by Noel Huntley, Ph.D.

 

“The world is governed by very different personages from what is imagined by those who are not behind the scenes.”

Disraeli, Prime Minister of England
 

People are going to wake up to the outrageous manipulation of their projected reality, achieved through education, science, the media, major publishers, the Hollywood industry, and direct government sources. If the awakening happened suddenly, which it won’t, it would create great deflation, embarrassment and a sense of being foolish and stupid amongst, in particular, the educated, the intellectual, the academic.

Many statements have been made and written about the extraordinary frame of mind or human weakness of not being able to imagine or intuitively evaluate new or unfamiliar concepts, ones which do not fit into our programmed, educated and learned reality—we shall see later the basis of this failing. We don’t even learn from past mistakes. What about the professor (and there was more than one scientist involved in this) who had proved in a published paper that man-made flight was impossible. Virtually in the same time interval the first flying machine took off successfully.

As a totally separate example the author once sent a paper to a well-known university for their scientific magazine (claimed to be open-minded). The article’s theme was that you can have acceleration without force - bypassing Newton’s laws (if scientists understood this one statement and followed through on it they could transform the world). The lack of understanding on this was so great, combined with massive egos, there was not only total failure to duplicate the material from two recipient professors but it was assumed that nothing was being stated. Anyone aware that these people are an example of who is running our intellectual world (though they are an extension of hidden influences) should be terrified. (It should be mentioned that the author eventually received an apology from a mediating professor.)

Take another look at our world today: a world of crime, greed, excessive control, terrorism, atrocities, selfishness, disease, poverty, and always the end product: pain and suffering. Shouldn’t we at least ask questioningly, Is this really the product of evolution? Is it natural and accidental, the result of unavoidable circumstances? Or are the causes the result of our being ruled by obsessive greed and ruthlessness, and manipulated by fear and brute terrorism? Closer to the truth, but this is what we are allowed to think. It is in fact orchestrated with uncanny brilliance—a cleverness necessary to continue to fool humans for so long. (See last paragraph for the real source of this intelligence.) Of course, if the humans are kept in ignorance, and set up to oppose and fight one another, in other words, are made naive enough, it is easy—most of the time the perpetrators can sit back and let the population enslave itself.

If the controlling few are cunning and intelligent enough they can program the masses to perpetuate their own problems. They can keep them distracted with no time to ponder on life’s values, positive purposes and its short-comings. The miscreants formula is to create a problem, wait for the reaction to the problem, and lastly provide solutions which will be accompanied by loss of all rights and freedom.

CONTENTS

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 CONTEXT IS THE KEY

 

“. . . We are the jumping jacks and they pull the strings . . .”
J. Swinton, former Chief of Staff for the New York Times.

 

We have clearly been programmed to believe that a chaotic world is inevitable. Every piece of news sensationalizing negativity builds up a context within the public mind, creating an expectancy, a cynicism, of continuous events of a negative nature. (The science of context is so important that it is one of the most forbidden areas of knowledge - and most people don’t even know what it means.)

This belief system of a world with continuous disharmony and destruction, passes from the individual into the mass mind. An understanding of how this works is withheld from the public. All we receive is controlled knowledge designed to keep the populace in ignorance. People are brainwashed into denying the validity of their own perceptions with fear and disbelief. Any knowledge which will uplift, raise true intelligence and create greater sanity, is primarily suppressed in our civilization. Yes, we can generalize from 'public’ to 'civilization’. The suppression goes beyond the general public to the whole human race.

A simple question sums up the subject: How does one create naivety in a race? Obviously this has not been answered and handled and made available as general knowledge to the degree that the population perpetuates this naivety. The mechanism of mind programming is not taught to students of any discipline but continues in the most subtle forms, molding the unaware public by procedures ranging from subliminals, to specific television and educational programs, to every facet of learning and upbringing generally.

