Controlled Institutions

The Hypothesis and subsequent Theory revolving around pathogenic microscopic bacterial and viral organisms actually has an extensive historicity stretching back into the ancient world with the Greek Hippocrates proposing its initial conceptual existence.

 Though based upon differing methods of alleged transmissibility, the pre-modern and the modern medical interpretations both associated the idea of minute disease entities that "infected" individuals and subsequently generated deleterious symptoms of illness. 

Unfortunately, the era when men of science had the possibility of executing "experiments' to attempt its veracity was one in which there proliferated pseudo-scientific methodologies, ambitious charlatans, and the lure of acclaiming scientific discoveries. 

The individual heralded as the pioneer of modern Biological Science and Medical advancement was Louis Pasteur. However, the methodologies utilized by Pasteur for this singular endeavor were actually quite imprecise, misleading, ultimately biased, and shown to be inadequately repeatable. However, the burgeoning medical community eventually adopted his pathogenic conceptions of infectious disease, bacterial infestation, and medicine-based therapeutics. 

The Medical Establishment of the preceding century unquestioningly embraced this germinal health paradigm endowing it with purported unassailability through technological innovation, advanced laboratory research procedures, and corporate financial backing from organizations such as the Rockefeller Foundation. 

Sadly, for the people of the world experiencing true ill-health and in need of true definitive answers to their illnesses it has offered little if any cures or respites. The theoretical principles involved in pathology were flawed, inconsistent, imprecise, and unprovable.

 Nevertheless, it did generate an enormous and seemingly perpetual monetary boon to the corporatists that reengineered the medical community, its universities, and research results into a monstrous profiteering self-reinforcing machine inimical to achieving true, lasting health for much of humanity. 

One of the major theoretical and philosophical underpinnings of the neo-medical scientific establishment was the erroneous notion that the biological human individual essentially functioned as a mechanistic, inert entity without the capability of regenerating itself back into health. The New "Science of Technological Medicine" hyper-focused on the individuated units of biology in separation from one another, studying the multitude of investigable aspects of biology without relation to the whole. 

This led medical science into ultimately erroneous fields of inquiry incapable of ascertaining the causal factors inherent to illness and human health due to its specialized, narrow focus of pursuing research through techniques devoted to isolated biological components. 

This approach, though seemingly reasonable on the surface, was in reality a faulty and specious theoretical concept that can be demonstrably shown as inconsistent with actual biological reality. The human organism is a harmonized, synergistic, self-regulating, complimentary, and intrinsically integrated organic living system. To study human biology in a manner contrary to its nature will only result in generating conflicting data and mercurial conclusions. 

Many scientists have begun to sunder their previously incongruous conceptions of human biology and initiate research into a fully comprehensive perspective of our internal processes. However, the majority of establishment science, due to vested interests and educational dogma, fanatically retains the perspective of the individuated mechanics of the body, in part due to its enormous profitability. 

This materialistic and reductionist perspective of not only the biological individual man but also the totality of the universe itself has manifested a continuous & educationally reinforced paradigm that is inconsistent with the holistic nature of our reality and internal synergy so vital for actual health. Humanity will never attain a world without illness until it eradicates specialized and vested interested corporate parties bent on perpetual monetary gain and control. 

 The root fallacy that underlies and perpetuates the doctrines of contemporary medical practices is a theory conceived by the legendary 16th century alchemist and pre-scientist Theophrastus Bombastus Aureolus von Hohenheim, known as simply Paracelsus. His fateful medical thesis, in essence, was the idea that "The Dose Makes The Poison". 

This precept concretized the medicinal foundation of utilizing drug focused treatments to assault the alleged infectious agents afflicting the body, diminishing or halting attendant symptoms of disease, and hopefully restore health to the ill individual.

 The key idea behind this notion is that the cessation of observable symptoms equates to the defeat of the afflicting agent or disease. However, this is an impossibly naïve and unrelated phenomenon that in no way recognized and dealt with the intrinsic causal factors involved. 

 Additionally, all drugs produce "side effects" that are reported as unintended and potentially harmful to the patient. These are in reality direct effects from the drugs and exhibit the bodies desire to expunge toxic elements from its system.  

 This inherently detrimental methodology is entirely inappropriate and incapable of bodily regeneration, and furthermore is in actuality a prescriptive paradigm antithetical to its purported aim. 

The effects produced by these toxic medicinal drugs often become misdiagnosed as symptoms of a new disease entity that then requires further prescriptions of toxic pharmaceuticals to now cure the effects initially caused by the first toxic drug. It's inexcusable that this is continued and unrecognized by supposed scientific "experts". 

The use of medicine or drugs that are manufactured and concocted from the derivatives of natural or synthetic chemical-based compounds is a recipe for systemic, ubiquitous toxicity in patients, not regeneration. The innumerable pharmaceuticals produced to be used as restoratives for illness is one of the most deleterious and harmful paradigms ever constructed by mankind.

