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List of Interview Clip Titles / Believers Beware: Contrary Conditioning by Paul Verge

 

104 Statements which reaveal the New World Order: The Intellectual Elite vs. You / The Resurrection of Critical Thinking

----------------

Richard Grove, filmed 12.10.2009

1) The idea of a NEW WORLD ORDER. Plato's Republic. The suppression of consciousness. A comprehensive endeavour. Seeking to subjugate the masses thru a watered down education. HG Wells, "NWO", subliminals

2) Agatha Christie's novel/movie "Murder on the Orient Express" too much evidence. cant be just one culprit. creating plausible deniability. each party plays 2 parts. an actual part, and the plausible denial. Interchangeable parts.

3) Ego worshippers, using the hidden knowledge to help perpetuate this "new world order". Intellectual elite dumbing down the masses. More on Plato's Republic.

4) Plato's allegory of the cave. Good description. How the illusion works. Same as now as it was 2500 years ago. Pullout of Afghanistan by sending in more people. Doublethink and Schizophrenia.

5) Reading books vs. internet only research Eustace Mullins - "Secrets of the Federal Reserve." His other book "The World Order"

6) "Superclass" using Rhetoric, Fallacy arguments, and dumbing us down.

7) News agencies lying to help protect their advertisers. How the NWO is fed by  that relationship.

8) "With No Apologies" by Senator Barry M. Goldwater Chapter 33 - The Non Elected

Rulers, Col. Edward Mandell House CFR, House, JP Morgan. Trilateral Commission.

Coucil on Foreign Relations. Surrendering Sovereignty, Merger and Consolidation.

9) More from "With No Apologies" from Barry M. Goldwater

10) Right Leg and Left Leg stepping towards goal. Part of same torso (CFR, TC, Bilderberg.) More on Trilaterals Subverted groups, Zbigniew Brzezinski. Controlling groups invisibly thru Bait & Switch.  Goldwater on the Trilateral Commission. Global Warming, etc.

11) "Superclass", David Rothkopf CFR Member - Cover says, We've got the world on our

key chain, ready to take it for a ride. - Fareed Zacharia, CFR "The Post-American World"

 12) The Last Will and Testement of Cecil John Rhodes. forming Working Groups from his fortune left behind to those who undermine state sovereignty. Plan laid out. Why are we not taught this in schools?

13) Lewis Lapham's film, "The American Ruling Class" CFR members, all sorts of people exposed in the film. Read books, learn things, they rule because we are willfully ignorant. "The American Public just doesn't read." (Allen Dulles) Buy old good books instead of self help mumbo jumbo & LEARN.

14) Lisa on Albert Einstein Learning our way out of  the insanity by evolving our consciousness.

15) Lisa on John Taylor Gatto, and "Dumbing Us Down" ie: ridding us of effective Critical Thinking skills.

16) John Taylor Gatto's 7 things he really Teaches

1) CONFUSION

2) CLASS POSITION

3) INDIFFERENCE

4) EMOTIONAL DEPENDANCY

5) INTELLECTUAL DEPENDANCY

6) PROVISIONAL (OR CONDITIONAL) SELF ESTEEM

7) ONE CANNOT HIDE (SURVEILLANCE)

17) Other selected passages from "Dumbing Us Down"

18) John Taylor Gatto's 7 things he really Teaches (RE-CAP)

19) Gene Odening's concern. The harm being brought to the current generation of students.

20) Gene Odening on the Trivium

21) Dan Brown's Lost Symbol

OUTTAKES

22) Cecil John Rhodes

23) William T. Stead, The Interview, Titanic, Last Will and Testement of  Cecil John Rhodes.

24) ALTERNATE ON William T. Stead, The Interview, Titanic, Last Will and Testement of Cecil John Rhodes.

25) Last Will and Testement of Cecil John Rhodes. How to find books... "The Review of Reviews"

26) William T. Stead, Last Will and Testement of Cecil John Rhodes. ACTUAL BOOK UNVEILING

27) Last Will and Testement of Cecil John Rhodes.  Quotes from the Book. plus Rich's elucidations

28) Last Will and Testement of Cecil John Rhodes. Quotes from p. 73 of book plus Rich's elucidations

29) Removing doubts that the NWO exists..  About Caroll Quigley

30) Quote from Quigley

31) Quote from Quigley on Internalization of Controls

32) Hemp, Oil, Carbon emissions 500 largest ships put out more crap than all vehicles' Global warming Realities. Pollution done by corporations, not the people. not by accident

33) Quote from Quigley's Evolution of Civilizations Old way of war, vs. New form of war - subversion thru commerce.

34) Good analogy of the monetary system as an invisible control system you can't see until you are out of it.