The key mechanism for controlling a population to follow a particular format of thinking and behavior is the creation and manipulation of contexts. Context is the glue or framework which holds together all knowledge in proper relationship. Displacing context creates chaos (unknown to physicists this is the key behind chaos theory). In the case of mind programming, contexts are shifted, manipulated and created leaving the individual unaware. The key to mind programming is this manipulation and formation of contexts. This is a fact one will never find in any text book. The media is ideal for programming the population—endless repetition generates powerful and overwhelming contexts. Denying that one is being programmed makes not the slightest difference. One cannot know when one is programmed, otherwise it would erase.

Humans, throughout life, form massive fields of hidden contexts in their minds, which their tiny conscious mind duteously references; with the individual totally oblivious to this, naively obeying the dictates of these contexts. This is quite apart from, and much more extensive than, the reactivity from the subconscious mind from past traumatic and emotional disturbances. Let us close this section by referencing further John Swinton’s speech, presented when he had the honor of giving a toast before the New York Press Club.

“It is the business of the journalist to destroy the truth; to lie outright; to pervert; to vilify; to fawn at the feet of Mammon; to sell his country and his race for his daily bread. You know it and I know it; what is this folly of toasting an independent press. We are the tools and the vassals of rich men behind the scenes. We are the jumping jacks. They pull the strings and we dance. Our talents, our lives, our possibilities, are all the property of other men. We are intellectual prostitutes.”

 

 


 FUNCTION AND STRUCTURE

 

“Oh, mortal man, is there anything you cannot be made to believe?”
Dr. Adam Weishaupt, Founder of the Illuminati in 1776

 

The first process which lends itself to the potential for undesirable influence - that is, influence against one’s will - is the division of energy into function and structure. Function creates structure but structure can feed back its informational patterns to function, with the possibility of doing this unknown to function, or forcing it on function against its will. For example, information patterns in the subconscious can dictate information to the conscious mind. This is undesirable even if of a positive nature, since it means the conscious mind is not in control, which is not ideal. Another example is the development of learning patterns in skills. The individual practicing the skill creates the learning patterns through storage of information about movements (just making movements) and then the learning patterns act back, that is, feed back their imprint (template action) on the input (function) selecting (and amplifying) the correct energy distribution to the muscles. In other words, the learning-pattern machinery does the job for one. This is ideal for skills where we can choose to activate these learning patterns and stop them at will.

When structure feeds back its influence to function unconsciously, then function tends to identify with structure, and we have people today who believe they are only a brain and a body, that is, a structure. Let us look at the mechanism of how a mind can be mislead and taken over, in other words, made to reference an unknown (to the conscious mind) context.

Consider hypnosis. Under the conditions of a deep hypnotic trance, individuals are not aware of the waking state which was prior to the hypnosis. It doesn’t exist for them. The background context has been changed. All states of consciousness are a particular focus. As long as the sharper focuses are moving within a larger focus we won’t think of it as hypnosis but if the wider focus becomes fixated on any smaller one within it, one’s attention will remain on the smaller focus, hypnotized within that focus, now totally unaware of the wider one that was previously continually referenced for control over one’s attention.

All states or focuses of consciousness might be considered to be hypnosis. Even in high skills, a learning pattern, which is voluntary, acts to hypnotize part of our attention, focusing it and formatting it (and amplifying the input energy) to distribute and direct energy to the muscles in a precise manner. The best analogy is the action of a template which focuses anything it acts on and moulds it into its own shape. This is a type of formatting and is in effect what programming achieves. If the template (mind structure) takes up all of the medium such as consciousness or the attention, the individual will manifest the condition of hypnosis. Clinical hypnosis is just a special case of this. How can the individual be made to think or believe something without conscious knowledge of this? We know that the procedure is to bypass the conscious mind, which can be achieved during subliminal states of unconsciousness, illness, hypnosis, or electronic implants, but why isn’t the person aware that his or her mind is being molded, formatted or programmed?

We should add that a most basic reason for all these difficulties is merely the fact that the human species has a tiny conscious - serial, linear - mind but a huge unconscious/subconscious. Thus most of the processes of the mind occur unconsciously. Our conscious state is unaware of them. (Note that much of this unconscious is highly conscious but not to the earthly conscious mind.)

