The recent school child-killing spree in Connecticut has once again, in a tragic way, drawn our attention to the issue of violence in our society, and specifically our culture’s violence toward children. The conversation revolves a lot around the issue of personal gun ownership, but it is absolutely essential that we look much more deeply than this. Some people are wisely making the connection between the 20 children killed in the Connecticut shooting and the hundreds of children killed in the wars inflicted on the people of Afghanistan, Iraq, and Pakistan, and also the roughly five thousand children who starve to death every day in our world. Making the connections between these three forms of violence toward children is a vital part of the process of awakening, healing, and consciousness-raising that we need to go through, but there is much more that is even more powerful in its ramifications that is routinely hidden and denied. Without addressing and resolving the unseen dark side of our massive violence toward children, our efforts toward creating a society of freedom, equality, security, and harmony are ironic to the point of being absurd and one might even say, insane.
The hidden violence I am referring to here is two-fold: the routine violence toward the children of other species caused by our culture’s food and purchasing traditions, and the consequent harm toward our own children that is a direct result of this violence toward nonhuman animal children. By conservative estimate, we are killing 75 million animals every day in the U.S. for food. This far-reaching industrial killing machine that we have created to fulfill our desire for animal flesh and dairy products slaughters about nine billion chickens annually who are only about six weeks old. They are just infants, pushed hard by drugs, breeding, and feed to fatten up and grow at an accelerated pace for profitability. The millions of male chicks born in layer hatcheries are considered useless and are crushed or ground alive shortly after pecking their way out of their eggs. Pigs, cows, turkeys, ducks, geese, lambs, calves, and the other animals we eat are also mere children, killed as early as possible to save on feed costs. Even the oldest animals that we kill for food, the spent laying hens and dairy cows are only 3 to 5 years old; cows would live 25 years normally. The same is also true for the fishes we consume – two thirds of the fishes we eat are now factory-farmed, and the same conditions apply in the aquaculture operations that kill billions of fishes annually.
Animal agriculture, whether of the large-scale industrialized variety that supplies over 98 percent of our animal-based foods, or of the “free-range” variety, is based upon direct and unremitting violence and death to the newborn babies, infants, and children of the animal mothers who are impregnated against their will to produce these children. Our cruelty to these vulnerable animals boomerangs in two ways that we have yet to recognize as a culture: one is the direct violence it does to our bodies and minds. The other is the indirect violence it does to us as beings who are conscious and responsible moral and spiritual agents, co-creating our experience on this Earth, completely interconnected with other human beings, and with all living beings.
For the first time we can now plainly see the results of our culturally-mandated addiction to meals of meat and dairy products. For the first time, our children today are clearly and unequivocally in far worse shape physically and psychologically than former generations. Rates of childhood obesity, diabetes, atherosclerosis, multiple sclerosis, and cancer are higher than ever. The same is true of autism and of diagnosed psychological illness such as ADD, ADHD, bipolar, and other disorders. We plainly have a situation where our children are being assaulted by toxic pharmaceutical drugs as never before, and also by toxic animal food products that concentrate hormone residues, as well as chemical, drug, and antibiotic residues from animals fed genetically-engineered feed laced with scores of chemicals and additives, and whose lives are nothing but fear, despair, and pain from birth to early death.
In addition, we now understand, for example, that our bodies are almost unimaginably complex: biologists estimate we’re made up of about 60-90 trillion cells, and each one of these trillions of cells is considered to be more complex than New York City! Our bodies are magnificent vehicles, and they are designed to be expressions of our creative yearnings to express, awaken, grow, and celebrate our lives on this beautiful and abundant planet. The same is also true for the bodies of cows, pigs, turkeys, fishes, and the other animals we are imprisoning and killing for food. Think of the enormous intelligence operating at the cellular level in our bodies and also in the bodies of these animals we kill and eat for food. Every chicken cell is also similarly complex, and when we steal a chicken from her mother and force her into a cage from birth, and then kill her weeks or months later, the enormous wisdom in the trillions of cells in her body know that something is terribly wrong, and when we cause that terror and despair by paying for it in restaurants and markets, and then eat it and feed it to our unsuspecting children, we are bringing a despair and darkness into ourselves, and forcing it onto our children, at the deepest levels. We are causal agents, and we inevitably reap what we sow, and our children do as well. In fact, we only continue this devastating behavior because we were, as children, fed this way, and told the deceptive official stories supporting it by every institution in our culture.
Thus we can begin to understand the second, or indirect, violence that we are causing ourselves, our children, and our communities and world. By unquestioningly acquiescing to the meal demands of our culture, and going along with and perpetrating the relentless killing of nonhuman children, we repress our natural intelligence and compassion, and learn to stay shallow and disconnected in our relationships with ourselves, and with each other. We remain merely busy in our various quests, lost in the cultural programming that reduces us to cogs in a machine that concentrates wealth and power in the hands of a tiny elite, and devastates the natural and inherent vitality and richness of ecosystems and communities in the process, and stealing our purposes, wisdom, and power.
May this recent killing spree at the Sandy Hook school in Connecticut serve as a reminder that we are all, as children, vulnerable, and that we have a noble obligation to protect the children—all the children—from cruelty, violence, enslavement, and toxic drugs, chemicals, and pollution. May we see that the actual physical suffering and disease caused our children by feeding them meat, dairy, and eggs, is so great that, as Dr. John McDougall puts it, “if parents inflicted this much physical suffering with a stick, they’d be put in jail.” May we see beyond that, to the emotional, spiritual, and cultural suffering we cause our children, each other, and ourselves, and beyond that to the nonhuman animals and their children, and ecosystems, and the future generations who are all interconnected with us. May we not be deceived into only caring about our own family, community, nation, or species, but understand that all living beings are our neighbors. And may we do what we can to understand the bigger picture that I’ve only been able to hint at in this short piece (outlined more fully in The World Peace Diet), and bring our lives into alignment with our values, and spread the vegan message of radical inclusion during this powerful season of solstice celebration of light and of the one life that sings through us all. May all children be happy, free, and at peace.
Thursday, January 3, 2013
Pineal gland restoration
(NaturalNews) A tiny gland in the center of the brain named the pineal may seem insignificant, but researchers have found it to be vital for physical, mental and, many believe, spiritual health. Through poor diet, exposure to toxins, stress and modern lifestyle choices, the pineal gland becomes hardened, calcified and shuts down. To awaken this gland from its slumber, detoxification is necessary using diet and herbs, sunlight and pure water.
An important pea-sized gland
Pinecone shaped, the size of a pea and resting in the center of the brain, the pineal gland is small but powerful. It secretes melatonin, which regulates sleep/wake cycles, and serotonin, a neurotransmitter that fosters happy and balanced states of mind. Not only crucial for a good night's rest, melatonin also slows aging and is a potent antioxidant. It helps to protect against electromagnetic pollution as well. Moreover, individuals have reported heightened feelings of empathy while supplementing with melatonin -- leading to more harmonious interpersonal relationships.
Scientists suspect that N, N-dimethyltryptamine (DMT) is also produced by the pineal gland. This is the substance that gives shamanic botanicals like Psychotria viridis its hallucinatory kick. Dr. Rick Strassman, author of DMT, The Spirit Molecule, believes that the pineal gland produces DMT during mystical experiences as well as at birth and death. DMT is also associated with lucid dreaming, peak experiences, creativity and the ability to visualize.
Why the pineal gland becomes sluggish
As a result of the aging process and exposure to toxins, the pineal gland begins to calcify. Sodium fluoride is the number one enemy of a healthy pineal gland. This toxin is lurking in the water supply, conventionally grown food and toothpaste. Dietary hormones, mercury, processed foods, caffeine, tobacco, alcohol and refined sugars cause calcification as well. Radiation fields, like those found with cell phones and wi-fi networks, are damaging too. Avoiding these hazards is the preliminary step to healing this gland. The second course of action involves removing existing calcification.
How to revive optimal function
According to the Decalcify Pineal Gland website, the following foods and supplements are helpful for detoxifying the pineal gland and restoring vitality:
1. Organic blue ice skate fish oil
2. MSM
3. Raw chocolate
4. Citric acid
5. Garlic
6. Raw apple cider vinegar
7. Oregano oil and Neem extract
8. Activator X (vitamin K1/K2)
9. Boron
10. Melatonin
11. Iodine
12. Tamarind
13. Distilled water
Holly Paige of Food for Consciousness, also offers a number of suggestions to help jump start the pineal gland. "Happy Tea" is one. A mixture of passion flower and St. John's wort, the tea contains pinoline -- a monoamine oxidase inhibitor (MAOI). When MAOIs are freely circulating within the system, more naturally occurring DMT is available to the brain -- encouraging creative and bright mental states.
