Prophecy Central Commentary
Ron Graff - Feb. 23, 2009
It seems that everyone knows that the Bible says there will be an Antichrist in the last days, and that he will require people to have the “Mark of the Beast.” Of course, most people don’t take it seriously, but at least they know that the prophecy exists.
Revelation 13:16 and 17 says:
He also forced everyone, small and great, rich and poor, free and slave, to receive a mark on his right hand or on his forehead, 17so that no one could buy or sell unless he had the mark, which is the name of the beast or the number of his name.
A few decades ago it was a great mystery how it would be physically possible for an economic dictator to have such control.
Then, with the advent of the Computer, and especially of personal computer and super computers, our world has experienced an “Information Explosion.” And this information has been made available to everyone via the Internet! This phenomenon was prophesied by Daniel in the Old Testament. He didn’t understand it, but by the Spirit of God he wrote:
But you, Daniel, close up and seal the words of the scroll until the time of the end. Many will go here and there to increase knowledge." - Daniel 12:4
There are two mysteries here: the mystery of increased knowledge and the mystery of many people “going here and there.” The computers took care of the increase of knowledge. And the most likely fulfillment of “going here and there” is the use of the Internet, don’t you think?
We have special sections on our website, Prophecy Central, for articles about “Modern Technology,” and about “The Mark of the Beast.” Let me share a few thoughts from those sections with you. Let’s start with the “Mark of the Beast.” Many people miss an important aspect of this prophecy. Of course, the mark is to allow people to buy or sell. It is like a universal ATM code. Without it – or without permission – people will not be allowed to even buy groceries or gasoline.
But the mark itself is not your identification number. It is either the NAME or the NUMBER of Antichrist himself. It is a visible symbol of the fact that the person who has the mark has agreed to WORSHIP Antichrist!! Revelation 13 doesn’t actually say that, but Revelation 14:9 to 11 does:
A third angel followed them and said in a loud voice: "If anyone worships the beast and his image and receives his mark on the forehead or on the hand, 10he, too, will drink of the wine of God's fury, which has been poured full strength into the cup of his wrath. He will be tormented with burning sulfur in the presence of the holy angels and of the Lamb. 11And the smoke of their torment rises for ever and ever. There is no rest day or night for those who worship the beast and his image, or for anyone who receives the mark of his name."
Revelation 20:4 has a very similar message. Worship of the beast, or Antichrist is shown by accepting his mark.
And as you know, the number of his name is 666. There are many possibilities for converting a name to a number. We will look at that another time. (Biblcial Christianity: Read Herb Peter's book "Recommendation 666", and/or the posting on "The Anti-christ, The False Prophet, and the Mark of the Beast" found in the links to the left)
There are three things that will be necessary for this registration to take place. First, each person will need to have his own identification code.
Second, this code must be with him at all times – not visible on his forehead or right hand – but permanently imprinted or implanted so that a data processing device can read it each time he tries to buy or sell something.
And third, there must be a world-wide computer system capable of handling such a mind-boggling amount of information.
It is not wise to be dogmatic about what the exact technologies that will be used when this time comes. By the way, you can tell by the details in the Book of Revelation that this Mark of the Beast registration takes place in the middle of the seven-year Tribulation period. The Tribulation has not yet begun, so, there are at least another three and one half years before it would begin..
Let’s look briefly at these three things. First an identification code or number for each person. Will that be the Social Security Number? Or the Driver’s license? Maybe it will be the health plan number proposed by the Stimulus Bill which was just signed into law yesterday! Listen to this headline and description:
Stimulus Bill will Track Individual Health Records Electronically
Feb. 10, 2009 - An alarming provision of the Stimulus Bill is the creation of a National Coordinator of Health Information Technology, that will assign an electronic ID to every person and maintain their health records. The goal is to reduce costs and “guide” your doctor.
Ok. Next, what about imprinting or implanting this number? Last November, Chuck Missler reminded his readers that the VeriChip implantable device for humans, similar to the one injected into dogs and cats, has not been very popular yet, but this may change now because the company plans to team up with Microsoft to make patient medical information readily available online. Microsoft offers an Internet program called HealthVault, where users can view their health data and can input helpful information.
