HIGHLY POTENT NEWS THAT MIGHT CHANGE YOUR VIEWS

Trivium

AUDIO — John Taylor Gatto interview – “Another Brick in the Wall, part 2″ – #069 – Gnostic Media

Gnostic Media
March 15, 2010

This show is being released on Friday, March 15, 2010. Part 2 of my interview with John Taylor Gatto was recorded on February 24, 2010. Today we continue learning the significance behind Pink Floyd’s song Another Brick in the Wall, part 2, and how utterly fubar our public education system is in our second interview with John Taylor Gatto. We continue with some important questions: Is there a relationship between eugenics, mind control and compulsory education? Is compulsory education good for anyone and what are the negative effects of our “modern” education system? Where did our education system originate, and by whom? What’s happened to our educational system since the 1800s? Has there been an intentional effort by the elites and government to dumb us down? What do compulsory education and Pavlov’s dogs have in common? Are children better off working, or being in school? Order Gatto’s books: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992): http://astore.amazon.com/gnosmedi-20/detail/0865714487 The Exhausted School (1993): http://astore.amazon.com/gnosmedi-20/detail/1893163423 A Different Kind of Teacher (2000): http://astore.amazon.com/gnosmedi-20/detail/1893163407 The Underground History Of American Education (2001): http://astore.amazon.com/gnosmedi-20/detail/0945700040 Weapons of Mass Instruction (2009): http://astore.amazon.com/gnosmedi-20/detail/0865716692

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MUST HEAR — John Taylor Gatto interview – “Another Brick in the Wall, part 1″ – #068 – Gnostic Media

Gnostic Media
March 5, 2013

This show is being released on Friday, March 05, 2010. My interview with John Taylor Gatto was recorded on February 23, 2010. I simply could not wait to share this interview with all of you, it’s just too important, and I just have to share, so I’m releasing it 3 days early. So it’s like Christmas in spring, but without the mushrooms. Today we’re going to learn the significance behind Pink Floyd’s song Another Brick in the Wall part 2. We ask some important questions: Is there a relationship between eugenics, mind control and compulsory education? Is compulsory education good for anyone and what are the negative effects of our “modern” education system? Where did our education system originate, and by whom? What’s happened to our educational system since the 1800s? Has there been an intentional effort by the elites and government to dumb us down? What do compulsory education and Pavlov’s dogs have in common? Are children better off working, or being in school? To answer these questions, we first have to reach the foundation of our education system. Continuing our education on the Trivium method, this is one of the most important and powerful interviews to date, and my guest for this week and next is John Taylor Gatto – probably the most famous school teacher in the world, and he was New York State teacher of the year when he quit on the OP Ed page of the Wall Street Journal in 1991. John Taylor Gatto climaxed his teaching career as New York State Teacher of the Year after being named New York City Teacher of the Year on three occasions. He quit teaching on the OP ED page of the Wall Street Journal in 1991 while still New York State Teacher of the Year, claiming that he was no longer willing to hurt children. Later that year he was the subject of a show at Carnegie Hall called “An Evening With John Taylor Gatto,” which launched a career of public speaking in the area of school reform, which has taken Gatto over a million and a half miles in all fifty states and seven foreign countries. In 1992, he was named Secretary of Education in the Libertarian Party’s Shadow Cabinet, and he has been included in Who’s Who in America from 1996 on. In 1997, he was given the Alexis de Tocqueville Award for his contributions to the cause of liberty, and was named to the Board of Advisors of the National TV-Turnoff Week. Order Gatto’s books: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992): http://astore.amazon.com/gnosmedi-20/detail/0865714487 The Exhausted School (1993): http://astore.amazon.com/gnosmedi-20/detail/1893163423 A Different Kind of Teacher (2000): http://astore.amazon.com/gnosmedi-20/detail/1893163407 The Underground History Of American Education (2001): http://astore.amazon.com/gnosmedi-20/detail/0945700040 Weapons of Mass Instruction (2009): http://astore.amazon.com/gnosmedi-20/detail/0865716692

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AUDIO — Dr. Michael Labossiere interview, pt. 2 – “General Grammar – Subject and Predicate″ – #063 – Gnostic Media

Gnostic Media
January 31, 2010

This show is being released on Monday, January 31, 2010. My interview with Michael Labossiere was recorded on January 29, 2010. Today we continue our series with Dr. Michael Labossiere on general grammar and the subject and the predicate.


MUST SEE/HEAR — Dr. Michael Labossiere interview, pt. 1 – “Logical Fallacies: The Critical Thinking Meme″ – #062 (+ video) – Gnostic Media