 It has resulted in the intensification and propagation of inestimable amounts of death, suffering, and harm to people worldwide; yet the fallacious nature of this exceedingly pernicious paradigm is almost completely unrecognized and unacknowledged by the global medical community and establishment even today. 

The Pharmaceutical Superstructure that has been erected in the last 120 years has been so extensive and pervasive in its reach that the impact effects every nation in the world. This Industrialization of medicinal products to manufacture drugs to restore our health is utterly corrupt and not designed for its stated purpose to be effectuated. However, the MSM and relevant "Health Authorities" promulgate continuously the virtues and benefits of advanced pharmaceutical drugs. 

This paradigm is supported by the corrupted regulatory bodies that were ostensibly created for this precise situation. The FDA and the EPA have become mere mouthpieces and officiating bodies of bureaucrats that perpetuate this problematic situation. The benefits of a pharmaceutical driven health system are inverted and only drive profits and more illness.

 It is not the desire of Industrial Pharma Corporations to reduce illness or disease, it is against their own profit driven interests to do so. Big Pharma NEEDS sickness and disease to perpetuate its own existence and its continued financial success. Regardless of how insidious and cynical it is to state such perceptions, unfortunately the reality is if all disease and illness were cured Big Pharma's profitable industry collapses. 

if one thinks about the last time a Cure was TRULY produced it will be realized the near impossibility it is to find one. Cures are not researched or produced; Treatments are. Treatments sound benevolent yet they are generally continued by individuals for decades without positive effect except perhaps a slight respite yet never healing underlying causal principals. 

Furthermore, all pharmaceuticals are known to create additional "side" effects when taken which are harmful and in reality, REAL effects. The untold numbers of people harmed or killed by these purported "side" or undesired effects will never be known. 

The Underlying premise of pharmaceutical medicinal products is that ONLY these can treat or help individuals with disease or illness; any other methodology is considered quackery or pseudoscience by the medical establishment. 

However, there have been natural procedures, herbs, and nutritive aids for health restoration in non-western cultures for centuries and can be utilized without adverse effects. Yet, monetizing such alternative approaches to health has eluded the corporations or is not profitable enough for their tastes. 

This vicious cycle of perpetual use by toxic drugs without true alternatives being researched or even desired by those with the power and money to do it has been one of the most disastrous paradigms in human history. Many people would disagree with this statement, yet how many people know of someone that has been truly CURED by a pharmaceutical and not just treated or even suffered severe reactions to these drugs.

 It is a profit driven and avaricious narrative that is self-sustaining and will lead humanity no closer to health and likely into a permanent degenerative state. d

The inception of the medical establishment is concurrent with the alteration of purposive medical aid which occurred in the early 1900's. The Rockefeller foundation was a proponent of this change in policy from Cures to treatment-prevention. this new Medical Paradigm enabled their corporations and others to begin reaping enormous financial profits in the new medical paradigm. 

Holistic and natural medicine was forgotten n the drive to chemical and synthetic drugs for treatments. The introduction of Vaccination further enabled the Corporations to engage in a perpetual scenario of chemical focused research and manufacturing for the vaccines produced. Yet, neither of these new conceptualizations and methodologies for alleviating health actually produce the results desired by the PATIENTS, being cured and well. 

The trend away from Cures has been an exceedingly detrimental situation for people living with continual illness and has engendered the notion that illness and disease are unavoidable and a natural state of humanity. 

It has led to the continual treatment of millions of people yet never their restoration to TRUE health as well as enormous profits for Big Pharma. The Cessation of symptoms is not a cure it is a patch as many former establishment doctors have demonstrated.

 One of the more serious issues with this paradigm is corporate unwillingness to finance any Research that will cure diseases due to the uncomfortable fact that it will not necessarily result in a marketable product for their financial gain. Research funding to simply study disease for curation does not occur unless it's in conjunction with a proposed chemical-synthetic medicine to follow for manufacturing. 

Thus, the entirety of research focus is involved largely with discovering new and marketable medicinal products through research of chemical interactions upon tissue. 

The concept of simply preventing illness, though sounding noble, is in actuality only a clever ploy for the impetus of mass production of vaccines. The idea is in totality connected to the idea of injecting "immunity" into people a highly dubious and harmful process for many. Yet in spite of its noble aspirations, the medical establishments attempt at prevention have overtly and utterly failed after a century and billions of dollars wasted on research and production. 

Millions of people remain afflicted by illness despite mass inoculations proliferating and yet no one seems to question the theoretical basis for such a paradigm: can you accomplish this or have we steered our efforts incorrectly. Prevention has only immunized pharmaceutical companies and their pocketbooks not the individuals injected by their scientific failures. 

The turn of the 19th century into the 20th saw the explosion of laboratory focused scientific experimentation and advances in scientific methodologies for research purposes. Universities began to create research centers at places like Johns Hopkins University and hired fulltime medical research personnel to engage in laboratory experiments for medical data or chemical verifications.

 This of course required enormous funding which these hospitals and medical university laboratories did not have and could not generate. This manifested a situation that Industrialists exploited to their advantage such as the Rockefeller Foundation and Carnegie Foundation through providing the needed funding with strings attached. This catapulted the medical field into medico-capitalism and its mission became subverted. 

