The Illusion's Apocalypse
by The Practical Madman aka Laurent J. Noel
How to think
“...Is not the great defect of our education today—
a defect traceable through all the disquieting symptoms of trouble that I have mentioned—
that although we often succeed in teaching our pupils "subjects,"
we fail lamentably on the whole in teaching them how to think:
they learn everything, except the art of learning......
.....The whole of the Trivium was, in fact,
intended to teach the pupil the proper use of the tools of learning,
before he began to apply them to "subjects" at all.
First, he learned a language;
not just how to order a meal in a foreign language,
but the structure of a language, and hence of language itself -
what it was, how it was put together, and how it worked.
Secondly, he learned how to use language;
how to define his terms and make accurate statements;
how to construct an argument and how to detect fallacies in argument.
Dialectic, that is to say, embraced Logic and Disputation.
Thirdly, he learned to express himself in language -
how to say what he had to say elegantly and persuasively.....
.....For we let our young men and women go out unarmed,
in a day when armor was never so necessary.
By teaching them all to read,
we have left them at the mercy of the printed word.
By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words.
They do not know what the words mean;
they do not know how to ward them off
or blunt their edge
or fling them back;
they are a prey to words in their emotions
instead of being the masters of them in their intellects...
I am concerned only with the proper training of the mind to encounter and deal with the formidable mass of undigested problems presented to it by the modern world.
For the tools of learning are the same, in any and every subject;
and the person who knows how to use them will, at any age,
get the mastery of a new subject
in half the time and with a quarter of the effort
expended by the person who has not the tools at his command.
To learn six subjects without remembering how they were learnt
does nothing to ease the approach to a seventh;
to have learnt and remembered the art of learning
makes the approach to every subject an open door.” [ibid]
Dorothy Sayers “The Lost Tools of Learning” 1947
“The greatest obstacle to discovery is not ignorance—
it is the illusion of knowledge.”
Daniel J. Boorstin
The great enemy of the truth is very often not the lie -
deliberate, contrived and dishonest,
but the myth - persistent, persuasive, and unrealistic.
Belief in myths allows the comfort of opinion
without the discomfort of thought.
John Fitzgerald Kennedy
"Be certain to have a valid definition for the term FAITH.
One caveat which was made popular for deductive reasoning was to "CHECK your premises.”
This does not state, have faith in your premises.
Inductive reasoning requires valid sample size, logical progression (do the premises follow from one another), and demonstrable proof (as in experimentation in the scientific method).
Again, this is more than faith; it is the exercise of the active literacies --
which are composed of grammar, logic, and rhetoric --
by both the person developing the valid conclusion
and the person receiving the information contained in the conclusion.
Wherever there is a profession of faith,
there is an authority waiting in the wings
to urge you to suspend your own processes of critical thought,
while simultaneously telling you what to think."
I have heard many times that we have been taught “what” to think and never taught “how” to think. During my eight year study I have ran across this concept said by many, but there are precious few answers or instructions of “how” to think that do not slant towards a preprogrammed outcome. It is in my recent past that I discovered the solution and I have decided to put that information at the beginning, for your benefit, rather than the way I learned by finding it AFTER I had spent so much time wandering about relying only on common sense as a guide. I am talking about the Trivium and this story cannot be told without first understanding it.
First, we must talk about problem solving. Learning is not just memorizing a secession of facts it is also the refining of the ability to apply knowledge to solve problems. Remember what Einstein said about not being able to solve a problem with the same mindset that created it. The first step is to recognize and define the problem to be solved. This eliminates the denial that there is a problem in the first place. The second step is to define the facets or symptoms of the problem. This is the diagnosis stage where we must use knowledge already attained (“gnosis” is Greek for knowledge) and apply it (“dia” is Greek for “by way of”.) The third stage is to put analysis to the symptoms or facets of the problem and determine a method or process to solve the problem with a cause of action. The fourth and final stage is to solve the problem- to take action.
“In oneself lays the whole world and if you know how to look and learn,
the door is there and the key is in your hand.
Nobody on earth can give you either the key or the door to open, except yourself.”
“We are like people looking for something
they have in their hands all the time;
we're looking in all directions except at the thing we want,
which is probably why we haven't found it.”
In order to comply with the first step of problem solving, we must have a clear definition of terms to describe that problem. A good definition of the word definition is “the nature, scope, or clear understanding or clarity of the meaning of something.” Socrates is considered the father of definitions and he stood on the principal that in order for two people to debate a subject, before the debate could begin, the words to be used in their arguments must be confirmed and defined. Aristotle took the definition of definition further to say that a definition must be in positive terms as to what it is, rather than what it is not, and it should not be broad, vague, or ambiguous. Honest definition allows no room for interpretation.
The scientific method for problem solving has four steps. First is to gather information; the second is to form an hypothesis or tentative explanation for the sum of the facts gathered, the third step is one must create a repeatable test that proves the hypothesis, then the fourth step is to publish the results of that hypothesis and test for others to repeat and confirm or dispute. It is at this stage that it becomes a "Scientific Theory," but it still cannot be regarded as fact. The majority of science is still theoretical.
The Trivium is a method of critical analysis that must be understood and applied in all of the steps above, but it is not taught in school. The Trivium contains the three steps of Grammar, Logic, and Rhetoric for problem solving, critical analysis, or debate. To use a computer analogy the Grammar is the input stage, the Logic is the processing stage, and the Rhetoric is the output stage. Grammar encompasses the “Knowledge” of the terms and definitions of the words, Logic encompasses the “Understanding” of the Grammar used in the context of the problem at hand and the relationship between the words in use, and Rhetoric encompasses “Wisdom” attained by thorough analysis of the subject under scrutiny. Wisdom is the expression of non-contradictory Knowledge and the elimination of doubt. Intelligence is the ability to define and rationalize solutions to a problem, and ignorance is a state of ignoring the problem. Stupidity is the lack of intelligence and has no negative connotations, or should not have them, because it is a human condition that exists outside of the control of the person, usually by affliction by another’s manipulations. Ignorance is condemnable because it is a chosen state of being.
"Stupidity has a certain charm, ignorance does not.
Americans behave as of intelligence were some sort of hideous deformity."
"Most ignorance is vincible ignorance.
We don't know because we don't want to know."
"... or we think we know it all..."
The Practical Madman
This work is proposed to be an analysis of the state of the world and humanity in general, by analysis of the known history and revelation of the unknown, and the Trivium will be the method used herein. History as it is taught is the problem and because we do not understand it or rather are taught a skewed history written with biased points of view, we are condemned to continually repeat it, or to be controlled to do so. In order to break this cycle and to put humanity on a positive path, history must be re-analyzed and scrutinized so that it doesn’t repeat again. We must desire to find that path and to defeat ignorance whether humanity wants it or not, because we cannot remain on the circular path of control that we are on. We must “Re-View” history, that is, to view it again from a different angle under a different light, as opposed to simply regurgitating memorized agreed upon “facts” as they were "taught" and absorbed without Analysis.
