The True Purpose Of Modern Schooling

CommonCore1

TheBreakaway | BreakawayConciousness
Zy Marquiez
May 17, 2017

There are individuals out there that whittle facing the storm, and there are those who challenge the storm.  John Taylor Gatto is one of the latter.

John Taylor Gatto is the former NY City and NY State Teacher of the year [1991], where he inspired his students to achieve some amazing results through his nontraditional methods of instruction.

Not only has Gatto been relentless in detailing many of the inherent issues within the public school system for quite some time now, but he’s had the courage to take it a step further and detail that all of the issues within public schooling are not mistakes, it is done by design.

To illustrate this, an excerpt of John Taylor Gatto’s Weapons Of Mass Instruction will follow below.

Within Weapons Of Mass Instruction, John Taylor Gatto breaks down Alexander Inglis’s book Principles of Secondary Education, which “..makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table.  Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re-integrated into a dangerous whole.”[xviii][Bold Emphasis Added]

Furthermore, as author notes that Inglis, who has an honor lecture in education named for him in Harvard, breaks down the natural purpose of schooling into 6 basic functions,” which are as follows:

1.  The adjective or adaptive function.  Schools are to establish fixed habits of reaction to authority…It is also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2.  The integrating function.  This might well be called “the conformity function,” because its intention is to make children as alike as possiblePeople who conform are predictable, and this is of great use to those who wish to harness and manipulate a larger labor force.

3.  The diagnostic and directive function.  School is meant to determine each student’s proper role in society.

4.  The differentiating function.  Once the social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – and not one step further.  So much for making kids their personal best.

5.  The selective function.  This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “the favored races…Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes.  That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6.  The propaedeutic function.  The societal system implied by these rules will require an elite group of caretakers.  To that end, a small fraction of the kids will be quietly taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.” [xviii-xix][Bold Emphasis Added]

And just in case some wonder that Inglis was alone in these thoughts, he was not.  Horace Mann, James Bryant Conant, George Peabody, and many others shared the same sentiments.

What witness above is nothing more than the employment of Social Engineering from the bottom up, at a national scale, beginning with the most malleable minds in the land – those of children.  It doesn’t get any more cut and dry.

John Taylor Gatto is one of the few individuals out there whose wisdom seeps into all societal strata.  His words should be heeded, because the issue is only exacerbating year after year.

In life, an individual can choose to write their own script, or be part of someone else’s.

As we can gather, if those in control of the system carry out their plans of mass conformity and control, children, an all future generations, will never write their own authentic scripts unless they breakaway from those proverbial shackles.

Education, true classical education, and not the facsimile society is being sold, is the only way out.  Everything else is merely a parody, and by public schooling’s repeated failures this is shown to be true.

_____________________________________________________________
Sources & References:

[1] John Taylor Gatto’s Weapons Of Mass Instruction, pp. xviii
[2] Ibid., pp. xviii-xix.

___________________________________________________________
This article is free and open source.  All individuals are encouraged to share this content and have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, researcher, an open-minded skeptic, yogi, humanitarian, and freelance writer who studies and mirrors regularly subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

His other blog, BreakawayConsciousnessBlog.wordpress.com features mainly his personal work, while TheBreakaway.wordpress.com serves as a media portal which mirrors vital information nigh always ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world.
____________________________________________________________
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
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.
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

Public Schooling | Conformity

TheBreakaway
Zy Marquiez
April 17, 2017

“The school system is designed to teach obedience and conformity and prevent the child’s natural capacities from developing.”
– Noam Chomsky

For those seeking more information on this critical subject, please read:

The True Purpose Of Modern Schooling

What Lead To Award Winning Teacher John Taylor Gatto To Quit Public Schooling

SchoolIndoctrination

Conformity Crisis: Curiosity Vs. Conformity

Conformity
TheBreakaway | BreakawayConciousness
Zy Marquiez
April 11, 2017

“Human spirit is the ability to face the uncertainty of the future with curiosity and optimism.  It is the belief that problems can be solved, differences resolved.  It is a type of confidence.  And it is fragile.  It can be blackened by fear and superstition.”
– Bernard Beckett