You mean it may save my life in an emergency? Well, OK then, I’ll take the chip.
The third issue is a computer system capable of handling so much data. What do you think about this news that just came out on February 3rd?
Fastest Supercomputer Ever
IBM is working on its new Sequoia computer, to be delivered in 2011 to the Department of Energy's Lawrence Livermore National Laboratory. It will operate at 20 petaflops (20 quadrillion floating point operations per second!). The previous fastest computer was an IBM unit delivered last June to the Energy Department. That computer broke the 1 petaflop barrier.
Another headline said:
IBM Sequoia: Faster Than the Fastest 500 Supercomputers, Combined
The Sequoia will be powered by 1.6 million cores
If each of the 6.7 billion people on earth had a hand calculator and worked together on a calculation 24 hours per day, 365 days a year, it would take 320 years to do what Sequoia will do in one hour.
Here’s a calculation that I made about the Mark of the Beast scenario: 20 quadrillion floating point operations divided by 6.7 billion people on earth gives almost 3 million(2,985,075) operations per person. Or, in other words, that computer could check on your bank account, your credit, your legal status, your health information, your GPS position, and any recent activity related to your ID number.
Then, believe it or not, this one computer could move on the next person, and the next, checking up on every single person on Earth.
After all of this, one second would have passed, and the computer could start all over again.
I (writer of this article-NOT Biblical Christianity) truly believe we are living in the last days. There is nothing else that needs to happen before Jesus comes back to rapture true believers into heaven to be with Him. We don’t believe in setting dates, but we are surely closer to the coming of The Lord than we have ever been before.
Biblical Christianity believes that the temple must be rebuilt before the coming of the Lord, and that the anitchrist will be identified before we are called away.
2 Thess.2:1-4
Thursday, February 26, 2009
Saturday, February 21, 2009
Social Engineering for Global Change
This from...
Forcing Change: www.forcingchange.org
--------------------------------------------------------------------------------
[Note: several places the spelling used is based on Canadian/European formats]
"Fifty years is ample time in which to change a world and its people almost beyond recognition. All that is required for the task are a sound knowledge of social engineering, a clear sight of the intended goal - and power." -- Arthur C. Clarke, Childhood's End. (1)
"A world society cannot be haphazard. Since there are no precedents, its cannot be traditional at this stage in its development. It can only be deliberative and experimental, planned and built up with particular objectives and with the aid of all available knowledge concerning the principles of social organization. Social engineering is a new science." -- Scott Nearing, United World (2)
--------------------------------------------------------------------------------
Without question, one of the greatest tools for social engineering is in the realm of public education. This is not a blanket statement downplaying the role of education per se, but a judgment call recognizing the tremendous influence that the educational system can play in creating "social change."
Consider this statement from Naresh Singh, a program director at the International Institute for Sustainable Development,
"Education has been advanced as significant in bringing about changes in attitudes, behaviour, beliefs and values...In order to redirect behaviour and values towards institutional change for sustainable development there is a need to investigate strategic options in relation to educational philosophies, scope for propagation and adoption, and groups most likely to be susceptible to change." (3)
All of this points to a radical shift now taking place - a shift which emphasizes "global thinking" and "planetary norms." According to the IISD literature, "the task of education for the immediate future is to assist in activating an ethic of planetary sensitivity...We must pass from a human-centred to an earth-centred sense of reality and value." (4)
This "global-shift role" for general education is a foundational platform for UNESCO, the United Nations Educational, Scientific and Cultural Organisation. The first Director General of UNESCO, Julian Huxley, clearly laid out UNESCO's educational scope,
"In general, Unesco must constantly be testing its policies against the touchstone of evolutionary progress. A central conflict of our times is that between nationalism and internationalism, between the concept of many national sovereignties and one world sovereignty...
