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A society is a group of people involved in persistent social interaction, or a large social grouping sharing the same geographical or social territory, typically subject to the same political authority and dominant cultural expectations.
Societies are characterized by patterns of relationships (social relations) between individuals who share a distinctive culture and institutions; a given society may be described as the sum total of such relationships among its constituent members. In the social sciences, a larger society often evinces stratification or dominance patterns in subgroups.
Insofar as it is collaborative, a society can enable its members to benefit in ways that would not otherwise be possible on an individual basis; both individual and social (common) benefits can thus be distinguished, or in many cases found to overlap.
A society can also consist of like-minded people governed by their own norms and values within a dominant, larger society. This is sometimes referred to as a subculture, a term used extensively within criminology.
More broadly, and especially within structuralist thought, a society may be illustrated as an economic, social, industrial or cultural infrastructure, made up of, yet distinct from, a varied collection of individuals. In this regard society can mean the objective relationships people have with the material world and with other people, rather than "other people" beyond the individual and their familiar social environment.
The Anthropology Portal
Hegelian Dialectic Process
A change agent is someone who engages either deliberately or whose behavior results in social, cultural or behavioral change. This can be studied scientifically and effective techniques can be discovered and employed.
In the last two hundred years there isn't a single area of society that hasn't been influenced by facilitators of transformation education. For complete control of the masses a dictatorship is not necessary, although it does expedite the process.
The collective molding begins early in life, sustained and refined throughout one's formal education; a universal curriculum of manipulation can transform and achieve a complete paradigm shift for a whole generation.
Dialogue to Consensus
The most successful method to manipulate and control society is the Hegelian Dialectic, named after its originator Georg Wilhelm Friedrich Hegel (1770-1831). It has been used by Karl Marx and Frederick Engels to support their theory of communism.
The dialectic process as described by Hegel can be reduced to three parts: a recursive pattern of thesis, antithesis, and synthesis. The thesis (each idea) is opposed by its antithesis and reconciled with the thesis in a synthesis (consensus), which in turn becomes a new thesis opposed by antithesis. Hegel said that history was nothing but the expression of this flux of conflicting and resolving ideas.
Since every synthesis is the thesis of a new dialectic, social change is guaranteed. The process continues until society reaches the Absolute Idea: the ultimate synthesis, giving rise to no antithesis. In the context of this document, the "Absolute Idea" is world government.
The dialectic process is at the core of all political and social manipulation. 1 Fascism against communism; capitalism against communism; democrats against republicans; conservatives against liberals; Christians against Muslims; environmentalists versus property owners; greens against libertarians; pro-choice pitted against pro-life; antiwar activists versus the neocons.
The control of the conflict and resolution leads everyone into a new cycle of conflicts. The right-left political dichotomy of western politics is carefully orchestrated: a classic divide and conquer Hegelian trap. Whichever side of any particular ideology we happen to adhere, our beliefs and convictions fulfills a necessary role in the grand scheme.
A perpetual recursion of constant change, becoming, ceasing, contradictory aspects of tension/conflict and eventual transformation. The beneficiaries of the "resolution of conflict" are properly identified as the Illuminati. In order to have complete control over the conflict of opposites it is necessary to control the creation of textbook enemies as well.
That Hitler's Third Reich (the communist revolution, the creation of Israel, Saddam Hussein, Noriega, Bin Laden and much too many to list) were financed, supported and nurtured by Wall Street bankers, and/or the CIA and/or members of western secret societies is not coincidence 3.
With the Soviet Union having run its course (capitalism vs. communism) through successful "synthesis" with the west, a new "antithesis" was already mature enough to take its place: Islamic Fundamentalism.
The control of the dialogue and ideas leads inevitably to hegemony; defined, succinctly, as the power of ideas exercised by a dominant or privileged social group over subordinate social groups. Hegemony is the aftermath of the Hegelian Dialectic, the outcome of the "ends justify the means" maxim. The people have not submitted to this power, "they consent to it - though it is clearly not in their own best interest.
Hegemony is a form of control in which those who have power maintain their position, not through force, but through the elaboration of a particular ideology or world view. This form of social control is long lasting, it is an effective, and patient, tactic. Hegemony is, of course, the ultimate goal of the current Bush administration in America. Imposing American Hegemony in the Middle East is of particular urgent concern.
His advisors refer to him as the "transformational president." 5 George Bush, himself, uses the term "change agent(s)" often, likely at the direction and behest of his inner circle; although, I doubt he grasps the true meaning and significance of the concept. 6 To be fair, however, the "Left" have traditionally been used as pawns and educators - using the weapons of transformational "doublespeak" to great affect.