mclmaine_smGnostic Media
January 25, 2010

What would happen if everyone in society received an immunization against all of today’s media and political propaganda? Is there a simple, logical process to arm ourselves against such attempts at mind manipulation and control? What if you had the ability to quickly and easily break down words and sentences to identify lies and untruths and propaganda? What do grammar and rhetoric have to do with logic and critical thinking, or, for that matter, marketing, PR and propaganda spin, and more importantly, exactly how can they help you? If someone presents evidence of a claim, do you have a mental duty to study it before you attack it? How can we make our minds sharper? Is it possible to level the playing field against corporate and government propaganda by creating a critical thinking meme? Today we launch the critical thinking meme into society and I ask for your help to spread it, to share today’s talk with all you know: friends, co-workers, family, business associates and school mates. If you want to help make an immediate change in your own and other people’s lives for the better, today’s show is one of the primary ways to do it. We’re going to continue our study of the trivium with Dr. Michael Labossiere who is here to discuss logical fallacies. Micheal will be back in the next week or two to also discuss the subject and predicate. This show is being released on Monday, January 25, 2010. My interview with Michael Labossiere was recorded on January 09, 2010. Michael LaBossiere is a guy from Maine who went to school in Ohio and ended up in Florida. Professionally he is a philosophy professor at Florida A&M University. He started teaching there in the Fall of 1993 and greatly enjoy his choice of careers. He teaches a wide variety of classes that range from Aesthetics (theories of art and beauty) to Theory of Knowledge. His first philosophy book, What Don’t You Know? hit the shelves in the spring of 2008. He also blogs for The Philosophers’ Magazine and has numerous academic publications. In addition to his love of wisdom, he has a great love of running. Michael started running at the age of fifteen. He tried out for the basketball team, but sucked badly. The coach told him that the track team had to take anyone and suggested that he become a runner. It turned out to be a great choice. He ran in high school and then ran in college. He kept running in grad school and still runs today, mostly to combat the effects of pie consumption. He is a member of the Gulf Winds Track Club, the local running club in Tallahassee. Michael also enjoys the martial arts, specifically tae kwon do. He started training in grad school at Ohio State and still practices today. He enjoys the physical and mental training. Plus, hitting a punching bag is a great way to burn off stress. It also makes it possible to survive committee meetings. He started gaming (Dungeons & Dragons) when he was 15 and fell in love with the idea of creating worlds and stories and ended up writing professionally for several game companies. Yes, gaming is for nerds- he freely accept his nerdtastic ways. He also enjoys computer and console gaming. Despite playing far too much World of Warcraft, he claims he is not obsessed with games and alleges that reality is still much better than virtual reality. He is very fond of animals and has two cats (Ash & Zax) and a hyper husky (Isis). Here are the links My philosophy blog: http://aphilosopher.wordpress.com/ The Philosophers’ Magazine Blog: http://blog.talkingphilosophy.com/ My website: www.opifexphoenix.com Gulf Winds Track Club: www.gulfwinds.org/

Or play / download the audio only version here:

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AUDIO — Peace Revolution 002: The Million Dollar Education – Gnostic Media

Gnostic Media
January 21, 2010

Podcast: Play in new window | Download (Duration: 1:48:45 — 55.0MB) | Embed

 

REFERENCES:

Gorgias by Plato 386 B.C.E.

The Republic by Plato 380 B.C.E.

Phaedrus by Plato 370 B.C.E.

The Art of Rhetoric by Aristotle 322 B.C.E.

The Metalogicon: A 12th Century Defense of the Trivium by John of Salisbury 1159 C.E.

Utopia by Sir Thomas More 1516

The Last Will and Testament of Cecil J. Rhodes by William T. Stead 1902

Public Opinion by Walter Lippmann 1921

Propaganda by Edward Bernays 1928

The Trivium: The Liberal Arts of Grammar, Logic, and Rhetoric by Sister Miriam Joseph 1937

The Lost Tools of Learning by Dorothy Sayers, Oxford 1947

Great Books of the Western World edited by Dr. Robert M. Hutchins 1952

The Reece Committee Report by Norman A. Dodd and Carroll Reece 1954

Tragedy and Hope, a History of the World in Our Time by Carroll Quigley 1966

The Hidden Agenda: How the Foundations controlling Education are also creating a World Government – An Interview with Norman Dodd (Transcript and Video) by G. Edward Griffin 1981

The Tavistock Institute of Human Relations: Shaping the Moral, Spiritual, Cultural, Political, and Economic Decline of the United States of America by Dr. John Coleman 1991

Dumbing us Down by John Taylor Gatto 1992

Outcome-Based Education by Ron Sunseri 1994

The Underground History of Education by John Taylor Gatto 2001

(you can also read The Underground History of Education on his site)

The Trivium Study Guide by Gene Odening 2009

Gnostic Media Podcasts 49, 50, and several recent podcasts 2009/2010


AUDIO — Peace Revolution 001: The Great Conversation

Gnostic Media
December 17, 2009

Peace Revolution the official Podcast of Tragedy and Hope: episode 001: The Great Conversation

Featuring: Jan Irvin of GnosticMedia.com, Paul Verge of DivergentFilms.com, and Richard Grove and Lisa Arbercheski of TragedyandHope.com

The Peace Revolution Podcast is a Public Service of Tragedy and Hope Magazine (http://www.TragedyandHope.com )

http://peacerevolution.podomatic.com/

Podcast: Play in new window | Download (Duration: 1:49:06 — 48.1MB)

Peace Revolution the official Podcast of Tragedy and Hope: episode 001: The Great Conversation

Featuring: Jan Irvin of GnosticMedia.com, Paul Verge of DivergentFilms.com, and Richard Grove and Lisa Arbercheski of TragedyandHope.com

The Peace Revolution Podcast is a Public Service of Tragedy and Hope Magazine (http://www.TragedyandHope.com )

http://peacerevolution.podomatic.com/

– See more at: http://www.gnosticmedia.com/peace-revolution-001-the-great-conversation/#sthash.FM5MOe4c.dpuf

Peace Revolution the official Podcast of Tragedy and Hope: episode 001: The Great Conversation

Featuring: Jan Irvin of GnosticMedia.com, Paul Verge of DivergentFilms.com, and Richard Grove and Lisa Arbercheski of TragedyandHope.com

The Peace Revolution Podcast is a Public Service of Tragedy and Hope Magazine (http://www.TragedyandHope.com )

http://peacerevolution.podomatic.com/

– See more at: http://www.gnosticmedia.com/peace-revolution-001-the-great-conversation/#sthash.FM5MOe4c.dpuf


MUST SEE/HEAR — Gene Odening interview, Part 3 – “The Qabalah and the Mystery Schools” – #051 – Gnostic Media

kabbalahby Jan Irvin
Gnostic Media
November 7, 2009

Our first interactive podcast.

In tonight’s show we continue our discussion on the Trivium and Quadrivium and go for a full-blown as we complete this series with the Qabalah and the mystery schools with Gene Odening. Here we continue to learn about learning, logic, critical thinking, Hegelian dialectics, Plato, the Trivium, the Quadrivium, the 7 liberal arts, and freeing your mind from the box that’s been built around it.

This is an interactive interview. For those following along with the audio version, you’ll need this website: http://www.ifdawn.com/

This episode will free your mind. But before you continue listening, please be sure that you’ve heard the prerequisite episodes: #49 and #50.

Or play / download the audio only:
Podcast: Play in new window | Download (Duration: 1:40:45 — 57.7MB) | Embed

O

ur first interactive podcast.