History is a collection of the facts, the “who, what, when, and where” of things that happened in the past. History almost never goes into the “Why” and “How,” outside of personal opinions written in books by "authoritative" writers, including the biased text books used in schools. Many facts are left out of the record and many opinions are designed to show the story in a certain light for a certain controlled perspective. Most of the ancient conquerors of history had their personal “official” historian to document their conquests and in order to maintain their employment (and often their lives,) they were coerced to skew the facts in a light that was beneficial to their employer, and this comprises the majority of the “facts” that are relied upon today as “history.” Many histories were written long after the fact by people that heard the stories second or third hand and their validity must be questioned.
HERstory will incorporate the Why and How into the record, with a methodical, analytical, and critical light, for a complete analysis, and yet leaves the final decision of validity and the ultimate view perceived to the reader. Our perspective must change and the light history is viewed under must also be changed. That is why I felt the need to address the Trivium here at the beginning of this story.
I tip my hat to Jan Irvin with Gene Odening and many others (triviumeducation.com; gnosticmedia.com), Mark Passio (whatonearthishappening.com), and Richard Grove (tragedyandhope.com), and so many more for their tireless work in the revelation of the Trivium and their selfless free sharing of their hard gained knowledge. I stand on the shoulders of giants. These four web sites hold a treasure trove of valuable free information and links to more and should be required exploration.
The Trivium is a method of thought that is thousands of years old, and it shines light on the logical fallacies and exposes the cognitive dissonance in society and in our thoughts. Logical fallacies are lies disguised as facts and when critically analyzed, cannot stand up. Cognitive dissonance is the ability to hold belief in conflicting concepts in your mind and not perceive a problem with that and it is also the inability to accept new thoughts that conflict with the old.
“Doublethink means the power of holding two contradictory beliefs in one's mind simultaneously,
and accepting both of them.”
"Sometimes people hold a core belief that is very strong. When they are presented with evidence that works against that belief, the new evidence cannot be accepted. It would create a feeling that is extremely uncomfortable, called cognitive dissonance.
And because it is so important to protect the core belief, they will rationalize,
ignore and even deny anything that doesn't fit in with the core belief."
"Belief means not wanting to know what is true."
"Truth is combative - it is at war with lies.”
A child that is taught the Trivium can never be lied to and can never have their freedom stolen. They can never be tricked into believing something that is not real because they are firmly “seated” in reality, and steady and balance themselves with the third leg of their personal stool - Analysis, their “seat” in a comfort of knowledge. In general parlance, this could be called "common sense" but that relies on a certain input from blind luck. The Trivium is a method that gives one with common sense a real handle on their "Why and How" and that is a balance, and those that never show a lick of common sense will catch up real quick if they are taught the Trivium and use it. Give your child a head start; give them some “real eyes” with which to see the world and not eyes that have been focused into a tunnel vision by real lies from others.
The Trivium is also known as part of “The Liberal Arts” for it is the knowledge that a free human MUST possess in order to remain free. I call it “The Mental Martial Arts.” Freedom is an art, and your talent must be honed. A slave is only taught what is needed to perform their assigned function. The other part of the Liberal Arts is the Quadrivium. The Quadrivium is the study of numbers (basic math) then the study of numbers in space (geometry) followed by the study of numbers in time (music) and finally the study of numbers in space and time (astronomy.)
We are taught that we live in a free country, but in reality we are only slaves and we live on a plantation that allows us the personal choice of what task we complete for the master, and we are only educated in the knowledge needed to perform that task. Different tasks have different reward levels, but the master WILL extract his due on a sliding scale called “Income Taxes;” and volumes of required licenses, permits, fees, and fines; and numerous sales, excise, property, and occupational taxes; and the master also claims authority to define and restrict your interactions down to the level of what you put in your mouth. The master then constantly revises the “laws” to extract more and more or your labor (wealth) and further limit your liberty and choices through millions of ordinances, rules, regulations, codes, acts and executive orders all growing exponentially year by year... and sells it all to you as “representing” you.
“Human society cannot be understood until it is seen for what it is;
a series of farms where human farmers own human livestock.”
We are taught that we have the “right to vote” and select our “representatives” (because we are not allowed to represent ourselves,) but this never solves the problem because there is never a choice, just the illusion of choice (do you want the stooge with the red tie or the one with the blue tie?) A firm grasp on the Trivium will make all of this insanity seem.... insane, and give light to solutions and a way out of the quagmire and chains. Combined with HERstory and a firm balance of our personal stools of knowledge, it will make the "need for government" a quaint old fashioned idea. What the Trivium does most is give voice to definition and understanding, and substance to freedom. The master does not wish for this to happen and this is the reason the slaves are never taught more than the master deems necessary.
“Freedom is never voluntarily given by the oppressor;
it must be demanded by the oppressed.”
Martin Luther King Jr.
It is up to every individual to DEMAND a return to freedom and liberty, for it has progressively been stolen from us, and will continue to progress until we actually feel the chains on our ankles, and freedom is that lonely dusty statue standing in that forgotten park. We have been maliciously educated (mal-educated) into believing that we are free, but nothing is further from the truth. In order for us to see the lie, we must re-educate ourselves out of this inflicted mal-educated state. We must learn the meanings of the words and learn to debate properly to regain our freedom and liberty. This is where the Trivium is invaluable. It is my intention with this work to show you how you have been made a slave. It is important to understand how we got into this predicament before we can begin to figure out how resolve our condition, and to educate the next generation so that the lie cannot be begun again.
“Freedom is never more than a generation away from extinction.
We did not pass it on to our children in the blood stream.
It must be fought for, protected,
and handed on for them to do the same.
“We can easily forgive a child who is afraid of the dark;
the real tragedy of life is when men are afraid of the light.”
The subject of the Trivium is such a detailed one that whole books have been written about individual facets of it, but I will only dedicate one chapter to it, and only to help the reader recognize its application through the remaining chapters. This is the "teeth" I promised to show you that you already possess, to be served with some food for thought in the following chapters. The Trivium is a balanced and focused condition of analysis that is natural to the human mind. You already have the teeth but have never been shown how to use them or even shown that they exist, and in fact have been mal-educated into the belief that they do not exist, and that you should simply accept what is presented without question, without Analysis. It is best to get used to them before you attempt a full meal. The Trivium is an organized method of analysis of facts, and that is our main goal here in this work. The Trivium is Grammar, Logic, and Rhetoric. It must always be employed in that order or the results will be skewed. The Trivium is taught in succession: Grammar, Logic, Rhetoric - as a child develops, but the Quadrivium is taught concurrent with the Trivium, also in its successive order. One fully practiced in the Liberal Arts needs no teacher for any subject for they can quickly teach themselves any subject, without a “teacher,” from the facts and information already published. They are truly "liberated" and have the tools to retain that liberty. A slave is controlled by limiting their access to the books and their ability to read them, but mostly by discouraging Analysis.