35) On Quigley's "The Anglo- American Establishment", and "Tragedy and Hope", and Quigley's credibility.

36) On John Taylor Gatto's book Dumbing Us Down, real society vs. what we are taught.

Supression of education. Tax-Exempt Foundations, Norman Dodd, Reece Commitee, Rick Malchow & Mrs. Tichy

37) Norman Dodd, Reece Committee, Robert Hutchens, Rene Wormser, Assembling evidence that the Foundations were up to no good. Kathryn Casey reads the Carnegie Endowment which are shocking.. Who to bring the US into war.

38) Tax Exempt Foundation book The point - Dumbing Us Down so that we perpetuate a loss of critical thinking and become non-thinking followers. Frank Kapra's WHY WE FIGHT

39) Why War is waged, and how to continue the consume- produce cycle by removing critical thinking to make the propaganda more effective. Why loss of critical thinking is a bad thing. Easily groomed to be servants. Empty minded consumers who take instructions without question.

40) The Great Conversation - Robert Maynard Hutchins - The 500 families who own the copies of these books.

41) The importance of these books and the Liberal Education..  In 1952 Hutchins was saying

42) Liberal Education had been gone for 90 years!

43) What would America look like after 150 years of watered down critical thinking ability? Anything like today? Understanding the NWO education.

44) What exactly is the Liberal Education? The Great Conversation? Plato's Allegory of the Cave

45) Homer, Plato, Aristotle, Sophicles, Plutarch, Dark Ages, Middle Ages, Renaissance. History Repeating itself.. Recognize patterns, and  change it up! Breaking the Status Quo/Honoring Tradition

46) Civic Responsibilty to Learn and understand things. Consent, Government, Deception

Rights, Priviledges, Responsibility    

47) NWO Ideology Political -Fabian Socialism, getting paid to argue persuasively. Religious -Theosophy William T. Stead, HG Wells, Cecil Rhodes, Rudyard Kipling, Mason, Swastika, Round Table Workgroups RIIA, CFR, Tavistock, Versailles Treaty

48) Fabian Socialists, Fabius the Roman Dictator, Wolf in Sheeps clothing, Hammering the World into their image.

49) Propaganda, Propagating ideas. Media is Propaganda. Is it helping to expand or suppress your consciousness.
GREAT QUOTE

50) Trivium and Quadrivium Thinking Critically and Creatively, Dorothy Sayers, Lost Tools of Learning, Autodidactic Learning

51) Quote from Dorothy Sayers, "The Lost Tools of Learning"

52) Trivium and the 3,4,5 Triangle. 3 Trivium 4 Quadrivium 5 Senses

53) Trivium - Grammar, Logic, Rhetoric.. How and Why the Trivium works.. The effect of  taking them out.

54) Why learn the Trivium- Seeing thru the fallacies, figuring out hard facts, and transferring that understanding. Having a Virus Scanner for your mind. Follow money exposing the Fallacy Rhetoric 1886 - Supreme Court Justice Morrison R. Waite Gives CORPORATIONS the rights of Humans. Socio-Psychopath Corporations Charters, Profit Monsters

55) Externalization of Costs, Why things aren't as cheap as you think. Passing the cost on to other poor folk. Connecting Emotions to Advertising. Taking News & Ads as truth. Mass Media Public Relations (pre TV)

56) War is a Racket, Smedley Butler , the 1934-1935  Business Plot - Gerald MacGuire

57) Quotes from War is a Racket,  Smedley Butler ,   

58) Who was Smedley Butler?

59) Propaganda, 1928 Edward Bernays, (Sigmund Freud's nephew).  Chapter 1 - Organizing Chaos (quote from HH)

60) More quote from Propaganda by Edward Bernays

61) The Tavistock Institute of Human Relations. Bringing America into war against Germany by using Propaganda and Demonization

62) After Treaty of Versailles 1919 Invention fo Credit leads to the Roaring 20's.  Bernays & Lippmann  start sexing up ads. Public Opinion - Walter Lippmann, Plato's Allegory of the Cave

63) Bernay's 1928 Propaganda, builds on Lippmann's P.O., Tavistock, using mass media to fool the public en masse. Tying it all together... Bankers funding these Ideologies as a Hegelian Dialectic.

64) The END result? The Planned Obsolesence of America

65) Lawyer from Skadden Arps, adding 26 words to Corporations Act   

66) Earning profit responsibly, Cartel Capitalism VS. Compassionate Capitalism, Pollution, Corps Externalizing Costs

67) Using the Hegelian Dialectic to fool us into fixing their dirty work. Where the hole in the system is. Environmentalism Agenda 21 and Depopulation Coralling us into a False dilemma

68) The Club of Rome, "The First Global Revolution" how to make Humanity the enemy of Humanity by Blaming us for pollution, global warming, and over popluation. Planned Obsolesence

69) When the working groups and think tanks and societies all got together to make US pay for their crap, and to control us. The Carbon Tax Scam Blood and Gore Trading Firm Taxing the Problem instead of Solving. Avoiding REAL solutions like Hemp.