In tonight’s show we continue our discussion on the Trivium and Quadrivium and go for a full-blown as we complete this series with the Qabalah and the mystery schools with Gene Odening. Here we continue to learn about learning, logic, critical thinking, Hegelian dialectics, Plato, the Trivium, the Quadrivium, the 7 liberal arts, and freeing your mind from the box that’s been built around it.

This is an interactive interview. For those following along with the audio version, you’ll need this website: http://www.ifdawn.com/

This episode will free your mind. But before you continue listening, please be sure that you’ve heard the prerequisite episodes: #49 and #50.

– See more at: http://www.gnosticmedia.com/051-the-kabbalah-and-the-mystery-schools-an-interview-with-gene-odening-part-3/#sthash.sxmnXrlP.dpuf

Our first interactive podcast.

In tonight’s show we continue our discussion on the Trivium and Quadrivium and go for a full-blown as we complete this series with the Qabalah and the mystery schools with Gene Odening. Here we continue to learn about learning, logic, critical thinking, Hegelian dialectics, Plato, the Trivium, the Quadrivium, the 7 liberal arts, and freeing your mind from the box that’s been built around it.

This is an interactive interview. For those following along with the audio version, you’ll need this website: http://www.ifdawn.com/

This episode will free your mind. But before you continue listening, please be sure that you’ve heard the prerequisite episodes: #49 and #50.

– See more at: http://www.gnosticmedia.com/051-the-kabbalah-and-the-mystery-schools-an-interview-with-gene-odening-part-3/#sthash.sxmnXrlP.dpuf

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Our first interactive podcast.

In tonight’s show we continue our discussion on the Trivium and Quadrivium and go for a full-blown as we complete this series with the Qabalah and the mystery schools with Gene Odening. Here we continue to learn about learning, logic, critical thinking, Hegelian dialectics, Plato, the Trivium, the Quadrivium, the 7 liberal arts, and freeing your mind from the box that’s been built around it.

This is an interactive interview. For those following along with the audio version, you’ll need this website: http://www.ifdawn.com/

This episode will free your mind. But before you continue listening, please be sure that you’ve heard the prerequisite episodes: #49 and #50.

– See more at: http://www.gnosticmedia.com/051-the-kabbalah-and-the-mystery-schools-an-interview-with-gene-odening-part-3/#sthash.sxmnXrlP.dpuf

  • digg
  • 0

     

    Share


Our first interactive podcast.

In tonight’s show we continue our discussion on the Trivium and Quadrivium and go for a full-blown as we complete this series with the Qabalah and the mystery schools with Gene Odening. Here we continue to learn about learning, logic, critical thinking, Hegelian dialectics, Plato, the Trivium, the Quadrivium, the 7 liberal arts, and freeing your mind from the box that’s been built around it.

This is an interactive interview. For those following along with the audio version, you’ll need this website: http://www.ifdawn.com/

This episode will free your mind. But before you continue listening, please be sure that you’ve heard the prerequisite episodes: #49 and #50.

– See more at: http://www.gnosticmedia.com/051-the-kabbalah-and-the-mystery-schools-an-interview-with-gene-odening-part-3/#sthash.sxmnXrlP.dpuf

  • digg
  • 0

     

    Share


Our first interactive podcast.

In tonight’s show we continue our discussion on the Trivium and Quadrivium and go for a full-blown as we complete this series with the Qabalah and the mystery schools with Gene Odening. Here we continue to learn about learning, logic, critical thinking, Hegelian dialectics, Plato, the Trivium, the Quadrivium, the 7 liberal arts, and freeing your mind from the box that’s been built around it.

This is an interactive interview. For those following along with the audio version, you’ll need this website: http://www.ifdawn.com/

This episode will free your mind. But before you continue listening, please be sure that you’ve heard the prerequisite episodes: #49 and #50.

– See more at: http://www.gnosticmedia.com/051-the-kabbalah-and-the-mystery-schools-an-interview-with-gene-odening-part-3/#sthash.sxmnXrlP.dpuf


MUST SEE — History… Connected: Merging the Trivium Method with Non-Violent Communication (NVC)

Tragedy and Hope
History… Connected
: Merging the Trivium Method with Non-Violent Communication (NVC)

July 12, 2013

[Potent News editor’s note: Please take this Nonviolent Communication with a grain of salt.

I was given a tip by a Potent News reader (named Ryan Elson from dissembling.org) who basically informed me that Tides Canada provides training which includes programs derived from individuals involved in “Nonviolent Communication”, and “The Haven Institute”.  Tides Canada is partly funded by George Soros.  We all know how much of a criminal Soros is.

Here’s an excerpt from the Tides Canada website:

“The Inner Activist is a program designed to help change makers, social entrepreneurs, leaders and activists be radically more effective in their life-serving work.

The curriculum was developed by prominent activists, trainers and educators from six different personal development organizations that include: Learning as Leadership, The Haven Institute, Non Violent Communication, The Process Institute, The Work That Reconnects and Anima Leadership.

People who take our programs get up close and personal with who they really are and how their inner experience drives their behaviour – from their core issues, triggers and ego diversions to getting in their own way.  They learn how to work from their source and noble goals. These new skills, through coaching and mentoring, are then applied to developing important and meaningful alliances and building sustainable social change practices.”

Also, when I saw this video of Marshall Rosenburg, the creator of Nonviolent Communication, I noticed the words “Teilhard de Chardin” in the video description and recalled that Teilhard influenced Terrence McKenna, as we learned from Jan Irvin’s research.  By the way, Marshall’s initial line of reasoning in the video also didn’t resonate with me and I may expand on this later.  The Teilhard connection is interesting since it, as we saw earlier from Irvin’s research, has to do with the piltdown hoax that paved the way for McKenna’s stoned ape theory, a theory which Irvin’s research indicates is actually ultimately propaganda that lulls us into a new dark age.  Also noteable, once you get to part 3 of that Marshall Rosenburg video it starts to have an Agenda 21 collectivist stench to it, again reminiscent of McKenna’s “archaic revival”.