Another pineal revitalizing brew is ayahuasca. Small 'tastes' of this preparation (one tablespoon per day) will help to elevate mood, creativity and inspiration. Ayahuasca can be made by boiling Banisteriopsis caapi and Psychotria viridis (chakruna) with orange juice for a few hours. In large doses, it can substantially alter perception and trigger visions. In small amounts, it refreshes the mind. Please note: Extracting DMT from any plant, including Psychotria viridis, is illegal in the United States.
Sunlight is also considered 'food' for the pineal gland. At least 10 minutes of sunlight exposure is recommended each day. Meditation, chanting and pranayama breathing practices are beneficial to the pineal gland as well.
Sources for this article include:
"The Pineal Gland -- The Bridge to Divine Consciousness" Scott Mowry, Miracles and Inspiration. Retrieved on December 18, 2012 from: http://www.miraclesandinspiration.com/pinealgland.html
"Pineal Gland" Regina Bailey. Retrieved on December 18, 2012 from: http://biology.about.com/od/anatomy/p/pineal-gland.htm
"Reactivating the Pineal Gland" Food for Consciousness. Retrieved on December 18, 2012 from: http://foodforconsciousness.blogspot.com
"Psychotria viridis - Chacruna" Botanical Spirit Shop. Retrieved on December 18, 2012 from: http://www.botanicalspirit.com/psychotria-viridis-products
"How to Detox Fluorides from Your Body" Paul Fassa, Natural News, July 13, 2009. Retrieved on December 18, 2012 from: http://www.naturalnews.com/026605_fluoride_fluorides_detox.html
Decalcify Pineal Gland. Retrieved on December 18, 2012 from: http://decalcifypinealgland.com
"How to Decalcify and Detoxify the Pineal Gland" Waking Times. Retrieved on December 18, 2012 from: http://www.wakingtimes.com
"A Fluoride-Free Pineal Gland is More Important than Ever" Paul Fassa, Wake Up World. Retrieved on December 18, 2012 from: http://wakeup-world.com
"Professor talks DMT research, its effects on you - and possibly your faith" Clayton Crockett, Legacy Magazine, November 13, 2012. Retrieved on December 18, 2012 from: http://www.lsureveille.com
"Wi-Fi Health Dangers & Radiation Health Effects", Safe Space Protection. Retrieved on December 18, 2012 from: http://www.safespaceprotection.com
"How to Exhale in Pranayama" Sudha Carolyn Lundeen" Yoga Journal. Retrieved on December 18, 2012 from: http://www.yogajournal.com/practice/561
"Melatonin and Meditation" Cathy Wong, About.com Alternative Medicine, January 18, 2008. Retrieved on December 18, 2012 from: http://altmedicine.about.com/cs/mindbody/a/Melatonin.htm
"Ayahuasca: A Plant for Healing the Soul" Chris Kilham, Medicine Hunter, Fox News, January 5, 2011. Retrieved on December 18, 2012 from: http://www.foxnews.com/health/2011/01/05/ayahuasca-plant-healing-soul/
"An introduction to METAtonin, the pineal gland secretion that helps us access higher understanding" METAtonin Research. Retrieved on December 18, 2012 from: http://metatoninresearch.org
"Indolethylamine N-methyltransferase expression in primate nervous tissue" Nicholas V. Cozzi, Timur A. Mavlyutov, Michael A. Thompson, Arnold E. Ruoho, University of Wisconsin School of Medicine and Public Health. Retrieved on December 18, 2012 from: http://www.neurophys.wisc.edu
About the author:
Carolanne enthusiastically believes if we want to see change in the world, we need to be the change. As a nutritionist, natural foods chef and wellness coach, Carolanne has encouraged others to embrace a healthy lifestyle of organic living, gratefulness and joyful orientation for over 13 years. Through her website www.Thrive-Living.net she looks forward to connecting with other like-minded folks who share a similar vision.
Follow on Twitter at: www.twitter.com/Thrive_Living
For Pinterest fans, connect here: www.pinterest.com/thriveliving/natural-news/
Read her other articles on Natural News here:
http://www.naturalnews.com/Author1183.html
Stay informed! FREE subscription to the Health Ranger's email newsletter
Get breaking news alerts on GMOs, fluoride, superfoods, natural cures and more...
Join over four million monthly readers. Email privacy 100% protected. Unsubscribe at any time.
Articles Related to This Article:
• A Fluoride-Free Pineal Gland is More Important than Ever
• How to Detox Fluorides from Your Body
• The Wonders Of Our Biological Rhythms
• SAD: A Daily Dose of Yoga could Help
• Fluoridation makes us stupid and unhealthy
• Learn How to Simulate Natural Twilight for Better Sleep
Related video from NaturalNews.TV
Your NaturalNews.TV video could be here.
Upload your own videos at NaturalNews.TV (FREE)
Have comments on this article? Post them here:
5 people have commented on this article.
Related Articles:
• A Fluoride-Free Pineal Gland is More Important than Ever
• How to Detox Fluorides from Your Body
• The Wonders Of Our Biological Rhythms
• SAD: A Daily Dose of Yoga could Help
• Fluoridation makes us stupid and unhealthy
• Learn How to Simulate Natural Twilight for Better Sleep
Take Action: Support NaturalNews.com
Email this article to a friend
Permalink to this article:
Reprinting this article: Non-commercial use OK, cite NaturalNews.com with clickable link.
Embed article link: (copy HTML code below):
Learn more: http://www.naturalnews.com/038533_pineal_gland_detox_consciousness.html#ixzz2GweJyKBT
Tuesday, December 25, 2012
Seth Speaks - The most important book in the early Seth series
Seth Speaks is a channeled work by Jane Roberts written by Seth channeled by Jane in the early seventies. Dictation was hand written by her husband Robert. Their body of work is the only channeled material that has been accepted and archived at Yale University and is one of the most studied works in their archive.
http://www.mondus.info/library/SS.pdf
http://www.mondus.info/library/SS.pdf
Sunday, December 23, 2012
Against School - John Taylor Gatto
http://www.wesjones.com/gatto1.htm
Excerpt: "Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can."
The article: Against School - John Taylor Gatto
How public education cripples our kids, and why
I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn't seem to know much about their subjects and clearly weren't interested in learning more. And the kids were right: their teachers were every bit as bored as they were.
Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers' lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn't get bored teaching students who are rude and interested only in grades? If even that. Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame?
We all are. My grandfather taught me that. One afternoon when I was seven I complained to him of boredom, and he batted me hard on the head. He told me that I was never to use that term in his presence again, that if I was bored it was my fault and no one else's. The obligation to amuse and instruct myself was entirely my own, and people who didn't know that were childish people, to be avoided if possible. Certainly not to be trusted. That episode cured me of boredom forever, and here and there over the years I was able to pass on the lesson to some remarkable student. For the most part, however, I found it futile to challenge the official notion that boredom and childishness were the natural state of affairs in the classroom. Often I had to defy custom, and even bend the law, to help kids break out of this trap.
The empire struck back, of course; childish adults regularly conflate opposition with disloyalty. I once returned from a medical leave to discover that all evidence of my having been granted the leave had been purposely destroyed, that my job had been terminated, and that I no longer possessed even a teaching license. After nine months of tormented effort I was able to retrieve the license when a school secretary testified to witnessing the plot unfold. In the meantime my family suffered more than I care to remember. By the time I finally retired in 1991, I had more than enough reason to think of our schools - with their long-term, cell-block-style, forced confinement of both students and teachers - as virtual factories of childishness. Yet I honestly could not see why they had to be that way. My own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: if we wanted to we could easily and inexpensively jettison the old, stupid structures and help kids take an education rather than merely receive a schooling. 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 to 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. And the more I asked why not, and persisted in thinking about the "problem" of schooling as an engineer might, the more I missed the point: What if there is no "problem" with our schools? What if they are the way they are, so expensively flying in the face of common sense and long experience in how children learn things, not because they are doing something wrong but because they are doing something right? Is it possible that George W. Bush accidentally spoke the truth when he said we would "leave no child behind"? Could it be that our schools are designed to make sure not one of them ever really grows up?
Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest. Even if they hadn't, a considerable number of well-known Americans never went through the twelve-year wringer our kids currently go through, and they turned out all right. George Washington, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln? Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever "graduated" from a secondary school. Throughout most of American history, kids generally didn't go to high school, yet the unschooled rose to be admirals, like Farragut; inventors, like Edison; captains of industry, like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead. In fact, until pretty recently people who reached the age of thirteen weren't looked upon as children at all. Ariel Durant, who co-wrote an enormous, and very good, multivolume history of the world with her husband, Will, was happily married at fifteen, and who could reasonably claim that Ariel Durant was an uneducated person? Unschooled, perhaps, but not uneducated.