The Latin word that "liberty" is derived from "liber" is one of the few Latin words with two meanings, depending on the context used. The other meaning was "book,” as in "library" so the very use of the same word for both meanings in the original Latin, is evidence that they were considered synonyms and synchronized. Liberty is in the words. As far back as the 7th century BC this was expressed as "The word is mightier than the sword." Ideas are powerful when expressed in words. This is a two edged sword, and may be used in defense of freedom as well as an offensive tool for domination.
“Words are the physicians of the mind diseased.”
“Words are, of course, the most powerful drug used by mankind.
Not only do words infect, egotize, narcotize, and paralyze,
but they enter into and colour the minutest cells of the brain.”
“If a person does not attend to the meaning of terms
as they are commonly used in argument,
he may be involved even in greater paradoxes”
As Kipling stated above, words color the cells of the brain. These are the bricks that have been installed in your mind that I will talk about in Chapter 2, but for now, remember this imagery. This is the neuro-linguistic programming that we are subject to in school. Liberty and slavery are in the words. The Trivium is the Kung Fu of mental agility, the Mental Martial Art, and is to be used as a means of self defense through personal physical and mental focusing, centering/balancing and grounding, but if attacked, having the ability to unleash hell and remain balanced. It is also a way of life. Kung Fu (or Jujitsu, or any of hundreds of similar disciplines) is a "discipline,” and the Trivium is also a discipline. Kung Fu is a learned, methodical, series of exercises that lead to a final outcome of still focused mind and a control level over the body that is total. It is breathing, balancing, harmonizing, focusing and executing. It is a method of self defense. It is a way of life. It is not a method of attack and is not to be used aggressively, for aggression breaks the balance and focus. Aggression is an emotion and emotions cloud focus and judgment. The Trivium is also affected the same way.
“Learning is not attained by chance,
it must be sought for with ardor
and attended to with diligence.”
The Trivium is exactly the same. Total understanding of the words leads to a wisdom by elimination of doubt. It gives one power that stands firm in the face of adversaries, and eliminates the neuro-linguistic programming and shatters the bricks others try to color our minds with. This power comes from the trained ability to discern the words and deeper meanings, just as a Kung Fu Master will always be in balance and aware of everything around him and its relationship to him, and has the power of focus to shatter bricks with his bare hands. It is a personal choice to desire this balance and a dedication to do the work to obtain this focus, or to be kept as a slave with very limited knowledge, off balance with no power. As Dorothy Sayers said, “By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words.” Liberty is in the words, but so is slavery, and it is always a personal choice as to how we relate to the words. We have the tools to train our abilities into a finely honed machine like a Kung Fu master, and become Mental Marshal Arts masters. We must protect ourselves and give the knowledge to our offspring for the same, from the “incessant battery of words,” we must become Mental Martial Artists, so that we can “blunt the edge of words or fling them back.” If you are lucky and have a little common sense before you begin this journey, learning will come quickly and with ease, but you must still do the work to obtain the desired result - freedom. Let’s take a look into what comprises the Trivium.
Grammar is the “who, what, when, and where” of a topic, analyzed with the definitions of the words used. Grammar takes control of thoughts by defining reality in positive terms; it is a constructive destruction of the negative. This is a balancing of the thoughts and a centering of the emotions through “Knowledge.” The definitions of the words are most critical for one cannot understand what is said without having not only a common or colloquial understanding, but also an etymological understanding of the origins and development of what the words truly and analytically mean. The word’s etymology and original form or definition is of utmost importance because the definitions are regularly changed by those in control, to perpetuate their control, and this is a major portion of the "noise" we suffer from. The “noise” also charges words with emotions and negativity; they must only mean a positive defining of the reality of the word with the elimination of non-reality from the meaning. What the words mean and how that meaning came to be accepted “common knowledge,” and elimination of the non-reality, is critically important to having full understanding of a subject. In the first publishing of the first Webster dictionary was the comment, “This dictionary was written so that the Constitution cannot be subverted by changing the definitions of the words.” But THEY did change the meanings of the words over time, and continue to do so.
"War is Peace
Freedom is Slavery
Ignorance is strength"
George Orwell "1984"
During this time, as part of the “who, what, when, and where,” introduction into Natural Law must be included to give the child a basis for natural morality. Much more discussion of Natural Law will be included later, but it is important to be mentioned here and for it to be included in the child’s fact base of knowledge. The reality of the duality of love and fear should also be included here, and the knowledge that there is a choice and fear exists only in the imagination. Love is balance and fear is imbalance, and all other emotions are shades of the two. This will be discussed in greater detail later.
Logic (also called the Dialectic) is taking the facts accumulated and analyzed with Grammar and processing them to answer “Why?” It is the art of philosophical discussion and discourse. Logic is applying the information through your personal mind filters, seeking to expose the logical fallacies. It is the process of merging or resolving contradictions and clearing the cognitive dissonance. The education system is designed to install the filters the master desires into your mind so that it can control HOW you think, and it also installs many logical fallacies in the process, which creates the cognitive dissonance. The education system eliminates the dialectic by not allowing the student to resolve contradictions, but rather “teaches the correct answer” and installs filters that do not allow resolution but rather demand acceptance. The TV shows you choose to watch (and let your kids watch) install filters and fallacies in your mind. Your religion, your career, your associations - all install filters and fallacies into your mind.
That is how the mind works. All information you take in is processed through the filters of your knowledge, belief, and self image- and that creates MORE filters and fallacies, and this creates cognitive dissonance and circular reasoning ... if one does not maintain a conscious effort to avoid such mental damage, and this is where “personal responsibility” comes into play. This is where dedication towards being a Mental Martial Arts Master is needed. I do not claim to be such a master. I am a student but I am applying my whole attention and focus into becoming a master, and have done and will continue to do the work.
Carl Sagan in his book “Demon Infested World” had a list of fallacies he called his “bologna detection kit” and I had my own “common sense” before I learned the Trivium that I called my “bull sh*t meter.” The vast majority of these fallacies can be boiled down into 94 known logical fallacies, or variants of them, and an understanding of these 94 fallacies will give the keys to understanding the “Who, what, where, when,” and ultimately answering the “Why” of Reality. This is a major step on the path to understanding and solving man's collective problems once the problem has been defined by the Grammar and the Logic.