Different 'tools' are being used on this planet to suppress humans. But to suppress what? Fundamentally, to not only prevent expansion of consciousness, that is, becoming more aware and knowledgeable of existence but to confine it even more by bombardment of programs; repeated patterns of fixed thinking and the formation of hidden contexts.

In our context, when we refer to science or orthodox knowledge we mean the official, controlled information for the public (and even for various authorities such as scientists, etc.). How many people, including scientists, know that the viewpoints of leading physicists, if not in alignment with the controlled information to keep the public ignorant, are ignored. We stress physicists because physics is the basic science. The public is not allowed to know about these viewpoints—no journalist’s writings, or newspaper and magazine articles will appear on this topic. If, however, leading scientist’s knowledge is in agreement with the official program we will receive popular articles and television programs available to everyone: Neo-Darwinist theories, Newtonian realities, mindless brain theories. The public is utterly duped and defrauded by these outrages (when there is no final exclusive proof of these theories). Television programs will appear 'open-mindedly' to examine and investigate the relationship, if any, say, between God and science, but succeeding utterly in programming the viewer with as much disparity between the two as could be imagined. (This contrived separation as we shall see later, is one of the keys to establishing ignorance and forming the basis for enslavement and the creation of naivety.)

Let us now examine the methods which are being used to control negatively man’s development.

 

 


 DEGRADATION OF ART AND MUSIC

 

“Landscapes must be painted with the eyes and not with the prejudices in our heads.”

Pablo Picasso.

“Organized perception is what art is all about . . .  It is a unified pattern of seeing.”

Lichtenstein, modern artist

 

Most people would agree that a degradation of art and music is occurring. What people may not realize is that an advanced culture is vital to the sanity and survival of a civilization. There is a powerful subconscious effect from the presence of good music and art. Why is this? Many questions, if they are to be answered specifically and clearly, require physics or a description of fundamental energy states.

What is the difference between good art and bad art? Certainly we could say the former has higher quality. But what does this mean in relation to its effect, beneficially or adversely, on the public? Higher quality correlates with greater unity. Quality always contains unity; quantity contains fragmentation.

Science refuses to model unity but that need not deter us from recognizing that the greater the unity or integration, the higher the vibration (frequency) of the energy communicating the unity. (In fact science will tell us there is no such thing as unity - and therefore quality.)

Thus the energies of good art and music communicate a higher frequency to the public. What has this to do with beneficial influences? When listening to music one’s consciousness duplicates the frequency patterns of the music. Now combine this with the fact that man has not been taught that evolution or ascension is from lower frequencies to higher frequencies. As we evolve, our frequency spectrum rises, in fact our species has the purpose of moving from a third-dimensional spectrum to what science will eventually acknowledge as a fourth-dimensional spectrum (this is a scalar-wave spectrum).

Appreciation and listening to good classical music constantly moulds our consciousness’ spectrum, encouraging it to rise in frequency and integrity, corresponding to a more evolved mind. One hardly need point out that if the intelligence of people throughout the world who liked or performed classical music was compared with the intelligence of others attentive to most other forms of music, in particular, rock or rap music, the difference would be marked (this doesn’t mean a rock fan couldn’t be a genius - we are speaking statistically). Evolution isn’t just a matter of IQ though, particularly the way we measure it. It is integrity, benevolence, compassion, etc. (qualities which can make the ego cringe) that are the real hallmarks of progress; and the vibration of classical music will promote this. Again let us emphasize these effects are very subconscious.

How is art, then, being degraded? This is achieved by introducing other forms of communication; that is, non-art forms. Note, however, that these other forms are utilizing art to communicate their ideas. But why isn’t this art? This is because true art has wholeness (aesthetics) - also ideally, harmony, beauty and completion. It resonates at a higher frequency. Good art and music are thus raising one’s vibrations into the fourth-dimensional spectrum whereas the other forms of communication are stimulating lower emotions, involving frequencies of the third dimension - preventing evolution.