“The first and simplest emotion which we discover in the human mind, is curiosity.”
– Edmund Burke

Children are the most inherently curious people on earth by far.  This is in their very nature, like breathing is to people.  Watching a youngling carry on and about, asking questions about everything in sight is a wondrous sight.  It matters not what lies in front of them, there is no mountain to high, or not valley to low.  They are capable, because their curiosity hasn’t been dampened by society.  In their nascent stages, a child’s imagination is boundless; this prompts children to see reality itself as boundless, which allows them live in a world of vibrant stories and endless journeys which have not been stultified.  In fact, they believe they are so capable they often get themselves in trouble, as we have come to know.

Because children are inherently curious, they act as little sages, they are like little philosophers.  Ironically, philosophy means the love of wisdom.  Children, by using their curiosity as a platform for understanding the world, are attempting to gain wisdom of reality and its inherent intricacies.   There is much to be learned about that.

From the full breadth and scope of human history, two of the best philosophers to learn from Socrates and Descartes.  The former is known as “the Father of Philosophy” and represents best classical philosophy; the latter is known as “the Father of Modern Philosophy” and represents best of modern philosophy.

What all children have in common with these two great minds is their ability to question.  Just like Socrates and Descartes employed the ability to question everything, so do children.  This is a great gift, because it yields many results in gaining knowledge of the world, and more importantly, of the self.

Unfortunately, later in life, children’s curiosity gets shoved brashly aside.  One could even go as far to say that curiosity is surgically removed from the individual’s repertoire and only a ghost of curiosity’s former self remains.  Whether by parents, public schooling, church, or any other way, children are asked to: [1] conform to standards imposed on them stifling their uniqueness and creativity, [2] to trust authority unquestioningly, and by trusting authority they are ‘taught’ [which in other vernacular is called indoctrinated] into [3] not questioning authority.  That triumvirate of nonsense [sn] leaves kids, like a ship with a busted rudder unable to sail in the sea, unable to be free in mind as they would be if they weren’t forced to conform.  Moreover, these children grow into adults that are incapable of questioning anything because they do not have the curiosity that’s the fuel for seeking truth and employing critical thinking.  We also know that critical thinking does not get taught in public schooling.

All of these above issues cause a great imbalance, because the individual forfeits their natural path that they would have originally followed had they not been stultified

While adults have a much harder time posing questions beyond superficial ones, if they even do so at all, children are vastly capable until their creativity is corralled.  Before the creative consciousness of individual gets sealed away in a vault, it’s important not to allow that ever to take place.   Curiosity needs to be fostered and cared for in continuous fashion.  It’s the inherent curiosity that children feature which the adult world lacks in droves.

Mortimer J. Adler & Charles Van Doren, in their quintessential How To Read A Book – The Classic Guide To Intelligent Reading, put it best:

The child is a natural questioner.  It is not the number of questions he asks but their character that distinguishes him from the adult.  Adults do not lose the curiosity that seems to be a native trait, but their curiosity deteriorates in qualityThey want to know whether something is so, not why.  But children’s questions are not limited to the sort that can be answered by an encyclopedia.[Bold Emphasis Added][1][Emphasis Added]

Adults, however, seem to lack this very type of curiosity, the boundless type.  Admittedly, adults are ‘curious’ about the weather, or about other superficial issues, but it’s not even close to the same magnitude.   Part of the reason is because as adults, we have been taught not to question and we have been indoctrinated to follow orders and always follow authority.  Trust authority is something that gets hammered in our youth, like nails.  This is why adults follow orders en mass in modern days, even though over a century ago this wasn’t always so.

What makes it worse is that when adults see other people ask questions and get reamed by for it, as if questioning authority is a deadly sin, the learn to retreat into a state of fear and conformity falling back into ‘official reality’ – the one in which you must not question.  Continuous conformity continues to tow the party line of via this mass societal engineering with nigh no end in sight.