However, there were very specific and underlying flaws to the new methodology behind laboratory research.

 These intrinsic flaws revolved around several ideas: that sterile lab environments were an appropriate proxy for determining useful data in relation to actual living hosts, the procedures for preparing organic material samples to undergo microscopy completely altered the sample itself destroying its usefulness for data extraction, and the inescapable fact that a now compromised, deteriorating sample of bio-material inevitably lead to decay or death became interpreted as evidence of pathogenesis.  

That these enormous methodological and procedural deficiencies were (have been) overlooked, unacknowledged, or misinterpreted for a century by medical scientists is seemingly inconceivable and an utterly egregious lack of proper use of the scientific method or controls for variable contamination. 

Yet here we are in 2021 and the paradigm is unchanged and even decidedly worsened by advances in vaccine nanotechnologies utilized for the current COVID-19 "vaccines" juxtaposed with a total lack of evidence for viral existence in pathogenicity or causation. 

This massive flaw and its perpetuation are entirely derived from the adherence to dogmatic medical theories prone to generate systemic biases within Academia. Consequently, this systemic myopia generates an ingrained, chronic polarization within the Medical Profession regarding this foundational error. 

The majority of doctors are so educationally indoctrinated into the orthodox medical pathologies that they have become incapable of perceiving the fallacies rooted within the established pharmaceutical, experimental, and procedural allopathic dogmas. 

The crux of their error derives its influence from a pathological and unquestioning reliance on the inconclusive Pasteurian Germ Theory. Moreover, that ingrained predilection has become intertwined with contemporary medical philosophy which ideologically supposes the human organism to be exclusively formulated as a system of mechanically atomized units, and essentially operate as biological machine bereft of holistically intelligent connectivity.

 These notions must be relinquished by the medical community if they desire to engage in constructive, instructive research to heal people of chronic illness and permanently augment Human Health, and not just remain a zombified, immoral accomplice and avaricious lackey beholden to the pharmaceutical industry's profiteering from human illness. 

The proposition that Vaccines could be, as an ideological paradigm itself, inherently flawed and founded upon fraudulent research and experiments dating back to Pasteur himself would seem to many an enormous stretch or even outrageous unscientific statements by the unqualified. Unfortunately for the Vaccine fanatics and their corrupt Medical Authoritarian Establishment, it is the totality of truth and reality regardless of their beliefs in this pernicious myth.

 A myth it truly is because the establishment of this theory has remained just that A THEORY. The methods used by Pasteur to determine vaccine efficacy and the dogma of minute organisms generating disease does not in fact manifest it as scientific reality.  He apparently recanted on his death bed. 

Regardless, the vaccination paradigm flowered into a meta-industrial complex driven by petrochemical derivatives, dogmatic belief in its immunizing ability, and the insatiable desire for financial profits. The results have been a century of utter disaster and enormous harm to countless millions of people. 

There exists prolific scientific evidence for the detrimental and adverse effects resulting from mass vaccination with only one purported success used as reasoning for its continued efficacy: smallpox. Yet, there are many eminent scientists that have realized the flaws and injurious effects of vaccination as well as alternative reasons for the defeat of "smallpox".

 It is well known that vaccines can cause unintended reactions resulting in harm or even death after injection. Yet often people will say the benefits outweigh the costs. The issue is that the detrimental costs have largely been covered up, misinterpreted, misdiagnosed, simply ignored, or even paid off. There have been billions paid out to families that suffered injury, yet the MSM do not cover this type of news for good reason. 

The fact that a VAERS (Vaccine Adverse Effects Reporting Site/System) system and website exists is additional proof that this is a reoccurring theme with vaccination, and the acknowledged fact that VAERS reports are only 1% to 10% of the actual adverse reaction cases means many adverse cases are never reported but the numbers are staggering if calculated. 

Today in the year 2021 with mandates for mass vaccination, vaccination passports, and utterly overt attempts to administer untested, rushed vaccines upon populations, this medical narrative deserves retrospective analysis and knowledgeable unbiased research by uncorrupted scientists. 

The real pressing issue in regard to the entirety of this medical paradigm is the contending ideas of what is purported to cause disease, infection, or sickness however termed. Is it the result of microorganisms that assault the healthy and sick alike proliferating through daily interactions as establishment dogma zealously proclaim.  

Or is it the result of a complex multifaceted scenario of exposure to the ubiquitous industrialized chemicals residing as derivatives in nearly everything encountered on a daily basis with repeated exposure manifesting immediate or incremental toxicity and sickness by weakening the internal bio-environment or morphing bacterial forms into harmful states.

This medical dichotomy stems from the originally competing conceptual medical narratives which are known as the Germ Theory and Terrain Theory.  Germ Theory should be familiar since is a ubiquitous medical notion about infectious micro-assailants that enter the organism and cause disease.  The theory many are unfamiliar with and the most pertinent of the two narratives is Buechamp's Terrain Theory of disease. 