Clinton, before him, was the most prolific social manipulator of all previous presidents.
Monarch Mind Control
This book is dedicated to the two million Americans and counting who have been programmed with Monarch-type trauma-based mind control.
This book is written to destroy trauma-based mind control before it destroys the human race.
Itâ€™s time for this horrendous secret to end. It is also written as part of Godâ€™s end time work to propel people of faith to the high calling that is prophecied of the Body, but cannot be attained without men of faith understanding these things.
Humanityâ€™s great prophet said he came to heal those whose hearts had been broken--literally split and crushed, and to free those who are captive. That work needs to go forward. Blood, sweat and tears are associated with this book.
The blood of the innocent victims of this mind-control cries out in a single unison, along with the pungent sweat of those who have tried to minister help to the shattered humanity left by the sadistic programmers, and the pools of tears shed as this book was written, "How long, O Lord, holy and true, do you not judge and avenge our blood on earth?"
Hope.... Thou shalt know that I am Lord: For they shall not be ashamed that wait on Me. Shall the prey be taken from the mighty, or the lawful captive delivered?
But thus saith Yahweh, even the captives of the mighty shall be taken away, and the prey of the terrible shall be delivered: for I will contend with him that contendeth with thee, and I will save thy children. Isaiah 49:23b-25
WARNING, READ THIS FIRST BEFORE READING THE BOOK
IF THERE IS ANY CHANCE you the reader have had mind-control done to you, you must consider the following book to be DANGEROUS
If you are consulting a therapist for DID (also known as MPD), it is recommended that you consult your therapist before reading this book. The complications that could result for those under mind control learning the truth--could be fatal. The co-authors take no responsibility for those who read or misuse this information.
The readerâ€™s mind is like a garden. It may not be time to plant the truth in your mind. Perhaps you need some weeding or ground preparation, before the garden of your mind is ready. Perhaps the weather is too stormy to plant the truth. Pray to the Lord of the Harvest.
The blessings that flow from planting the information of this book in your mind, will require the presence of living waters of love. If you do not have love in your heart, this book is not for you.
The information contained in this book is the biggest news-story of the 20th century, and still the biggest secret. It will challenge you, shock you, horrify you and hopefully motivate you to redouble your efforts to humble yourself and seek strength from God Almighty.
The programming procedures which are described in this book are based on research and consultation with deprogrammers, ex-programmers, therapists, counselors and pertinent literature. To the best of our knowledge the statements made in this book are factual, although they may not reflect the latest or currently accepted methodology among each and every faction of the New World Order which carries out Monarch-type programming.
This book tends to devote more emphasis to Illuminati programming, which is the highest level of programming. For individual application in understanding a survivor of Monarch programming, therapists are admonished to use this material with consideration for the Monarch victimâ€™s personal case and situation. The authors disclaim any responsibility for therapeutic work based upon this material.
Fritz Springmeier and Cisco Wheeler have co-authored They Know Not What They Do, An Illustrated Guidebook To Monarch Mind Control. Both Fritz and Cisco bring years of experience in dealing with Monarch programming to bear on the writing of this book. Fritz has researched the Illuminati, while he has worked with victims of its programming. He has authored The Top 13 Illuminati Families, and several other books.
The Deliberate Dumbing Down of America 1999
Charlotte Iserbyt is to be greatly commended for having put together the most formidable and practical compilation of documentation describing the deliberate dumbing down of American children by their education system.
Anyone interested in the truth will be shocked by the way American social engineers have systematically gone about destroying the intellect of millions of American children for the purpose of leading the American people into a socialist world government controlled by behavioral and social scientists.
Mrs. Iserbyt has also documented the gradual transformation of our once academically successful education system into one devoted to training children to become compliant human resources to be used by government and industry for their own purposes.
This is how fascist-socialist societies train their children to become servants of their government masters. The successful implementation of this new philosophy of education will spell the end of the American dream of individual freedom and opportunity.
The government will plan your life for you, and unless you comply with government restrictions and regulations your ability to pursue a career of your own choice will be severely limited. What is so mind boggling is that all of this is being financed by the American people themselves through their own taxes.
In other words, the American people are underwriting the destruction of their own freedom and way of life by lavishly financing through federal grants the very social scientists who are undermining our national sovereignty and preparing our children to become the dumbed-down vassals of the new world order.
It reminds one of how the Nazis charged their victims train fare to their own doom. One of the interesting insights revealed by these documents is how the social engineers use a deliberately created education crisis to move their agenda forward by offering radical reforms that are sold to the public as fixing the crisisâ€”which they never do. The new reforms simply set the stage for the next crisis, which provides the pretext for the next move forward. This is the dialectical process at work, a process our behavioral engineers have learned to use very effectively.