It is therefore important to recognize the difference, otherwise those other forms of communication will displace true art. There is nothing wrong with many of these other forms as long as this is recognized. Even classical music (modern) can extend into sheer impressionistic themes with little or no aesthetics—it becomes mainly technical and a product of the intellectual ego, conscious mind.

We can see then the intelligence operating behind the degradation of art and music. If these forms of aesthetics are brought down in frequency and integrity (wholeness, quality) from the higher spectrums to the third, where there is greater disharmony, fragmentation, out-of-phase energies, quantity instead of quality, mankind will retain/develop a consciousness in accordance with this level of evolution/ascension. And pain and suffering will always be present.

 

 


 EDUCATIONAL FAILURES

 

“Mass psychology . . . Its importance has been enormously increased by the growth of

modern methods of propaganda . . . although this science will be diligently studied,

it will be rigidly confined to the governing class.

The populace will not be allowed to know how its convictions were generated.”

Bertrand Russell, philosopher


In what way does our educational systems manipulate a mind so that it becomes more knowledgeable but more unaware? Again let us stress that a reduction in this type of awareness - like a hypnotic focus - cannot be observed. One can only be aware of one’s existing state of being. The change is so gradual anyway, and very difficult to observe.

It is fairly well recognized that education concentrates on left-brain development and neglects the right brain. In fact it subtly disables the right brain. One might imagine a teenager student, in particular, females with, relatively speaking, some right-brain ability still in use. This should give them an advantage over males. As they go through the experience of educational encounters, quite apart from the curricula, every time someone implies or says outright, derisively, 'How do you know that?’ 'That’s not logical!’ or, 'Can you prove it?’ 'Does science know about this?’ Very gradually that intuition, knowing ability (which may be valid) is degenerated, and the individual will replace it by logic, objectivity and eventually a state of mind which can only know by seeing, touching things or by objective information obtained by so-called scientific methodology.

Science will tell you that consciousness is a product of the brain, that is, consciousness does not exist independently; that is, in its own right. It is important to note that this is the controlled information, and in fact the popular belief is that man does have a mind (at least). Not only do more of the population believe that man is more than a brain and body, than not believe, but probably more scientists today also believe this, as don’t. We are not up against scientists but the controlled information to keep people ignorant and very limited. Television is abundant with programs desperately telling people that they are only a brain and a body and came from the apes. This, everyone knows has not been proved and yet the repetition of it continues, subtly programming the masses, children in particular, to believe this. Let us give the reader a quick proof that they are not just a brain and a body.

If you were just a brain and a body then it takes time for a signal to go from the brain to, say, a finger. This reaction time is about tenth of a second. This is a long time! A concert pianist may be playing more than 10 notes a second and knows exactly where each finger is at any instant. The control is instantaneous (virtually). If it took tenth of a second the pianist would not know which finger was moving. They would have to play slowly. And this would apply in any skills but it is not as apparent as in the pianist case that the time interval would be a problem. For instance, anyone running across rough ground would continually fall, since with a delay of tenth of a second, or so, the feet would not be able to adjust rapidly enough to the change in the level of the terrain. Even more so, a professional golfer would only hit a golf ball about half as far since the muscles would not be able to lock the joints during the thousandth of a second impact time and the reaction of a 40 lb. force (jolt on the body). The joints of the body would yield with considerable loss of power transfer. This is an instantaneous mind mechanism; the mind works on quantum principles and is only slow when it has to wait for the brain. The universe is abundant with miraculous potential sciences just waiting to be discovered.

How many people does it take not to support the official mind-control program for it to break down? An interesting question. This itself illustrates how powerful programming can be, that education can continue to pump out material of a suppressive, limiting nature when the majority do not subscribe to these tenets.

Returning to the question of the brain, we can now explain that the brain acts like a filter or template. The left brain formats consciousness to explore understanding through separation: fragmentation of energy, non-resonant vibrations, the ego view, independence and individuality, intellect by analysis and breaking down wholes into parts, application of logic (only 3D), understanding the universe indirectly and through the method of objectivity.

