is absent, when the reasoning capacity is vastly underdeveloped, you get a stupendous crash.

It’s worse than cookie-cutter graduates heading for an assembly line. It’s the kind of trouble that spreads out in ripples, requiring assistance from the State. And that is the revelation.

That’s the society that’s being created.

For the elites who want to run things, globally, it’s not enough to gather up the most dependent people in a net and bring them over to the collectivist side with promises. No, what’s needed is a machine that PRODUCES huge numbers of newly minted dependents all the time.

Welcome to the educational wing of globalism.

Scour every textbook you can find at any level in the school system of your country. See if you can find the conjunction of the word “powerful” with the word “individual” where the implication isn’t pejorative. Where the thrust is positive. I know where my money is in that bet.

When political and economic collectivism is the goal of a society, certain things have to be done with the school system. Individualism has to be discouraged and sidelined. Status based on pure merit, achievement, and performance has to be minimized. And the core courses must lose their discipline.

Instead, group socialization, random expression of students’ opinions (based on nothing in particular), and bogus self-esteem must take center stage.

As a former teacher, I can tell you it’s rather easy to make this momentous shift. The starting point, from which the whole campaign unfolds, involves grouping together students in classes who are operating at significantly different levels of skill and ability.

For example, try teaching geometry to 20 kids who scored across a wide spectrum in their previous final exams in elementary algebra. Just try. Follow your day-to-day lesson plans and see what happens. It’s like crossing a bridge with drivers who never learned the difference between the brake and gas pedal. Chaos.

Jammed up in that baffling disorder, teachers will tend to gravitate to social concerns. They’ll encourage, wheedle, praise, empathize. They’ll try to draw out “the feelings” of students. What was once a very straightforward proposition will vaporize.

The pernicious effects of elementary-school teachers having failed to impart the basics of reading, writing, and arithmetic will explode in a tsunami by the first year of high school.

And what happened in the first place, in grades 1-5? The model of repetition, in which each new concept in a subject is drilled over and over, and tested, before moving on to the next concept, was abandoned.

When I was a child, in the 1940s, the model of repetition was intact. It was brick and mortar.

But somewhere along the line, the “person-centered psychology” of education was invented. Every child automatically became “special.” On the surface, this sounded good. It sounded like enlightenment.

But it was really a piece of psy-war. It glossed over the fact that, if each child is innately special, he/she doesn’t have to be informed of it over and over. He only has to be taught well and learn well. More than enough encouragement begins to confuse a child and make him impatient. He wants to get on with things. He wants to prove he can excel. He wants new knowledge.

The history of mainstream psychology can be boiled down to two movements. First, there were the experiments of Pavlov. Conditioned reflex. The human as machine. Then there was the therapeutic age. Endless muddled rumination on problems and difficulties, and the need for “re-enforcement.” Everyone is special. The child as beloved pet.

The arc went from robot to dependent. They were both gross failures.

When pet/dependent became the order of the day, psychiatrists proliferated their invention of mental disorders. ADD. ADHD. Oppositional Defiance Disorder. Clinical depression. Bipolar. And powerful toxic drugs came down the line, to scramble brains.

This is the real war on drugs, except the war is being fought against children by “mental-health professionals.”

Suddenly, childhood diseases which had been accepted for generations, which came and went and gave children stronger immune systems in the process, were claimed to be a horrific threat, and 20 or 30 vaccines had to be taken to prevent these illnesses.

Thus the shaping of a new and false and debilitating image of the child torpedoed children and their education.

Creating The Disabled is the cornerstone of Collectivism.

I need you. You need me. Everybody needs everybody. Whatever germs of truth lie in this ideal are crushed, because the “need” formula is artificially built. It’s a piece of debased architecture, whose real purpose is the inculcation of a reason to abandon self and individual power.

Once, the Carnegie and Rockefeller line of force viewed education as the assembly line for turning out objects that would produce other objects in mindless fashion. But that has changed. Now schools are built to become need-factories, breeding surreal socialized graduates who contemplate how political power has wronged them.

The new sign of intelligence is this: how many ways can you imagine you’ve been cheated?

And here is the kicker. Surprisingly little of this contemplation reveals the actual methods of manipulation.

But then, why would it? If children are engineered long enough, they’ll look everywhere for answers except at their hidden masters, the ones whose objective was to make them into children forever.


The Matrix Revealed

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


Jon Rappoport

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

Exit From The Matrix: Illusions of the ordinary mind

by Jon Rappoport

January 27, 2019

The ordinary mind is built on its own “national security” program. It protects itself from intrusions it considers disruptive.