"The moral of Unesco is clear. The task laid upon it of promoting peace and security can never be wholly realised through the means assigned to it - education, science and culture. It must envisage some form of world political unity, whether through a single world government or otherwise...However, world political unity is, unfortunately, a remote ideal, and in any case does not fall within the field of Unesco's competence. This does not mean that Unesco cannot do a great deal towards promoting peace and security. Specifically, in its educational programme it can stress the ultimate need for world political unity and familiarise all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization." (5)
Back in 1968, UNESCO, along with The Twentieth Century Fund (now called The Century Foundation) and the Ford Foundation, helped start a new educational body located in Geneva, Switzerland; the International Baccalaureate Organization. (6)
Originally, the IBO was established to provide a common educational basis for international students that would be acceptable to universities around the world. With this in mind, IBO curriculum has, for over 35 years, emphasized that its students broaden their understanding of various cultures, languages, and points of view.
Understanding other's points of view, cultures and languages is, in itself, a noble task - it's something that I work at pursuing and instilling within my own children and in myself. But underlining IBO's philosophy is something deeper; according to George Walker, the Director General at IBO, "International education offers people a state of mind: international-mindedness. You've got to change people's thinking." (7) Hence, "students develop an awareness of moral and ethical issues and a sense of social responsibility...fostered by examining local and global issues." (8)
This is not simply ambiguous language. In advancing the international-mindedness of IBO, the organization has endorsed the Earth Charter - an earth-centered declaration which venerates global political-ethical-moral and spiritual unification. Some, such as Mikhail Gorbachev, have gone so far as to compare the Earth Charter with "those 10 or 15 Commandments which we all know about...those famous testaments..." (9)
Providing the Earth Charter initiative with advanced support, the International Baccalaureate Organization has agreed to become an Earth Charter partnership entity, along with such groups as the Association of World Citizens, Friends of the Earth, Global People's Assembly, Rain Forest Action Network, the US branch of the United Nations Association, and the World Parliament of Religions. (10) Furthermore, IBO Deputy Director General, Ian Hill, sits on the Earth Charter Initiative Education Advisory Committee.
Propagating this new global "testament," IBO is currently looking at ways to incorporate the Earth Charter into the following curriculum areas; Theory of Knowledge, Environmental Systems, Environmental Science, Technology and Social Change, Peace and Conflict Studies, Experimental Science, Philosophy, Geography, History, Math, and the Arts. (11)
None of this would be very remarkable if the IBO were a small entity stuffed somewhere in a forgotten corner of the world - but it's not. Presently, almost 1,300 schools around the globe are authorized to offer IBO programs. And in the United States and Canada, close to 650 schools are tied in to the IBO, with 473 in the US. Adding to this, the IBO is linked into a number of United Nations' functions beyond the UN inspired Earth Charter and UNESCO - where it holds a special consultative status. Examples of this UN partnering includes: preparatory work for the UN's World Summit on Sustainable Development, activities within a number of UN International Schools, and involvement with a variety of United Nations Model programs. (12) Simply put, it's an organization with considerable "social change" inroads at the international level.
Funding for the body also reflects this global-local-global approach. During the month of October, 2003, in a monetary show of support, the US Department of Education awarded the IBO a grant of $1.17 million. According to the IBO press release, these US taxpayer funds were to be specifically channeled into setting up IBO programs "in six middle and high school partnerships in disadvantaged areas in Massachusetts, New York and Arizona." (13)
Additional funding for the IBO has come from 14 other major national governments, including the United Kingdom, Japan, and Canada. Monies have also been funneled in through contributions from the Goldman Sachs Foundation, the Andrew W. Mellon Foundation, the US Agency for International Development, the Armand Hammer Foundation and the Armand Hammer United World College, the United Nations International School, the New York Times Foundation, Gulf Canada, the IBM World Trade Organization, and many others. (14) Obviously, incorporating a global mind-change educational agenda carries a hefty price tag - and it's no surprise that heavy financial hitters are involved in the play.