“Fallacies are broken down into two categories: formal and informal.
Formal fallacies are based strictly on the logical formation of an argument (deductive.)
Informal fallacies, which are the most commonly recognized and easiest to learn,
take into account the non-logical content of an argument (inductive);
are false for epistemological, dialectical or pragmatic reasons; and typically fall under three categories: relevance, presumption, and ambiguity”(triviumeducation.com)
Here are a few examples of informal fallacies:
When you are quoted a "fact" and told it is from some PhD genius and you are supposed to have the Pavlovian response of respect and submission, this is a logical fallacy known as "Appeal to authority.” “This person is an authority, who are you and what are your credentials to question this ‘fact,’ because you have no right to question (or verify) their credentials or wisdom,” is the tone of the response you get. The argument is diverted and your original point is lost in the dust.
When you make a statement and are immediately "discredited" as a "conspiracy theorist,” this is known as an "Ad Hominem" attack, because it was the man or person that is attacked rather than the idea presented; this is another logical fallacy.
When we are uncertain about something, we turn to other people and assume they know what they are doing. We do the same with beliefs. The more other people around us believe something, the more likely we will be to accept that it is true (especially if we tend towards black and white thinking and avoid "Analysis"). If something is believed to be true by a lot of people then it must be true. This is a "jump on the bandwagon" or Ad Populum deception or logical fallacy.
When something is associated with good feelings, then it is desirable and must be true. The converse is also true: when something is associated with negative feelings, then it must be wrong and bad. The arousal of emotion is known to smother rationality, hence if it is introduced into an argument, then it is more likely that logical reasoning will be ignored, and induce programmed indoctrinated impulses. Many arguments thus deliberately seek to evoke emotions of the listeners. The word 'good' is built into the language to support this. We talk about 'good feelings' and 'bad feelings' when good and bad are really about values. This association makes it easier still to bring emotion and value-based decisions together.” This is known as an “Appeal to Emotion” logical fallacy.
(Examples of Logical Fallacies above from changingminds.org/alphabetical list of logical fallacies)
I would like to add another illustration of a logical fallacy that is just about the most prevalent today. That is the "straw man" fallacy. The straw man is used in arguments as a point of fact but they are as flimsy as a straw man and have no truth in them. To build a straw man and draw the attention to it, one minute detail or even an off shoot of that minute detail, is focused on from the original point of the argument, and "proven" to be "false,” therefore your entire argument has no merit. They usually use one of the other logical fallacies as the basis of their "facts" that they use to overthrow your point (Appeal to Authority is a favorite) and attempt to discredit your whole work and reputation (usually by an Ad Hominem attack.) Sometimes it is an Ad Populum deception, or simply an “appeal to emotion” that is used to fill the straw man. Knowledge of the 94 Logical Fallacies and how to use them will give you the ability to see through and fend off these tactics. Logic is more complicated than these 94 known fallacies, but they are a good foundation.
“You cannot become a truly effective advocate
unless you know all sides of your subject thoroughly,
opposing arguments as well as your own.”
G. R. Capp
Rhetoric is taking the filtered results of "Why" from Logic to answer the question “How?” Rhetoric employs the use of Thesis (what was the final product from Logic above) Anti-thesis (what would be product of the opposite/inverse of that) and Synthesis (the combination of the previous two products for a complete understanding of the topic just processed. You must possess both sides of the coin before you can hold it in your hand; this is where the value is in knowledge, and the majority of the “experts” only hold one side of the coin. This is a major step towards wisdom and the elimination of doubt. Rhetoric is not the art of persuasion, but rather the art of selecting the best use of persuasion and explanation from a set of known principals, Logos (Logic), Pathos (Emotion), and Ethos (Ethics.) The coin has a third side though, and that is the edge that connects the two sides. That edge is you. It is your responsibility to create the edge and connect the two sides, or to only be committed to the existence of just one flat plane of a side.
“Wisdom” is called “Sophia” and “love of” is “philo” in ancient Greek, so the love of wisdom is “philo Sophia” and is the word philosophy today. In the days of Isocrates and Plato, there were Sophists that were “traveling teachers” who used Rhetoric as a form of verbal trickery to “teach” the people “what they wanted to hear.” A Sophist is a person that uses unclear or quibbling arguments that are fundamentally unsound. It is the diabolic use of devious argumentation to distort Rhetoric. They are moral relativists and in ancient times were traveling teachers that taught people (for a fee) how to flout laws and defy moral norms through verbal manipulations. Protagoras was one of the original Sophists and he said, “It is equally possible to deny and to affirm anything of anything” and also “Man is the measure of all things: of things which are, that they are, and of things which are not, that they are not.”
“My opinion is: Truth must be absolute and that you Mr. Protagoras, are absolutely in error.
Since this is indeed my opinion, then you must concede that
it is true according to your philosophy."
The Sophists believed and taught that truth cannot be ascertained and they appealed to Emotions. They did not apply Logic, but rather used Rhetoric as a weapon, or an art of persuasion, to win arguments. This is a false Rhetoric and is still the method employed by the politicians of today. It employs the logical fallacies of jump on the bandwagon and appeal to emotion. Isocrates advocated and taught truth through speech as armor against the Sophists. He eliminated the trickery in their teachings by eliminating their negatives and confirming the positives - and their non-reality by defining the reality, a constructive destruction of the negative. Aristotle went one step further and defined the Logos, Pathos, and Ethos attributes of Rhetoric and entwined Logic and Rhetoric together. Aristotle believed and taught that you cannot steer around the Logical to get to the Emotional. The Sophists thrived on the Emotional and denied Logic. Aristotle defined Rhetoric as the mean between Platonic Idealism and Sophistic Relativism. This is Aristotle's Rhetoric of the Thesis of Platonic Idealism, the Anti-thesis of Sophism, and the Synthesis for his complete analysis. I say that if one is considered to be “sophisticated” today, they are conditioned in the diabolic and devious Sophistic mode of processing thought, and that sophistication has no relationship to Wisdom and is far from Truth.
