Breakaway Post Of 2016: How A Generation Lost Its Common Culture by Professor Patrick Deneen

[Editor’s Note]

Out of all the articles/news/information mirrored, this was the most incisive by far.

Professor Patrick Deneen speaks at length as to the myriad reasons why the culture is declining and what type of transformation is taking place in society.

If there’s one thing you read today, let it be this, for the concerns shared by Professor Deneen do not only seep into our present state, but will echo into the future, whether we like it or not.

culture

Source: MindingTheCampus.org
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.

Read More At: MindingTheCampus.org


Patrick Deneen is David A. Potenziani Memorial Associate Professor of Constitutional Studies at Notre Dame.

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How A Generation Lost Its Common Culture

young graduates students group

Source: MindingTheCampus.org
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.

Related: The Chaos of College Curricula

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.

Related: Courses without Content

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.

Books for Book-o-Phobes

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.

Read More At: MindingTheCampus.org


Patrick Deneen is David A. Potenziani Memorial Associate Professor of Constitutional Studies at Notre Dame.

7 Actions Individuals Can Take To Navigate Through The Media Minefield

QuestionEverything2

“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country. …We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of. This is a logical result of the way in which our democratic society is organized. Vast numbers of human beings must cooperate in this manner if they are to live together as a smoothly functioning society. …In almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are dominated by the relatively small number of persons…who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the public mind.”
Edward Bernays, Propaganda

“Much of what is reported as ‘news’ is little more than the uncritical transmission of official opinions to an unsuspecting public,” wrote Parenti.  Fox news commentator Brit Hume stated, “What [the mass media] pass off as objectivity, is just a mindless kind of neutrality.” 
– Jim Marrs, Rise Of The Fourth Reich – The Secret Societies That Threaten To Take Over America

TheBreakaway
Zy Marquiez
July 16, 2016

As of late, have had quite a few friends and acquaintances online and in person ask me how is it possible to figure out what information passes muster in our information overload reality of ours.  This got me thinking about the simple things that experience has taught me over time

Below follow some of the tenets that have helped me greatly for nigh a decade in being able to discern more and more what’s what within media.

#1: Don’t believe anything anyone says, including me.

Just because the media states something, doesn’t make it true.  As the Walter Lippman once said, “News and the truth are not the same thing…”.

If we take a cautious approach, we make sure we are not being mislead into opinions being passed off as facts, or a belief-system [i.e. the current race war propaganda nigh everywhere] at the outset that might work against us.  If in the end, the information is still true, nothing is lost.  But when news ‘happens’ to be incomplete, or if its disinformation, misinformation, or downright deception, we as individuals stand to pay a heavy price by believing news without verifying what’s being said.  Be wary.

#2: Remain open-minded, but skeptical, about everything.

Open-mindedness seems to be quite rare these days.  True open mindedness is open to all, and keen discernment will help to gravitate to what’s sensible.  But we need to remain skeptical as well, because there’s many agendas in play with certain information, and many motives behind the scenes.  These can help drive information in numerous directions, which is why it’s hard to ascertain the truth at times these days.

#3: Vet the information with relentless research.

As individuals, it is imperative that we proceed in our search for facts with a devoted approach that’s as flexible as it is trenchant.  Asking shrewd questions is practically mandatory to get to the bottom of things, or at least to follow certain leads.

What are the sources/references of the article, researcher, and people quoted there in?  Is the information presented ironclad?  Has any information been presented by others that repudiates that very information?  Have any of the data points been eviscerated?  Is there a conflict of interest [especially monetarily] involved?  Etc etc.

Only by plotting a course will we get to where we wish to get, which is the truth.  Incisive questions facilitate this task.

#4: Always remain flexible to the information presented.

For instance, when information about the Zika virus came out, at first there were several people within my life that were really concerned.  At the outset, they showed great fear at such possibilities.

However, it was suggested for them to keep an open mind and not be fearful, because it could be that the information was not being presented in a complete manner.

