June 16, 2017
“It’s better to walk alone, than with a crowd going in the wrong direction.”
– Diane Grant
Conservative firebrand Ann Coulter’s scheduled speech at the U of California Berkeley is off, it’s on, it’s been delayed, the student groups sponsoring her appearance are suing the University, she’ll speak indoors, she’ll speak outdoors, and on it goes.
University officials have said they can’t guarantee Coulter’s security, unless, apparently, she gives her speech during the week in the afternoon while most students are studying for their final exams. Why don’t they schedule her talk somewhere in Alaska at three in the morning? That’ll work, and free speech will emerge victorious.
Aside from paid agitators brought in from the outside by George Soros money, the student body at the University is opposed to Coulter speaking, or they’re too passive to care, or they’re too cowed to step up and demand she has the right to air her ideas.
Here is the op: the University bosses have brought all this on themselves. Their claim that they can’t protect Coulter may be true, but that’s because, for decades, professors have been teaching crap and pap and programmatic socialism and various forms of collectivism, and they have purposely neglected the Bill of Rights and individual freedom.
University bosses have been seeding departments with teachers who are so far to the Left they can’t get dressed in the morning without government aid. And the radical Left is all about debate only in the sense that they want to curtail it, shut it down, destroy dissident voices, and thereby save the world.
So naturally, in the fullness of time, students are going to follow suit and get in line. Rational discussion of opposing ideas? Never heard of it. Why in the world would they allow Ann Coulter on campus to spread dangerous thoughts?
Dangerous=someone somehow might start to think on his/her own, against the prevailing tide.
There is no room for this at UC Berkeley.
Behind this buzzing swarming cloud of totalitarian policy, there are, of course, genuine issues students could be investigating. But that must not happen. I’m talking about money, as in: who is sponsoring research projects at Berkeley? Projects related to the war machine; psychiatric “mental health” toxic-drug research; GMO research; and other mega-corporate favorites.
For example, the book, “Engineering and War: Militarism, Ethics, Institutions, Alternatives,” mentions a $70 million program that links no less than 200 US colleges in a Homeland Security program, to establish a DHS “center of excellence.” “Experts” from UC Berkeley are involved. What’s that all about? Colleges all over the US are cooperating and collaborating.
“Well, let’s keep that project quiet. Instead, let’s have students protesting and rioting against free speech. Let’s have them feeling triggered and demanding safe spaces where they can drink hot chocolate and play with model trains and dolls.”
For many decades, US colleges have been feeding from a federal money trench to aid and abet the national security state. That would include expanding surveillance on American citizens, profiling, and various forms of propaganda, for starters. If you factor in DARPA, the research arm of the Pentagon, you would be talking about research on the brain and cutting edge mind control.
But instead, no, don’t look there; keep Ann Coulter from speaking at Berkeley. Save humanity.
As I reported several months ago, 25% of US college students, last year, were diagnosed or treated for a mental disorder. Let’s not have students thinking about that. Let’s not have them thinking about the toxic effects of the psychiatric drugs. No. Let’s not have them realize they’re guinea pigs in an unending op to addle their brains.
Instead, let’s have them keep Ann Coulter from speaking at Berkeley.
And certainly, as colleges and universities across the US raise their tuition and matriculating costs to the sky—BECAUSE the federal government has a deep-pockets student loan program—let’s not make that connection. Instead, let’s saddle college graduates with massive debt.
As they walk off campus for the last time, contemplating their future of trying to pay down that debt, they can congratulate themselves, because they kept Ann Coulter from coming to Berkeley.
And thus saved the world.
“What did you do at college, Daddy?”
“You mean way back when, before I went on Welfare? I kept a fascist from giving a speech. I can’t remember her name now. But she was a threat, believe me. We had guts. It took a few thousand of us to keep her away. There were rumors she was bringing a few tanks and weaponized anthrax with her…”
Read More At: JonRappoport.wordpress.com
The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.