The “Nobles” and “Kings” were reared in the Classic Trivium (far different from the Trivium Method,) as are the majority of today’s politicians (for the most part from private schools and secret societies in those schools) but they are reared in a skewed Trivium. For most, THEY are reared in the masculine skewed version (Rhetoric/Grammar/Logic) where might makes right and facts are facts and reality is what we say it is. Rhetoric literally means "that which is spoken." Today’s politicians use it as a means to distract us. Have you ever noticed how a politician can answer a question with 1,000 words, and never touch upon the subject questioned? This is called “circumlocution” or the use of unnecessarily wordy and indirect language to avoid getting to the point, a modern Sophist trick. He is using a linear Rhetoric as reasoning and circular logic to steer you and guide you towards the outcome THEY (the Masters) desire. His form of Logic, instead of exposing the logical fallacies, uses them as weapons against an untrained mind. Charles Dickens wrote in 1856 in “Little Dorrit” about the “Office of Circumlocution” as a place of endless confusion where one had to fill in forms to request permission to fill out more forms. It would seem that our modern government has taken his fiction into reality. Learning the fallacies and being able to point them out to others, combined with the understanding of the Thesis/Antithesis/Synthesis true form of Rhetoric, with Logos, Pathos, and Ethos (logic, emotion, and ethics) takes away the politician's power and exposes the insanity.
If one learns and applies the Trivium Method they will be able to eliminate the fallacies and false rhetoric, and begin to see the world in a new light through eliminating the cognitive dissonance. They will cease to have the ability to hold conflicting ideas in their mind, and cease to have the inability to take in new thoughts, because they possess a method of analyzing those thoughts for truth and reality. If one is raised from birth in this way of processing thought, there is no telling where they may go or what they will create. If the majority of humanity was raised this way then the future for mankind will be truly unlimited, and “the need for government” will become a “quaint old fashioned idea.” Can you see how a psychopathic control freak that revels in inflicting THEIR will upon others would be alarmed and would seek to sequester this information?
The modern educational system also uses the Classic Trivium and generally places the Rhetoric in front of the Grammar and thus programs the end result by making the Rhetoric a collection of false filters you were forced to accept. It is a purely linear form of mathematical and scientific “analysis,” memorize then repeat. This is a linear way of thought and keeps the student in a left brain or masculine mode of thought processing, for after all, they are training good workers and voters, not freedom minded people with true knowledge of liberty. There will be much more discussion and analysis of “masculine and feminine” modes of thought in the next chapter. The masculine side is intellect, not intuition. To answer “How” before you quantify and analyze the “who, what, when, where” or even questioning “Why” is an impossibility. The filters that THEY installed to govern Rhetoric in this mode of control, is not the natural flow of Thesis/Antithesis/Synthesis, but rather a linear program that eliminates critical thought and pre-installs conclusions, but above all, denies Analysis.
There is a common practice of government to use what is called the “Hegelian Dialectic” or Problem/Reaction/Solution as David Ike termed it. THEY desire a certain outcome, so THEY create and introduce a Problem that scares the people into a desired Reaction and thus demanding a Solution, which is at the ready and happens to be the outcome THEY desired in the first place. The people feel relieved of their fear and reaction, and THEY (the Masters) get the outcome THEY programmed into the people. This is a manipulation of the mass mind on a grand scale, government at its finest. The dialectic was originally synonymous with logic but in modern philosophy it was refined by Hegel to mean "process of resolving or merging contradictions" or in the ultimate Hegelian Dialectic to manipulate the masses by creating the contradiction and offering the resolution.
The religious system generally places the Logic in front of the Grammar and thus programs the end result. This is a linear or serial left brain mode of thought but keeps the student in a right brain or feminine mode of thought processing, and the people are totally off balance. The feminine side is Intuition, not intelligence. (I am not saying that women are not intelligent or that men are not intuitive, these are general scientific classifications of the human processing modes.) It is creativity and compassion and it relies on the logic processor model with many subroutines running, but to lock it into a linear or serial process is to put it into a state of confusion. To answer “Why” before you even know the “who, what, when, where” combined with the almost total elimination of Rhetoric and even the simple question “How,” with preinstalled filters that only give one product, is a complete insanity. This is why it always requires unquestionable “blind faith.” The rhetoric employed is not the three phase Thesis / Antithesis / Synthesis, and the Logic is not an analysis of fallacies, but both are rather a collection of dogmatic canned linear responses accepted “in faith” alone, and the people are taught to never question faith. Analysis is a complete heresy.
I want to clarify something here. When I speak of feminine and masculine thought processes or brain sections do not confuse this with the actual genders. I am not saying that certain things are woman oriented or man oriented, but that is rather an illustration of the opposites in this duality of thought. Most Latin based languages have masculine (generally singular) and feminine (generally plural) words that comprise them (in French, a table is masculine while the chairs around it are feminine, but the house they are in is feminine.) We that use English as our language are not used to this gender based language attribute. It is the scientists that studied the brain that gave the gender based terminology to the brain halves and their processing functions used here, not me. I am just following through with the generally accepted scientific terminology, and I will project that theme throughout this work.
The human mind in this work will be analogistic to a computer, and the functions of the computer. From birth, as we grow and learn, we install (and have installed by others) filters (programs) with which we process incoming information through. These filters are constructed from our thoughts as they relate to incoming data. Some of those are logic filters, with many subroutines running, that compares the new information with other existing accepted information, and creates new thoughts through this analysis and synthesis; and some are linear filters, and the information is just absorbed as fact and the filter places that new fact into its proper file for retrieval later. The masculine or left brain is a linear or serial processor and the right brain or feminine is a logic processor, to use the vernacular of computer technology. By locking someone into one side of thought or the other, they lose access to (usually are instructed to ignore) the normally installed basic filters that we are born with on the other side, and that person is damaged for life and easily controlled. This is what I am trying to illustrate with the masculine/feminine modes of brain functions and thought processes. Whether thoughts originate in one side or another is irrelevant and is still being researched and mapped, it is the general processing function that is classified as “left” or ‘right,’ not the actual location of the thought in the brain.
The Trivium Method uses both halves of the brain equally and processes the whole thought in an analytical and methodical way to produce a truly honest answer, a balanced fact of knowledge rather than a programmed one. It installs filters within the filters and produces a more desired final product - True Knowledge, which produces balance and harmony, and leads eventually to Wisdom. By locking humans into one processing system or the other, a human programmer can control the final answers that the subject arrives at. By keeping humanity divided he can control humanity’s destiny. By dividing humanity, harmony and balance are impossible and Wisdom and Freedom are illusions.
By controlling the processing of the facts the programmer limits the ability of humans to come to their own conclusions, and thus they can never unite. If we had all of the facts, and were in a balanced processing state, and were allowed to come to our own conclusions - there would be no more government, war, famine, prejudice, injustice, pollution, etc. - and that would not be good for the corporate bottom line, much less THEIR very existence. This is the basis of the “secret knowledge” that is passed on only in “secret societies:” how the mind works and how to control the masses. In the final analysis, these controllers are controlled because they are also imbalanced through being taught a skewed Classic Trivium and not the true balanced Trivium Method.