Anyway, I also recalled that Irvin mentioned that McKenna was part of the Esalen Institute and I was surprised to see “Esalen” also pop up in the other link that the Potent News reader gave me, which was this PDF article about “Hollyhock” and in it we also see the name “The Haven Institute” pop up which is another organization that Soros’ Tides Canada’s “Inner Activist” program derives its trainers from, as I’ve learned from Ryan Elson. (UPDATE: Since I posted the link for that PDF and brought it to Irvin’s attention, hollyhock.ca removed it from their website but fortunately Irvin was able to save a copy here prior to its removal).

Ryan also informed me that Hollyhock is run by Joel Soleman’s wife and Joel Soloman is on the board of directors at Tides Canada.  When I looked into Hollyhock I found out they are pushing the carbon scam, which also is conveniently congruent with Agenda 21.]

——————————————————————————————————————————-

Tonight, on History So It Doesn’t Repeat: We feature a presentation by Tragedy and Hope researcher Darrell Becker, discovering how to formulate effective Critical Thinking (via the Trivium Method) and empathetic communication skills (via NVC); And how by carefully selecting our words, we can all be the change we want to see in the world. Learning’s the Answer, What’s the Question? It’s all coming up next, on History So It Doesn’t Repeat.

Non-Violent Communication: https://www.google.com/search?q=nvc+n…

Would You Like to Know More?

History… So It Doesn’t Repeat (Official HD Playlist) http://www.youtube.com/playlist?list=…

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ABOUT TRAGEDY AND HOPE: SUMMARY, PURPOSE, FORM, AND FUNCTION

Tragedy and Hope provides a portal through which individuals can discover, identify, and integrate useful tools, resources, and activities which stimulate and fortify Cognitive Liberty, providing primary sources, research, and educational methods which facilitate consciousness.

Tragedy and Hope’s purpose is to enable individuals to research and form groups of independent thinkers to solve humanity’s most pressing problems, by identifying the etiology (study of the cause-and-effect origins) and thus understanding our way toward the solutions we seek.

Tragedy and Hope’s form and function (free to the public) enables hundreds-of-thousands of people around the world, to experience open-source education without upper-limits, and it is therein where the solutions are discovered- by making the problems truly known and understood at a root-cause level.

Tragedy and Hope creates, produces, and publishes educational content to help adults understand the world they live in and thereby, develop true self-confidence and serenity of mind; our content focuses on history, philosophy, economics, anthropology, science, communications, and every topic which pertains to learning how to survive and thrive in this world.

Tragedy and Hope is funded by those who tune-in to our productions, and the members of the Tragedy and Hope online critical thinking and research community, who subscribe after witnessing the value provided, and voluntarily deciding to contribute in a way to ensure we can continue producing educational media with integrity and consistency. Sacrifice the Tragedy, Preserve the Hope.

https://www.tragedyandhope.com/th-ori…

T&H: Re-Contextualizing History one Episode at a Time.

#N3


VIDEO/AUDIO — The Trivium Method vs. The Classical Trivium: A Briefing by Kevin Cole / History… So It Doesn’t Repeat (Interview)

Gnostic Media
March 3, 2013

Notes, Links, & References for “The Trivium Method vs. The Classical Trivium” (recorded February 17, 2013)