Its success depends on the ability of the change agents to continually deceive the public which tends to believe anything the experts tell them. And so, our children continue to be at risk in Americaâ€™s schools. They are at risk academically because of such programs as whole language, mastery learning, direct instruction, Skinnerian operant conditioning, all of which have created huge learning problems that inevitably lead to what is commonly known as Attention Deficit Disorder and the drugging of four million children with the powerful drug Ritalin.
Mrs. Iserbyt has dealt extensively with the root causes of immorality in our society and the role of the public schools in the teaching of moral relativism (no right/no wrong ethics). She raises a red flag regarding the current efforts of left-wing liberals and right-wing conservatives (radical center) to come up with a new kid on the block -common ground character educationâ€” which will, under the microscope, turn out to be the same warmed-over values education alert parent groups have resisted for over fifty years.
This is a perfect example of the Hegelian Dialectic at work. The reader will find in this book a plethora of information that will leave no doubt in the mind of the serious researcher exactly where the American education system is headed.
If we wish to stop this juggernaut toward a socialist-fascist system, then we must restore educational freedom to America. Americans Workshopt that the present government education system started as a Prussian import in the 1840â€™sâ€“â€™50â€™s. It was a system built on Hegelâ€™s belief that the state was God walking on earth.
The only way to restore educational freedom, and put education back into the hands of parents where it belongs, is to get the federal government, with its coercive policies, out of education. The billions of dollars being spent by the federal government to destroy educational freedom must be halted, and that can only be done by getting American legislators to understand that the American people want to remain a free people, in charge of their own lives and the education of their children.
The Lost Tools of Learning 1943
That I, whose experience of teaching is extremely limited, should presume to discuss education is a
matter, surely, that calls for no apology.
It is a kind of behavior to which the present climate of opinion is wholly favorable.
Bishops air their opinions about economics; biologists, about metaphysics; inorganic chemists, about theology; the most irrelevant people are appointed to highly technical ministries; and plain, blunt men write to the papers to say that Epstein and Picasso do not know how to draw.
Up to a certain point, and provided the the criticisms are made with a reasonable modesty, these activities are commendable. Too much specialization is not a good thing. There is also one excellent reason why the veriest amateur may feel entitled to have an opinion about education. For if we are not all professional teachers, we have all, at some time or another, been taught.
Even if we learnt nothing--perhaps in particular if we learnt nothing--our contribution to the discussion may have a potential value.Â Â However, it is in the highest degree improbable that the reforms I propose will ever be carried into effect. Neither the parents, nor the training colleges, nor the examination boards, nor the boards of governors, nor the ministries of education, would countenance them for a moment.
For they amount to this: that if we are to produce a society of educated people, fitted to preserve their intellectual freedom amid the complex pressures of our modern society, we must turn back the wheel of progress some four or five hundred years, to the point at which education began to lose sight of its true object, towards the end of the Middle Ages.Â Â
Before you dismiss me with the appropriate phrase--reactionary, romantic, mediaevalist, laudator temporis acti (praiser of times past), or whatever tag comes first to hand--I will ask you to consider one or two miscellaneous questions that hang about at the back, perhaps, of all our minds, and occasionally pop out to worry us.Â Â
When we think about the remarkably early age at which the young men went up to university in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day?
To postpone the acceptance of responsibility to a late date brings with it a number of psychological complications which, while they may interest the psychiatrist, are scarcely beneficial either to the individual or to society.
The stock argument in favor of postponing the school-leaving age and prolonging the period of education generally is there there is now so much more to learn than there was in the Middle Ages. This is partly true, but not wholly. The modern boy and girl are certainly taught more subjects--but does that always mean that they actually know more?Â Â
Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy throughout Western Europe is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined?
Do you put this down to the mere mechanical fact that the press and the radio and so on have made propaganda much easier to distribute over a wide area?
Or do you sometimes have an uneasy suspicion that the product of modern educational methods is less good than he or she might be at disentangling fact from opinion and the proven from the plausible?Â Â
Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side?
Or have you ever pondered upon the extremely high incidence of irrelevant matter which crops up at committee meetings, and upon the very great rarity of persons capable of acting as chairmen of committees?
And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?Â Â
Have you ever followed a discussion in the newspapers or elsewhere and noticed how frequently writers fail to define the terms they use?
Or how often, if one man does define his terms, another will assume in his reply that he was using the terms in precisely the opposite sense to that in which he has already defined them?
Have you ever been faintly troubled by the amount of slipshod syntax going about? And, if so, are you troubled because it is inelegant or because it may lead to dangerous misunderstanding?Â Â
Do you ever find that young people, when they have left school, not only Workshopt most of what they have learnt (that is only to be expected), but Workshopt also, or betray that they have never really known, how to tackle a new subject for themselves?