Soon thereafter, it was not only found out that Zika was nothing new since it had been around for decades with no issues whatsoever, but that the issues that stemmed from the Zika allegedly causing microcephaly was hogwash.

Jon Rappoport of NoMoreFakeNews.com & JonRappoport.wordpress.com covers this is at length:

The Zika-microcephaly connection is scientific nonsense. Let me run it down for you.

My analysis is beyond, “But Expert A says…” I am not dealing in appeals to authority, but instead the standards of evidence anyone can see if he opens his eyes.

First of all, the latest figures out of Brazil, the so-called epicenter of the microcephaly tragedy, reveal the following: 854 confirmed cases of microcephaly; and of those, 97 cases show the presence of the Zika virus.

Inference? Zika is not the cause of microcephaly. If it were, researchers would be able to detect it in all, or the overwhelming percentage of, microcephaly cases.“[1][Emphasis Added]

There article provides many important data points to ponder regarding this abstruse subject.

The whole point is, when initially examining an issue, don’t get married to an opinion/statement,  regardless who it’s done by.   Many times evidence surfaces that blows holes in the official story large enough to ferry the titanic through.

#5: Analyze how the information is presented.

Is the information infused with fear, or is it self-empowering? 

Within a lot of the media, be it mainstream or alternative, there is an noticeable undercurrent of fear taking place.  This causes individuals to not only live very limiting lives believing that the end is nigh [in some cases, literally] but also leaves individuals feeling powerless.  That’s unacceptable.

Information can be presented in a manner that is concerning, but still self empowering.  Be mindful of this.

#6: Always ask yourself who benefits from this.

Those who may benefit from certain events might be organizations or they might be specific people [i.e. George Soros].  However, always keep in mind almost always there are large factors at play that couple to institutions, organizations, or secretive groups who benefit from certain events taking place, or certain news being disseminated.

By following that rabbit hole, it will be easier to ascertain what kind of agendas these individuals might have given the discipline involved, the institutions involved, and any other poignant data that would be useful.

#7: Always remain calm.

No matter the issue at hand, a state of total awareness is vastly more beneficial than a state of panic.

When people panic, mistakes are made – big ones.  Mistakes can have great cost.  Don’t set yourself up for failure.

We are all different individuals, so what helps one person might not help another.  For me though, what’s helped me the most to remain calm is meditating, yoga, reading, working out, and mindful breathing.  These five tools help zap nigh all the stress out of my life.

One of my friends loves swimming, a lot.  This helps her stay centered.  Other friends gravitate towards writing and whatnot. Do whatever helps you best.  Either way, be proactive about remaining calm and collected.

To finalize, the basic seven tenets above will help guide individuals towards an incisive discernment in various types of information provided.

As long as we remain self aware and cognizant, we will be able to see clearly when an attempt is made to manipulate information.  Once an individual has practiced this enough, it becomes an automatic tool in one’s repertoire to that nets great results.

Ample benefits await.  All an individual has to do is be inquisitive and discerning.

Your ability to see through the veil of lies if you so choose is boundless  Don’t ever let anybody else tell you otherwise.

__________________________________________________________________
Source & Reference:

[1] Jon Rappoport, NoMoreFakeNews.com, Zika: Message To Purveyors Of Medical Fraud

Is What You Know Based On Knowledge Or Belief?

QuestionEverything2

TheBreakaway
Zy Marquiez
June 30, 2016

“Beware of false knowledge; it is more dangerous than ignorance.”
– George Bernard Shaw

“Dangers lurk in all systems.  Systems incorporate the unexamined beliefs of their creators.  Ad opt a system, accept its beliefs, and you help strengthen the resistance to change.”
– Frank Herbert

Knowledge is a wonderful thing.  Knowledge allows us to apply our bests selves forth,  it allows us to glean an understanding in to situation we otherwise could not if we were ignorant, and even better, it allows us to live life to the fullest, among other things.