We have been taught (that is, schooled) in this country to think of "success" as synonymous with, or at least dependent upon, "schooling," but historically that isn't true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prisons. Why, then, do Americans confuse education with just such a system? What exactly is the purpose of our public schools?
Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural traditions was, roughly speaking, threefold:
1) To make good people.
2) To make good citizens.
3) To make each person his or her personal best.
These goals are still trotted out today on a regular basis, and most of us accept them in one form or another as a decent definition of public education's mission, however short schools actually fall in achieving them. But we are dead wrong. Compounding our error is the fact that the national literature holds numerous and surprisingly consistent statements of compulsory schooling's true purpose. We have, for example, the great H. L. Mencken, who 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 . . . and that is its aim everywhere else.
Because of Mencken's reputation as a satirist, we might be tempted to dismiss this passage as a bit of hyperbolic sarcasm. His article, however, goes on to trace the template for our own educational system back to the now vanished, though never to be forgotten, military state of Prussia. And although he was certainly aware of the irony that we had recently been at war with Germany, the heir to Prussian thought and culture, Mencken was being perfectly serious here. Our educational system really is Prussian in origin, and that really is cause for concern.
The odd fact of a Prussian provenance for our schools pops up again and again once you know to look for it. William James alluded to it many times at the turn of the century. Orestes Brownson, the hero of Christopher Lasch's 1991 book, The True and Only Heaven, was publicly denouncing the Prussianization of American schools back in the 1840s. Horace Mann's "Seventh Annual Report" to the Massachusetts State Board of Education in 1843 is essentially a paean to the land of Frederick the Great and a call for its schooling to be brought here. That Prussian culture loomed large in America is hardly surprising, given our early association with that utopian state. A Prussian served as Washington's aide during the Revolutionary War, and so many German- speaking people had settled here by 1795 that Congress considered publishing a German-language edition of the federal laws. But what shocks is that we should so eagerly have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens - all in order to render the populace "manageable."
It was from James Bryant Conant - president of Harvard for twenty years, WWI poison-gas specialist, WWII executive on the atomic-bomb project, high commissioner of the American zone in Germany after WWII, and truly one of the most influential figures of the twentieth century - that I first got wind of the real purposes of American schooling. Without Conant, we would probably not have the same style and degree of standardized testing that we enjoy today, nor would we be blessed with gargantuan high schools that warehouse 2,000 to 4,000 students at a time, like the famous Columbine High in Littleton, Colorado. Shortly after I retired from teaching I picked up Conant's 1959 book-length essay, The Child the Parent and the State, and was more than a little intrigued to see him mention in passing that the modern schools we attend were the result of a "revolution" engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis's 1918 book, Principles of Secondary Education, in which "one saw this revolution through the eyes of a revolutionary."
Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.
Inglis breaks down the purpose - the actual purpose - of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:
1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.
2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.
3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.
4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best.
5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.
6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.
That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. Rockefeller.
There you have it. Now you know. We don't need Karl Marx's conception of a grand warfare between the classes to see that it is in the interest of complex management, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don't conform. Class may frame the proposition, as when Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909: "We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks." But the motives behind the disgusting decisions that bring about these ends need not be class-based at all. They can stem purely from fear, or from the by now familiar belief that "efficiency" is the paramount virtue, rather than love, liberty, laughter, or hope. Above all, they can stem from simple greed.
There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn't actually need. Mandatory schooling was a godsend on that count. School didn't have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. And that left them sitting ducks for another great invention of the modem era - marketing.
Now, you needn't have studied marketing to know that there are two groups of people who can always be convinced to consume more than they need to: addicts and children. School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up. In the 1934 edition of his once well-known book Public Education in the United States, Ellwood P. Cubberley detailed and praised the way the strategy of successive school enlargements had extended childhood by two to six years, and forced schooling was at that point still quite new. This same Cubberley - who was dean of Stanford's School of Education, a textbook editor at Houghton Mifflin, and Conant's friend and correspondent at Harvard - had written the following in the 1922 edition of his book Public School Administration: "Our schools are . . . factories in which the raw products (children) are to be shaped and fashioned.. . . And it is the business of the school to build its pupils according to the specifications laid down."
It's perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we're upside-down in them. And, worst of all, we don't bat an eye when Ari Fleischer tells us to "be careful what you say," even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.
Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.
First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don't let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there's no telling what your own kids could do. After a long life, and thirty years in the public school trenches, I've concluded that genius is as common as dirt. We suppress our genius only because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Excerpt: "Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can."
The article: Against School - John Taylor Gatto
How public education cripples our kids, and why
I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn't seem to know much about their subjects and clearly weren't interested in learning more. And the kids were right: their teachers were every bit as bored as they were.
Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers' lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn't get bored teaching students who are rude and interested only in grades? If even that. Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame?
We all are. My grandfather taught me that. One afternoon when I was seven I complained to him of boredom, and he batted me hard on the head. He told me that I was never to use that term in his presence again, that if I was bored it was my fault and no one else's. The obligation to amuse and instruct myself was entirely my own, and people who didn't know that were childish people, to be avoided if possible. Certainly not to be trusted. That episode cured me of boredom forever, and here and there over the years I was able to pass on the lesson to some remarkable student. For the most part, however, I found it futile to challenge the official notion that boredom and childishness were the natural state of affairs in the classroom. Often I had to defy custom, and even bend the law, to help kids break out of this trap.
The empire struck back, of course; childish adults regularly conflate opposition with disloyalty. I once returned from a medical leave to discover that all evidence of my having been granted the leave had been purposely destroyed, that my job had been terminated, and that I no longer possessed even a teaching license. After nine months of tormented effort I was able to retrieve the license when a school secretary testified to witnessing the plot unfold. In the meantime my family suffered more than I care to remember. By the time I finally retired in 1991, I had more than enough reason to think of our schools - with their long-term, cell-block-style, forced confinement of both students and teachers - as virtual factories of childishness. Yet I honestly could not see why they had to be that way. My own experience had revealed to me what many other teachers must learn along the way, too, yet keep to themselves for fear of reprisal: if we wanted to we could easily and inexpensively jettison the old, stupid structures and help kids take an education rather than merely receive a schooling. 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 to 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. And the more I asked why not, and persisted in thinking about the "problem" of schooling as an engineer might, the more I missed the point: What if there is no "problem" with our schools? What if they are the way they are, so expensively flying in the face of common sense and long experience in how children learn things, not because they are doing something wrong but because they are doing something right? Is it possible that George W. Bush accidentally spoke the truth when he said we would "leave no child behind"? Could it be that our schools are designed to make sure not one of them ever really grows up?
Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest. Even if they hadn't, a considerable number of well-known Americans never went through the twelve-year wringer our kids currently go through, and they turned out all right. George Washington, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln? Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever "graduated" from a secondary school. Throughout most of American history, kids generally didn't go to high school, yet the unschooled rose to be admirals, like Farragut; inventors, like Edison; captains of industry, like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead. In fact, until pretty recently people who reached the age of thirteen weren't looked upon as children at all. Ariel Durant, who co-wrote an enormous, and very good, multivolume history of the world with her husband, Will, was happily married at fifteen, and who could reasonably claim that Ariel Durant was an uneducated person? Unschooled, perhaps, but not uneducated.
We have been taught (that is, schooled) in this country to think of "success" as synonymous with, or at least dependent upon, "schooling," but historically that isn't true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prisons. Why, then, do Americans confuse education with just such a system? What exactly is the purpose of our public schools?
Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915, though it was conceived of much earlier and pushed for throughout most of the nineteenth century. The reason given for this enormous upheaval of family life and cultural traditions was, roughly speaking, threefold:
1) To make good people.
2) To make good citizens.
3) To make each person his or her personal best.
These goals are still trotted out today on a regular basis, and most of us accept them in one form or another as a decent definition of public education's mission, however short schools actually fall in achieving them. But we are dead wrong. Compounding our error is the fact that the national literature holds numerous and surprisingly consistent statements of compulsory schooling's true purpose. We have, for example, the great H. L. Mencken, who 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 . . . and that is its aim everywhere else.
Because of Mencken's reputation as a satirist, we might be tempted to dismiss this passage as a bit of hyperbolic sarcasm. His article, however, goes on to trace the template for our own educational system back to the now vanished, though never to be forgotten, military state of Prussia. And although he was certainly aware of the irony that we had recently been at war with Germany, the heir to Prussian thought and culture, Mencken was being perfectly serious here. Our educational system really is Prussian in origin, and that really is cause for concern.