  1. 1m “The Great Chain of Being and the Organic Unity of the Polis” by Kevin Cole (Winter 2013)
  2. 2m “The Trivium Method” by Jan Irvin and Gene Odening @ Gnostic Media dot com
  3. 3m “The Trivium Method of Critical Thinking and Creative Problem Solving” vs. the innate method of learning, and comparing it to how the Classical Trivium (as a method of institutionalizing individuals) has historically been used prior to the 21st century.
  4. 4m History of the Classical Trivium is the history of the Great Chain of Being, useful in shaping cultures. The Great Chain of Being is defined in classical terms.
  5. 5m The concept of “balanced” government and civil society itself, The Ominous Continuity of the “education” system we know as schooling
  6. 6m The changing of terms as a means of gaining power over unwitting minds
  7. 7m The Occulting of Knowledge to create Power
  8. 8m Legacy of 2,500 years of the Noble Lie being used to create Power
  9. 9m Romantic Nationalism & Germany vs. Limited Government System, continued definition of the Great Chain of Being (3 estates)
  10. 10m Caste System, Divine Right of Kings, and the Classical Trivium; specifically the artificial scarcity of the “7” liberal arts
  11. 11m Enkyklios Paideia and the Caste System, Arnold Toynbee “it allows each empire to be immortal”
  12. 12m Great Chain of Being and the Classical Trivium in context of Organic Unity
  13. 13m United Nations Charter provisions, Positive and Negative Rights, staying knowledgeable about the first principles and jury nullification, Thomas Jefferson and First Principles
    1. Article 29: 1. Everyone has duties to the community in which alone the free and full development of his personality is possible. 2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.
    2. Article 30: Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.
  14. 14m Logical foundation of Negative Rights, Irrational foundation of Positive Rights
  15. 15m Definition of Organic Unity
  16. 16m Scott Buchannan quote on the Classical Trivium to create Organic Unity, Cardinal and Ordinal structures of the story (Buchannan was a Rhodes Scholar)
  17. 17m Definitions: The Auctors, The Polis, The Polity, Episcopal, hierarchical structures of authorities, Anglicanism (Church of England)
  18. 18m Comparison and Contrast the Trivium Method vs. the Classical Trivium, 7 Liberal Arts, Plato, Aristotle, educational philosophy and Isocrates,
  19. 19m The “general education” of the inscribed circle of the Enkyklios Paideia, foreshadowing Fichte and Hegel of the Prussian Education System
    1. encyclopedia (n.) 1530s, “course of instruction,” from Modern Latin encyclopaedia (c.1500), literally “training in a circle,” i.e. the “circle” of arts and sciences, the essentials of a liberal education; from enkyklios “circular,” and paideia “education”.
    2. According to some accounts such as the American Heritage Dictionary copyists of Latin manuscripts took this phrase to be a single Greek word, enkuklopaedia.
  20. 20m plunder v. production and human livestock, classical Trivium as a system of creating production to be plundered… farming plunder
  21. 21m Latin education and the Divine Right of Kings, organic unity and feudalism, legitimizing the great chain of being (methods of authority), using the battlefield and education to subjugate individuals for lack of Knowledge.
  22. 22m Legitimizing the storyteller as the authority of the day, group-think, authority to control human resources. Any citizen can become an individual through learning habits of self-reliance
  23. 23m “Authorities” (educators, sophists) define the “Grammar” of the Classical Trivium, thus making the “Logic” a belief, not an understanding. No knowledge is necessary for belief, in fact belief is often what fills the void created when Knowledge is absent.
  24. 24m Unified systems of knowledge, cybernetics and the ship of state (Plato), first principles and common ground (Logic) necessary for linguistic communication. The use of these ideologies to create state systems.
  25. 25m Richard Haklyut and Queen Elizabeth, propagating organic unity as “natural”, even though it depends on people ruling over others. Scott Buchannan papers from Harvard University, “Poetry and Mathematics” (foreshadowing role of Rhodes Scholars)
    1. Richard Hakluyt (c. 1552 or 1553 – 23 November 1616) was an English writer. He is known for promoting the settlement of North America by the English through his works, notably Divers Voyages Touching the Discoverie of America (1582) and The Principal Navigations, Voiages, Traffiques and Discoueries of the English Nation (1589–1600).
  26. 26m Dorothy Sayers and removing the myths to get to the facts of her claims, Reinhold Niebuhr, Royal Institute of International Affairs, Milner Rhodes Roundtable Group, secularizing values to continue organic unity
  27. 27m Dorothy Sayers quotes in favor of British Empire building and Cecil Rhodes / Milner Roundtable Group and Organic Unity
  28. 28m Origins of the systems which create and facilitate organic unity, cybernetics, using the knowledge of self-learning to dissect the history and identify the contradictions of our public educations
  29. 29m Gnostic Media interview with Gene Odening, how the human being learns, removing the dogma from the process of learning for one’s self
  30. 30m Asking substantial questions and using a method to find valid answers consistently vs. the Classical Trivium (prescribed “Grammar”, mandated “Logic”, rhetoric which reinforces servitude)
  31. 31m Isocrates and literacy as a form of slavery (i.e. sophism) until the reader learns how to identify reality and remove unreality (i.e. logic).
  32. 32m closed systems of learning to maintain the city-states, aristocracy, and ruling class to manage the polity (public); educating the kings, adopting education systems to gain power over the polity, dichotomy of control, creating knowledge gaps to create “power”.
  33. 33m focus on significant and substantial, discard the arbitrary, dismiss the irrational. Sayers’ biases and the basis of Christian Homeschooling in America.
  34. 34m Sayers’ system as the “closest to the perfection of Plato’s Republic” – Freemasonry
  35. 35m Christian Homeschooling and predefined grammar, infecting the logic by not asking preliminary questions to identify that which exists, reality from unreality (Sayers’ seeds of irrationality)
  36. 36m History of Ideas in relation to the Trivium Method contrasted to the Classical Trivium and the history of creating organic unity
  37. 37m The Classical Trivium, Freemasonry as a feedback mechanism for creating organic unity through empire, “Builders of Empire: Freemasons and British Imperialism (1717-1927)” by Jessica Harland Jacobs
  38. 38m “Origins of Freemasonry” by Thomas Paine,
  39. 39m Johann Joachim Christoph “J.C.” Bode, Nicholas Bonneville, Philo’s Reply to Questions Concerning His Association with the Illu… by Jeva Singh-Anand, Illuminati Manifesto of World Revolution (1792) translated by Marco de Luchetti,