And the biggest of those disruptions are ideas that contain “risk.” What kind of risk? Ideas that take you into a new waking state you’ve never been in before.

The ordinary mind is a shield against this.

Eventually, the person gets so bored with his ordinary mind that he can’t imagine it doing anything except carrying out assignments and functions—and for that, artificial intelligence (AI) would be much better…so why not give up to AI? Give up, give in.

Or…don’t make that deal. Do something creative instead.

The ordinary mind says, “What might that creative act be?”

How about this? Not just a creative act, A CREATIVE LIFE.

Where does THAT start? How does it start?

It starts with imagination.

This is the focus of my mega-collection, Exit From The Matrix. —Over 50 exercises I specifically developed to expand imagination and creative power.

Here are the full contents of Exit From The Matrix. You can order it here:


exit from the matrix


First, my audio presentations:

* INTRODUCTION: HOW TO USE THE MATERIALS IN EXIT FROM THE MATRIX

* EXIT FROM THE MATRIX

* 50 IMAGINATION EXERCISES

* FURTHER IMAGINATION EXERCISES

* ANESTHESIA, BOREDOM, EXCITEMENT, ECSTASY

* ANCIENT TIBET AND THE UNIVERSE AS A PRODUCT OF MIND

* YOU THE INVENTOR, MINDSET, AND FREEDOM FROM “THE EXISTENCE PROGRAM”

* PARANORMAL EXPERIMENTS AND EXERCISES

* CHILDREN AND IMAGINATION

* THE CREATIVE LIFE AND THE MATRIX/IMAGINATION

* PICTURES OF REALITY AND ESCAPE VELOCITY FROM THE MATRIX

* THIS WOULD BE A VERY DIFFERENT FUTURE

* MODERN ZEN

* THE GREAT PASSIONS AND THE GREAT ANDROIDS

Then you will receive the following audio seminars I have previously done:

* Mind Control, Mind Freedom

* The Transformations

* Desire, Manifestation and Fulfillment

* Altered States, Consciousness, and Magic

* Beyond Structures

* The Mystery and Magic of Dialogue

* The Voyage of Merlin

* Modern Alchemy and Imagination

* Imagination and Spiritual Enlightenment

* Dissolving Stress

* The Paranormal Project

* Zen Painting for Everyone Now

* Past Lives, Archetypes, and Hidden Sources of Human Energy

* Expression of Self

* Imagination Exercises for a Lifetime

* Old Planet, New Planet, New Mind

* The Era of Magic Returns

* Your Power Revealed

* Universes Without End

* Relationships

* Building a Business for Success

I have included an additional bonus section:

* My book, The Secret Behind Secret Societies (pdf document)

* My book, The Ownership of All Life (pdf document)

* A long excerpt from my briefly published book, Full Power (pdf document)

* My 24 articles in the series, “Coaching the Coaches” (pdf document)

And these audio seminars:

* The Role of Medical Drugs in Human Illness

* Longevity One: The Mind-Body Connection

* Longevity Two: The Nutritional Factors

(All the audio presentations are mp3 files and the documents and books are pdf files. You download the files upon purchase. There is no physical ship.)

What has been called The Matrix is a series of layers. These layers compose what we call Reality. Reality is not merely the consensus people accept in their daily lives. It is also a personal and individual conception of limits. It is a perception that these limits are somehow built into existence. But this is not true.

What I’ve done here is remove the lid on those perceived limits. This isn’t an intellectual undertaking. It’s a way to open up space and step on to a new road, with new power.

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 Matrix Revealed: Revelations of a hypnotherapist

by Jon Rappoport

January 26, 2019

If there was any person worth talking to in depth about the Matrix and how to understand it, it was the most innovative hypnotherapist who ever lived, Jack True. He took all his experience with his clients and made enormous breakthroughs in un-hypnotizing people at very deep levels.

In The Matrix Revealed, there are 43 interviews with Jack True. 320 pages.

Jack was determined to find ways to show people how their own approach to reality was merging with the Matrix. He never tired of explaining his insights based on clinical experience.

Jack once told me a person had to be stimulated to pry open his own passive inclinations, in order to discover hidden energies and power. He was all about providing that stimulation, in the form of innovative and sometimes shocking ideas about reality and perception.

These 43 interviews are priceless explorations of frontiers of consciousness.