The odd fact of a Prussian provenance for our schools pops up again and again once you know to look for it. William James alluded to it many times at the turn of the century. Orestes Brownson, the hero of Christopher Lasch's 1991 book, The True and Only Heaven, was publicly denouncing the Prussianization of American schools back in the 1840s. Horace Mann's "Seventh Annual Report" to the Massachusetts State Board of Education in 1843 is essentially a paean to the land of Frederick the Great and a call for its schooling to be brought here. That Prussian culture loomed large in America is hardly surprising, given our early association with that utopian state. A Prussian served as Washington's aide during the Revolutionary War, and so many German- speaking people had settled here by 1795 that Congress considered publishing a German-language edition of the federal laws. But what shocks is that we should so eagerly have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens - all in order to render the populace "manageable."
It was from James Bryant Conant - president of Harvard for twenty years, WWI poison-gas specialist, WWII executive on the atomic-bomb project, high commissioner of the American zone in Germany after WWII, and truly one of the most influential figures of the twentieth century - that I first got wind of the real purposes of American schooling. Without Conant, we would probably not have the same style and degree of standardized testing that we enjoy today, nor would we be blessed with gargantuan high schools that warehouse 2,000 to 4,000 students at a time, like the famous Columbine High in Littleton, Colorado. Shortly after I retired from teaching I picked up Conant's 1959 book-length essay, The Child the Parent and the State, and was more than a little intrigued to see him mention in passing that the modern schools we attend were the result of a "revolution" engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis's 1918 book, Principles of Secondary Education, in which "one saw this revolution through the eyes of a revolutionary."
Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.
Inglis breaks down the purpose - the actual purpose - of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:
1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.
2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.
3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.
4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best.
5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.
6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.
That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. Rockefeller.
There you have it. Now you know. We don't need Karl Marx's conception of a grand warfare between the classes to see that it is in the interest of complex management, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don't conform. Class may frame the proposition, as when Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909: "We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks." But the motives behind the disgusting decisions that bring about these ends need not be class-based at all. They can stem purely from fear, or from the by now familiar belief that "efficiency" is the paramount virtue, rather than love, liberty, laughter, or hope. Above all, they can stem from simple greed.
There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn't actually need. Mandatory schooling was a godsend on that count. School didn't have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. And that left them sitting ducks for another great invention of the modem era - marketing.
Now, you needn't have studied marketing to know that there are two groups of people who can always be convinced to consume more than they need to: addicts and children. School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up. In the 1934 edition of his once well-known book Public Education in the United States, Ellwood P. Cubberley detailed and praised the way the strategy of successive school enlargements had extended childhood by two to six years, and forced schooling was at that point still quite new. This same Cubberley - who was dean of Stanford's School of Education, a textbook editor at Houghton Mifflin, and Conant's friend and correspondent at Harvard - had written the following in the 1922 edition of his book Public School Administration: "Our schools are . . . factories in which the raw products (children) are to be shaped and fashioned.. . . And it is the business of the school to build its pupils according to the specifications laid down."
It's perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we're upside-down in them. And, worst of all, we don't bat an eye when Ari Fleischer tells us to "be careful what you say," even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it.
Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.
First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don't let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there's no telling what your own kids could do. After a long life, and thirty years in the public school trenches, I've concluded that genius is as common as dirt. We suppress our genius only because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Friday, December 21, 2012
Newtown - Getting It Right
By William Zimmermann
I do not even know where to begin. To think, even a little bit, about what people feel after losing their children and friends to a murder is to invite a trip down a rabbit hole of despair. Such empathy can lead to clinical depression for people like me. So we acknowledge the horror and look away. But we feel the pain enough to taste the loss and to share a prayer how ever inadequate it might be. And that is all that is required along with the solemn vow to keep doing good in the world regardless of how others act or what they do.
I can not help but be reminded of murders that go on every day in our county. The murders caused by people who do not care about us any more than the killer in Newtown cared about those kids. I am talking about the people that run Monsanto, Dow Chemical, and the like... and the politicians who allow them to pervert the natural world and to unleash a multitude of deadly toxins upon the public not the least of which is hydrofluorcilicic acid used to fluoridate the public eater supply. Untreated and unprocessed hydrofluorcilicic acid is dumped directly into the water supply chemicals are dumped on the food supply as jobs are shipped overseas without a single thought for American health jobs or the spirit of this fine country. We need to learn from this tragedy. But will we? If killing on any level is wrong why do we do so much of it to ourselves? Other countries are outlawing GMO seeds and have never bought into fluoridation while America continues to poison it's people with these toxins with reckless abandon. When we subjugate twenty billion animals to the height of cruelty abandoning any ethic of respect for animal creature hood what does that say about us? We do not believe we can deal with corporations and powerful entities in government because they are simply too powerful. We choose denial over 911 truth. We know it was an inside job, but we rationalize, look away and blame contrived "terrorists" while waving the flag to the beat of vengeance and war that would cost OUR country trillions of dollars evaporated into the bottomless pit of the military industrial complex and into the pockets of the super rich.
At the same time the reckless insanity of the FDA and big pharma enforce the barbaric practices of the cancer industry. All who would keep us in perpetual war, keep us sick poison us and bilk our bodies bank accounts and insurance for every penny to get the next deal. These murders are sanctioned and forgiven by an ignorant public who now post Facebook candles for the Newtown victims. What about the victims of fluoride, mercury poisoning in dentist offices? What about the dentists themselves who have bought into the lies behind the mercury industry? What about the soil that grows the food that feeds millions upon millions of Americans? When that soil I s dead, what then?
And we wonder why some of us go postal?
Are we mourning for these children? Or are they just an excuse to feel something-anything? just to remind us, however briefly, of our "humanity?" In world where snakes are despised over creatures like cuddly puppies would must suspect ourselves of mass psychopathic hypocrisy. If we could read the soul of the shooter in Newtown would it tell a story of pain and neglect; the sorrows of the disenfranchised, marginalized victimization that twisted his poor young mind? Or will we just label him a terrorist and take guns away from everybody, using him further, allowing "lawmakers" with dark agendas to use him as a scape goat? Again lying about who and what he was as an excuse to exert power to gain control over the population though lies and further deception and deceit.
The inability of people to identify facts let alone any close variant of logic or truth is central to this discourse. Pandemic lying, self deception insincerity and voluntary ignorance in an era of abject selfishness and inhumanity adds great weight to the idea that we have not grown as a species. In fact it highlights the fact that we have severely regressed. Mass psychosis is nicely wrapped in gift-bags of cultural and physical addiction. The comforts of technology, money and our own greed go unchecked as we waste trillions in tax dollars and printed money to fight useless wars and bankster greed when that money should have been used for mental health programs and the enhancement of a real American economy society and culture. When we ignore these facts we find ourselves merely using the Newtown victims to convince ourselves that we are "good people" that we can still can feel for the victims. It is a san and shallow day when this representation of emotion at best and how ever brief it is, the compassion fades as we allow bullies like banks, corporations, big pharma, Monsanto, 911 liars, a congress for sale, and other sanitized murders to go unchecked and unchallenged every single day of the year.
So yes, grieve for the children and the adults that were taken from us but do not forget this kind of thing goes on every hour of every day all over the world. If we learn from these more obvious lessons hopefully we will begin to take responsibility for the other wars, the more cunning murderers who kill with impunity, in the name of God and even with kindness. If we can learn on all levels to take responsibility and to care for one another, and all living things like the puppy and the snake perhaps we will not be condemned to repeat the lesson over and over again until we get it right. Until we get it right on every level - it won't stop. If we make a solemn vow to protect life, all life and keep our brothers in line regardless of who they are, how they act or what they do then our lives take on meaning that might allow generations to come to live and maybe live better than we did. And that is a legacy worth leaving to our children and the many generations to come.
Bill Zimmermann December 21, 2012
I do not even know where to begin. To think, even a little bit, about what people feel after losing their children and friends to a murder is to invite a trip down a rabbit hole of despair. Such empathy can lead to clinical depression for people like me. So we acknowledge the horror and look away. But we feel the pain enough to taste the loss and to share a prayer how ever inadequate it might be. And that is all that is required along with the solemn vow to keep doing good in the world regardless of how others act or what they do.