It is my opinion that the most degrading thing you can do to a child is to grade them. The entire education system is designed to degrade us and demoralize us if we do not cheerfully and willfully dance within the prescribed steps to the tune THEY are playing. Its purpose is never to “teach” humans how to think, as I illustrated with the opinions of Dorothy Sayers from 1947 at the beginning of this chapter, its purpose is to create good little workers for the corporations that own the slave plantation planet and us.
In today’s atmosphere, if a child shows any deviance from “the accepted norm” they are drugged with psychotropic drugs to “fix the imbalance” in their mind. There is no blood test or diagnostic tool other than opinion, defined by control freaks that think they know it all. This "imbalance" is in reality a tool that is used to define those that are not easily controlled, and the medications prescribed are designed to bring them under the spell of the "system." One must never question. The doctors and “authorities” do this cheerfully because they have fully accepted reality as it was defined by others, and never think about the reality of what they do. They are androids for the machine, they are not human (for they have chosen to leave the “personal responsibility” part of their actions behind in the dust,) but they are not to be blamed, for they have been intentionally misguided and damaged by others, THEM. Their only blame lies in the personal choices they made with the tainted information given, by ignoring that little splinter in their personal mind that asked them "Do you believe this?” and accepting the reality as defined by others without personal "ANALYSIS.” They are guilty of ignorance, no matter how “educated” they are or how many “degrees” of indoctrination they have “earned.”
Schools are created by governments to justify their own existence and to control the population. Look at the word “government.” It is a compound Latin word, a sentence actually, “govern”(v) –to control; and “ment(e)”(n) –mind (‘mentis’ singular, ’mente’ plural), so the word “government” actually is saying what it is…. “control for the mass mind.” Old English actually used the “e” on the end but that was deleted in the “New World.” For the purpose of this work, I will use the "e" from here on unless it is in a quote from another, to continually punctuate the point that governmente is mind control for the masses, and is unnecessary in a population that has full control of their personal minds and exercises personal responsibility on a grass root (singular) level.
To give you an idea of how far this "governmente" has taken control of your mind, let me give you a little researchable and verifiable information. In the late 1960's Dr. Jose M. R. Delgado, was doing experimentation on stimulating the human brain with electrodes to control the response of the human. He suddenly dropped out of public view, stopped publishing his research, and stopped attending conferences. After a few years, Discover magazine tracked him down and asked him why. He said that he was now doing secret research for the Federal Governmente and now he had the best laboratories and an unlimited budget, but he was not allowed to publish nor disclose the nature of his work.
He could only disclose that now he no longer had to have access to the brain with electrodes to stimulate it, but now he could change human thought at a distance with microwaves. He could now make you succumb to extreme fear, hear voices in your head, or even see things. In his last published book, "Physical Control of the Mind," he stated "The last refuge of the individual is in their own thoughts." That is the target of certain individuals, THEM, and that is the goal of the governmete, control of the mass mind through control of the individual - to remove your ability to think on your own. This is the manipulation of the masses on a grass root (singular) level and this is why Personal Responsibility on a grass root level is so important. We must hone our minds and sharpen them to defend ourselves from these manipulations. If we are in complete control of our minds, then we can maintain the ability to distinguish thoughts originating there, and thoughts that have been injected. Without this control we are fully subject to these manipulations of the governmente and the unlimited budget they are willing to spend to control us.
Our last refuge IS in our own personal thoughts, so we must take every step necessary to develop them to the fullest, and we must also take every precaution to protect and to develop them to their fullest potential. We must become Mental Martial Artists, and we must pass those tools on to our children, for there are governmentes and powerful people that are fully intent on doing this for us for THEIR gain. The remainder of the book will present many researchable and verifiable information threads such as this, but this chapter is about the Trivium, and I felt it necessary to include this here to illustrate why it is so important to get in full control of your mind .... NOW ... while you have the opportunity and the ability to do so. We are manipulated through subliminal messages in TV and in movies, through specialized "programming," and through school indoctrination, so it is up to us to make the effort to avoid and to counteract these efforts of "THEM." There is a war on for your mind, take control of yours NOW!!
The Liberal Arts, when taught to a child as they grow, empowers that child with the power to learn any subject, without a teacher, by the age of about 16 or so. Schools are designed to create positions for teachers to limit the access to understanding. Their method is not to give tools to understand true knowledge, but rather “teach” (or program) the “correct answer.” Now class, repeat after me…… “Fish swim in schools and they all swim in the same direction.” To “teach” means “to give instruction, train, assign, and direct” and to keep all of the fish properly dancing to the same tune and swimming in the same direction. I must apologize to the teachers here, for I do not for an instant believe that they are consciously malicious in the way they teach, and they in fact have genuinely good intentions for becoming teachers, and work very hard at their jobs. They are however, trained in “acceptable” methods (the Trivium is not acceptable) and restrained to working within those methods, and it is the system that has been maliciously designed. The teachers were never taught the Trivium and were taught only methods to train the next generation of slaves, and have no possibility of straying from the approved curriculum.
Now we need to look into the Trivium and how it frees the human mind from an early age. I recommend that everyone search for (it is easily found on the internet) and read the article of Dorothy Sayers “The Lost Tools of Learning” that I quoted excerpts from at the beginning of this chapter. She gives great insight to the ideals I will present from here. Her article is from 1947 but is more relevant today than then. What follows is my assimilation and interpretation of the information she and others have released, and is my inspiration that this is the key to the freedom of humanity from the chains that bind us, and offer suggestions to pass those keys on to the next generation.
“You know that the beginning is
the most important part of any work,
especially in the case of a young and tender thing;
for that is the time at which the character is being formed
and the desired impression is more readily taken....
Shall we just carelessly allow children to hear any casual tales
which may be devised by casual persons,
and to receive into their minds ideas for the most part
the very opposite of those which we should wish them
to have when they are grown up?
We cannot....Anything received into the mind at that age is likely to become indelible and unalterable; and therefore it is most important that the tales which the young first hear should be models of virtuous thoughts....”
Plato - "The republic"
“Children should be educated and instructed in the principles of freedom.”
“The direction in which education starts a man will determine his future life.”
Of course, Plato in his “Republic” was all about taking the humanity from children. His idea was to take control of the child’s education at an early age to eliminate their family relationship and to make them good little citizens with a relationship with only the state, which is a condition that we are well on the way to existing in. This is the modern mal-education system today. In his ideal society, children would not even know who their parents were. This is brought further into idealization by Aldus Huxley in “Brave New World.” These control freaks understand the importance of the formative years of a child and how to warp the child to THEIR ideals. As parents, it is our responsibility to give our offspring the best chance in life that we can possibly provide them, and this begins with giving them a pure thought pattern with which to judge the world around them. As Jefferson said, they should be taught the principals of freedom. This is best accomplished with having a balanced method of processing incoming information, and this is the Trivium in practice.