  40. 40m King Elfwad, Charlemagne, and the origins of the word “Trivium” by Alcuin of York
  41. 41m Ancient Greece, systems of preserving itself against surrounding piranha states
  42. 42m Enkyklios Paideia created by Isocrates preserves organic unity until Thomas Jefferson recognizes what it is, and what it does
  43. 43m Scott Buchanan and Stringfellow Barr (Rhodes Scholars) and Freemasonry, origins of “Classical Trivium” revival veiling the Enkyklios Paideia
  44. 44m filling in between Isocrates and the Freemasons, Jesuits and the Ratio Studiorum, which was rejected by John Adams and Thomas Jefferson, Ratio Studiorum as continuation of organic unity under godhead of theology.
  45. 45m Thomas Jefferson (post-revolution) goes to William and Mary and has the Classical Trivium removed from the curriculum, breaking the mechanism of British perpetuation of their organic unity
  46. 46m Thomas Jefferson addressing the Educational Perennialists of his day, accepting the theory before inspection, condemnation prior to observation, “putting your logic before your grammar” as Jan Irvin says
  47. 47m Education as a tool of creating culture, its how the state reproduces itself, “reality” filtered through he prescribed rhetoric of the state,
  48. 48m Ignatius Loyola, Alumbrados, the Spiritual Exercises of Ignatius Loyola as the origins of the esoteric organic unity progressed by the Jesuits, various flavors of organic unity (various empires through time), sacrifice of the individual to the state
  49. 49m Bavarian Illuminati, Thomas Paine, Nicholas Bonneville, and connections to the origins of America, May 1, 1776, Adam Weishaupt (1911 Encyclopedia Britannica entry for Illumati), Baron Adolph ‘Philo’ Knigge as Weishaupt’s #2 in the Bavarian Illuminati
  50. 50m Bavarian Illuminati as intellectual group fighting against organic unity and divine right of kings in Europe. “Philo’s Reply to Questions Concerning His Association with the Illuminati” Reply by Jeva Singh Anand reveals the personal conversations between Adam Weishaupt and Baron von Knigge prior to Knigge’s resignation from the Bavarian Illuminati and the promotion of revolutionary publisher J.C. Bode.
  51. 51m Thomas Paine’s references to Samuel Prichard’s “Freemasonry is based on the foundation of the Liberal Arts” quote, Illuminati as a system trying to do away with the state, Isidore of Seville and the creation of civil polity by limited education
  52. 52m Bavarian Illuminati vs. Religion and the State, Freemasonry as the genitalia of the state and the injection of organic unity throughout indigenous populations, Illuminati plans to use for the state to reproduce itself via taking over Freemasonry.
  53. 53m the Strict Observance Lodge of Freemasonry in Bavaria, Degree Systems above traditional York Rite degrees, transcending nationhood. Reinhard Koselleck’s “Critique and Crises : Enlightenment and the P… (published by M.I.T.) on Freemasonry and creating organic unity
  54. 54m Original members of the Illuminati influencing American education, The Ultimate History Lesson with John Taylor Gatto
  55. 55m Juxtaposing internet lore vs. actual artifacts and evidence of the Bavarian Illuminati, similar to Jesuits in seeing value of controlling education, 1610 Wood Manuscript (The Hiram Key by Lomas and Knight)
  56. 56m Individual Liberty based on that which exists vs. irrational illusions of Authority, Bonneville, Jefferson, and the unknown history of Bavarian Illuminati influence in America’s origins.
  57. 57m Social Circle Freemasonic Lodge, papers published by J.C. Bode of the Bavarian Illuminati, promoted after Knigge’s resignation, connections to Prussian education.
  58. 58m Johann Fichte’s references to Johann Pestalozzi’s organic unity method of schooling and creation of the Prussian education system, giving birth to Romantic Nationalism as opposed to the Jeffersonian ideas of nationhood.
  59. 59m Milton Peterson’s works on Thomas Jefferson, rejection of classical forms of the Trivium as being connected to the Great Chain of Being, i.e. a caste society subjugating individuals to illusory authority
  60. 1h1m ideas of creating a balanced government based on first principles subject to existence, not dogma; derivative proofs of non-aggression undermined by changes in education system which Jefferson feared, J.J. Rousseau, John Locke, The Meaning of Meaning, particularity and universiality, from Charlemagne through to the 21st Century.
  61. 1h5m Jefferson displacing the Classical Trivium at the University of Virginia, Jefferson laments genocide of indigenous languages and loss of etymology.
  62. 1h6m encryption of language enables selective power transfer
  63. 1h8m how to preserve the first principles which inspired the Constitution
  64. 1h10m Ben Franklin’s education in the liberal arts and secret societies
  65. 1h11m parallels of Isocrates and Freemasonic organic unity, “Builders of Empire” as blueprint for how Freemasonry assumes authority throughout the world
  66. 1h14m philosophic corruptions of reality, claims of authority break down under scrutiny and defined terms, taboo to discuss because you might perceive the ruse of organic unity
  67. 1h15m Thomas Jefferson displaces classical Trivium as being tied to the Great Chain of Being
  68. 1h16m Legacy of Alcuin of York, creating a duality in Christianity, “othering” of the natural world, Basil Bernstein’s work on the classical Trivium, Noah Webster, John Adams, Thomas Paine, Emerson and Thoreau, Rousseau’s social contract, liberal arts as chains of garland flung over reality, Bavarian Illuminati
  69. 1h17m Epistemological cartoons instead of getting into the details and artifacts, Techne (Technology) as a Craft to propel Culture (see: Freemasonry), Thomas Paine quote on education and knowledge of language vs. knowledge of things, Syntax and Statecraft in history
  70. 1h18m Destutt De Tracy “Elements of Ideology”, science of ideas from Condillac’s Statue of Man, solidifying a science of ideas to map out human resource control
  71. 1h19m Destutt De Tracy: how to define and identify in order to think clearly and progress to understanding
  72. 1h20m Prussian Nationalism, Hegel and the obsolescence of the Divine Right of Kings and “Authority” in general, discovering that life is not how we were taught it is as a result of the Prussian education system changing America away from natural rights liberalism
  73. 1h21m systems of natural rights and state education are not compatible
  74. 1h22m unitary education by congress is in direct contradiction to the founding principles of America, collectivism, pre-amble missing from Constitution, ambiguity therefore included unnecessarily
  75. 1h24m Classical Trivium imparting language without defense against unreality, thus creates a system of control
  76. 1h25m without defense against unreality, society becomes skewed and actions in conflict with needs of survival, as a result of Enkyklios Paideia introduced into England by the Venetian Black Noblity