Now the right brain allows consciousness to experience understanding through resonance, direct perception and experience, emotion, aesthetics, feelings, intuition, inspiration and unity, and the ability to read vibrations (to duplicate frequencies and be aware of the subsequent information transfer).

It is not a question of what is wrong with the existing educational curricula but what is missing. The emphasis is on quantitative rather than qualitative. For example, there is no real guidance and teaching on behavior. Behavior is very much what life is about; not one-upmanship, ego-satisfaction, competition, making money, etc. If a teacher were to teach, say, the mechanics of honesty, ethics and integrity, they would be fired. Life and its purposes are about quality not quantity. Quantity is only here to express quality. Quality is real, it is substantial (a dimension of energy). The third-dimensional spectrum is by its very definition a system of fragmented energies - particles out of phase with one another. Mathematically it is modeled as infinite homogeneously distributed infinitesimally small points of energy. It is an arena for problems and challenges.

What has this to do with enslavement? The opposite condition, that of high unity - a perception of interconnectedness - prevents data from being hidden. On an advanced level, the right brain type of consciousness would give rise to telepathic abilities. (Strictly, by that time the heart information centre would be opened up more.) In turn, this would create unity consciousness as opposed to duality consciousness. There could only be benevolence in a society under this state of consciousness since there would be complete perception of how another feels. If we imagine as a thought experiment all people suddenly gaining the ability to know someone else’s suffering, including animals, the compassion would be so great as to be intolerable, and everyone would immediately be prepared to do anything to remedy this. Not only would anything like vivisection be stopped immediately but all pain and suffering would decline in the world.

We see that the left-brain training gives the ability to handle structure - to understand the whole by analysis into parts. Unfortunately the parts when put together third-dimensionally do not make up the original whole in the case of trying to understand the natural entities of the universe: atoms, cells, organs, planets, galaxies, etc. See later section on science.

[Note that for anyone familiar with (and agreeing with) the work of successful healer Jack Temple, who has stated that the left brain is the intuitive brain for females - the reverse of man - it doesn’t change our arguments. We are talking about the nature of consciousness; whether it is left or right brain, once defined, makes no difference.]

Nevertheless, let us not lose sight of the relevance of all this to our topic of educational deficiencies. Let us give an analogy high-lighting the difference between,

1) emphasizing structure, such as programs (the left-brain properties), and

2) the creative freedom, the non-rigid but non-organized and non-objective states, exhibited more by right-brain thinking.

Envisage being seated at a computer. In this analogy the computer corresponds to the mind. Imagine putting a program into the computer - a program which could be improved indefinitely. We may wish to consider, as a real example, we are practicing a piece of music at the piano - this is programming; every movement is recorded and played back to aid the next run through. The computer analogy, however, makes it clear what is happening. After a little practice, that is, time spent keying in the program, no progress can be made because the computer comes up with the error message, 'Out of memory’. Memory is also called information capacity - a better term for our purposes here. Obviously we stop the effort of programming and, say, go over to the computer and put in an extra chip.

The information capacity has now been increased and we can continue improving the program. Shortly we again use up the information capacity and add another chip; and so on. This is actually what happens in learning such skills. Two distinct processes are occurring, 1) specific learning or programming, and 2) expanding the medium into which the learning programs are placed. Science will tell us we can only program, and cannot increase the information capacity. This is based on the brain-body theory which has fixed information capacity and is part of the stultifying data imposed on mankind.

Now the above principles illustrated by the computer analogy also apply to education generally. Educational procedures train the individual’s mind to understand purely from programs such as in memorizing. It emphasizes objectivity - a mode of observation and learning from representation rather than direct experience. To a degree this is necessary, but that degree is governed by the condition imposed by this form of education on society - it can be a vicious circle and a 'catch twenty-two’ situation. In the computer analogy it would be like starting off with a good information capacity but eventually using it up with many programs, then not attending to increasing the information capacity (putting in extra chips), which would correspond to freeing up consciousness, or giving us spare attention. This condition of increasing the information capacity (installing extra chips) would prevent over- dramatizing of programs which causes people to be unable to step outside their viewpoint. It would also prevent being dominated by contexts from overwhelming specific formatting. Children acting 'silly’ or adults 'letting go’ is sometimes a desperate attempt to free up this rigid formatting of consciousness.