I can not help but be reminded of murders that go on every day in our county. The murders caused by people who do not care about us any more than the killer in Newtown cared about those kids. I am talking about the people that run Monsanto, Dow Chemical, and the like... and the politicians who allow them to pervert the natural world and to unleash a multitude of deadly toxins upon the public not the least of which is hydrofluorcilicic acid used to fluoridate the public eater supply. Untreated and unprocessed hydrofluorcilicic acid is dumped directly into the water supply chemicals are dumped on the food supply as jobs are shipped overseas without a single thought for American health jobs or the spirit of this fine country. We need to learn from this tragedy. But will we? If killing on any level is wrong why do we do so much of it to ourselves? Other countries are outlawing GMO seeds and have never bought into fluoridation while America continues to poison it's people with these toxins with reckless abandon. When we subjugate twenty billion animals to the height of cruelty abandoning any ethic of respect for animal creature hood what does that say about us? We do not believe we can deal with corporations and powerful entities in government because they are simply too powerful. We choose denial over 911 truth. We know it was an inside job, but we rationalize, look away and blame contrived "terrorists" while waving the flag to the beat of vengeance and war that would cost OUR country trillions of dollars evaporated into the bottomless pit of the military industrial complex and into the pockets of the super rich.
At the same time the reckless insanity of the FDA and big pharma enforce the barbaric practices of the cancer industry. All who would keep us in perpetual war, keep us sick poison us and bilk our bodies bank accounts and insurance for every penny to get the next deal. These murders are sanctioned and forgiven by an ignorant public who now post Facebook candles for the Newtown victims. What about the victims of fluoride, mercury poisoning in dentist offices? What about the dentists themselves who have bought into the lies behind the mercury industry? What about the soil that grows the food that feeds millions upon millions of Americans? When that soil I s dead, what then?
And we wonder why some of us go postal?
Are we mourning for these children? Or are they just an excuse to feel something-anything? just to remind us, however briefly, of our "humanity?" In world where snakes are despised over creatures like cuddly puppies would must suspect ourselves of mass psychopathic hypocrisy. If we could read the soul of the shooter in Newtown would it tell a story of pain and neglect; the sorrows of the disenfranchised, marginalized victimization that twisted his poor young mind? Or will we just label him a terrorist and take guns away from everybody, using him further, allowing "lawmakers" with dark agendas to use him as a scape goat? Again lying about who and what he was as an excuse to exert power to gain control over the population though lies and further deception and deceit.
The inability of people to identify facts let alone any close variant of logic or truth is central to this discourse. Pandemic lying, self deception insincerity and voluntary ignorance in an era of abject selfishness and inhumanity adds great weight to the idea that we have not grown as a species. In fact it highlights the fact that we have severely regressed. Mass psychosis is nicely wrapped in gift-bags of cultural and physical addiction. The comforts of technology, money and our own greed go unchecked as we waste trillions in tax dollars and printed money to fight useless wars and bankster greed when that money should have been used for mental health programs and the enhancement of a real American economy society and culture. When we ignore these facts we find ourselves merely using the Newtown victims to convince ourselves that we are "good people" that we can still can feel for the victims. It is a san and shallow day when this representation of emotion at best and how ever brief it is, the compassion fades as we allow bullies like banks, corporations, big pharma, Monsanto, 911 liars, a congress for sale, and other sanitized murders to go unchecked and unchallenged every single day of the year.
So yes, grieve for the children and the adults that were taken from us but do not forget this kind of thing goes on every hour of every day all over the world. If we learn from these more obvious lessons hopefully we will begin to take responsibility for the other wars, the more cunning murderers who kill with impunity, in the name of God and even with kindness. If we can learn on all levels to take responsibility and to care for one another, and all living things like the puppy and the snake perhaps we will not be condemned to repeat the lesson over and over again until we get it right. Until we get it right on every level - it won't stop. If we make a solemn vow to protect life, all life and keep our brothers in line regardless of who they are, how they act or what they do then our lives take on meaning that might allow generations to come to live and maybe live better than we did. And that is a legacy worth leaving to our children and the many generations to come.
Bill Zimmermann December 21, 2012
Reverse osmosis filter types and their rejection rates.
Cellulose Acetate : 90%-93%
Cellulose Tri-Acetate : 93%-95%
Thin Film Composite : 97%-99%
Cellulose Tri-Acetate : 93%-95%
Thin Film Composite : 97%-99%
Thursday, December 20, 2012
Wednesday, December 5, 2012
Monday, November 26, 2012
Friday, November 23, 2012
Are vaccines safe and effective? By Boyd Haley
Hi,
Here's a link to "IAOMT 9 11.ppt" in my Dropbox:
https://www.dropbox.com/s/sgkx8rpqjer5qtz/IAOMT%209%2011.ppt
Sunday, November 18, 2012
Thursday, November 15, 2012
Wednesday, November 14, 2012
Dish washer soap recipe - no borax
Homemade Dishwasher Detergent WITHOUT Borax (for one full load)
1 Tbsp of Washing Soda – a.k.a. Sodium Carbonate. It acts as a de-greaser and disinfectant.
1 Tbsp Kosher Salt (or Sea Salt) – softens hard water. This amount can be adjusted, according to how hard or soft your water is.
Secret ingredient –> 1/2 TSP Plant Based dishwashing liquid soap – the kind you use for hand washing your dishes. Yes, the one that your dishwasher’s manual says NOT to use!
Wednesday, November 7, 2012
FBI Probe Re: Prop 37
Voters And FBI Put On Alert: Massive Deceptions Found In The No On 37 Campaign, All DocumentedCampaign supporters of genetically manipulated foods could soon find themselves involved in a federal criminal investigation, related to their own manipulation of voters in California’s hotly debated Proposition 37.Even as ballots are still being cast in the battle over the measure, which would require labeling for genetically modified (GM) foods, the fight is taking an unexpected turn – straight into FBI headquarters.
The agency reportedly contacted an attorney for the CA Right to Know campaign, in response to an official complaint filed with the U.S. Department of Justice on October 18, which cited numerous, and likely criminal, actions by the “No on 37″ campaign.Opponents of the Prop 37 ballot measure were reportedly caught red-handed spouting lie after lie in campaign advertisements distributed in recent weeks. In one advertisement – the one that’s now getting the attention of the Federal Bureau of Investigation – campaign backers featured the FDA logo just below this direct quote: “The U.S. Food and Drug Administration says a labeling policy like Prop 37 would be ‘inherently misleading’.”The only problem is that the FDA denies it ever made any such statement… Woops. This means, as stated in the CA Right to Know official complaint, that “the use of the FDA’s seal and authority for political purposes appears to be in clear violation of criminal statutes.” Though the FBI has not yet said whether it will move forward with a formal investigation, the agency has referred the complaint to the FDA for further inquiry. At this time, CA Right to Know is confident the matter is “being taken seriously by all relevant agencies.”‘No on 37′ gets caught in its own sticky web of liesBut the FDA isn’t the only group claiming they’ve been misrepresented in anti-Prop 37 campaign materials. In fact, the laundry list of misdeeds appears to be quite long, even by the assessments of the Sacramento Bee, the San Francisco Chronicle and the San Jose Mercury News, who have described the group’s ads as misleading.According to a press statement issued by CA Right to Know (http://www.carighttoknow.org/documented_deceptions) which has been well and thoroughly documented, statements made by the National Academy of Sciences, the World Health Organization and the Academy of Nutrition and Dietetics indicate those organizations were also grossly misrepresented by the “No on 37″ campaign, in the official California Voter Guide. The Academy of Nutrition and Dietetics even went so far as to subsequently issue its own press release to voters, expressing concerns over the misrepresentation, and clarifying its position that “the Academy supports consumers right to know what ingredients are in the foods they purchase to feed their families.”In fact, the only group named on that voter guide list of opponents to Prop 37 that really do oppose it is the American Council on Science and Health, which is really just a “notorious front group for the pesticide industry and climate change deniers”, says CA Right to Know. Its list of documented deceptions goes on to expose other front groups which may at first seem well-meaning and harmless – groups like the “Coalition for Literacy” (formerly an anti-tobacco Prop 27 opponent back in May), the Cops Voting Guide (a man named Kelley Moran who’s actual profession is “political consultant”), and Californians Vote Green (whose website’s only help in determining why they might oppose the measure is to “please direct inquiries to Paul”).But who would pay for a campaign of such lies and trickery? Only the very same organizations that have been pulling the wool over the eyes of American consumers for decades. To date, biotech industry giants have donated in excess of $41 million dollars to defeat the labeling initiative. But no amount of “hush money” can hide the truth forever. Whether Prop 37 passes at California polls on Tuesday or not, Americans all over the country are already waking up to the truth about GMO and reclaiming their right to know.Sources for this article include:http://www.carighttoknow.org/fbi_contactshttp://www.carighttoknow.org/documented_deceptionshttp://www.carighttoknow.org/deptofjusticehttp://www.kpbs.orghttp://www.naturalnews.com