  77. 1h26m Webster Tarpley’s 1981 article on the Venetian Black Nobility, how to fill in the blanks when history has been purposely omitted, creating cognitive dissonance
  78. 1h28m Wilhelm Wundt and the “Clockwork Orange” mentality of treating people as mechanical toys, to be manipulated; and how asking questions is the key to circumventing Wundtian control systems
  79. 1h30m Frederick the Great and the Gymnasium of Prussian Education, Obama’s recent references to the value of Prussian industrial training
  80. 1h31m John Taylor Gatto’s “Underground History of American Education” referring to Prussian indoctrination methods being used in America, Prussian principles displace American first princples imparted in Constitution
  81. 1h32m Prussian education creates a strong nationalistic fervor, at behest of “national” interest, parallels between Nazi Germany and America today via the Prussian education system
  82. 1h33m Frederick the Great, Freemasonry, Education, and Illuminati connections; going after our youngest through compulsory schooling, creation of schooling in America by secret societies
  83. 1h34m Frederick the Great May 1, 1786 creating constitutions of Freemasonry, similar degrees to draw people into the Illuminati plan by imitating Freemasonry
  84. 1h35m Reworking masonic texts to re-present the ideas to foment revolution, Amis Reunis, Lodge of the Nine Sisters, and the Social Circle, French Revolution, Congress of Wilhelmsbad, Baron Knigge and the attempts to recruit powerful figures into their stable of talent. Hegel, Herter, Mozart, Goethe, Zeitgiest (spirit of the age)
  85. 1h36m origin myth of the Nine Muses / Nine Sisters lodge of Freemasonry in France
  86. 1h37m Rev. George Washington Snyder letter to George Washington, Oct 24, … regarding the Bavarian Illuminati, spores dispersed into America, Anti-Freemasonic Party to drive Freemasons from power
  87. 1h38m Cecil Rhodes and fellow Freemasons creating British organic unity via a Secret Society based on the methods of the Jesuits (Ratio Studiorum)
  88. 1h39m Ben Franklin and the Lodge of the Nine Sisters, representing the Nine Muses (9 liberal arts) as set down by Martianus Capella, Destutt De Tracy, Voltaire members of the lodge, Jefferson’s rejection of their first principles, Positive vs. Negative origins of Government
  89. 1h40m Napoleon rejected the first principles as Jefferson did, Destutt De Tracy deposed from his educational system, Grammar, Logic, & Ideology (instead of rhetoric)
  90. 1h41m Jefferson’s own contradictions (not perfect) but noted the success of America dependent on independence from British linguistic controls
  91. 1h42m Cecil Rhodes and the Jesuits, organic unity common to plans of monopoly, power, and empire, tracing back to the Indian (of India) monitorial schools (pedagogical control of group by authority at the front of the room), another brick in the wall as the craft of masonry
    1. Cecil John Rhodes PC, DCL (5 July 1853 – 26 March 1902) was an English-born South African businessman, mining magnate, and politician. He was the founder of the diamond company De Beers, and an ardent believer in British colonialism, he was the founder of the state of Rhodesia, which was named after him. He set up the provisions of the Rhodes Scholarship, which is funded by his estate. Rhodes and his legacy are memorialized in the 1966 textbook “Tragedy and Hope: A History of the World in Our Time” by Dr. Carroll Quigley, professor at Georgetown’s School of Foreign Service.
  92. 1h43m Cecil Rhodes goal to change American Constitution to bring America back under control of Britain by rings-within-rings, using Rhodes Scholars to create organic unity.
  93. 1h43m Cecil Rhodes plans grow roots in America, proliferating Anglo-Saxon Nationalism (everyone else was a “barbarian”)
  94. 1h44m Equal rights only for “civilized” men (positive rights) vs. natural rights inherent to all human beings
  95. 1h45m Cecil Rhodes Last Will and Testament, seeking to decontextualize the history and create amnesia in the American polity
  96. 1h46m Cecil Rhodes’ band of merry men, bring in Prussian ideals via Rhodes Scholars, creating a spacial-temporal consciousness shift
  97. 1h47m Carroll Quigley’s books addressing Rhodes and organic unity (Evolution of Civilizations, Tragedy and Hope: A History of the World in Our Time, The Anglo-American Establishment), Porter Sargent’s books on the same topic
  98. 1h48m Clarence Streit’sUnion Now” plan to merge America with Britain, Andrew Carnegie’s “Triumph of Democracy”, Linus Pauling’s “Union Now” speech, Harris Wolford of the SDS (Students for a Democratic Society), Rhodes Roundtable group seeking to create a union of democracies, origins of Globalism, collaboration between Rhodes Roundtable, Rockefeller, Carnegie trusts.
  99. 1h49m undoing Thomas Paine’s “Common Sense”, to reverse roles and undo common sense to say America is subservient to Britain
  100. 1h50m Clarence Streit, Stringfellow Barr, and Scott Buchanan, (all Rhodes scholars) reviving the Classical Trivium, indoctrinating Anglo-American values and organic unity
  101. 1h51m Rhodes Roundtable supports “Union Now”, via Pilgrims Society, also seeking Organic Unity with Britain, origins of Apartheid in South Africa, Jan Smuts and Wholism as the philosophy of the British Empire (plunder rebranded as freedom)
  102. 1h52m “Union Now” as a Fabian Society for Federalists to create organic unity, Embers of World Conversation (Buchannan), origins of The Great Books of the Western World with Richard McKeown
  103. 1h53 Marshall McLuhan and I.A. Richards work on the Classical Trivium, James Bryant Conant
  104. 1h54m Poetry and Mathematics by Scott Buchanan (Rhodes Scholar) rediscovers the Classical Trivium, John Erskine, Nicholas Murray Butler, St. Thomas Aquinas, Great Chain of Being, and Mortimer Adler and logic existing within systems, Dr. Randall Hart “Classical Trivium” book
  105. 1h55m John Erskine bringing selective reading into the U.S., Woodbury and the X Club (see: Huxley), Matthew Arnold and Cecil Rhodes
  106. 1h56m Alfred Zimmern, William Benton, Benton and Bowles Advertising trending organic unity
  107. 1h57m “Union Now” and the liberal education at St. John’s University and the University of Chicago, Leo Strauss, Neocons, Robert Maynard Hutchins, and the origins of the Great Books of the Western World
  108. 1h58m Legacy of Cecil Rhodes, Pilgrims Society, RIIA, CFR, and creating organic unity in America
  109. 1h59m Arthur Balfour, Cecil Rhodes, Baron Rothschild and Palestine; Pilgrims Society as Anglo-American Alliance to usurp national government of the U.S. vis a vis Organic Union
  110. 2h re-branding British Empire as part of organic unity and role of St. John’s university in revival of the Classical Trivium within the Anglo-American tradition.
  111. 2h2m “Fat Man’s Class” and William Benton, J. Walter Thompson Company, Denise Sutton’s “Globalising Ideal Beauty: How Female Copywriters of the J. Walter T…”, De Beers Diamond Cartel, behaviorism (via John Watson) included to manipulate populations