70) Similar scam to US economy. Robert Rubin removing Glass/Steagel laws of regulation. Tyco, Enron, Worldcom result. Sarbanes-Oxley supposed to tighten it up, but doesn't really. SEC bad, ref. 20-20 Hindsight. Goldman Sachs COO 29 year old  

71) Whistleblowing, and Rich's experiences. If the public knew what Rich knew, all these

financial scams could have been avoided.  The irony of paying institutions and magazines

to lie to you. Conceal and Reveal

72) Education and Religion do 2 things with information- They provide it and conceal it.

Which information is more valuable?

73) Prisoner VS Slave mentality - Hoping for a better master, a better system of obeying.

Prisoners want to break out and think for themselves. Offering info to the slaves can upset them into trying to stop the prisoners from leaving

74) The Root of the Problem. The Suppression of Consciousness. Artificial boundaries.

Einstein - You cant solve a problem from the same mindset that created it. Question everything.

75) Freedom, Being a Slave vs. Prisoner

76) Explaining the Game to children and empowering them.

77) The Reality of the True Problem. Rejecting the Status Quo

78) What corporations want you to do VS what you should be doing.. How they profit from our ignorance.  Reading VS Violence

79) Learning our way out of the Problem. Sharing the wisdom.  Popping the illusion bubble.

80) Treating Root causes instead of Symptoms in society, our lives, and our health. Avoiding the cycle.

81) Actually listening and realizing REAL solutions vs. looking to Corporate Authorities for solutions (they can't profit from)

82) Learning, Understanding, disarming the fear with Knowledge. Not showing you what to think, but teaching you How to think.

83) All the little chains attached to us to prevent our full self-expression. Disinfo agents  drawing peoples energy and attention.

84) Purposeful complication 

85) Words, Propaganda, making choices to react Emotionally instead of Critically.

86) High Vs. Low Vibrations, Tone, From SD to HD

87) Synchronicity, Carl Jung, Legitimate Suffering,

88) Fear, Manifestation, Religion, the Middle man, Supressing Consciousness and Hell

89) Believing VS. Really Knowing.  Some GREAT easy solutions.

90) Running it Their Way: Corporate Pollution and externalizing Blame with their Scams (Global Warming, War on Terror)

91) Not knowing Frees you to actually Learn, Fear Free, when you let go of the pre-conditioning. Why churches hide things occultism (hidden). Vaccination of Info

92) The common Realization - Finding Solutions through changing our habits first. then collaborating resisting advertising taking back our time

93) Solving Problems with Words and Understanding and Cooperation. Logic and Reason

94) Spending our time like we spend our money. Get to know your REAL self. Noticing the Corporate Conditioning, and being constructive against it. Taking Steps to Action.

95) Acting Vs. Reacting and Asking the Right Questions about our habits

96) Who are you? What is important? Do you like what your doing? What are you doing to change it?

97) The multi-pronged onslaught against us. Connecting the dots and bringing things back to something good. Corporate Media Bad.

98) Neil Postman "Amusing our Selves to Death" Suppression of Consciousness. Learning our way out of the game with good decisions.

99) Consumerism/Slavery, Understanding motives and intentions. Threat and Fear Culture. Love. The Frequency opposed to Fear.

100) Our adversaries are our greatest teachers.

101) Learn the lessons! They fear the awakening

102) Selective Genocide, Homosexuality as a control mechanism. Setting the boundaries.

103) Overcome Fear, Learn our way Free, Acheive Happiness, don't avoid fear and pain. Confront and defeat it! Take your Life Back!

104) Rich's final message. Does our Propaganda help or suppress your consciousness?

 

 

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Direct download: PR_006_The_Intellectual_Elite_vs_You_final_cut.mp3
Category:PeaceRevolution -- posted at: 9:16 PM

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Here I Stand by Erica Goldson

Coxsackie-Athens Valedictorian Speech 2010 / Link to Video

The following speech was delivered by top of the class student Erica Goldson during the graduation ceremony at Coxsackie-Athens High School on June 25, 2010

There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master:

"If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then
replied, "Ten years . ." The student then said, "But what if I work very, very hard and really apply myself to learn fast -- How long then?" Replied the Master, "Well, twenty years." "But, if I really, really work at it, how long then?" asked the student. "Thirty years," replied the Master. "But, I do not understand," said the disappointed student. "At each time that I say I will work harder, you say it will take me longer. Why do you say that?" Replied the Master, "When you have one eye on the goal, you only have one eye on the path."