Progressing the idea of an international educational platform, Professor Azim Nanji, Director of the Institute of Ismaili Studies, delivered a speech to the International Baccalaureate Organization on May 5th, 2003, stating that we need to see things in broader terms than just nation-states and western liberal democracy. Additionally, he stated that when people's religious beliefs become a vehicle for political and social agendas, it's an abuse of religion. (15)
Somehow I think the irony of this proposition went unnoticed. By endorsing and incorporating the Earth Charter, the IBO is blatantly pushing a pseudo-religious/spiritual agenda - an international social-change concept that is grossly intertwined with global governance aspirations, United Nations empowerment, and earth-centered religious philosophies. UNESCO itself, as part of IBO's foundational base, endorses a quasi-religious version of international education through the work of a former high-ranking UN official, Robert Muller.
In 1989, Robert Muller received the UNESCO Peace Education Prize for his work in developing a World Core Curriculum. Frederico Mayor, the Director-General of UNESCO at the time, praised Muller as an "innovator in education" and gave accolades for Muller's book New Genesis: Shaping a Global Spirituality, saying that it "offers the world a blueprint for a new, spiritual vision of human destiny." (16)
Yes it does! According to New Genesis,
"...humankind is seeking no less than its reunion with the "divine," its transcendence into ever higher forms of life. Hindus call our earth Brahma, or God, for they rightly see no difference between our earth and the divine. This ancient simple truth is slowly dawning again upon humanity. Its full flowering will be the real, great new story of humanity, as we are about to enter our cosmic age and to become what we were always meant to be: the planet of God." (17)
Predictably, Muller's World Core Curriculum follows this New Genesis -New Age vein. In fact, Muller's World Core Curriculum is really more of a philosophy of education than an actual curriculum - a philosophy firmly grounded in New Age concepts of man's deification and "Earth spirituality." Bridging all of this, Muller explains, "Yes, global education must transcend material, scientific and intellectual achievements and reach deliberately into the moral and spiritual spheres." (18)
Why? According to Muller,
"We must manage our globe so as to permit the endless stream of humans admitted to the miracle of life to fulfill their lives physically, mental, morally and spiritually as has never been possible before in our entire evolution. Global education must prepare our children for the coming of an independent...happy planetary age." (19)
Lucile Green, a long-time world government activist and friend of Robert Muller, describes this new "planetary age" in her memoir, Journey To A Governed World ,
"A wholistic, one-world view is emerging from space travel and other miracles of modern technology and from communication. A new consciousness is also emerging from a growing awareness in the West of the wisdom of the Eastern world-view. Buddhism, Hinduism, Taoism and Shinto, while they differ in many respects, portray the world as a multi-dimensional, organically interrelated eco-system of which man is one of many inter-dependent parts. Perhaps we can learn through them to see the world whole, as it really is, and together - West and East - begin to build the foundations of a new world order.
"The most urgent item on the planetary agenda is to set the limits of freedom and order in supra-national, global affairs. A constitution for the world is needed which combines the achievements of both hemispheres: that is, constitutional limitations and a bill of rights from the West and a spacious world-view from the East." (20)
Another contemporary of Muller, William D. Hitt, wrote in his book The Global Citizen, "As global citizens, we will need a new type of thinking." (21)
This is the crux of global social change: a "new type of thinking" that bridges international education, global ethics, world political unity, and the emergence of a "planetary spirituality." It is the desire to shape and mold man according to man's image. It is the desire to re-cast history and human endeavor to conform with a centralized-utopian version of a "world society" - a society shaped by propaganda, planetary-correctness, and a faulty and exalted image of man and nature. And finally, when contemplating the move towards this world society and the propaganda role of "international education," consider the words of Scott Nearing, an avid socialist and proponent of world government,
"The conversion of a continent of localists into a continent of nationalists in a few generations must rank as one of the outstanding achievements of modern times. Indoctrination works. Human loyalties can be and are speedily shifted by experience coupled with propaganda.
"Worldizing processes are building up a great number and variety of world experiences. Millions of human beings, responding to these experiences, are already world conscious, world minded and prepared to function as citizens in a world society. Such human beings have passed through and graduated from the school of nationalism. They are wordlists. They wait with impatience for the emergence of a world commonwealth." (22)
As the line between education, "political correctness," and propaganda becomes increasingly blurred, it is essential that we navigate this global maze with sobriety, clear thinking, and an understanding of the forces that are shaping our 21st century.