The agency reportedly contacted an attorney for the CA Right to Know campaign, in response to an official complaint filed with the U.S. Department of Justice on October 18, which cited numerous, and likely criminal, actions by the “No on 37″ campaign.Opponents of the Prop 37 ballot measure were reportedly caught red-handed spouting lie after lie in campaign advertisements distributed in recent weeks. In one advertisement – the one that’s now getting the attention of the Federal Bureau of Investigation – campaign backers featured the FDA logo just below this direct quote: “The U.S. Food and Drug Administration says a labeling policy like Prop 37 would be ‘inherently misleading’.”The only problem is that the FDA denies it ever made any such statement… Woops. This means, as stated in the CA Right to Know official complaint, that “the use of the FDA’s seal and authority for political purposes appears to be in clear violation of criminal statutes.” Though the FBI has not yet said whether it will move forward with a formal investigation, the agency has referred the complaint to the FDA for further inquiry. At this time, CA Right to Know is confident the matter is “being taken seriously by all relevant agencies.”‘No on 37′ gets caught in its own sticky web of liesBut the FDA isn’t the only group claiming they’ve been misrepresented in anti-Prop 37 campaign materials. In fact, the laundry list of misdeeds appears to be quite long, even by the assessments of the Sacramento Bee, the San Francisco Chronicle and the San Jose Mercury News, who have described the group’s ads as misleading.According to a press statement issued by CA Right to Know (http://www.carighttoknow.org/documented_deceptions) which has been well and thoroughly documented, statements made by the National Academy of Sciences, the World Health Organization and the Academy of Nutrition and Dietetics indicate those organizations were also grossly misrepresented by the “No on 37″ campaign, in the official California Voter Guide. The Academy of Nutrition and Dietetics even went so far as to subsequently issue its own press release to voters, expressing concerns over the misrepresentation, and clarifying its position that “the Academy supports consumers right to know what ingredients are in the foods they purchase to feed their families.”In fact, the only group named on that voter guide list of opponents to Prop 37 that really do oppose it is the American Council on Science and Health, which is really just a “notorious front group for the pesticide industry and climate change deniers”, says CA Right to Know. Its list of documented deceptions goes on to expose other front groups which may at first seem well-meaning and harmless – groups like the “Coalition for Literacy” (formerly an anti-tobacco Prop 27 opponent back in May), the Cops Voting Guide (a man named Kelley Moran who’s actual profession is “political consultant”), and Californians Vote Green (whose website’s only help in determining why they might oppose the measure is to “please direct inquiries to Paul”).But who would pay for a campaign of such lies and trickery? Only the very same organizations that have been pulling the wool over the eyes of American consumers for decades. To date, biotech industry giants have donated in excess of $41 million dollars to defeat the labeling initiative. But no amount of “hush money” can hide the truth forever. Whether Prop 37 passes at California polls on Tuesday or not, Americans all over the country are already waking up to the truth about GMO and reclaiming their right to know.Sources for this article include:http://www.carighttoknow.org/fbi_contactshttp://www.carighttoknow.org/documented_deceptionshttp://www.carighttoknow.org/deptofjusticehttp://www.kpbs.orghttp://www.naturalnews.com
Friday, November 2, 2012
Vitamin K2 | Natto, Natural Menaquinone Source - Mercola.com
http://products.mercola.com/vitamin-k/
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Vitamin K foods
#1: Herbs (Dried and Fresh)
Long used for medicinal purposes, herbs are packed with nutrients and vitamin K is no exception. Dried Basil, Dried Sage, and Dried Thyme all contain the most with 1715μg (2143% DV) per 100g serving, or up to 51μg (64% DV) per tablespoon. They are followed by Fresh Parsley (82% DV per tblsp), Dried Coriander, Dried Marjoram, Dried Oregano, and finally fresh basil with 10μg (13% DV) per tablespoon. Click to see complete nutrition facts.
#2: Dark Leafy Greens
Crisp, fresh, and delicious, dark leafy greens are great in a salad or steamed as a side. As a bonus they are also high in calcium. Kale provides the most vitamin K with 882μg (1103% DV) per 100g serving, or 547μg (684% DV) per cup chopped. It is followed by Dandelion Greens (535% DV per cup chopped), Collards, Cress, Spinach, Turnip Greens, Mustard Greens, Beet Greens, Swiss Chard, Broccoli Raab, Radicchio, and finally Lettuce with 62.5μg (78% DV) per cup shredded. Click to see complete nutrition facts.
#3: Spring Onions (Scallions)
Great as a topping on soup or stew, as well as a good ingredient in salads and salad wraps, 100 grams of spring onions (or 1 cup chopped) will provide 207μg (259% DV) of vitamin K.
#4: Brussels Sprouts
A delicious side or snack, and reputed for being able to prevent a hang over, brussel sprouts are packed with Vitamin K. 100 grams will provide 194μg (242% DV) of vitamin K, that is 156μg (195% DV) per cup, and 33.6μg (42% DV) of vitamin K in a single brussel sprout.
#5: Broccoli
Vitamin K is just another reason to eat everyone's favorite vegetable. Broccoli contains 141μg (176% DV) of vitamin K per 100g serving, that is 220μg (276% DV) per cup, and 52μg (65% DV) in an average spear, or piece, of brocolli.
#6: Chili Powder, Curry, Paprika, and Cayenne
Also high in vitamins E and C, chili powder is a great addition to spice up a stew, calzone, or just about anything. 100 grams will provide 106μg (132% DV) of vitamin K per 100g serving, or 8.5μg (11% DV) per tablespoon. Curry powder will provide 7% DV per tablespoon, Paprika (7% DV), and Cayenne (5% DV).
#7: Asparagus
Asparagus is best eaten steamed. 100 grams will provide 80μg (100% DV) of vitamin K, that is 144μg (180% DV) per cup, and 48μg (60% DV) in 4 spears.
#8: Cabbage
Eaten cooked or in coleslaw, cabbage provides 76μg (95% DV) of vitamin K per 100 gram serving which is 68μg (85% DV) per cup chopped, and 690μg (830% DV) in a 5(3/4)inch head of lettuce.
#9: Pickled Cucumber
If you like pickles then now you have good reason to eat more of them. 100 grams will provide 77μg (96% DV) of vitamin K, or 130μg (163% DV) per cup sliced, and 27μg (34% DV) in a medium pickle. For best health (and the most vitamin K) eat the low sodium variety.
#10: Prunes
High in fiber, zinc, and even iron, prunes are great health food. 100 grams will provide 60μg (74% DV) of vitamin K, or 104μg (129% DV) per cup, and 6μg (7% DV) in a single prune.
Tuesday, October 23, 2012
Best article on iPad battery
http://thehowto.wikidot.com/prolong-battery-lifespan-for-ipad
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Wednesday, October 10, 2012
Gerson Maintenance Diet
Gerson Maintenance Diet. Check out my viral juicing video here:
https://www.youtube.com/watch?v=IYRbexjnIWI
Organic, Vegetarian Diet: High potassium foods, plenty of fresh fruit, a variety of vegetables and salads.
No Salt
Low Fat: Flax seed and olive oil (Never heat flax seed oil!) No fried foods.
Juices: 2-3 Eight ounces of carrot/apple juices daily, 1 orange or grapefruit juice daily.
1-2 green juices a day
2 Tablespoons potassium compound added to one carrot/apple juice each day.
Lugol’s Solution- half strength, in carrot/apple juice, use according to weight:
150 lbs or less = 1 drop 2x/week taken with a meal.
150 lbs or more = 2 drops 2x/week taken with a meal.
Coffee Enema: once daily or 1-3 times weekly as needed.
** Note: Recommended ratio of juices per enema is 3 eight ounce juices per enema.
Recommended: Twice a year, the intensive treatment for 2 weeks or the modified therapy for 3 weeks.
Example of Daily Diet
Breakfast: Orange or grapefruit juice
Oatmeal with stewed or fresh fruit
Toasted 100% organic salt free rye bread if desired
Snack: Fresh fruit or veggies. Some people need to be cautious
with the amount of fruit taken
Lunch: Carrot/apple juice
Hippocrates soup
Baked potato (sometimes potato salad)
A cooked vegetable/make sure to include greens and beets and broccoli.
Non-fat or very low-salt cottage cheese or yogurt (2-3 oz.)
Salad, with a variety of multicolored vegetables
Snack: Fresh fruit or raw vegetables.
Dinner: (same as lunch with variation of vegetables)
Carrot juice
Salad
Baked potato
Prepared vegetable dish as above.
Brown rice twice weekly. Lentils if tolerated two to three times a week. A few raw nuts and seeds 2-3 times a week. Ok to include berries. A clean fish once a week.
**Note: A recovered patient can have an occasional “Non-Gerson” meal but coffee enema immediately.
https://www.youtube.com/watch?v=IYRbexjnIWI
Organic, Vegetarian Diet: High potassium foods, plenty of fresh fruit, a variety of vegetables and salads.