One night at dinner, Jack said, “If you take any fixation a person has, you are looking at a funeral ceremony for his own creative power. Suppose he’s fixated on money. Dig far enough into that, and you’ll find a brilliant artist who has innovative ideas about making money. It seems impossible, but it’s there. I’ve seen it many times. But you have to open up the whole area, not just a little bit. What you end up with is the blueprint for the formation of a problem. Where does a problem come from? It comes from deciding that your own creative approach to something is too radical. Then you try ‘the normal way’, and that doesn’t work for you. So it’s a problem now. You try to solve the problem and wrestle it to the ground. You can’t. You become fixated on the problem. That’s what happens to people. And to put the cherry on the cake, these people tell you they’re not creative. You can meditate for a thousand years and you won’t solve that. So we come to the question: why do people give up on their own creative power? That’s been the core of my practice for a long time. Unraveling that has been my life’s work.”

It was very good work. It was brilliant work. It was unparalleled work.

And that’s just a fraction of the overall text, which runs to 1,100 pages. Then there are 10-plus hours of audio from me about the Planetary Chessboard, the Matrix, and what amounts to psychological operations aimed at populations and individuals.

You get the full text of AIDS INC., my first book, which Jack shepherded into a publishing deal for me. It takes apart the medical-research complex at a level most people never investigate: the most hidden lies; how they are built; how they are told; how they are sold; how they are fused into an anti-logical whole. Step by step.

My interviews with Ellis Medavoy, retired propaganda expert, and Richard Bell, financial rebel, provide you with striking and startling insights into other key aspects of the Matrix.

The Matrix Revealed represents about half of my work over a ten year period. You could say it’s why I left the field of conventional investigative journalism. There were questions that needed to be answered. Big questions. And I refused to shy away from them.


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 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:

* 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.

* 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.

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.

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.

Shocker: the dangers of Ultrasound

A book by the great researcher Jim West

by Jon Rappoport

January 21, 2019

(To join our email list, click here.)

Every time Jim West (also here) releases a new finding, it is a revelation.

Some years ago, I wrote this about Jim:

“I always find it riveting to come across an independent investigator who is breaking new ground, against all odds. Jim West is such a person. His meticulous analysis of West Nile Disease [in fact caused by toxic pollution, not a virus] has turned the establishment on its head. We should all thank him for his work. If I were the king of Pulitzers, I would give him a dozen. He is what truly deep reporting is all about. In a sane world, his revelations would bring about the firing of scores of so-called medical journalists and disease researchers, and he would be sitting at the top of the heap — not in order to exercise arbitrary power, but simply because he has trumped the lazy and the incompetent and the lying professionals who are supposed to tell us what is going on.”

There are many other things I could say in praise of Jim’s work. Instead, I’ll present an excerpt from the notice of his new book. It’s a book you should have and read: “50 Human Studies, in Utero, Conducted in Modern China, Indicate Extreme Risk for Prenatal Ultrasound: A New Bibliography”.

It’s a book that should receive wide notice. It’s a book that should change standard medical practice. It’s a book that can save many lives.


Press Release: May 2015

Prenatal Ultrasound: A New Bibliography of Human Studies Conducted in Modern China

“50 Human Studies, in Utero, Conducted in Modern China, Indicate Extreme Risk for Prenatal Ultrasound: A New Bibliography”

Jim West has released his unprecedented Bibliography of critical ultrasound research, as a book, available at Amazon.com.

Ultrasound is a highly controversial topic. It can now be said, without hyperbole, that an understanding of its mysteries are essential to the well-being of the individual and the human species.

The word “ultrasound” commonly refers to diagnostic ultrasound, an acoustic technology utilized to view images of the fetus in real time, its position within the mother, and to view the mother’s reproductive organs. It is an economic boon to medical practitioners who advocate its routine use.

Diagnostic ultrasound is widely declared to be “harmless” to the fetus (*), despite some mothers describing via online forums such as The Thinking Mother’s Revolution, vaginal bleeding and pain, and others describing every detail related to ultrasound and pharmaceutical or vaccine associated damage to their child. Ultrasound is now being applied to most of the entire world population during its fetal stage. The health implications are vast in terms of physical and psychological health for the individual and society.

(*) See: “Fetal Ultrasound”, John Hopkins Medicine Health Library.

Ultrasound appears to have set the human specie on a tragic path, due to the subtle and not-so-subtle effects of ultrasound exposure. Critics argue, for example, that the exponential rise in autism incidence is a product of fetal exposure to ultrasound. If they are correct, then it may take many generations to recover from this misguided application of medical technology.

Technical History:

Ultrasound imaging technology for diagnostic examinations evolved from a type of echo-imaging, originally developed as SONAR, a technology invented to detect submarines by pinging sound waves off the submarine hull and electronically measuring the echo, the duration required to reflect ultrasound from the submarine hull back to the source of the ultrasound.