In its simplest form, knowledge is defined as:

acquaintance with facts, truths, or principles, as from study or investigation; general erudition: knowledge of many things. 

Ultimately, how knowledge is applied is up to the individual.  Be it for righteous or nefarious purposes, knowledge itself is a tool.

Then there is the concept of belief.  Belief is interesting term.  Belief, like knowledge, can be used for countless things, positive or negative.

Belief is defined as:

something believed; an opinion or conviction

By its very nature, if something is believed it is not fact.    There is no problem with that as long as an individual can understand the tenet wholeheartedly.

The problem arises when people substitute belief for knowledge.  That can be overwhelmingly detrimental.

By way of personal example, well over a decade ago, it was my belief that vaccines were safe and effective.

What was this belief based on?   It was based on the constant repetition of this belief by doctors, media, and even parents.    Predictably, in the media, no studies were ever discussed at length if at all, nor are they now.  Some might know that as a clue.

This entire belief structure followed by doctors, nurses, teachers, parents, etc. all hinged on the honesty of the pharmaceutical representatives, which hinged on the ‘honesty’ of the scientists and corporations running the studies.  In hindsight, that’s a prodigious amount of belief stemming from one source, and nobody dared question it.

The unfortunate part is, that this is exactly how the system still operates today.  Everyone taking everyone’s word, nobody ever doing any investigation.  Except thankfully there are medical insiders that have realized the entire medical system is built on a house of cards and have spoken at length about it, such as Dr. Ghislaine Lanctot, author of [The Medical Mafia], Dr. Kelly Broggan [author of A Mind Of Your Own – The Truth About Depression], Dr. Peter Breggin [author of Toxic Psychiatry], Dr. Russell Blaylock [author of Natural Strategies For Cancer Patients], Dr. Suzanne Humphries [author of Dissolving Illusions: Disease, Vaccines & The Forgotten History], Dr .John Abramson [author of Overdo$ed America – The Broken Promise Of American Medicine] and countless others.

All roads led to more questions, and that fueled my personal quest for truth.  A search for knowledge hasn’t stopped. 

The deeper the search done by me went, the more it was embarrassingly apparent that everyone was just repeating what everyone else was just saying:  that vaccinations were always safe and effective.  But was it really true?  Did any of these individuals questioned at the time by me ever look at studies or read books extensively on the subject?  Negative.  Not one.  Even these days in the information age it’s rare when people actually research something at more than a cursory glance.

Of course, those who have done their homework realize this pervasive belief system stems from the very apex of the Medical Industrial Complex.

My presumption at the time was that all of these people in society knew what they were talking about.  Everyone that wasn’t doctors [parents, public officials, teachers, etc.] were just regurgitating the information they were told.  Nobody every looked at the data.  And the Doctors?  They were just repeating what they were told by the pharmaceutical representatives, who were just being told what to say by the scientists.  Nobody was reading studies or seeking to learn information. 

That’s the power of knowledge belief; everyone thinks they know.

After it became apparent to me that Big Pharma was responsible – at least in part – for the inculcation of such a belief, it fueled me to no end.  Big Pharma should be helping the populace, not lacing propaganda in every direction with questionable data at best, and downright deception at the worst.

The question still remained: why was a belief in vaccines being safe and effective, at its core, a belief?  Because it can’t satisfy the parameters of knowledge.

How is that so?  If we know that knowledge is the acquaintance with facts, truths, or principles, as from study or investigation, then it had to be possible for me to show the inefficiency and lack of safety of vaccinations.

Through extensive research, this is exactly what took place.

The more the veil of deception was pierced, the easier it was to see how convoluted the whole system of Big Pharma was inherently constructed.

Instead of asking people what they believed, it became apparent that it was up to me – the individual – to seek the knowledge that was to be gleaned, to either confirm, or deny, that vaccinations were safe and effective.  Such was only prudent given that the health of a possible future child at the time could be affected forever.