Terrain Theory is the scientific conceptualization that it is not the micro-entity that generates illness per se but the result of a toxification, degeneration, and disequilibrium within internal biological environments (Terrains) that enable formerly harmless or even beneficial microorganisms to become injurious through alteration of its inherent functionality or transformed state from contamination.

 It is really a fascinating and logical medical concept but lost out to Germ Theory as it was much more profitable for interested parties and was a long-held belief by scientist dating back to antiquity. 

Nevertheless, the Terrain theory is increasingly becoming shown to be the unequivocal instigator of sickness and disease and not 'Germs" by many scientists disaffected by the flaws they uncovered, rampant corruption, and unwillingness of the medical establishment to adequately investigate toxicity in our environment, its real harmful impact, and the synergistic effect of constant exposure to innumerable chemical materials in our daily lives. 

It is widely known at least in the medical industry that the majority of the hundreds of thousands of synthetically engineered petrochemical drugs have not been at all sufficiently validated for safety or worse even investigated for harmful impacts upon our biology.

  Equally important, for most of these chemically derived products there are no safe levels of exposure with microscopic quantities capable of strong harm.  It's reticently admitted that adjuvants and derivatives such as mercury, arsenic, formaldehyde, and aluminum, are utilized in a myriad of products and specifically in vaccines.  This has led many scientists to disassociate from the medical industry and attempt to expose this harmful paradigm but often they are silenced, "discredited', or obfuscated by the medical establishment and Pharmaceutical Corporations. 

Ultimately the perpetuation, intensification, and proliferation of these many medical fallacies and their obfuscation is the result of global vested corporate interests in this narrative continuing in perpetuity. Thus, we have recently been hearing from the usual Global Health Authorities such as the WHO and CDC that this a War on Disease that is being waged by the medical industry for YOUR benefit. 

Obviously, nothing could be further from the case in reality, but it certainly serves their interests and Big Pharma's to propagandize the notion to the world community. They are setting up a scenario and mental atmosphere for the inauguration of a medical dictatorship under the guise of disease security which the pharmaceutical companies in fact create and perpetuate along with other toxic industries that contaminate our environment both external and internal. 

They would like the War on Disease to culminate with the War being upon YOU and your rights in regard to health passes, forced vaccination, and medical autonomy. They have preplanned the atmosphere of public discourse and opinion for several decades now with enormous publicity about the rise in infectious diseases, the increasing resistance exhibited by viral agents, increases in preexisting conditions, warnings about mutations due to climate change creating pandemics, and proclaiming health crises every other year over something be it Ebola or Zika. 

This has culminated in Covid-19, a multi-decade long pre-planned plandemic operation, in order to subsequently orchestrate a planetary campaign of forced vaccination in order to save the world from a non-existent virus, or if you are unable to realize that one at the least with a staggeringly low death rate of .03 % or inversely a 99.7% survival rate for most (for everyone under 70 and 96% for those over 70). 

There has been an unrelenting fear campaign propagated by nearly every single major news outlet on the planet and the subsequent silencing of accredited medical doctors that attempt to properly inform the public of the true reality of this "pandemic" narrative by every social media platform of note from Facebook, Twitter, YouTube, and Google alike. 

The WHO and CDC have continuously been changing their stories flip flopping around too overtly not to be noticed by intelligent, awake individuals. The mass mandating of useless medical masks has been an utter farce and deliberate occult tool of manifesting total subservience to the new narrative with its ritualistic daily use by BILLIONS of people. 

The use of lockdowns utilized to purportedly "slow the spread" have done massive mental, emotional, and financial injury to untold multitudes of people worldwide resulting in economic consolidation by major elite corporations, the obvious reason for such a program. 

 The Digital Health ID Pass social operating system they are attempting to implement will unequivocally be the Digital SMART collar for chaining an individual's biological autonomy and sovereignty of individual choice, signifying the end of Western Liberty. 

If it is allowed complete implementation, let there be no doubt about It ushering in a TRUE New World Order, one of technocratic biomedical authoritarianism & a Planetary Neofeudalistic Government. 

The introduction of the Prussian Education Style into the American School System and its subsequent restructuring in accordance with the Prussian Model was the inception point of educational authoritarianism. 

The Prussian methodology is structurally designed to produce graduates favorable to the governmental apparatus, ideologically aligned to Statism, and functionally integrative within a national collective mentality. 

It was also engineered to operate upon a pattern similar to an industrial factory assembly line, mechanistically manufacturing individuals beneficially conducive to the State's administrative and economic needs. Furthermore, it was a system of educational learning surreptitiously constructed to continuously reinforce adherence to hierarchical authority across all societal levels. 

An educational system designed to function in such a rigid hierarchical fashion would inherently be advantageous to Corporate America and the Power Elite status quo. There is invariably a myriad of reasons why the Corporatocracy would favor such an educational structure and would seek to introduce it.

 One of the primary impetuses for its introduction was to offset the apparent shortage of an Industrial management class and technical expertise in administrative operations. Engineering a system of training formulated for integration into the industrial pecking order at various levels would increase production and efficiency of manufacturing.