In the medical field, ultrasound has been in use for many decades, employed to generate “echo images” of the fetus. Ultrasound is not ordinary sound, however.

It is a highly unusual form of sound when used for the purpose of prenatal or obstetric diagnostic examinations. Humans ordinarily are capable of hearing sounds in the range of 20 to 20,000 cycles per second (hertz). Ultrasound for fetal examination carries a frequency in the range of 3 to 9 megahertz, millions of cycles per second, above the EMF frequencies of the AM radio band.

Ultrasound imaging technology has supplanted, to an extent, the earlier imaging technology, X-rays. That older technology is now known publicly to be hazardous, to be carcinogenic, however, it took decades for this knowledge to become public. The history of medical X-ray imaging may be a parallel for ultrasound history. X-rays were previously known to be a risk though continuously advocated as harmless by the medical profession.

Hazards Unconfirmed:

Ultrasound is known to have the potential to produce harmful biological effects in the fetus. This has been found via animal and cell studies. However, these hazards have supposedly not been confirmed by human studies. Funding for ultrasound studies has virtually disappeared since the late 1980s. despite the FDA raising ultrasound intensity limits in 1991.

Cibull et al (2013) provides definitive assurance.

“Although laboratory studies have shown that diagnostic levels of ultrasound can produce physical effects in tissue, there is no evidence from human studies of a causal relationship between diagnostic ultrasound exposure during pregnancy and adverse biological effects to the fetus.” — Sarah L. Cibull, BS, Gerald R. Harris, PhD, and Diane M. Nell, PhD. “Trends in Diagnostic Ultrasound Acoustic Output From Data Reported to the US Food and Drug Administration for Device Indications That Include Fetal Applications.” J Ultrasound Med 32 (2013): 1921–32.

Confirmed in China:

Unknown to Western scientists, the hazards of ultrasound have been confirmed in China since the late 1980s, where thousands of women, volunteering for abortion, thousands of maternal-fetal pairs, were exposed to carefully controlled diagnostic ultrasound and the abortive matter then analyzed via laboratory techniques.

From these human studies, Professor Ruo Feng, of Nanjing University, published guidelines in 2000:

“Commercial or educational fetal ultrasound imaging should be strictly eliminated. Ultrasound for the identification of fetal sex and fetal entertainment imaging should be strictly eliminated. For the best early pregnancy, avoid ultrasound.”

Feng is very clear. He is also gentle. He could have written bluntly, “For a lesser quality pregnancy, use ultrasound.” He could have written “fetus” or “child” instead of “pregnancy”.



A New Bibliography:

An unprecedented Bibliography of Chinese ultrasound studies by Jim West, is now available, published as a book with commentary, illustrative graphs and tables. This is a presentation of arcana, i.e., vitally important but unknown scientific studies. The title is, “50 Human Studies Indicate Extreme Risk for Prenatal Ultrasound: A New Bibliography”.

This is the most important bibliography and commentary ever compiled for the field of ultrasound criticism, though for legal reasons, its conclusions and implications should be suspended, pending trustworthy authoritative review.

The book presents human studies conducted in modern China, which examine the results of in utero fetal exposure to diagnostic ultrasound. They far exceed Western science in terms of technical sophistication, era relevancy, volume of work, and number of subjects. They bring empirical evidence for ultrasound hazards.

These studies involve the exposure of over 2,700 maternal-fetal pairs to diagnostic ultrasound. The number of scientists involved are approximately 100. Pregnant women were carefully selected and then exposed to controlled ultrasound sessions. Ethical concerns were carefully observed. Abortive matter was examined via state-of-the-art technology, e.g., electron microscopy, flow cytometry, and various biochemical analysis (immuno- and histo-). The results were compared against the results of sham-exposed pregnant women (exposed at zero intensity).

Chinese scientists measured damage to the brain, kidney, cornea, chorionic villi, and the immune system. They determined the amount of ultrasound exposure required to produce damage to the human fetus, and that amount was found to be very low. Ultrasound hazards to the human fetus were confirmed without doubt.

Western scientists had previously found hazards via animal and cell studies, however, their findings were deemed inconclusive because they were not confirmed by human studies.

Human studies can be of two types: 1) epidemiological studies, i.e., population reviews, and, 2) in utero exposure studies, where abortive matter is evaluated in a laboratory following diagnostic ultrasound exposure to the fetus in the mother.

Western scientists have conducted only a few epidemiological studies, and virtually no human exposure studies. Epidemiological studies are complex, have many statistical variables, and are thus highly vulnerable to biased interpretation. They are often published as moot or statistically insignificant, despite finding patterns of ultrasound damage.