No Salt
Low Fat: Flax seed and olive oil (Never heat flax seed oil!) No fried foods.
Juices: 2-3 Eight ounces of carrot/apple juices daily, 1 orange or grapefruit juice daily.
1-2 green juices a day
2 Tablespoons potassium compound added to one carrot/apple juice each day.
Lugol’s Solution- half strength, in carrot/apple juice, use according to weight:
150 lbs or less = 1 drop 2x/week taken with a meal.
150 lbs or more = 2 drops 2x/week taken with a meal.
Coffee Enema: once daily or 1-3 times weekly as needed.
** Note: Recommended ratio of juices per enema is 3 eight ounce juices per enema.
Recommended: Twice a year, the intensive treatment for 2 weeks or the modified therapy for 3 weeks.
Example of Daily Diet
Breakfast: Orange or grapefruit juice
Oatmeal with stewed or fresh fruit
Toasted 100% organic salt free rye bread if desired
Snack: Fresh fruit or veggies. Some people need to be cautious
with the amount of fruit taken
Lunch: Carrot/apple juice
Hippocrates soup
Baked potato (sometimes potato salad)
A cooked vegetable/make sure to include greens and beets and broccoli.
Non-fat or very low-salt cottage cheese or yogurt (2-3 oz.)
Salad, with a variety of multicolored vegetables
Snack: Fresh fruit or raw vegetables.
Dinner: (same as lunch with variation of vegetables)
Carrot juice
Salad
Baked potato
Prepared vegetable dish as above.
Brown rice twice weekly. Lentils if tolerated two to three times a week. A few raw nuts and seeds 2-3 times a week. Ok to include berries. A clean fish once a week.
**Note: A recovered patient can have an occasional “Non-Gerson” meal but coffee enema immediately.
John Taylor Gatto - YouTube, 27 Video Playlist
Here are most of Gatto's YouTube videos. The selections cover his entire work since leaving the public educational system.
http://www.youtube.com/playlist?list=PL65A2183F4350FE7D
http://www.youtube.com/playlist?list=PL65A2183F4350FE7D
Friday, October 5, 2012
Psyche Truth
GMO Food, How To Tell, Truth About Genetically Modified Foods & Label GMO Psychetruth Nutrition
Related Videos;
Easiest Diet & Weight Loss EVER! Lose Weight Healthy Dieting Tips | Psychetruth Nutrition Info
Are We Fattened Up Like Farm Animals? Psychetruth Weight Loss, Diet & Nutrition
Why is Junk Food Junk & Superfoods Super? PsycheTruth Nutrition, Diet & Weight Loss
American Diet Causes Obesity! Why? How to Lose Weight. Psychetruth Nutrition
Official Corrina Rachel Psychetruth Playlist
Featuring Corrina Rachel
This video was produced by psychetruth
Music by Jimmy Gelhaar
© Copyright 2012 Target Public Media, LLC. All Rights Reserved.
GMO Food "How To" Tell Truth About Genetically Modified Foods Label "junk food" FDA Diet obesity Corrina "Corrina Rachel"
Related Videos;
Easiest Diet & Weight Loss EVER! Lose Weight Healthy Dieting Tips | Psychetruth Nutrition Info
Are We Fattened Up Like Farm Animals? Psychetruth Weight Loss, Diet & Nutrition
Why is Junk Food Junk & Superfoods Super? PsycheTruth Nutrition, Diet & Weight Loss
American Diet Causes Obesity! Why? How to Lose Weight. Psychetruth Nutrition
Official Corrina Rachel Psychetruth Playlist
Featuring Corrina Rachel
This video was produced by psychetruth
Music by Jimmy Gelhaar
© Copyright 2012 Target Public Media, LLC. All Rights Reserved.
GMO Food "How To" Tell Truth About Genetically Modified Foods Label "junk food" FDA Diet obesity Corrina "Corrina Rachel"
Thursday, October 4, 2012
Fwd: Honesty and Truth Telling
By William Zimmermann
This video RSA talk given by Dan Ariely begins the discussion and is expanded on by Ian Leslie in his book Born Liars. Leslie discusses his work in this video. I have been writing about the "human trifecta" of Deception, Power and Seduction for a long time. Now I discover two PhD's complete my thoughts and extend my knowledge and to new levels, satisfying my suspicion and curiosity with true and complete understanding of this long ignored aspect of humanity. This brings us to a new level. We now can view our world with more clarity. I hope you find this inquiry as mind expanding as I do as we explore this largely ignored but vitally important taboo of human nature.
The two books: The 48 Laws of Power and the Art of Seduction by Robert Greene sparked an interest in this subject about a year ago and lead me to these interesting talks which support many of Greene's historic accounts especially in his book the 48 Laws of Power and also in his book The Art of Seduction. If your will to understand your self and others overrides the repellent nature of this subject the rewards are great but as all real knowledge has a tendency to do it reveals a dark side of human nature, a matrix of illusion, deception and utter bull-shit in this otherwise lovely world of ours. It clearly and without rose colored glasses places you right at the center stage of judgment and analysis as the jury of your mind is brought into focus for the very first time. Especially in Blanton's book Radical Honesty. I guess it is time to ask you if you want to take the blue pill or the red pill?
So what are the rules? When, where and why do you lie? Are you aware of it when you deviate from the facts or the truth when you slip into deceptive behaviors? When, if ever, is it truly appropriate to lie?
Is lying and deception good manners? Do they soften reality by taking on characteristics of political correctness or is it always an insult to each other and to our intelligence? Is there no way of gauging when and where we should deceive people? Is it a felt-sense that intuitively or unconsciously we manipulate others to what ever end our conscience decides. Is this mode of being something for which a curriculum could be designed to teach children to see into their young souls with understanding from an early age? To date I know of no such curriculum. Strange that this, like the arts and music have been left in the dumpster of public school education while these arts are well explored at the schools where the elite train the next generation of leaders. The work of John Taylor Gatto (Complete YouTube playlist of his work) brings to light this fact in his damning expose' of public education.
When we look for answers, the more we know about human nature the better. As we get to know it, and ourselves better we can choose when and where it is appropriate to to exercise deception - consciously. But, I warn you, if you are strong enough to finish Blanton's mind-bending book Radical Honesty without forming a new perspective you are truly a saint and need to report immediately to the Vatican for Canonization. The man, like Gatto, is onto something big. Something we can learn about that is truly life changing in a good way. It may not leave you in a sweet slumber of ignorance or give you a big stick with which to walk softly, but it will sharpen your wit, focus your perception and keep you on top of your game... and the "games" perpetrated on you. In today's world it is important to stay sharp and to boldly walk into your days, to make your mark and to make far fewer mistakes than you did in easier economic times. Good luck with this and God help you in chapter three of Blanton's book.
Note: The links found in the article above are created by me for your convenience to explore and study the topic fully.
Enjoy, Bill
The PDF of Radical Honesty was obtained with the permission of the author.
Did you ever just sit there, before a friend boss or mate staring right through them, your eyes glazing over as you witness the insult of lies being hurled at you? Do you see through them more easily now than you did ten years ago? If you do then do they offend your creaturehood? Do you feel violated by this? I certainly do. The worst part is how destructive it all is, and how dangerous it can be. The truth may be painful but the most painful truth is that many of us if not the majority of Americans have learned to be lied to almost constantly and the insult to the injury is that most of us believe them. Even if we don't we make excuses for them and then numb the pain of betrayal with excuses. But wait a minute is lying human nature? And if so is there such thing as productive and ethical lying? If so what are the rules? I explore this in the following text where I use links to supportive videos and documents. This fascinating subject can be disturbing and lead to headaches and nausea. You have been warned.
_
We begin with Brad Blanton's book Radical Honesty (link to full PDF book in DropBox). It is a sanitizing if not caustic reality check and antidote to the sea of lies we create, accept and expect from the world that surrounds us. It is a departure and radical approach to living. Blanton suggests we look not only at the lies told to us but at the lies we tell ourselves. This reveals not only the lies coming at us from others but forces us to look at our own attempts at deception, much of which we may believe never existed - but controls us and our behavior much as it does everyone else without exception. Furthermore, as you will learn in the following video links lying statistics, if you will, are about the same in every culture and country around the world. It is a human DNA thing that we must cope with in this corporeal form as we move toward what ever kind of ascension we believe in.
This video RSA talk given by Dan Ariely begins the discussion and is expanded on by Ian Leslie in his book Born Liars. Leslie discusses his work in this video. I have been writing about the "human trifecta" of Deception, Power and Seduction for a long time. Now I discover two PhD's complete my thoughts and extend my knowledge and to new levels, satisfying my suspicion and curiosity with true and complete understanding of this long ignored aspect of humanity. This brings us to a new level. We now can view our world with more clarity. I hope you find this inquiry as mind expanding as I do as we explore this largely ignored but vitally important taboo of human nature.