 This system of education would conveniently generate a new class geared towards professionalization and specialization and thus according to the industrial needs of the Corporate Oligarchy class. The repercussions of this restructuring by the Power Elite have been far-reaching and deleterious in the extreme for the average American. 

The resulting paradigm and its consequences generated a society of rigid stratification, hyper specialization, cognitive mechanization, and self-perpetuating. Furthermore, it produced a society of individuals lacking in depth of independent thought or critical thinking skills and cognitively bound to the Statist ideology. The authority complex had overtaken the American mind. 

One of the most detrimental and unforeseen consequences of the new education model arising during the 20th century has been the extreme professionally narrow specialization of university programs. While systematic concentration into narrow categories of skill sets & study courses invariably produced individuals with high degrees of expertise in those fields.

 However, it has likewise produced individuals that are one-dimensional, void of breadth, lacking culturalization, and generally deficient in the classical humanities such as philosophy, history, religion, and literature. 

The educational and cultural void generated by this over emphasis on hyper-specialization in business, industry, or science-oriented curriculum graduates individuals obviously qualified for economic professionalism yet unqualified for comprehending either themselves, their cultural society, degrees of morality, their national past, or the nature of current events. 

Consequently, university educated individuals lack the necessary cognitive capacities and training for macroscopic thought, pattern recognition, non-linear analyzation, and interdisciplinary cognition.

 The incapacity to approach a subject, a question, or even reality from a bird's-eye perspective creates a deficiency in holistic compositional recognition within subtle interconnected structural systems which are only perceived as interwoven once beneath their ostensibly individuated presentation.

 The nature of Geopolitics, international policy relations, impetus behind current historical trends or events, and the in ostensible momentums driving sociocultural changes are only comprehended through meta-perceptual analysis of broadly diverse impulses. Without such cognitive skills, an individual will be wholly at the mercy of their disingenuous national mainstream media press, the alleged "experts", and their inherently self-interested, corrupt politicians. 

This invariably leaves the "educated" incapable of discovering the missing, unspoken, and necessary narrative components for comprehending world or national events. 

Consequently, in all likelihood, they will readily and Soley be receiving a distilled propaganda stream decidedly beneficial to the corporate status quo. Thus, the individual must necessarily be taught the whole breadth of educational subjects to be a critically awake citizen, of course that is precisely the idea and rationale behind its underdevelopment. 

In conjunction with the educational concentration upon narrow specializations within the professional academic fields of education, 20th century America saw the rise of technification, or mechanization, of the skilled or educated worker class, remolding professions into the mere application of technologies to effectuate their tasks and thereby rendering the individual as merely a vehicle for technology to perform its function.

 This mechanization and increasing utilization of technologies for successful work operations gradually replaced the skilled worker with the passive technician simply executing the activation methods of electronics. Man became a secondary dynamic in the economic structure overshadowed by the lifeless efficiency of the technology itself, his individual skills and potentials relegated to the historical backburner. 

While technology generated relentless production, efficiency, and speed the individual worker became atrophied and only necessary for his ability to operate the technology, no longer needed for his personal strengths and creative insights. Only in hindsight was this double-edged situation perceived and by then the economy had long transitioned into its new mechanical era. 

This mechanization and technification generated a paradigm which removed the necessity of personal or original ability from the individual worker and instead concentrated on technical aptitude, although it increased profits for the Elite. 

This further dissolved the nature of purpose and individual achievement from the professional workers activities resulting in an inevitable increase in dissatisfaction and a decrease in professional fulfillment for performance of tasks. Man lost his soul and self-esteem to the mechanized technologies and received only a lifeless joy of adequate technical operation in return for his efforts. 

Of course, the totality of society became permeated by this technological phenomenon of thoughtless, repetitive, and spiritless activities both at home and in the work environment. Television, electronic appliances, remote controls, and metallic action became the norm within the societal framework. 

Man had forgotten to remain the master of his creative ingenuity following his technological achievements, the machine became the focus and master with man relegated to its TOOL, a simple operator, and devoid of living purposive action. The tool became the focal point, man its byproduct. It continues to this day. Major mental and physical skillsets were utterly lost along with self-reliance. 

Contemporaneous with the introduction of testing standardization and non-generative scoring in the educational system of America, was the Nixon Administration's passing of College University legislation in the form of a new program configured for subsidization and allocation of staggering quantities of monetary assets to the aspiring American student seeking higher educational degrees.

 This inaugurated the era of widespread, prodigious attendance of students formerly unable to seek advanced education due to the financial liabilities involved and former the unwillingness of private banks. 

Nonetheless, with the financial backing and guarantees from the US Federal Government along with its direct involvement of loan allocation, the aspiring college graduate suddenly had a limitless line of credit in the form of Federal Student Loan Programs, however there were invariably certain caveats to take into consideration with many people simply overlooking the more onerous implications. 

Even though the Federal Student Loan Plan allocated vast financial resources for the subsidized admission of millions of American college students, that otherwise could not have overcome the economic hurdle, this ostensibly beneficent Federal Aid Program incurred staggering consequences for both our National Solvency as well as the "free riding" college student.