Are you often bothered by coming across grown-up men and women who seem unable to distinguish between a book that is sound, scholarly, and properly documented, and one that is, to any trained eye, very conspicuously none of these things?
Or who cannot handle a library catalogue?
Or who, when faced with a book of reference, betray a curious inability to extract from it the passages relevant to the particular question which interests them?Â
Do you often come across people for whom, all their lives, a "subject" remains a "subject," divided by watertight bulkheads from all other "subjects," so that they experience very great difficulty in making an immediate mental connection between let us say, algebra and detective fiction, sewage disposal and the price of salmon--or, more generally, between such spheres of knowledge as philosophy and economics, or chemistry and art?Â Â
Are you occasionally perturbed by the things written by adult men and women for adult men and women to read? We find a well-known biologist writing in a weekly paper to the effect that: "It is an argument against the existence of a Creator" (I think he put it more strongly; but since I have, most unfortunately, mislaid the reference, I will put his claim at its lowest)--"an argument against the existence of a Creator that the same kind of variations which are produced by natural selection can be produced at will by stock breeders."
One might feel tempted to say that it is rather an argument for the existence of a Creator. Actually, of course, it is neither; all it proves is that the same material causes (recombination of the chromosomes, by crossbreeding, and so forth) are sufficient to account for all observed variations--just as the various combinations of the same dozen tones are materially sufficient to account for Beethoven's Moonlight Sonata and the noise the cat makes by walking on the keys.
But the cat's performance neither proves nor disproves the existence of Beethoven; and all that is proved by the biologist's argument is that he was unable to distinguish between a material and a final cause.Â Â
The Trivium of Classical Education - July 2004
In 1983, the National Commission on Excellence published a document entitled A Nation at Risk, which called for drastic reforms in our nationâ€™s schools.
If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. (p. 5)
In the two decades since this report, hundreds of national, state, and local-level commissions, task forces and study groups were formed. The initial answers seemed to be found in the centralization of power.
The first wave reform concentrated on raising academic standards through new academic requirements for students and increased regulations for teachers. Along with the additional requirements, taxes rose, school spending soared and a great deal of academic related legislation was passed.
The reform movements of the last decade are sometimes referred to as second wave reforms. States continue to exert more control over the education system, with accountability, as measured by achievement testing, remaining a major component. School choice, including voucher systems and charter schools, remains a hotbed for political debate.
Todayâ€™s third wave reforms contain a workable amalgamation of aspects of both previous reform movements. However, today there is an emphasis on whole-school reform models as advocated by the federal government in the No Child Left Behind (NCLB) legislation. This study provides an overview of a whole-school reform model known as the Trivium of Classical Education.
The Triviumâ€”consisting of the educational skills of grammar, dialectic, and rhetoricâ€”was developed by the ancient Greek philosophers. The content and the methodology of the Trivium was the prerequisite requirement for acceptance into a European medieval university.
The purpose of this research was to seek answers to the following questions regarding classical education:
The initial section of this dissertation seeks to share with teachers and laypersons the
importance of seeking an understanding of basic philosophies that impact education.
Without this background and knowledge, one is ill-equipped to make important
An analysis of idealism and realism, which spawned classical education, will be juxtaposed with pragmatism, the catalyst behind Deweyâ€™s progressive education that has so profoundly affected our American educational system. Beginning with prominent Greek philosophers, the development of the tools of the Trivium will be analyzed.
In addition, a brief history of the advent and development of medieval universities is explored, followed by an analysis of why classical education so seriously declined during the second half of the 19th and the 20th centuries. This dissertation also presents an analysis of two models of classical education that have had a significant effect on the reemergence of classical schools across this country.
Classical education as advocated by Mortimer Adler (1982) in his book The Paideia Proposal is reviewed. Adler was a prolific writer, philosopher, and advocate of the Great Book approach. In addition, the Classical Christian approach to education based on the essay written by Dorothy L. Sayers entitled The Lost Tools of Learning is examined.
Sayers, who is well known as a mystery writer and a translator of Danteâ€™s Divine Comedy, presented this essay as a speech at Oxford University in 1947. Her essay is indirectly responsible for the development of approximately 200 schools and the formation of the Association of Classical and Christian Schools (ACCS).
In her essay, Sayers implored the educational community to return to a classical pedagogy that she claimed was effectively used in schools during the middle ages. What she called for is a return to using the Triviumâ€”the tools of grammar, dialectic, and rhetoric that effectively equipped students to attend university for the past several hundreds of years.
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