Due to abortion ethics, in utero exposure studies were virtually banned in the Western realm. Within the entire world population, the medical industry has not reported one case of human damage. Thereby, without certain proof, authorities continued on with the assumption that humans were resistant to ultrasound toxicity.

The Chinese studies were unknown in the Western realm and little known even in the East. These represent 23 years of critical research, from 1988 to 2011. Unfortunately, these studies were overwhelmed by a tremendous flood of studies that promote medical and therapeutic innovations for ultrasound.

The Chinese studies have remained disconnected from the Western realm, beyond discussion outside of China, being the casualty of cultural and language gaps, and lacking a benefit for industry.

These studies are not generally available through global search engines or medical databases. Even if a researcher knew the titles, the studies would not be found, however, they are available through internal links within the Chinese databases.

The Research Path:

As of 2013, Jim West began his research out of frustration. He had experienced the impossibilities of discussion whenever the topic of ultrasound hazards was attempted, even with his nearest friends. He always brought eloquent documentation, though to no avail. He was met with reflexive blocks. These were passive and aggressive, apparently out of fear of the birth process and a belief that ultrasound would provide assurance.

Realizing that people require authoritative statements, Jim searched for a simple statement of empirical evidence that could not be denied.

After several months of intensive research within the Western scientific realm, he, like others, realized there was little definitive evidence that would satisfy the strict industrial requirements, that is, there were few human studies of any kind. Human studies had been deemed by authorities to be essential for confirmation of hazards. He was aware of the hundreds of animal and cell studies, but they were known to be ill-designed and inconclusive. Excellent critical studies were contradicted by competing studies that declared ultrasound safe. Jim did find a few very strong animal studies that had not been contradicted, but they were ignored or rejected by mere authoritative assertion.

Electrophoresis:

As a working research theory, Jim hypothesized that the ideal modern ultrasound study would utilize a very sensitive type of chromatography, called “electrophoresis”, to detect cell damage caused by ultrasound exposure. Electrophoresis is a simple technology, the moving of electric current through a sample of biological matter in order to draw its various components through a gel-covered plate. The various components separate out through the gel, creating visual patterns for analysis. Electrophoresis is used to analyze biological complexes such as nucleic acid (DNA or RNA). It is employed, for example, in DNA fingerprinting, to identify people, their DNA, to detect their prior presence at a location, by examining samples of blood, hair, or tissue and matching those analytical results with suspects who had been similarly analyzed.

Jim’s focus on electrophoresis lead to a Chinese electrophoresis study of ultrasound causation for DNA fragmentation in abortive matter. The study is published in pristine scientific format and published in English. The study’s references lead to an expanding tree of studies located in Chinese online databases such as CNKI. Though these studies are primarily in Chinese language, many contained an Abstract, translated into English manually or by machine software.

Many studies were reviewed by professor Ruo Feng, of the Acoustic Institute at Nanjing University. He determined guidelines from the studies, stipulating that routine ultrasound be avoided. Only if there were exceptional medical indications should ultrasound be allowed, and at minimum intensity. Sessions should be very brief, no more than 3 minutes, 5 minutes at most. Multiple sessions should be avoided because hazards are cumulative. Sensitive organs were found damaged at 1 minute exposure.

The Chinese studies echo and confirm the earlier, ignored and rejected, 1984 “Consensus Statement”, written and published by the National Institute of Health and signed by the preeminent American scientists of that era. (See: NIH, “Diagnostic Ultrasound Imaging in Pregnancy: NIH Consensus Development Conference Statement” (February 6, 1984))

Currently, the medical industry loudly claims that ultrasound is “harmless” while it advocates routine ultrasound for pregnant women and even prepubescent girls. It is not uncommon for ultrasound sessions to use intensities and durations far above those used in the Chinese studies.

Jim has done the math and graphically illustrates the evidence, for example, this comparison of Western critical studies and Chinese studies in terms of durations to damage, when subjected to the average device intensity for a common diagnostic ultrasound session in B-mode. These durations are approximated extrapolations.

Jim’s ultrasound causation model is fully compatible with the vaccine model, because it includes the concept of toxic synergy, and ultrasound is an effective synergist. Ultrasound is theoretically capable of initiating fetal vulnerabilities to subsequent toxic exposure. Thus the risk of subsequent exposure to vaccines, birth drugs, antibiotics and other environmental stressors would be raised by prenatal ultrasound, not in addition, but as a multiplier. (Emphasis added)


power outside the matrix


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.