...where the Two become the One
The Force Awakens–Breaking through the Archon Matrix with Sethikus Boza Archons and the genetic harvesters of the planet’s consciousness, meet the spiritual Jedi’s who have awakened! How to cultivate the force within to break through the matrix of false awareness is explored with Sethikus Boza. Transcending the vortex that spans many dimensions and leaves humanity lost, we meditate on the metaphysical evolution that is happening in society and try to […] Read more »
We did it to ourselves…. we traded away our liberties for the safety of a paycheck. Read more »
The issue of gun control is not a black and white either/or dilemma (false dilemma logical fallacy), but multifaceted, which means it requires an in depth multilogical approach to discern the myriad of factors involved. Trying to solve it in a one dimensional way is both naive and ignorant, as it ignores the layers of factors that led to the second amendment’s creation—as well as its attempted downfall. ~Nathan From […] Read more »
Mirrors: the realization that our external world is merely a reflection of our internal world. Inside is cause and the outside is effect, but we’ve been trained and conditioned to perceive the external as cause and our internal state as effect. This externalized perception of cause is why we experience anger, which is merely the feeling of powerlessness. Empowerment is the perceptional view from the inside-out, while disempowerment is the […] Read more »
Aline and I were reflecting on the following question for many days, “what is the difference between hitting a block and minimizing it by going into cognitive dissonance, and hitting a block and alchemically transforming it?” The answer was monological vs multilogical thinking. According to CriticalThinking.org: Monological (one-dimensional) problems: Problems that can be solved by reasoning exclusively within one point of view or frame of reference. For example, consider the following problems: 1) […] Read more »
While learning knowledge is important, some forms of learning are more akin to conditioning, such as the traditional didactic means forced upon us in public schooling. Didactic learning stunts our thinking, by telling us what to believe rather than allowing us to discover our beliefs for ourselves, and then modify them when warranted. Because of this, the didactic transmission of knowledge actually hinders our ability to discover self-knowledge, understanding, self-worth, and […] Read more »
Beware of flowery platitudes that sound wise and spiritual, while actually articulating nothing at all. They are generalizations that lack context, and are meant to easily unite people together without the need to provide depth or substance. Spirituality is able to go intellectually, emotionally, and physically deeper, and does so through providing the proper context, it answers a myriad of key questions, and it promotes further questioning—thus spirituality furthers our […] Read more »
The quality of our lives is determined by the quality of our thinking. The quality of our thinking, in turn, is determined by the quality of our questions, for questions are the engine, the driving force behind thinking. Without questions, we have nothing to think about. Without essential questions, we often fail to focus our thinking on the significant and substantive. When we ask essential questions, we deal with what […] Read more »
I just saw a comment on a YouTube video of mine that amounted to this, “since science has not proved the existence of a soul, it must not exist”. This is a self-deceived argument though, as it is a fallacy in informal logic called the “Argument from Ignorance”. Many people use this argument to further their materialistic, “God doesn’t exist” worldview, as they have an emotional need to rationalize away […] Read more »
Where did the American school system come from? And what are its true purposes? These are excerpts from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 93: “The Technology of Subjection” and Section 94: “The German/American Reichsbank” Get the book: http://mhkeehn.tripod.com/ughoae.pdf For Part 1, CLICK HERE. For Part 2, CLICK HERE. For Part 3, CLICK HERE. Read more »
Why should we avoid compromise and meeting in the middle as a means of solving our problems? We’ve all heard the adage that “we each have our own subjective truth”, and while this may be true, it does not negate the reality of an objective truth’s existence. There are gradients of truth, just as there are gradients of lies. Subjective truth and objective truth are very different, whereas subjective truth […] Read more »
Where did the American school system come from? And what are its true purposes? This is an excerpt from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 90: “The Prussian Reform Movement” and Section 91: “Travels’ Reports” Get the book: http://mhkeehn.tripod.com/ughoae.pdf For Part 1, CLICK HERE. For Part 2, CLICK HERE. For Part 4, CLICK HERE. Read more »
Where did the American school system come from? And what are its true purposes? This is an excerpt from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 89: “The Long Reach of the Teutonic Knights” The second installment in the second phase of the School Sucks Project’s Best of John Taylor Gatto series. For Part 1, CLICK HERE. For Part 3, CLICK […] Read more »
Where did the American school system come from? And what are its true purposes? This is an excerpt is from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 88: “The Land of Frankenstein” The first installment in the second phase of the School Sucks Project’s Best of John Taylor Gatto series Get the book: http://mhkeehn.tripod.com/ughoae.pdf (the video looks like it was removed, […] Read more »
“In theoretical, metaphorical terms, the idea I began to explore was this one: that teaching is nothing like the art of painting, where, by the addition of material to a surface, an image is synthetically produced, but more like the art of sculpture, where, by the subtraction of material, an image already locked in the stone is enabled to emerge. It is a crucial distinction. In other words, I dropped […] Read more »
“We” is a powerful and dangerous word. And peaceful people should avoid using it when talking about the actions of violent strangers. Imagine you lived in a neighborhood controlled by a violent gang… What if you started using first-person plural pronouns, like “we,” “us'” and “our” when discussing the gang and their activities, even though you were not in the gang, you didn’t know anyone in the gang, and no […] Read more »
John Taylor Gatto (born December 15, 1935) is an American retired school teacher of 29 years and 8 months and author of several books on education. He is an activist critical of compulsory schooling and of what he characterizes as the hegemonic nature of discourse on education and the education professions. Gatto was born in the Pittsburgh-area steel town of Monongahela, Pennsylvania. In his youth he attended public schools throughout […] Read more »
Jealous people may feel that they are justified in their jealous actions, or they may feel guilty for being jealous, but jealousy is always an effect of the inability to go deeper in a relationship. If a person is jealous sexually, it is only because they are unable to go deeper into their own sexuality, and thus unable to deepen with their partner(s). Emotional, spiritual, physical, and intellectual depth also […] Read more »