  112. 2h3m Encyclopedia Britannica bought by William Benton vs. The Great Books of the Western World, Benton worked with R. Gordon Wasson, Bank of International Settlements
  113. 2h5m Benton and “Fat Man’s Class” sought to proliferate sophism into the business community, Henry Luce’s support, “The Romance of Commerce and Culture”, Walter Paepke, importation of Prussian/German culture into business and politics, boxing up our culture to bring concensus by de-individualizing and holding conflicting thoughts is the norm.
  114. 2h7m Great Books of the Western World and Eugenics, signers of the GBWW project (several Union Now supporters & Rhodes Scholars among other collectivist groups seeking organic unity for Anglo-Saxon Establishment power structures)
  115. 2h9m Society for the Cincinnatus and the ominous continuity of these ideas, Mirabeau as a member of the Social Circle, hereditary orders to create organic unity, Walter Paepke as founder of the Aspen Institute which funded the GBWW, founded on commemoration date of Goethe, ex-Bavarian Illuminati; origin of Aspen’s popularity and the Noble Lie
  116. 2h10m Leo Strauss at St. John’s University as a Scott Buchanan Scholar
  117. 2h11m GBWW to impart culture to common man, a scarcity not circulated in 70 years, a legacy of organic unity being propagated via Classical Trivium
  118. 2h12m Joseph S. Nye, Jr. (Rhodes Scholar, Harvard), Power and Interdependence
  119. 2h13m London School of Economics (Fabian Socialist institution), Rothschild family funding LSE
  120. 2h14m “The Real New World Order” (Foreign Affairs Publication) by Anne-Marie Slaughter, Office for Policy Planning, CFR driving organic unity
  121. 2h15m “The Real New World Order” is published by the Council on Foreign Relations
  122. 2h16m David Rockefeller, Memoirs, p. 505 quote, Admiral Chester Ward on CFR quote from Barry Goldwater biography “With No Apologies” chapter 33 “Our Non-Elected Rulers”
  123. 2h17m H.G. Wells, Fabian Socialist, Open Conspiracy, Island of Dr. Moreau, organic unity through Eugenics (see: G. Stanley Hall quote on organic unity in “NEA: Trojan Horse”), erasing of national borders, ethically responsible to control the many, “The Shape of Things to Come” by H.G. Wells
    1. H.G. Wells’ most consistent political ideal was the World State. He stated in his autobiography that from 1900 onward he considered a World State inevitable. He envisioned the state to be a planned society that would advance science, end nationalism, and allow people to progress by merit rather than birth. In 1932, he told Young Liberals at the University of Oxford that progressive leaders must become liberal fascists or enlightened Nazis in order to implement their ideas.[35]In 1940, Wells published a book called The New World Order that outlined his plan as to how a World Government will be set up.
  124. 2h18m Technocracy to control the thoughts of the polity, C.K. Ogden and I.A. RichardsThe Meaning of Meaning”, imparting of Liberal Arts to create civil polity, language as technology to control polity
  125. 2h20m Inherent rights (negative rights) vs. Positive Rights (arcane laws of governance and authority), “Fire in the Minds of Men” by James H. Billington (Rhodes Scholar & Librarian of Congress), the need to preserve oral traditions and the attack of our culture to manipulate our perceptions, thus to create organic unity, the use of cybernetics to wage psychological warfare, using the mind as the harness of human resources, Stephen Biko “the most powerful weapon in the hands of the oppressor are the minds of the oppressed.”
  126. 2h22m Ludwig Wittgenstein, I.A. Richards, and manipulating language to control perceptions in cybernetics, Macy Conferences of cybernetic applications, and “New Criticism” to decontextualize historical documents, thus re-defining liberty by separating literature from history. Rhodes/Milner Roundtable participation in supporting “New Criticism” and decontextualizing history to create organic unity; which evolved from the Prussian Nationalism which preceded it.
  127. 2h25m Frank Aydelotte (Rhodes Scholar) on Classical Trivium and Organic Unity, “spelling” to use words to further “liberty” in British terms.
  128. 2h26m Lord Percy v. Thomas Jefferson,
  129. 2h27m Arnold Toynbee and analogical reasoning using the Classical Trivium to promote British organic unity
  130. 2h28m Eugenics, Rockefeller, and organic unity vis a vis “The Molecular Biology of Life: Caltech, the Rockefeller Foundation… (M.I.T.)
  131. 2h29m Frank and James Angell, G. Stanley Hall, and others instrumental introducing the Prussian education system into America, John Taylor Gatto’s work, Max Weber and scientific dictatorship
  132. 2h30m Population Control, Eugenics, and the Rockefeller “Science of Man” project rebranded as “molecular biology”, Linus Pauling’s support of Lily Kay’s book, Mr. and Mrs. Pauling support “Union Now” and other Anglo-American plans of unification, Delphi Technique of mind control, managing consent, Walter Lippmann
  133. 2h32m Rockefeller “Science of Man”, Edward Alsworth Ross’ “Social Control”, mapping the individual to destroy individuality, Lily Kay unmasks the eugenic agenda of the elites, culling the polity to create organic unity. Artificial scarcity of technology, planned economies (Agenda 21)
  134. 2h33m SUMMARY: By changing the terms and definitions throughout history, the theme of controlling the polity by means of irrational means has thus far been successful. Our voluntary servitude to ideas which are unreality, continues to be the problem; learning and asking substantial questions and finding valid answers continues to be the solution.
  135. 2h34m Kevin Cole’s closing statement, the logic behind the liberal arts education, slavery vs. free minds, the perpetuation of organic unity throughout time to create slave vs. free dichotomy. In America rights were inherent, not because you’re become a subservient slave to the state.
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MUST SEE — Logic, Fallacies, and the Trivium. Tony Myers Interviews Jan Irvin

Tragedy and Hope
November 30, 2011

This is an interview from the week of April 11, 2011; filmed in Connecticut. Jan Irvin’s website & podcast: http://www.GnosticMedia.com

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Tragedy and Hope provides a portal through which individuals can discover, identify, and integrate useful tools, resources, and activities which stimulate and fortify Cognitive Liberty, providing primary sources, research, and educational methods which facilitate consciousness.

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AUDIO — Gene Odening interview, Part 2 – “The QUADRIVIUM” – #050 (+ video) – Gnostic Media

by Jan Irvin
Gnostic Media
November 1, 2009

In tonight’s show we continue our discussion on the Trivium and discuss the Quadrivium with Gene Odening. Here we continue to learn about learning, logic, critical thinking, Hegelian dialectics, Plato, the Trivium, the Quadrivium, the 7 liberal arts, and many other facets of human cognizance.

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