Regardless of how people ended up losing curiosity and end up conforming, if an individual never leaves the confining, restrictive and stultifying part of the system, the individual will never be able to become an incisive, questioning, critical thinking individual.  And those who never arrive at their full potential will only living life at a fraction of their capabilities when compared to the full breadth and scope that is to be had if an individual is robust and self sufficient.

We should seek to go beyond the confines of conformity and be our own very inherent authentic selves.

The individual needs to be open-minded enough to see when someone is trying to put them in a box, and brave enough to stop those that seek to halt their conscious awareness of issues, no matter who it is.

Only through achieving unbounded awareness of what one is capable of are individuals to free themselves from the confines of conformity and reimplement the original constitution of curiosity they were endowed with.  Then, and only then, will individuals follow their inherent curiosities into new journeys, into a new life.

If individuals are to master themselves, if they are to be able to get in tune with their deepest self, they will need to be allowed to make their own mistakes – children and adults equally.  If individuals are not allowed the opportunity to make mistakes and go through obstacles opportunities for growth, they will never master themselves. 

The only way to breakaway into conscious creativity with curiosity is through the employment of imagination and ceaseless curiosity.

Via imagination, life becomes boundless – an ocean to be traveled upon.  Thereafter, the embers of curiosity are reignited, and the ideas start to take place, possibilities ensue – wonder begins .

From there, an inquiring individual can go through life, searching, willing, and able to journey on their path in search for life’s hidden treasures, venturing towards their personal mysteries.  Or they can remained stultified just as the system has made many become.

Curiosity or conformity.

Freedom, or societal subjugation.

The beauty of this conundrum is, it’s merely a choice.  One way or another, everyone always decides.

Every.  Single. Day.
___________________________________________________________

[1] Mortimer J. Adler & Charles Van Doren, How To Read A Book, p. 264.
___________________________________________________________
This article is free and open source. You are encouraged and have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, researcher, an open-minded skeptic, yogi, humanitarian, and freelance writer who studies and mirrors regularly subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

His own personal blog is BreakawayConsciousnessBlog.wordpress.com where his personal work is shared, while TheBreakaway.wordpress.com serves as a media portal which mirrors vital information usually ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world.

Dumbing Down and Cognitive Laziness

Source: DougMichael
February 17, 2017

In this segment, Doug points out how the educational system is used as a tool to indoctrinate, create a collectivized, herd mentality and to dumb down, thereby creating an aversion to true learning and producing cognitively, lazy minds. All images contained herein are for educational purposes only, and used in accordance with Fair Use.

Book Review: Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto

A Truly Must-Read Book Exposing The Current Dismal State Of Public Schooling

dumbingusdown
TheBreakaway
Zy Marquiez
January 11, 2017

John Taylor Gatto is an award winning teacher that isn’t afraid to buck the trend.

Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto is a masterly an in-depth view into how public schooling really works.

Sampling many of his best personal essays, Dumbing Us Down features the true reasons why education in our modern day system is failing: because it’s meant to be that way.

Gatto reinforces his main premise with a thorough examination of public schooling in America.  He carries this out rather incisively given his no holds barred approach to the matter, and this is very refreshing.

While many others have tippy toed their way around the issue, Gatto harpoons the heart of the matter with statements such as:

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[1][Bold Emphasis Added]

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”[2][Bold Emphasis Added]

It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does.”[3][Bold Emphasis Added]

Such scathing statements leave no question to Gatto’s courageous stance, and helps the reader understand the plight we face rather cogently.

Another component of this ongoing public schooling issue is how vital the community is, and more importantly, the family unit, in helping foster a healthier, more independent, more curious, and ultimately more self-sufficient individuals through proper education.  While this might seem obvious in hindsight, it isn’t being employed that much at all in our modern environs.

Throughout the length of the book, Gatto fiercely touches upon the many different factors that have helped cause this growing dilemma.  Some of these include the overwhelming amount of television being watched by society in general, and more specifically by children, while other components have to deal with the inherent designs of schooling such as the fragmentation of education, the removal of the family from an individual’s education, the poor life tenets individuals are taught, and much more.