 The US Government instituted a profitable agreement with the University Administrators & Presidents that would operate in tandem with the Federal Aid Program, and this profitable arrangement enabled the Universities to receive Federal endowments, allotments, and subsidies.

 As a result of this financial underwriting and monetary infusion. Universities were then enabled to offer staggering quantities of grants, scholarships, tuition installment plans, construct additional campus amenities, create new educational research courses, and massively expand their current extracurricular sporting programs. 

Thus, the Universities were capable of attaining fabulously new levels of national prestige or status in addition to financing the augmentation of campus facilities. With the onset of this staggering, rapid advancement in Academic University influence, recognition, and prestige, these utterly avaricious institutions felt empowered to increasingly RAISE their TUITION fees, not decrease them, since (after all) students were not even really paying for their "eminent" services and knowing our caring US Government would underwrite whatever fees they demanded of students.

 This was coincidentally introduced when the US Federal Reserve System fully dropped the semi-gold standard backing the Dollar converting it into a purely FIAT currency capable of infinite, unchecked monetary creation.

Consequently, an unholy alliance was orchestrated between the University President's and Financial Department of the US Treasury that was entirely self-reinforcing, a public relations win, and a new type of business model for the Colleges. 

Unfortunately, money is not manufactured without consequences in the future and every student loanee was required to repay their huge loans with interest and could not be annulled, even though financial insolvency by the student. This is the only type of loan that cannot be dismissed and one that comes with onerous stipulations. 

These financial stipulations and repayment plans were an unconscionable fiasco and remain so to the current day with millions absolutely incapable of effectuating strategies to successfully execute repayment, living utterly crushed with compounding interest payments on top of the original loan agreement.

 This nigh immutable condition of indebted servitude for post-graduates has invariably resulted as a consequence of University's incrementally, relentlessly inflating tuition. Consequently, such an avaricious institutional system has generated the exponential compounding of college tuition costs which is now well into the hundreds of thousands for a 4-year bachelor's degree.  

Furthermore, the student loan repayment programs are activated almost immediately upon graduation barely allowing six months before raking in payments, regardless of whether an individual was successful in utilizing said degree in acquiring a job or career able to fulfill the loan obligations.

 These poor graduates are regularly misled (more likely deceived) by higher education institutions through their glittering propaganda, formulated to inculcate notions of achieving that successful career or the iconic "American Dream", only reachable through their financially impoverishing system.

 This BS was witnessed even in the earliest stages of this disgusting scam and was sadly, invariably ingested by cognitively nescient, gullible college aspirants along with their generally ignorant parents. The ultimate repercussions of this federally subsidized, therefore in reality taxpayer funded, program of prolific interest-based financial enslavement of the US funded collegiate graduate and their perpetual indebtedness to their fellow citizens, unbeknownst to both.  

The American Education System in both Public and Private high school settings have a particularly pertinent classical subject generally omitted from our system of learning and mentation, one of enormous prominence in antiquity and regarded as the most essential for advanced, mature cognitive thought patterns. This would be the subject matter related to Philosophy, Reason, and Logic. 

This field of inquiry and growth is the one most readily structured to produce individuals endowed with strong critical thinking skills, capacities for macrocosmic pattern recognition, probing discernment of the nature of objective morality, instructed in fundamental concepts regarding the nature of reality, training in how go about thinking, and depth of comprehension of logical reasoning from first principles. 

Furthermore, it is the only school 

of thought which has a concentrated focus upon Natural Law, as conceived by Plato or Pythagoras along the Western Mystery Tradition unrelated to Darwin's poorly articulated materialistic system. 

In the ancient world, during the age when man truly acquired his capacity for thought and reason, for one to be instructed or educated without a thorough, rigorous schooling in the fundamentals of Philosophical inquiry, conceptualizations, and ratiocination would be the equivalent of relegating an individual to perpetual infantilism and cognitive deprivation. They would have regarded such an individual as wholly unequipped to interact with both human society and the natural world itself, due to their incapacity to reason in a functional manner. 

Therefore, a sociocultural paradigm such as exists in 21st Century America would have been decidedly unsettling and deeply shocking encounter to such ancient purveyors of the wisdom teachings, who likely would have considered our society as an utter absurdity, the epitome of a mental vitiation, utterly debased of spiritual understanding, and a regression into the essence of primal incognizance. The study of Philosophy was that important and fundamentally the bedrock of their educational template. 

Without Philosophy the mind remained in its initial impotence, without the essential reasoning capacities. Therefore, all of this delineation has been to emphasize the inconceivability of or the surreptitious malevolence emanating from a system of education void in its totality of philosophical basics, concepts, or processes of analysis. 

Why has our Educational System neglected that which is most fundamental for discernment and apprehension of reality? The most logical and certain reasons for this instructional paradigm is that our governmental administrators and thought leaders desire our permanent infantilization, dependence, and subservience to the Industrial, Corporate, and Intellectual Elite. 