At any rate, the first major blow that began deconstructing Big Pharma’s credibility was becoming familiar with the 1986 National Childhood Vaccine Injury Act [NVCIA].

What did the NVCIA entail?  At its core, it’s a law that was passed to protect Big Pharma from damages arising from vaccine-related injury or death associated with vaccinationsIt essentially grants Big Pharma immunity from prosecution.  That’s called a BIG CLUE.

When querying a Doctor many years ago, she stated that the issue at the time – and this has been mentioned by many other sensible doctors/individuals – was that pharmaceutical companies were getting far too many lawsuits from vaccinations.  Had the subject not been known to me, it would seem odd, because the belief was that vaccinations are safe.  But having already dug up evidence that such was not the case, beginning with autism, it made a lot of sense that some large impetus would be the case for why the NVCIA was passed.  It was all about money.  Billions in fact.

Its ironic, because if vaccines were really safe, government protection via law would not be needed.

Delving further into the subject, another part of the system that became known to me was the Vaccine Adverse Event Reporting System [VAERS].  This system is run by the FDA and the CDC.

However, how many people know that this reporting system even exists?  It wasn’t known to me, nor anyone that was queried at the time, and it rarely is known today, except with people who have looked thoroughly into the subject.

What’s the problem with not knowing about VAERS?  If parents/people don’t know about this system, how can they ever make a reliable adverse reaction report about vaccinations?  If they can’t make a reliable report, how can we know the efficacy of vaccinations on the whole?  They can’t.

A salient example shared in one of Jon Rappoport’s blogs  [NoMoreFakeNews.com], which couples with the info at hand, was reported by Barbara Loe Fisher:

“But how many children have [adverse] vaccine reactions every year? Is it really only one in 110,000 or one in a million who are left permanently disabled after vaccination? Former FDA Commissioner David Kessler observed in 1993 that less than 1 percent of doctors report adverse events following prescription drug use. [See DA Kessler, ‘Introducing MEDWatch,’ JAMA, June 2, 1993: 2765-2768]

“There have been estimates that perhaps less than 5 or 10 percent of doctors report hospitalizations, injuries, deaths, or other serious health problems following vaccination. The 1986 Vaccine Injury Act contained no legal sanctions for not reporting [via VAERS]; doctors can refuse to report and suffer no consequences.

“Even so, each year about 12,000 reports are made to the Vaccine Adverse Event Reporting System [VAERS]; parents as well as doctors can make those reports. [See RT Chen, B. Hibbs, ‘Vaccine safety,’ Pediatric Annals, July 1998: 445-458]

“However, if that number represents only 10 percent of what is actually occurring, then the actual number may be 120,000 vaccine-adverse events. If doctors report vaccine reactions as infrequently as Dr. Kessler said they report prescription-drug reactions, and the number 12,000 is only 1 percent of the actual total, then the real number may be 1.2 million vaccine-adverse events annually.”
http://www.whale.to/a/moth.html

As you can see, due to the infrequency of the reporting within the VAERS, the number of adverse reactions to vaccinations could be prodigious.

Consequently, it’s impossible to know how big the issue is.

This was yet another example which  helped me as an individual glean a modicum of truth where only beliefs stood.

Having conducted my own research, which is still ongoing to this day, it has become blatant that what was passed off as knowledge, was in fact based on belief.

The great thing is that information is becoming available every single day for those willing to search for it.

In fact, a more recent book that has added more fuel to the fire is, Thimerosal – Let The Science Speak – The Evidence Supporting The Immediate Removal Of Mercury – A Known Neurotoxin From Vaccines by Robert F. Kennedy Jr.  The book has hundred of data points reflecting the ongoing issues with vaccinations containing thimerosal, which unfortunately is a neurotoxin.

Sifting methodically and relentlessly through all the information available, regardless of the topic, is the only sensible way an individual can go from believing something, to knowing it.

That makes all the difference in the world.

After all, as an inquiring individual, do you want to believe something works?   Or do you want to know?