March 1, 2017
Having read A Rulebook For Arguments by Anthony Weston and finding it quite useful, the prospect of reading a book along very similar lines but offering more expanded thought seemed quite intriguing. Thankfully, the following book delivered in spades.
A Workbook For Arguments – A Complete Course In Critical Thinking by David R. Morrow & Anthony Weston is a very comprehensive, incisive, and detailed foray into what it takes to create a critical thinker.
Not only does A Workbook For Arguments contain the text from A Rulebook For Arguments with further extensions which help the reader become more robust with the content broken down, but it also features simple, and yet acute advice for the individual to become more apt in argumentation.
In conjunction with that the authors break down about half the exercises in the book with model responses in the back of the book. Most of these exercise detail real world issues one is likely to hear often, detailing the pros and cons of whatever answers were employed, and how each of those may affect an individual or society as a whole.
Also included in the book is a rundown of some of the most common fallacies, which is also useful since fallacies are employed far more often than most realize, and aren’t really taught in school, when in all actuality they should be. Knowing these fallacies is vital to understand not only someone else’s argument and their inherent flaws, but also in constructing and fine-tuning one’s own.
Arguably, the most important part of this book is that from the beginning it guides the reader through the steps in constructing a critical argument in a very logical fashion. Consistently throughout the book, new topics continually build on the prior ones, rather than there being no coherent design.
Personally, this is the kind of book whose contents should be mandatory to learn in school and should definitely not be overlooked for homeschooling, autodidacts and self-teachers.
Simply stated, anyone who is seeking to employ critical thinking, use logic in argumentation and become more robust in most key aspects of argumentation should get this book, if not file it under careful consideration. If you think about it, even if it was priced at double or triple the price, it would STILL be worth it, because college courses covering the same subject are often more costly, and offer barely a fraction of what’s here, IF they offer anything of such high quality.
If you happened to have read A Rulebook For Arguments, and appreciated it, then get this one. You will not regret it. It’s worth it in more ways individuals could imagine.
Suggested Book Review Reading:
Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
This article is free and open source. You have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
An Indispensable Piece For The Autodidact; A Vital Component To Education For Individuals Of All Ages
January 17, 2017
Having not taken a logic course since the university, attempting to find a book on logic that would be ‘worth its weight in gold’ took a bit of time, but this particular book has more than delivered in spades.
Socratic Logic by Peter Kreeft PhD is an essential reading for anyone who values the use of logic. In fact, going one step further, this book should be read by everyone, because we could all benefit from it in many ways. Mostly though, most of us have not been taught logic in elementary nor high school, and rarely in college, especially how it was taught in the past. This is taking place because logic, as well as the trivium have been nigh completely removed from most school curriculums and when they do have these courses, they are merely a facsimile of it, and nowhere near the quality of logic taught in times past. You can conjecture yourself why this has taken place.
Moving forward, this particular book showcases a very in-depth approach into all the nuances that logic involves, while also keeping it simple so to speak. Describing the book as ‘simple’ might be a misnomer, but when compared to The Organon by Aristotle, which is a much more complex/demanding read, this seems like a ‘walk in the park’.
Kreeft makes it a point to give the individual everything they might need to comprehend logic, sprinkled generously with many real world examples, historical quotes and issues that will make the book quite practical in its application once the concepts are mastered and implemented into one’s repertoire.
Socratic Logic serves as an excellent jump-off point into the realm of logic due to the pragmatic approach taken by Kreeft.
As the author himself states, the book is: simple, user friendly, practical, linguistic, readable, traditional, commonsensical, philosophical, constructive, clearly divided, flexible, short, selective, interactive, holistic, and classroom oriented [if the individual so decides], and those descriptions were rather apt.
Conveniently, the book also features a differentiation where one can find the basic sections (B) and the philosophical sections (P) marked in the table of contents. This helps greatly in focusing on whatever specific area the reader might want to hone their skills in.