For end notes click title.
Forcing Change: www.forcingchange.org
--------------------------------------------------------------------------------
[Note: several places the spelling used is based on Canadian/European formats]
"Fifty years is ample time in which to change a world and its people almost beyond recognition. All that is required for the task are a sound knowledge of social engineering, a clear sight of the intended goal - and power." -- Arthur C. Clarke, Childhood's End. (1)
"A world society cannot be haphazard. Since there are no precedents, its cannot be traditional at this stage in its development. It can only be deliberative and experimental, planned and built up with particular objectives and with the aid of all available knowledge concerning the principles of social organization. Social engineering is a new science." -- Scott Nearing, United World (2)
--------------------------------------------------------------------------------
Without question, one of the greatest tools for social engineering is in the realm of public education. This is not a blanket statement downplaying the role of education per se, but a judgment call recognizing the tremendous influence that the educational system can play in creating "social change."
Consider this statement from Naresh Singh, a program director at the International Institute for Sustainable Development,
"Education has been advanced as significant in bringing about changes in attitudes, behaviour, beliefs and values...In order to redirect behaviour and values towards institutional change for sustainable development there is a need to investigate strategic options in relation to educational philosophies, scope for propagation and adoption, and groups most likely to be susceptible to change." (3)
All of this points to a radical shift now taking place - a shift which emphasizes "global thinking" and "planetary norms." According to the IISD literature, "the task of education for the immediate future is to assist in activating an ethic of planetary sensitivity...We must pass from a human-centred to an earth-centred sense of reality and value." (4)
This "global-shift role" for general education is a foundational platform for UNESCO, the United Nations Educational, Scientific and Cultural Organisation. The first Director General of UNESCO, Julian Huxley, clearly laid out UNESCO's educational scope,
"In general, Unesco must constantly be testing its policies against the touchstone of evolutionary progress. A central conflict of our times is that between nationalism and internationalism, between the concept of many national sovereignties and one world sovereignty...
"The moral of Unesco is clear. The task laid upon it of promoting peace and security can never be wholly realised through the means assigned to it - education, science and culture. It must envisage some form of world political unity, whether through a single world government or otherwise...However, world political unity is, unfortunately, a remote ideal, and in any case does not fall within the field of Unesco's competence. This does not mean that Unesco cannot do a great deal towards promoting peace and security. Specifically, in its educational programme it can stress the ultimate need for world political unity and familiarise all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization." (5)
Back in 1968, UNESCO, along with The Twentieth Century Fund (now called The Century Foundation) and the Ford Foundation, helped start a new educational body located in Geneva, Switzerland; the International Baccalaureate Organization. (6)
Originally, the IBO was established to provide a common educational basis for international students that would be acceptable to universities around the world. With this in mind, IBO curriculum has, for over 35 years, emphasized that its students broaden their understanding of various cultures, languages, and points of view.
Understanding other's points of view, cultures and languages is, in itself, a noble task - it's something that I work at pursuing and instilling within my own children and in myself. But underlining IBO's philosophy is something deeper; according to George Walker, the Director General at IBO, "International education offers people a state of mind: international-mindedness. You've got to change people's thinking." (7) Hence, "students develop an awareness of moral and ethical issues and a sense of social responsibility...fostered by examining local and global issues." (8)
This is not simply ambiguous language. In advancing the international-mindedness of IBO, the organization has endorsed the Earth Charter - an earth-centered declaration which venerates global political-ethical-moral and spiritual unification. Some, such as Mikhail Gorbachev, have gone so far as to compare the Earth Charter with "those 10 or 15 Commandments which we all know about...those famous testaments..." (9)
Providing the Earth Charter initiative with advanced support, the International Baccalaureate Organization has agreed to become an Earth Charter partnership entity, along with such groups as the Association of World Citizens, Friends of the Earth, Global People's Assembly, Rain Forest Action Network, the US branch of the United Nations Association, and the World Parliament of Religions. (10) Furthermore, IBO Deputy Director General, Ian Hill, sits on the Earth Charter Initiative Education Advisory Committee.