The two books: The 48 Laws of Power and the Art of Seduction by Robert Greene sparked an interest in this subject about a year ago and lead me to these interesting talks which support many of Greene's historic accounts especially in his book the 48 Laws of Power and also in his book The Art of Seduction. If your will to understand your self and others overrides the repellent nature of this subject the rewards are great but as all real knowledge has a tendency to do it reveals a dark side of human nature, a matrix of illusion, deception and utter bull-shit in this otherwise lovely world of ours. It clearly and without rose colored glasses places you right at the center stage of judgment and analysis as the jury of your mind is brought into focus for the very first time. Especially in Blanton's book Radical Honesty. I guess it is time to ask you if you want to take the blue pill or the red pill?
So what are the rules? When, where and why do you lie? Are you aware of it when you deviate from the facts or the truth when you slip into deceptive behaviors? When, if ever, is it truly appropriate to lie?
Is lying and deception good manners? Do they soften reality by taking on characteristics of political correctness or is it always an insult to each other and to our intelligence? Is there no way of gauging when and where we should deceive people? Is it a felt-sense that intuitively or unconsciously we manipulate others to what ever end our conscience decides. Is this mode of being something for which a curriculum could be designed to teach children to see into their young souls with understanding from an early age? To date I know of no such curriculum. Strange that this, like the arts and music have been left in the dumpster of public school education while these arts are well explored at the schools where the elite train the next generation of leaders. The work of John Taylor Gatto (Complete YouTube playlist of his work) brings to light this fact in his damning expose' of public education.
When we look for answers, the more we know about human nature the better. As we get to know it, and ourselves better we can choose when and where it is appropriate to to exercise deception - consciously. But, I warn you, if you are strong enough to finish Blanton's mind-bending book Radical Honesty without forming a new perspective you are truly a saint and need to report immediately to the Vatican for Canonization. The man, like Gatto, is onto something big. Something we can learn about that is truly life changing in a good way. It may not leave you in a sweet slumber of ignorance or give you a big stick with which to walk softly, but it will sharpen your wit, focus your perception and keep you on top of your game... and the "games" perpetrated on you. In today's world it is important to stay sharp and to boldly walk into your days, to make your mark and to make far fewer mistakes than you did in easier economic times. Good luck with this and God help you in chapter three of Blanton's book.
Note: The links found in the article above are created by me for your convenience to explore and study the topic fully.
Enjoy, Bill
The PDF of Radical Honesty was obtained with the permission of the author.
Friday, September 21, 2012
Sam Harris Quotes for when the atheist mood hits
http://www.goodreads.com/author/quotes/16593.Sam_Harris
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Tuesday, September 11, 2012
Smoking gun fluoride
From the post below. Dr Tom says "Everyone is entitled to fight against things that are done for their own well-being. It is odd to say this is forced on them when a simple water filter would remove the fluoride from your water. Let's face it, everyone that has posted against fluoride is drinking bottled water or reverse osmosis water from their home. You can avoid the fluoride if you so choose. Stop making decisions for the people that need it the most.
Whenever there is a debate, I think it is wise to look at 'what's in it for each side'. On one hand you have a dentist that could profit from an increase in tooth decay, begging for the addition of fluoride to the water. On the other side is a guy who currently speaks to the evils of fluoride, claims he does not profit from his book on the topic and yet he makes a very good living lecturing on this topic. Not very credible in my opinion."
First of all how do you know how much Dr. Connett makes on his lecture circuit? And why deny a man financial rewards for supremely excellent service to society? Secondly many doctors and dentists write books about what they know. And last I checked they were not unrewarded financially for it.
If dentists actually cared about poor people they who have limited or no access to quality dentistry, they would do far more free dentistry for them than they do now - which is practically none. They would focus especially in cosmetic dentistry, much of which is required by 41% of children who get dental fluorosis from....wait for it...FLUORIDE. But profit and money get in the way as dental practices enjoy a comfortable business model supported by insurance companies and a paradigm that does not service those who can not pay market rates for dental work.
FURTHERMORE, if poor people, who dentists deem to be sad and alone in a terrifying world of decay and cruelty, then why do dentists not offer the poor heavy duty education, nutritional counseling and free Xylitol snd REAL tooth decay programs as they do in countries like Sweeden where socialized medicine levels the greed factor and pushes forward real solutions to real problems without such encumbrances. Why do they support the add toxic chemicals to water that nobody should be drinking unfiltered from the tap with or without fluroide in the first place. The carcinogenic attributes of water without fluroide are well documented. Everyone should be filtering their water anyway. This just makes the problem worse and smacks of a larger conspiracy of control over society in general.
The problem with many dentists and medically trained professnal is they have been indoctrinated into a tunnel vision mentality. They are obsessed with teeth and have no training in general physiology as do general practitioner medical doctors. It astounds me that their science is accepted when they do not have and MD degree. The level of voluntary ignorance in the dental community is all too convenient to maintain credibility. I believe it all goes back to a basic survival instinct. Anything that threatens the survival of an individual polarizes any opinion he or she might form in favor of the best outcome for the individual. In this case anything that threatens the status quo paradigm is terrifying especially when so much ego is attached to credibility for having supported fluoridation for so long. How do you go back? You can't. So you side with the devil, metaphorically speaking. You side with industry and a government that supports bad science, and those would subdue the public good. We know this because they ignore new science but mire importantly they need to protect their reputations at all cost. They know the science they have been reporting to be safe and effective so long is bad science and they spend millions to protect this lie. To retract this position would bring on an avalanche of law suits that could ostensibly go on for decades if not longer.
If, as non medical professional, I know these things in toxic detail. Why is it these dentists do not? Consider what they, the CDC, FDA and ADA have to lose? This is the smoking gun.
William Zimmermann
619-917-6995 mobile
Saturday, September 8, 2012
Friday, August 31, 2012
Wednesday, August 29, 2012
Monday, August 27, 2012
Article: The 12-Step Insider's Guide To Getting Press Coverage
The 12-Step Insider's Guide To Getting Press Coverage
http://www.forbes.com/sites/brettnelson/2012/08/27/the-12-step-insiders-guide-to-getting-press-coverage/
Sent via Flipboard
Saturday, August 25, 2012
Distilled Water — The Choice Is Clear
http://www.road-to-health.com/news/36/distilled.htm
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
MA Roller
Hard to find image of chakra and acupuncture points hit and balanced by the ancient Ma Roller.
Thursday, August 23, 2012
Seth Quotes Paradise Now: Excerpts from Jane Roberts' Channelled Spiritual Teachings & Messages. Site overview. On the value of channelled information. Ego vs Higher Guidance. Desire fulfillment provided instantly. Personal Notes.
http://sethquotes.paradisenow.net/#desirefulfillmentprovidedinstantly
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Saturday, August 18, 2012
Judge Napolitano tells the Truth abut the "plan"
Check out this video on YouTube:
http://www.youtube.com/watch?v=y3pW34m3tKc&feature=youtube_gdata_player
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
http://www.youtube.com/watch?v=y3pW34m3tKc&feature=youtube_gdata_player
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Friday, August 17, 2012
Thursday, August 16, 2012
Distilled Water and Your Health
http://www.ecclesia.org/truth/water.html
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Distilled Water — The Choice Is Clear
http://www.road-to-health.com/news/36/distilled.htm
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Saturday, August 11, 2012
Thursday, August 9, 2012
Monday, July 30, 2012
Boyd Haley P.h.D. explains the link between APOE4 and genetic susceptibility to mercury toxicity.
Check out this video on YouTube:
http://www.youtube.com/watch?v=922vQfyHe7o&feature=youtube_gdata_player
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
http://www.youtube.com/watch?v=922vQfyHe7o&feature=youtube_gdata_player
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Thursday, July 5, 2012
Suzanne Ciani - The Perfect Love Song - The Velocity of Love
Check out this video on YouTube:
http://www.youtube.com/watch?v=dbOcpM7fb4Q&feature=youtube_gdata_player
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
http://www.youtube.com/watch?v=dbOcpM7fb4Q&feature=youtube_gdata_player
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Wednesday, July 4, 2012
"The Rise of the Creative Class" by Richard Florida
http://www.washingtonmonthly.com/features/2001/0205.florida.html
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
Monday, July 2, 2012
Friday, June 29, 2012
Monday, June 25, 2012
COFFEE ENEMAS
http://drlwilson.com/ARTICLES/COFFEE%20ENEMA.HTM
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net
William Zimmermann
619-917-6995 mobile
billzimmermann@cox.net