Also of note, the book – as mentioned by Kreef – may be used in at least 10 different ways:
 the basics only
 the basic sections plus the philosophical sections
 the basic sections plus the more advanced sections in logic
 the basic sections plus the practical application sections
 the basic sections plus any two of these three additions
 all of the book
 all or some of it supplemented by a text in symbolic logic
 all or some of it supplemented by a text in inductive logic
 all or some of it supplemented by a text in rhetoric or informal logic
 all or some of it supplement by readings in and applications to the great philosophers
What one gathers from the book will depend greatly on how much time one chooses to spend on it. Socratic Logic may be studied independently for an autodidact, or used for schooling. The book can be studied in single class lessons, once a week class lessons, semester formats, etc.
Another useful element in the book is that if featured a healthy amount of exercises throughout the book in order to further buttress one’s understanding of the material. This definitely helps hammer in the concepts shown in the book with precision.
Taking all into account, Socratic Logic should have been the book taught in school. In fact, it should be taught to everyone because our society lacks logic in myriad ways. Then again, that is what happens with the removal of classical education and logic from the common-to-the-rotten-core type of school system we’re all “lucky” to have.
In the information age not being educated and not knowing foundational pieces of essential knowledge such as logic that venture into every crevice of our lives is folly.
And if conventional schooling continues on the downhill grade it’s at, knowledge in areas such as this will be worth more than its weight in gold, and that’s not an understatement. With the student loans costing over a trillion dollars, and with real education dissipating right before our eyes within the conventional establishment, taking your education into your hands is not only responsible, but vital.
To seek or further one’s education is a choice, and luckily Socratic Logic makes it an easy to choice to make.
Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:
7 Phenomenal Books For Homeschoolers, Self-Directed Learners & Autodidacts
13 Great Reasons To Study Logic
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi
Sherlock Holmes – The Complete Stories by Arthur Conan Doyle
The following books reviewed below cover the disturbing issues within the public schooling system:
Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors
Professor Patrick Deneen
February 2, 2016
My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.
It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them: they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.
But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?
Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural? What are the Federalist Papers?
Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.
Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.
During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.
We have fallen into the bad and unquestioned habit of thinking that our educational system is broken, but it is working on all cylinders. What our educational system aims to produce is cultural amnesia, a wholesale lack of curiosity, history-less free agents, and educational goals composed of content-free processes and unexamined buzz-words like “critical thinking,” “diversity,” “ways of knowing,” “social justice,” and “cultural competence.”
Our students are the achievement of a systemic commitment to producing individuals without a past for whom the future is a foreign country, cultureless ciphers who can live anywhere and perform any kind of work without inquiring about its purposes or ends, perfected tools for an economic system that prizes “flexibility” (geographic, interpersonal, ethical).
In such a world, possessing a culture, a history, an inheritance, a commitment to a place and particular people, specific forms of gratitude and indebtedness (rather than a generalized and deracinated commitment to “social justice”), a strong set of ethical and moral norms that assert definite limits to what one ought and ought not to do (aside from being “judgmental”) are hindrances and handicaps.
Regardless of major or course of study, the main object of modern education is to sand off remnants of any cultural or historical specificity and identity that might still stick to our students, to make them perfect company men and women for a modern polity and economy that penalizes deep commitments. Efforts first to foster appreciation for “multi-culturalism” signaled a dedication to eviscerate any particular cultural inheritance, while the current fad of “diversity” signals thoroughgoing commitment to de-cultured and relentless homogenization.
We Must Know…What?
Above all, the one overarching lesson that students receive is the true end of education: the only essential knowledge is that know ourselves to be radically autonomous selves within a comprehensive global system with a common commitment to mutual indifference. Our commitment to mutual indifference is what binds us together as a global people. Any remnant of a common culture would interfere with this prime directive: a common culture would imply that we share something thicker, an inheritance that we did not create, and a set of commitments that imply limits and particular devotions.