When a child is between ages 3 and 8 or so they are little sponges just seeking information to absorb. They ask questions. They are curious. This is commonly called their "formative years" - it is when they download the "formatting" of their processing computer that will govern how they process all of the information they will encounter for the remainder of their lives. Chanting poems and silly rhymes occupy the child mostly because they are not given much more. Show them how to develop a connection to nature and all of the colors and shapes of it, and the weather and the awesome power there. This is the time to fill them with Grammar. Watch documentaries instead of cartoons. Give them encyclopedias instead of comic books and teach them how styles, architecture and life styles changed over time. Teach them to have a good dictionary (the older the better) as a best friend and to study the etymology of words to see how they changed over time, with an understanding of Latin roots. Introduce them to various forms of music and show them how them how music has changed through the ages. Give them as many facts from as many directions as they can handle during these years. They are little sponges and can handle much more than you give them credit for.
Regarding the Quadrivium, they should be taught the qualities of and the study of “numbers” and their relationship to Grammar and the world. The number 1 is Unity and the circle (with no beginning and no end); 2 is division, duality, balance, and pairs; 3 is the triangle and the Trivium- the beginning, middle and end, also the balanced structure; 4 is the seasons and the square and how a square is 4 right angles combined; 5 is life and relates to flowers, hands, feet, and the 5 senses (the ancient instruments of knowledge); 6 is perfection because 1+2+3=6 and 1x2x3=6; and how 3, 4, 5 are the sides of a right (90 degree Pythagorean) triangle.
The Pythagorean Triangle of 3, 4, 5 is the Trivium, Quadrivium, and the five senses for a complete balanced right angle structure of Knowledge. Now is the time to begin the addition and multiplication tables in the early years, moving on to ratios and division in the latter, as the child can understand. If a child shows a keen interest towards music, it is time to let them experiment and learn the basics of musical structure and discipline. This is not the time to entertain and manipulate them with fallacies of Christmas and Santa Clause or the Easter Bunny with candy eggs, only to destroy those illusions in the near future.
It is not the time to park them in front of a TV (Television = tells them how to visualize the world; “formats” their thoughts and brain functions with “programs” – words have unambiguous meanings that we choose to be ignorant of) unless you are showing them documentaries instead of cartoons (remember what Plato said, “it is most important that the tales which the young first hear should be models of virtuous thoughts.") "Virtuous" is defined here as"characterized by vigor or strength; having qualities befitting a knight; valiant, hardy, courageous;" as per the oldest etymological definition, in other words, Mental Martial Arts.
If you choose to see but not hear the children, and worst of all, to not take responsibility for their view of the world you brought them into, and the all important task of formatting of their mind to either free them, or allow others to bind them, for the rest of their lives (Microsoft or Mac?) then you leave that task to others to maliciously pursue. Is there any wonder why there is little respect for their elders and especially their parents these days? Respect is earned, not programmed.
As they get to the “tween” years they naturally switch into an analysis mode. This is ages 9-13 or so and it is the time to fill them with Logic (Dialectic.) They naturally start really looking at all of the information that they have soaked up (from you or the TV and governmente teachers), and testing it, and trying to put it into some sort of order. This is the time they become argumentative and test their limits. It is time to teach them to seek out and expose the logical fallacies around them, and how to use Grammar and put into words (dialectic) why they are fallacious. If they are naturally in an argumentative mode, give them the tools to argue properly and with wisdom. It is time to teach them proper resolution and merger of contradictions through argument with the Grammar they possess. Teach them the known 94 logical fallacies and how to apply them, constantly, to analyze everything, and how to expose them in arguments.
Regarding the Quadrivium, it is time for “numbers in space” - or Geometry and the Fibonacci Sequence, the Golden Ratio, and frequencies (vibrations) in nature. It is then on to Algebra (geometry comes before algebra - not the way I was taught in school.) “Numbers in time” can also be introduced through music theory once a grasp of Geometry and Algebra are grasped.
If, up to this point, their information base is the sum of comic books, cartoons, destroyed illusions, and a controlled indoctrination system, they are already well on their way to being permanently damaged, and not learning the logical fallacies and argumentative skills will complete the task.
“When I was a boy of 14, my father was so ignorant
I could hardly stand to have the old man around. But when I got to be 21,
I was astonished at how much the old man had learned in seven years.”
Then, during the teen years, the child typically thinks they know it all and have all the answers. This is the time teach Rhetoric and to make them begin to look at the opposite of what they think they know, and use the Thesis-Antithesis-Synthesis Rhetorical mode of their brain functions as they develop. It is time to introduce the Logos (Logical), Pathos (Emotional), and Ethos (Ethical) attributes of argument and application of knowledge. In the Quadrivium it is time to move on to Astronomy or the study of the Cosmos and the planets relationships to each other in mathematics of cycles, ratios, and the relationship of frequencies in the cosmos (numbers in space and time.)
If their knowledge base (Grammar) is cartoons and comics as influenced by peer pressure, and Logic is reduced to linear progression of implanted facts and fallacies rather than analytical thought, and Rhetoric is a stranger, this child will be irreparably damaged and absorbed into the machine, a prisoner of war. This is the sum of the plight of humanity today.
These are of course elementary generalizations but it is a summary of the overall idea. If one that really understands the Trivium diligently raises a child with it, then by age 16 that child has the ability to teach themselves any subject to the fullest without a “teacher” telling them what to read and how to process that information, limiting imagination and inquisition, and controlling the “correct” answer. That child would have been given the greatest gift other than life itself. If all people did this, what are the limits of human potential? As Dorothy Sayers stated at the beginning of this chapter, “For the tools of learning are the same, in any and every subject; and the person who knows how to use them will, at any age, get the mastery of a new subject in half the time and with a quarter of the effort expended by the person who has not the tools at his command.”
OK so by now I am sure you are asking what all of this has to do with HERstory. One must first understand HOW to think before they actually begin to think, and what I will present herein will challenge you to think, with an open mind. You must understand the basic principles of riding a bike before you ever attempt to mount one. The majority of humanity has never really “thought” before, but they rather absorbed and regurgitated information on command. Whenever they do try to think, the only information available is what has been installed, processed in the format that was installed in them, and the thoughts they have will be filtered to produce a preinstalled response; or they have existed in a constant state of turmoil and in feed, flight, or fight sheer survival mode their whole lives, and true thought is impossible.
In order to RE-VISION history you must first have a new source of light with which to see, and a different angle to look at it all from. If I just wrote down a bunch of historical facts, you would either have your eyes glaze over from boredom, or you would throw the book across the room or in the trash, because the facts I present WILL conflict with what you “KNOW” to be “factual.” The Trivium and an honest application of it will give you that new direction to see from and a bright light to shine on it all to eliminate the shadows.