One of the best parts of the book is what Gatto calls ‘The 7-Lesson School Teacher’, where the author shows what teachers are truly expected to inculcate into students.  Once read, this particular lesson to the reader might seem facetious, but it’s really not.  When one views what Gatto is stating with an open mind –  while keeping cognizance of the fact that he worked decades for the system – then one completely gets to be aware of why failure in schooling isn’t the exception, but the rule.

In fact, more specifically, Gatto gets at the heart of why public schooling is destined to fail:

Mass education cannot work to produce a fair society because its daily practice  is practice in rigged competition, suppression and intimidation.  The schools we’ve allowed to develop can’t work to teach nonmaterial values, the values which give meaning to everyone’s life, rich or poor, because the structure of schooling is held together by a Byzantine tapestry of reward and threat, of carrots and sticks.  Official favor, grades, and other trinkets of subordination have no connection with education; they are the paraphernalia of servitude, not of freedom.”[4][Bold Emphasis Added]

Gatto has unbounded a phenomenal book in the field of public schooling and more importantly, what true education should encompass.  Please keep in mind, schooling and education are not the same thing.  Particularly, this differentiation and what each means is one of the main gems of this book.

To finalize, this book is a veritable fountain of information that is intense in precision and thought-provoking in its implications given that they filter into all aspects of our lives, and ultimately seep into the future.  This is why it’s vitally important for individuals to become autodidacts, and help others become so through our interactions with our families and communities.  Self-teaching is more important now than ever, especially with the deteriorating effects of public schooling.

Because of all the reasons mentioned above, and myriad more, this book is definitely a must read for everyone.

As the author saliently notes:

“Aristotle saw, a long time ago, that fully participating in a complex range of human affairs was the only way to become fully human…”[5][Bold Emphasis Added]

____________________________________________________
Sources & References:

[1] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 21.
[2] Ibid., pg. 23.
[3] Ibid., pg. 24.
[4] Ibid., pg. 69.
[5] Ibid., pg. 47.

____________________________________________________

Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

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.
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

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
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

 

Collective Consciousness – The Individual Is Gone

QuestionEverything2
Source:NoMoreFakeNews.com
Jon Rappoport
October 24, 2016

“In the middle of all the brain-research going on, from one end of the planet to the other, there is the assumption that the individual doesn’t really exist. He’s a fiction. There is only the motion of particles in the brain. Therefore, nothing is inviolate, nothing is protected. Make the brain do A, make it do B; it doesn’t matter. What matters is harmonizing these tiny particles, in order to build a collective consensus, in order to force a science of behavior.” (The Underground, Jon Rappoport)

Individual power. Your power.

It stands as the essence of what the founding documents of the American Republic are all about, once you scratch below the surface a millimeter or so.

Therefore, it stands to reason that colleges and universities would be teaching courses in INDIVIDUAL POWER.

As soon as I write that, though, we all fall down laughing, because we understand the absurdity of such a proposition. Can you imagine Harvard endowing a chair in Individual Power?

Students would tear down the building in which such courses were taught. They’ve been carefully instructed that the individual is the greatest living threat to the planet.

If you can’t see that as mind control, visit your local optometrist and get a prescription for glasses.

So we have this astonishing situation: the very basis of freedom has no reflection in the educational system.

You can say “individual” within certain limited contexts. You can say “power,” if you’re talking about nuclear plants, or if you’re accusing someone of a crime, but if you put “individual” and “power” together and attribute a positive quality to the combination, you’re way, way outside the consensus. You’re crazy. You’re committing some kind of treason.

In order to spot the deepest versions of educational brainwashing, YOU HAVE TO HAVE SOME STANDARD AGAINST WHICH YOU CAN COMPARE WHAT IS COMING DOWN THE PIPELINE INTO THE MINDS OF STUDENTS.

If you lack that standard, you miss most of the action.