Ancient philosophy and practice praised as an excellent form of government a res publica – a devotion to public things, things we share together. We have instead created the world’s first Res Idiotica – from the Greek word idiotes, meaning “private individual.” Our education system produces solipsistic, self-contained selves whose only public commitment is an absence of commitment to a public, a common culture, a shared history. They are perfectly hollowed vessels, receptive and obedient, without any real obligations or devotions.
They won’t fight against anyone, because that’s not seemly, but they won’t fight for anyone or anything either. They are living in a perpetual Truman Show, a world constructed yesterday that is nothing more than a set for their solipsism, without any history or trajectory.
I love my students – like any human being, each has enormous potential and great gifts to bestow upon the world. But I weep for them, for what is rightfully theirs but hasn’t been given. On our best days, I discern their longing and anguish and I know that their innate human desire to know who they are, where they have come from, where they ought to go, and how they ought to live will always reassert itself. But even on those better days, I can’t help but hold the hopeful thought that the world they have inherited – a world without inheritance, without past, future, or deepest cares – is about to come tumbling down, and that this collapse would be the true beginning of a real education.
Patrick Deneen is David A. Potenziani Memorial Associate Professor of Constitutional Studies at Notre Dame.
August 14, 2016
“I believe that banking institutions are more dangerous to our liberties than standing armies.”
– Thomas Jefferson
In a previous piece, we detailed how only five corporations control nigh all the media and homogenize news at will, whenever it’s needed. Here, we are going to see how there exists a core of interlocking companies that control a nucleus of corporations whose tentacles reach far and wide.
Deferring to world-renown investigator, journalist and author, Jim Marrs, writer of outstanding books such as The Rise Of The Fourth Reich, Rule By Secrecy, Trillion-Conspiracy, and more, we find that:
“If the idea that a small group of international yet interconnected individuals controls the world of finance and commerce seems like a paranoid conspiracy theory, consider a 2011 study by three scientists at the Swiss Federal Institute Of Technology in Zurich. Combining mathematics used to model natural systems with comprehensive corporate data, they traced the ownership to the transnational corporations. From a database of 37 million companies and investors, the Swiss team constructed a model of which companies controlled others through shareholding networks, coupled with each company’s operating revenues, to map the structure of economic power. Shockingly, the study confirmed the worst fears of conspiracy theorists and the Occupy Wall Street protestors, as their analysis of the relationship among 43,000 transnational corporations identified a relatively small group of companies – primarily banks – with disproportionate power over the global economy.[Jim Marrs, Lost Secrets Of The Gods, pg. 225].[Bold Emphasis Added]
As New Scientist avers in an article discussing the study:
“The work, to be published in PLoS One, revealed a core of 1318 companies with interlocking ownerships (see image). Each of the 1318 had ties to two or more other companies, and on average they were connected to 20. What’s more, although they represented 20 per cent of global operating revenues, the 1318 appeared to collectively own through their shares the majority of the world’s large blue chip and manufacturing firms – the “real” economy – representing a further 60 per cent of global revenues.”[Bold Emphasis Added]
As if that were not enough, the study also reveals:
“…a “super-entity” of 147 even more tightly knit companies – all of their ownership was held by other members of the super-entity – that controlled 40 per cent of the total wealth in the network. “In effect, less than 1 per cent of the companies were able to control 40 per cent of the entire network,” says Glattfelder. Most were financial institutions. The top 20 included Barclays Bank, JPMorgan Chase & Co, and The Goldman Sachs Group.”[Bold Emphasis Added]
Such unprecedented economic power is something to take note of and beyond unprecedented. The fact that certain companies can control others through shareholder networks is something quite disturbing.
Furthermore, with certain interests such as David Rockefeller seeking the hyper-homogenization of the world, it’s easy to see that this is against the people’s best interests as seen in his own words. This notion was related by Rockefeller himself, in his Memoirs in 2003:
“Some even believe we are part of a secret cabal working against the best interests of the United States, characterizing my family and me as ‘internationalists’ and of conspiring with others around the world to build a more integrated global political and economic structure—one world, if you will. If that is the charge, I stand guilty, and I am proud of it.”