For the World Power Elite to perpetuate their directed program of intellectual vacancy, logical regression, and genal infantilism, they must sustain the cognitive atrophy already effectuated and ensure the masses remain entranced by trivialities, externalization, and cultural polarization. 

The Educational System along with infotainment and social media have splintered the American Psyche into manageable fragments for reconceptualization and redirection to thoughtforms engineered by their social engineers and behavioral specialists.

 The last activity the Elite desire to accomplish, one they most understandably dread is a populous steeped in the wisdom of antiquity. This stark fear is related to the average people in our world becoming introduced to and immersing themselves within the sublime, preternatural Philosophies once taught within the confines of the Ancient Mystery School Traditions. 

Likewise, this would cause trepidation if immersed and introduced to Neoplatonism, the Socratic method, the Alexandrian Gnostic's spiritual integrity, and the generally equanimous behavior exhibited in the Roman Republic even during heated political disputations within the Senate.  Lastly, they fear people's exposure to the profound Esoteric Conceptual Synthesis encountered within the numerous spiritual dissertations upon higher cognitive thought depicted by the mythical Hermes Trismegistus say in the Divine Pymander. '

If such a sweeping saturation of the planetary population within the Fragments of Esotericism were to be effectuated, the World Power Elite would need to vacate the Gain World before the end of a Fortnight.

Their occulted pageantry would be rapidly unveiled and extinguished by a Planetary Force of Awakened Humanity, very shortly becoming utterly incapable of generating any psychologically controlling sociocultural measures or generating fear inducing Crisis events. As an awakened species, we would justifiably scoff as we instantly dismantle their now pathetically ludicrous and absurdly trifling attempts to reinstitute total control. 

Esoteric knowledge, if ever pervasively and effectively propagated in mass to people, the resulting chain of reawakened sovereignty would undoubtedly ignite a spiritual firestorm and cascade effect ultimately resulting in the dissolution of all the mental constructs, emotional blocks, and incepted insecurities painstakingly, masterfully inserted into the collective consciousness of the American Mind. It would be over.

Although the dismantling and fractionalization of the natural world gender bipolarity is more readily attributed to the Transhumanist Agenda as one if its phases to "reimagine man's Nature", the inception point of this reality distortion narrative is introduced at the Educational Level, in our vulnerable children's classrooms. It is also implemented at the inverse level of our American Educational System, within the advanced University level of curriculum. 

Thus, the Power Elite have decided to enact this human negating indoctrination program from both ends of the spectrum: top-down as well as bottom-up, done assuredly to hasten the process as well as increase its potential for success.

 It's hard to pinpoint the initial introduction of these concepts into the educational system but it seems to have gained momentum following the first decade of this century, around 2010 and possibly before that. Regardless, this narrative of human modification and elasticity has roughly been infecting the cultural mindset for 15 years and the last 5 years has witnessed an obvious, accelerated increase of individuals identifying with its doctrines. 

There is a myriad of reasons why the Power Elite have involved themselves in reframing Sexual Education and Biological Gender within our lower to higher schooling systems. One is to essentially initiate an assault upon parents and parenting to create anxiety, confusion, familial division, and entice them into conflict with the educational "professional", i. e. 

Teachers that align with this agenda. Equally important, is this also establishes the cultural infrastructure for conflicts between Parents and educational administrators or their Boards, with greater potential for division, thereby forcing hard stances on these topics.

 This further enables and sets up an exploitable situation through which Federal Government Officials can become involved (Order out of Chaos) and advance its capacity for insertion into municipal or state issues.

 It is also the arena through which the gender dysphoric athletes will inevitably insert themselves into controversial stances, as we are presently witnessing, and add layers of momentum for these topics to biol over into the regional or national discourse.

 At that point, citizens will be invariably coerced into a dialectic being either for or against Trans Athlete's right to engage against the opposing sex they identify with, though would physically overpower. By framing it as a "rights" issue it adds theoretical potency to its support against the natural homogenized sports system. 

The other major topic related to this genre has been the disgusting use of Sexual Education classes to introduce practically pornographic assignments, discussions, and programs in the Junior high & high school classrooms across America.

 There have also been deeply inappropriate and grossly probing questionnaires assigned to young teens as either in class work or homework, without the slightest hurdle or outcry by school administrators. These types of morally reprobate teachers seemingly abound within the American Educational System assigning class work unequivocally designed for college age students, not for 12-year-old teens. 

Indubitably, the relentless introduction of such overtly sexually charged class-room atmospheres is contrived for early sexualization, predation, & corruption of children. It is undoubtedly being orchestrated for monumentally dark and perverted blueprint for the global youth of today. 

It is unthinkable in the extreme for schools to introduce a curriculum (not to mention legitimize) that promulgates sexual themes, teaches promiscuity, & even instructs children in sexual practices, often without a parent's consent or knowledge. 

It barely takes a minute leap of imagination to suspect that such coordination in introducing this depraved paradigm across America must derive its ideological essence from a shadowy, pedophilic, and inhuman cabal of plutocrats, ones with predilections best left unnamed. These societal engineers likely have a sick blueprint for age reduction in teen consent, not to mention for the normalization of pedophilic tendecies. 