For a quick illustration of the things that critical balanced thought will uncover for you, I will point out the months of the year for an example. The names of the months have been scrambled and we have a universal cognitive dissonance in this area. September is the 9th month, but “sept” is Latin prefix for seven. October is our 10th month but “oct” is the Latin prefix for eight. November is our 11th month but “nonus/novem” is nine. December is our 12th month, but “deci” is the Latin prefix for ten. How can you know that octagon has 8 sides and an octopus has 8 legs, but also know that October is the 10th month? How can you know that we use the decimal system based on ten, but December is the 12th month? This is a cognitive dissonance. Do you have a problem with this now that it has been pointed out to you? If Rome really fell, why are we still using its calendar? Do you have a cognitive dissonance that will not allow you to entertain the idea that Rome never fell and it actually just went underground, because it conflicts with your indoctrinated “belief?” This is the way things that have been manipulated will jump out at you once you have studied the Trivium and start using real analytical Grammatical, Logical, and Rhetorical thought processes. Once recognized, these little dissonances become the splinters in your mind and you have a choice – ignore them (choose to be ignorant) ... or pluck them... or just take all of this as the ranting of a madman.
The story goes that during Roman times, the months were moved around to make room for months July and August to be inserted to honor their gods (actually their “rulers” Julius Caesar and Augustus Caesar.) The Roman way was to always be uniform and precise in all, especially numbers, words, and names, so this cognitive dissonance was installed purposely. This is but one of dozens of things that I will point out of how Rome has manipulated us and in fact, never “fell”... as we have all been indoctrinated into believing, and that anyone saying otherwise is a “madman” because we can all see that straw man that we have been shown our entire lives. Rome never fell, it only went underground, and still thrives to this day. That is a point I will try to illustrate and document in this work.
"Who controls the past, controls the future:
who controls the present controls the past."
George Orwell “1984”
I have tried to give an elementary overview of what the Trivium is and how to apply it. The remainder of this book will be an analysis of history as it is commonly taught and accepted as truth by the majority, with an honest application of the Trivium through exposing the fallacies. I want to convey how important critical thinking and an honest pursuit of Knowledge through rigid Kung Fu style practice and balance is to the future of mankind. It is the solution to our problems and the salvation from our bonds. The Founding Fathers of this country set forth a set of ideals and fought valiantly to establish them. Their history will also be analyzed and illustrated in HERstory. They were great conscious men of conscience and wisdom, and they knew how to beat the machine, through use of their words. Liberty is in the words.
"No people will truly surrender their liberties,
nor can they be easily subdued,
when knowledge is diffused and virtue is preserved.
On the contrary, when people are universally ignorant,
and debauchery is in their manners,
they will sink under their own weight
without the aid of foreign invaders."
Sam Adams clearly understood the importance of knowledge and manners and he also understood that personal ignorance is a choice. He clearly saw the condition we exist in today, as universal ignorance exists, not because of personal choice, but rather it is an inflicted condition upon us because the true definitions of the words have been maliciously hidden away from us through mal-education models. Our “manners” have been debauched by the Hollywood entertainment industry, the willful destruction of the family by our governmente, and a general lack of respect for one another because of the distrust instilled in us by being lied to our whole lives. Our general lack of respect for our elders adds to this malaise. "Knowledge and manners" are synonymous with "thoughts and deeds" and they are under our full personal control, as long as we have access to the books, and make the personal choice to ditch ignorance and assume personal responsibility. The solution is simple. Ditch ignorance (choose to not ignore the problem) and regain freedom. Diffuse knowledge and preserve and spread virtue through wisdom (remember Aristotle's virtue and the definition of it). We must claim our personal responsibility for knowledge and instill it into the next generation to regain their respect.
"If a nation expects to be ignorant and free,
in a state of civilization,
it expects what never was and never will be"
Thomas Jefferson also talks of ignorance as the antithesis of freedom. He also talks of “a state of civilization," and I will go into that word in detail later, but I wanted to bring to your attention his choice of words. Words have meaning and Thomas was acutely aware of this fact and chose his most carefully at all times. Liberty is in the words. We need to re-define "civilization" to win this war and free humanity. I propose peoples that had organized and refined their interactions, and their art, and related to nature and Natural Law on an instinctual and intelligent basis as a more desirable definition for that word “civilization.” Instinct is a feminine (right brain) mode of thought and intelligence is a masculine (left brain) mode of thought and the balance of the two is the answer. We must define the words in positive terms as to what they are as opposed to what they are not. It is time for a destructive construction of our thought processes. “Civilization” is etymologically defined as “the opposite of barbarism” basically, and that is a negative definition and is exactly what Isocrates and Aristotle warned of; truth through speech as armor- eliminates the negatives and confirms the positives. This is the Mental Martial Arts in application, an organization and refinement of our “art” (liberty) and our “interactions” (debate) in my definition above.
It is our choice to open the books (and not only those on the “approved” list) and take them in with a critical and methodically analytical method (or let someone “teach” us the “correct” answer = “fish swim in schools,”) and then put that knowledge into action in our everyday thoughts and deeds; to become Trivium Kung Fu Masters - Mental Martial Artists. Freedom and Liberty are in the words.
It is also our choice to remain ignorant and stay the course as set by others in “a state of civilization,” and to not have the courage to say "Damn the torpedoes!” - but to rather take the ignorant position of saying "My teacher told me there are no such things as torpedoes."
Consider this other quote from Sam Adams:
"The liberties of our country are worth defending at all hazards.
It is our duty to defend them from all attacks.
It will bring a mark of everlasting infamy on the present generation
if we suffer them to be wrested from us by violence
without a struggle, or
to be cheated out of them by the artifices of designing men.
If you love wealth greater than Liberty,
the tranquility of servitude
greater than the animating contest for Freedom,
go home from us in peace.
We seek not your counsel nor your arms.
Crouch down and lick the hand that feeds you.
May your chains set lightly upon you,
And may posterity forget that you were our countrymen."
We must educate ourselves and fully understand the words, so that we may not be “cheated out of our liberties by the artifices of designing men,” the devious sophisticated Sophists. It is imperative that we, this generation, correct the problems that exist and pass on a better world to the next generation. The Iroquois had an ancient saying that was a way of life for them: “Take every step with thought of how it will affect the next seven generations." That is good advice.
Liberty is in the words. It’s your move....
"The world is a dangerous place to live;
not because of the people who are evil,
but because of the people who don't do anything about it."
“In the end we will remember not the words of our enemies,
but the silence of our friends.”
Martin Luther King, Jr.
Copyright for invention and content Laurent J. Noel
Written and published by Laurent J. Noel