That clearly leaves no doubt of the global control that certain individuals such as David Rockefeller seek.
Comedian George Carlin intimated this dilemma saliently. For this we will cite him at length:
“The real owners are the big wealthy business interests that control things and make all the important decisions. Forget the politicians, they’re an irrelevancy. The politicians are put there to give you the idea that you have freedom of choice. You don’t. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They’ve long since bought and paid for the Senate, the Congress, the statehouses, the city halls. They’ve got the judges in their back pockets. And they own all the big media companies, so that they control just about all of the news and information you hear. They’ve got you by the balls. They spend billions of dollars every year lobbying lobbying to get what they want. Well, we know what they want; they want more for themselves and less for everybody else.
“But I’ll tell you what they don’t want. They don’t want a population of citizens capable of critical thinking. They don’t want well-informed, well-educated people capable of critical thinking. They’re not interested in that. That doesn’t help them. That’s against their interests. They don’t want people who are smart enough to sit around the kitchen table and figure out how badly they’re getting fucked by a system that threw them overboard 30 fucking years ago.
“You know what they want? Obedient workers people who are just smart enough to run the machines and do the paperwork but just dumb enough to passively accept all these increasingly shittier jobs with the lower pay, the longer hours, reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it. And, now, they’re coming for your Social Security. They want your fucking retirement money. They want it back, so they can give it to their criminal friends on Wall Street. And you know something? They’ll get it. They’ll get it all, sooner or later, because they own this fucking place. It’s a big club, and you ain’t in it. ”
Rockefeller, and the institutions that are seeking control of the world’s economy and finance [their very actions show this] aim to destroy individual sovereignty and national sovereignty. All at our expense, literally.
Lets hearken back to Rockefeller’s very own words:
“ Some even believe we are part of a secret cabal working against the best interests of the United States… conspiring with others around the world to build a more integrated global political and economic structure—one world, if you will …If that is the charge, I stand guilty, and I am proud of it”
Such is the obvious nature of their insidious game.
If one values freedom, we need to remove our consent.
Individuals must be responsive, but incisive.
Financial interests want your money? Let them earn it by doing things that matter instead of working against the interests of the people.
Vote with your dollars, where it counts.
We must stand our ground, for Big Money – as Rockefeller himself stated – is working against our interests.
True change begins within with each of us. By being proactive is the only way that we as individuals are going to circumvent this incoming tsunami of control.
Our world will not begin to change until we move towards more conscious aware actions in all modes of life while becoming relentlessly proactive towards that which aids us most.
The power of individuals en mass is profound, and is multiplied when our actions are well thought out and cohesive as we move towards more positive goals, towards a better world.
Now let our proactive actions begin, for the sooner we each ignite into an engine of change the sooner they will realize we will not take this lying down.
 Citing: Jim Marrs, Lost Secrets Of The Gods, which is a collection of essays by various authors. pg. 225
 Andy Coghland & Debora MacKenzie, New Scientist, Revealed – The Capitalist Network That Runs The World.
 David Rockefeller, Memoirs.
July 8, 2016
A Rulebook For Arguments by Anthony Weston is a veritable entry-level book for those seeking information on how to employ critical thinking.
The book is quite short, but the value of the information this book provides more than makes up for the size considering the quality of information.
For those seeking a practical rulebook on the applications of logic, argumentation, fallacies and more, this book gives an easy to follow but robust approach.
Given the breath of the information, page for page, this book is a high-value item, especially considering it also offers a synopsis on some of the more common fallacies employed by people.
Some additional of the elements discussed in the book are generalizations, sources, deductive arguments, oral arguments, argumentative essays, arguments by analogy, and more.
The other benefit is that this book can be read by people of all ages, and it will aid them immensely. From adults, to young children, this book would fine-tune anyone’s repertoire.
To finalize, as a book to keep in hand to quickly reference this book will be crucial given the latitude that it offers individuals willing to apply its rules.