At a certain point in the 20th century, our American education system became systemically altered at a very fundamental level regarding its testing apparatus and scoring structure. 

The US department of Education implemented a program designed to reformulate the grading system along a codified model of standardization and one specifically founded upon informational retention, memorization, and regurgitation to achieve high scores. This new graduated model of testing replaced the former one in which the method utilized for determining the correct answer mattered as much, if not more, than the right answer itself. 

This new system was designed to simply require the correct answer to the question without showing your work or technique for its discovery. At the time, this newly devised system of standardization was promoted as an educational breakthrough, one that would equalize individuals' ability to succeed, and one that would enormously enhance testing & learning potential.

 Unfortunately, as is often the case, the fallacies inherent to this method would not rise to the surface for years to come with the educational potential and depth of learning disastrously reduced in favor of rotary memorization and regurgitation of facts. 

This broad standardization was enacted to level the playing field, generate increased ease of use for examinations, propel the public school system into an organized form of universal regimentation, subsequently enhanced the capacity of school boards to assess overall progress from its new regimented structure, invariably catapulted particular schools' systems and regions into prominence from scores. This would have offered a precisely constructed method for enhancing a student body's national ranking by a predetermined program of informational ingestion. 

The totality of the system was forever altered and quickly developed fringe operations designed to game the tests, provide examination tutors, initiate test preparation programs, and instigate the illusion that everyone had become more intelligent. 

Eventually, professors began to realize that the learning potential and fundamental comprehension of the whole process had been drastically undermined through such an examination system, but these few impassioned teachers were drowned out by the school boards. The youth of America entered the era in which intelligence, as a marker, became associated with memorization, retention, and re-emission of the memorized data, regardless of actual comprehension. 

There became a distinct generational learning divide between those individuals trained in the previous generative methodology and those that had been trained to simply expel the informational data specified without necessarily requiring apprehension of system methods or the holistic processes. 

Obviously, such a paradigm produced inherently transparent inconsistencies that have only been exacerbated by the onset of the internet age with "googling it". The combination of the training and the internet has engineered individuals utterly convinced of their brilliance and making the grave error of conflating access to information with comprehension of information. 

The undue influence and societal power aggregated within the institution related to teacher unions has never been as inverted in priorities as witnessed since the COVID-19 Plandemic with their relentless shuttering of the educational infrastructure, staggering cowardice, disregard for the psychological deterioration of adolescent students, and the staggered schizophrenia of their reactionism every time a governmental propagandist publishes another narrative of potential terror. 

They have conducted themselves with the mentality of a narcissistic toddler and terror-stricken Vietnam POW, inescapably the consequences of their cognitive impotence and blinding trust in the establishment. The primary reasons that schools have struggled to reopen and remain so has been entirely due to the collective actions of the national and state teacher's unions. 

They have transparently, unabashedly decided that placing their own self-ingested, nonsensical fears, self-interested ideologies, and conveniently allocated pandemic handouts stand far above the psychospiritual, educational, and social needs of our nation's traumatized youth.  They have displayed their disgraceful narcissism, and staggering lack of integrity all the while utilizing euphemistic platitudes to obfuscate their undue influence, self-serving cowardice, and pathetic slothful avarice. 

John Coit Gilman was an infamous member of the 19th century Skull and Bones Society of Yale University. Moreover, Columbia University was primarily conceived by the mind and impetus of this John Coit Gilman. 

The story begins after his graduation from Yale and his subsequent trip to Germany to study the burgeoning psychological and educational theories arising within the Universities of the mid to late 19th century. Several academic ideologies resonated with Gilman, and subsequently he returned to America with their systematic outlines for education. 

  Soon after returning to New England America, John Coit Gilman was enlisted by several Bones members and Hopkins Trustees to run the New Johns Hopkins University as its headmaster and ideological foundation. At the time it was quite small but in time it grew to become exceedingly influential. One of Gilman's major initiatives was to send a group of hand-picked professors to study abroad in the same German universities that Gilman had the previous decade, and this was specifically to learn the educational concepts Gilman had encountered. 

After their return to Johns Hopkins, Gilman decided to use several of these newly indoctrinated professors to staff a new University school he and several others of the Russel Sage Trust had begun to build, and it was to be called Columbia University. This new University was intended to become a University Center for the education of Teachers. 

The introduction into the US Public Education System of the thematic program titled "Critical Race Theory" is perhaps the most transparent and brazen curriculum ever attempted by our School System. The atmosphere and agenda emanating from this topic are some of the most polarizing and divisive conceivable. 

It is one precisely configured to compel individuals into a manufactured race centered dialectical construct for pitting white and black students against each other, to promulgate the concept of white guilt, to centralize the notion of black sociocultural disenfranchisement by oppressive Caucasian Races, and indoctrinate the students into a Hegelian dipole framework of "racism" or anti-racism", with the students ideologically compartmentalized or confined into identification with one or the other form of "racism". .