This is the dilemma I've faced within the American education system. We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective.

Some of you may be thinking, “Well, if you pass a test, or become valedictorian, didn't you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.

I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers.

I can attest that I am only the best at doing what I am told and working the system. Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination. I will leave in the fall to go on to the next phase expected of me, in order to receive a paper document that certifies that I am capable of work. But I contest that I am a human being, a thinker, an adventurer – not a worker.

A worker is someone who is trapped within repetition – a slave of the system set up before him.

But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it. So, I wonder, why did I even want this position?

Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I'm scared.

John Taylor Gatto, a retired school teacher and activist critical of compulsory schooling, asserts, “We could encourage the best qualities of youthfulness – curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don't do that.” Between these cinderblock walls, we are all expected to be the same. We are trained to ace every standardized test, and those who deviate and see light through a different lens are worthless to the scheme of public education, and therefore viewed with contempt.

H. L. Mencken wrote in The American Mercury for April 1924 that the aim of public education is not to fill the young of the species with knowledge and awaken their intelligence. ... Nothing could be further from the truth. The aim ... is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States. (Gatto)

To illustrate this idea, doesn't it perturb you to learn about the idea of “critical thinking.” Is there really such a thing as “uncritically thinking?” To think is to process information in order to form an opinion. But if we are not critical when processing this information, are we really thinking? Or are we mindlessly accepting other opinions as truth?

This was happening to me, and if it wasn't for the rare occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who allowed me to open my mind and ask questions before accepting textbook doctrine, I would have been doomed. I am now enlightened, but my mind still feels disabled. I must retrain myself and constantly remember how insane this ostensibly sane place really is.

And now here I am in a world guided by fear, a world suppressing the uniqueness that lies inside each of us, a world where we can either acquiesce to the inhuman nonsense of corporatism and materialism or insist on change. We are not enlivened by an educational system that clandestinely sets us up for jobs that could be automated, for work that need not be done, for enslavement without fervency for meaningful achievement. We have no choices in life when money is our motivational force. Our motivational force ought to be passion, but this is lost from the moment we step into a system that trains us, rather than inspires us.

We are more than robotic bookshelves, conditioned to blurt out facts we were taught in school. We are all very special, every human on this planet is so special, so aren't we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still.

The saddest part is that the majority of students don't have the opportunity to reflect as I did. The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it. I will never be able to turn back these 18 years. I can't run away to another country with an education system
meant to enlighten rather than condition. This part of my life is over, and I want to make sure that no other child will have his or her potential suppressed by powers meant to exploit and control. We are human beings. We are thinkers, dreamers, explorers, artists, writers, engineers. We are anything we want to be - but only if we have an
educational system that supports us rather than holds us down. A tree can grow, but only if its roots are given a healthy foundation.

For those of you out there that must continue to sit in desks and yield to the authoritarian ideologies of instructors, do not be disheartened. You still have the opportunity to stand up, ask questions, be critical, and create your own perspective. Demand a setting that will provide you with intellectual capabilities that allow you to expand your mind instead of directing it. Demand that you be interested in class. Demand that the excuse, “You have to learn this for the test” is not good enough for you. Education is an excellent tool, if used properly, but focus more on learning rather than getting good grades.

For those of you that work within the system that I am condemning, I do not mean to insult; I intend to motivate. You have the power to change the incompetencies of this system. I know that you did not become a teacher or administrator to see your students bored. You cannot accept the authority of the governing bodies that tell you what to teach, how to teach it, and that you will be punished if you do not comply. Our potential is at stake.

For those of you that are now leaving this establishment, I say, do not forget what went on in these classrooms. Do not abandon those that come after you. We are the new future and we are not going to let tradition stand. We will break down the walls of corruption to let a garden of knowledge grow throughout America. Once educated properly, we will have the power to do anything, and best of all, we will only use that power for good, for we will be cultivated and wise. We will not accept anything at face value. We will ask questions, and we will demand truth.

So, here I stand. I am not standing here as valedictorian by myself. I was molded by my environment, by all of my peers who are sitting here watching me. I couldn't have accomplished this without all of you. It was all of you who truly made me the person I am today. It was all of you who were my competition, yet my backbone. In that way, we are all valedictorians.

I am now supposed to say farewell to this institution, those who maintain it, and those who stand with me and behind me, but I hope this farewell is more of a “see you later” when we are all working together to rear a pedagogic movement. But first, let's go get those pieces of paper that tell us that we're smart enough to do so!

 

 

Direct download: Erica_Goldsons_valedictorian_speech.mp4
Category:PeaceRevolution -- posted at: 4:00 PM

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