If you lack that standard, you have already been worked over by the system.

And in this case, the standard is INDIVIDUAL POWER.

Clean it off, hose off the dirt, polish it, look at it, think about it, remember it.

Then you’ll see some Grade-A prime mind control. Everywhere. Because schools either don’t mention it, or they discredit it.

Back in the days when I was writing on assignment for newspapers and magazines, I pitched a story about individual power to an editor. I wanted to trace its history as an idea over the past ten years.

He looked at me for a few seconds. He looked at me as if I’d just dropped some cow flop on his desk. He knew I wasn’t kidding and I had something I could write and turn in to him, but that made it worse. He began to squirm in his chair.

He laughed nervously.

Then he stopped laughing.

He said, “This isn’t what we do.”

For him, I was suddenly radioactive.

I had a similar experience with a high-school history teacher in California. We were having lunch in a cafe in Santa Monica, and I said, “You should teach a course in individual power. The positive aspects. No group stuff. Just the individual.”

He frowned a deep intellectual frown, as if I’d just opened my jacket and exposed a few sticks of dynamite strapped to my chest. As if he was thinking about which agency of the government to report me to.

Now, for the schizoid part. The movies. Television. Video games. Comics. Graphic novels. They are filled to the brim, they are overflowing with individual heroes who have considerable power. These entertainment businesses bank billions of dollars, because people want to immerse themselves in that universe where the individual is supreme. They want it badly.

But when it comes to “real” life, power stops at the front door and no one answers the bell.

Suddenly, the hero, the person with power is anathema. He’s left holding the bag. So he adjusts. He waits. He wonders. He settles for less, far less. He stifles his hopes. He shrinks. He forgets. He develops “problems” and tries to solve them within an impossibly narrow context. He redefines success and victory down to meet limited expectations. He strives for the normal and the average. For his efforts, he receives tidbits, like a dog looking up at his master.

If that isn’t mind control, nothing is.

Once we enter a world where the individual no longer has credibility, a world where “greatest good for the greatest number” is the overriding principle, and where that principle is defined by the elite few, the term “mind control” will have a positive connotation. It will be accepted as the obvious strategy for achieving “peace in our time.”

At a job interview, a candidate will say, “Yes, I received my PhD in Mind Control at Yale, and then I did three years of post-doc work in Cooperative Learning Studies at MIT. My PhD thesis? It was titled, ‘Coordination Strategies in the Classroom for Eliminating the Concept of the Individual.’”

From Wikipedia, “Cooperative Learning”: “Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another’s resources and skills…Furthermore, the teacher’s role changes from giving information to facilitating students’ learning. Everyone succeeds when the group succeeds.”

That is a towering assemblage of bullshit.

“Everyone succeeds when the group succeeds.” You could use that quote on the back cover of Orwell’s 1984 or Huxley’s Brave New World. Everyone does not succeed—because the individual never finds out what he can do on his own. That avenue is cut off. He only knows what he can achieve in combination with others. He only knows what he can understand when he borrows from others. He may never glimpse what he truly wants to do in life.

This is a tragic situation, but the tragedy is concealed, because the memory of shifting from individual independence to group dependence is gone. There is no such memory. A child is brought up without independence. Therefore, how can he recall losing it?

He only knows the group and the team and the participation and the praise. He only knows the organizing of his life within a synthetically produced context.

He is taught that this is good and necessary.

So, one day, when a bolt comes out of the blue and he recognizes he is himself, what will he use to grasp that revelation and build on it?

Yes, there are productive groups and teams, and one is always working with others, to some degree. But the core and the starting point is one’s self. That is where the insight and the magic begin. That is where the great decisions and commitments are made. That is where the world is born, every day.

I see no end of writing about this magic, because civilization has been turned upside down by treacherous people who have been fabricating a counter-tradition that will sink the ship.

Read More At: JonRappoport.wordpress.com

_________________________________________________________________

Jon Rappoport

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 emails at NoMoreFakeNews.com or OutsideTheRealityMachine.