Propagating this new global "testament," IBO is currently looking at ways to incorporate the Earth Charter into the following curriculum areas; Theory of Knowledge, Environmental Systems, Environmental Science, Technology and Social Change, Peace and Conflict Studies, Experimental Science, Philosophy, Geography, History, Math, and the Arts. (11)
None of this would be very remarkable if the IBO were a small entity stuffed somewhere in a forgotten corner of the world - but it's not. Presently, almost 1,300 schools around the globe are authorized to offer IBO programs. And in the United States and Canada, close to 650 schools are tied in to the IBO, with 473 in the US. Adding to this, the IBO is linked into a number of United Nations' functions beyond the UN inspired Earth Charter and UNESCO - where it holds a special consultative status. Examples of this UN partnering includes: preparatory work for the UN's World Summit on Sustainable Development, activities within a number of UN International Schools, and involvement with a variety of United Nations Model programs. (12) Simply put, it's an organization with considerable "social change" inroads at the international level.
Funding for the body also reflects this global-local-global approach. During the month of October, 2003, in a monetary show of support, the US Department of Education awarded the IBO a grant of $1.17 million. According to the IBO press release, these US taxpayer funds were to be specifically channeled into setting up IBO programs "in six middle and high school partnerships in disadvantaged areas in Massachusetts, New York and Arizona." (13)
Additional funding for the IBO has come from 14 other major national governments, including the United Kingdom, Japan, and Canada. Monies have also been funneled in through contributions from the Goldman Sachs Foundation, the Andrew W. Mellon Foundation, the US Agency for International Development, the Armand Hammer Foundation and the Armand Hammer United World College, the United Nations International School, the New York Times Foundation, Gulf Canada, the IBM World Trade Organization, and many others. (14) Obviously, incorporating a global mind-change educational agenda carries a hefty price tag - and it's no surprise that heavy financial hitters are involved in the play.
Progressing the idea of an international educational platform, Professor Azim Nanji, Director of the Institute of Ismaili Studies, delivered a speech to the International Baccalaureate Organization on May 5th, 2003, stating that we need to see things in broader terms than just nation-states and western liberal democracy. Additionally, he stated that when people's religious beliefs become a vehicle for political and social agendas, it's an abuse of religion. (15)
Somehow I think the irony of this proposition went unnoticed. By endorsing and incorporating the Earth Charter, the IBO is blatantly pushing a pseudo-religious/spiritual agenda - an international social-change concept that is grossly intertwined with global governance aspirations, United Nations empowerment, and earth-centered religious philosophies. UNESCO itself, as part of IBO's foundational base, endorses a quasi-religious version of international education through the work of a former high-ranking UN official, Robert Muller.
In 1989, Robert Muller received the UNESCO Peace Education Prize for his work in developing a World Core Curriculum. Frederico Mayor, the Director-General of UNESCO at the time, praised Muller as an "innovator in education" and gave accolades for Muller's book New Genesis: Shaping a Global Spirituality, saying that it "offers the world a blueprint for a new, spiritual vision of human destiny." (16)
Yes it does! According to New Genesis,
"...humankind is seeking no less than its reunion with the "divine," its transcendence into ever higher forms of life. Hindus call our earth Brahma, or God, for they rightly see no difference between our earth and the divine. This ancient simple truth is slowly dawning again upon humanity. Its full flowering will be the real, great new story of humanity, as we are about to enter our cosmic age and to become what we were always meant to be: the planet of God." (17)
Predictably, Muller's World Core Curriculum follows this New Genesis -New Age vein. In fact, Muller's World Core Curriculum is really more of a philosophy of education than an actual curriculum - a philosophy firmly grounded in New Age concepts of man's deification and "Earth spirituality." Bridging all of this, Muller explains, "Yes, global education must transcend material, scientific and intellectual achievements and reach deliberately into the moral and spiritual spheres." (18)
Why? According to Muller,
"We must manage our globe so as to permit the endless stream of humans admitted to the miracle of life to fulfill their lives physically, mental, morally and spiritually as has never been possible before in our entire evolution. Global education must prepare our children for the coming of an independent...happy planetary age." (19)
Lucile Green, a long-time world government activist and friend of Robert Muller, describes this new "planetary age" in her memoir, Journey To A Governed World ,
"A wholistic, one-world view is emerging from space travel and other miracles of modern technology and from communication. A new consciousness is also emerging from a growing awareness in the West of the wisdom of the Eastern world-view. Buddhism, Hinduism, Taoism and Shinto, while they differ in many respects, portray the world as a multi-dimensional, organically interrelated eco-system of which man is one of many inter-dependent parts. Perhaps we can learn through them to see the world whole, as it really is, and together - West and East - begin to build the foundations of a new world order.