What we are stating here is that education and science only recognizes structure, that is, fixed paths of thought (programs). This comes under the law of specificity in experimental psychology. There is a refusal within controlled science to recognize a basic state of energy which we can call consciousness that has in itself unprogrammed, infinite flexibility and would correspond to the quantum reality of all probabilities in quantum physics. This consciousness could take on any concepts, any probabilities in thought direction (but in itself is native and naive). It is not bound in any way. This consciousness, nevertheless, is thoroughly formatted in the human race. We suffer from extreme prejudiced perception and thinking. An excellent analogy is taking a volume of water (consciousness) and pouring it into moulds (templates). The water, which in itself could take on any shape, in part to the whole, now is limited to a finite number of patterns (formats, programs).

The above analogy is more accurate than one might suppose. The universe will be found to operate on geometric intelligence primarily - this is the universal language. It is a frequency-coded universe, an information system. Thus shape of energy, plus frequency and dimensions determines information. (The author is suspecting a fourth variable exists, which would be orientation - dimensional spin direction.)

We can see from this analogy how a person’s thinking can be forced into fixed and limited modes of consciousness. These structures can be extremely rigid. The tiny human conscious mind compared with the extensive unconscious is helpless when imprinted with these patterns - which act as hidden contexts forcing the individual to reference these contexts.

In summary, we can say that education focuses on left-brain consciousness, disables or at least discourages right-brain activity, creating a method of understanding based on objectivity, on representational data: words, mathematics, graphs, symbols, models. This is so established that man generally is unaware of the other mode of knowing through the right brain. Consciousness filtered through the right brain exhibits unity (this is not the composite unity described by science, that is, parts stuck together). We are referring to quantum states of undivided wholeness. This can be modeled as parts in phase with one another; in resonance - see professor Bohm’s quote in the next section.

Note that this phenomenon of resonance of parts has not been understood in science. When separate frequencies are put in phase - on the same wavelength, as the layman understands - something quite astonishing occurs. This can be called quantum regeneration as opposed to the recognized quantum reduction (reducing wholes into parts). In quantum regeneration, the instant the separate parts with initially different frequency (or simply not in step) are correlated and vibrate in step, a new, higher frequency is rekindled or regenerated of which the previous separate parts are now subharmonics. This is how the laser works unknown to orthodox science.

As a very simple analogy, one might consider a team of individuals, say, working on some project, who as soon as they work operate perfectly in step with one another, they quantum regenerate a 'manager’, a superior (higher frequency/power), of which they are now subordinates (subharmonics) but all form one whole. The group are on the 'ground floor’ and the 'manager’ is on the level above (a higher dimension).

Education sets up the mind to operate in a fragmented manner - avoiding wholeness, and consciousness focuses on parts. This is achieved by associating intelligence with quantitative processes rather than qualitative. It is emphasizing the value of objectivity and ego, not teaching the true nature of quality (unity), giving no attention to behavior - not teaching the psychology of honesty, ethics and integrity, discouraging, even ridiculing ESP and paranormal sensitivities (isn’t a sensitive scientific instrument more valuable than a less sensitive one?).

In conclusion, current education builds up structure, which occurs owing to both too much objective learning and the concepts of science encouraging an understanding via the particle nature of the universe, a non-holistic approach, exploring separation rather than unity and quality. The structure dominates; the idea of the existence of consciousness is discouraged and relegated to second place to the brain and a mere product of the brain. One can see how close this is to the idea of robotizing people. If there is no spare consciousness one cannot know that the basic structures (programs) are dictating that state of mind - one cannot get outside the mechanism. When a population is fully structure-dependent in this way, naivety can be a product and the state of mankind today. Man becomes vulnerable to be defrauded, hoodwinked to a degree that he cannot see what is going on around him, under his very nose.

As a final point, since there is a symbiosis between knowledge and consciousness, then controlling knowledge enables one to control evolution. Let us deal with this next.