"The most urgent item on the planetary agenda is to set the limits of freedom and order in supra-national, global affairs. A constitution for the world is needed which combines the achievements of both hemispheres: that is, constitutional limitations and a bill of rights from the West and a spacious world-view from the East." (20)
Another contemporary of Muller, William D. Hitt, wrote in his book The Global Citizen, "As global citizens, we will need a new type of thinking." (21)
This is the crux of global social change: a "new type of thinking" that bridges international education, global ethics, world political unity, and the emergence of a "planetary spirituality." It is the desire to shape and mold man according to man's image. It is the desire to re-cast history and human endeavor to conform with a centralized-utopian version of a "world society" - a society shaped by propaganda, planetary-correctness, and a faulty and exalted image of man and nature. And finally, when contemplating the move towards this world society and the propaganda role of "international education," consider the words of Scott Nearing, an avid socialist and proponent of world government,
"The conversion of a continent of localists into a continent of nationalists in a few generations must rank as one of the outstanding achievements of modern times. Indoctrination works. Human loyalties can be and are speedily shifted by experience coupled with propaganda.
"Worldizing processes are building up a great number and variety of world experiences. Millions of human beings, responding to these experiences, are already world conscious, world minded and prepared to function as citizens in a world society. Such human beings have passed through and graduated from the school of nationalism. They are wordlists. They wait with impatience for the emergence of a world commonwealth." (22)
As the line between education, "political correctness," and propaganda becomes increasingly blurred, it is essential that we navigate this global maze with sobriety, clear thinking, and an understanding of the forces that are shaping our 21st century.
For end notes click title.
Tuesday, February 17, 2009
Congressman Denied Access to US Martial Law Plan
posted Sept.9, 2008 at http://freepressinternational.com
The title of this posting is linked to that site, just click the title to see all their information. It is a very interesting website!
Monday, February 2, 2009
Is Obama a Leader, or Puppet for the Global Agenda?
US set for ‘big bang’ financial clean-up
By Krishna Guha in Washington
Published: January 30 2009 23:31 | Last updated: January 31 2009 00:19
The Obama administration is gearing up for a “big bang” announcement within the next two weeks that will combine a bank clean-up with measures to reduce home foreclosures and probably steps to kick-start credit markets.
The plan will involve an overhaul of the troubled asset relief programme – the $700bn bail-out fund – including strict curbs on compensation at banks receiving public aid. The Tarp overhaul is intended to restore public confidence in what is a deeply unpopular programme and ensure that taxpayer money is not used to fund excessive pay, bonuses and dividends to shareholders.
After you watch/read/view the link for the whole story, go here...
http://www.weforum.org/pdf/globalagenda.pdf (copy and paste into your browser)
-this is what has been discussed at the World Economic Forum by the World Planners-
to see where all our stimulus packages, and financial planning is really coming from!
Please also note that on a global basis, the religious overseers are from Georgetown University- Vatican USA.
By Krishna Guha in Washington
Published: January 30 2009 23:31 | Last updated: January 31 2009 00:19
The Obama administration is gearing up for a “big bang” announcement within the next two weeks that will combine a bank clean-up with measures to reduce home foreclosures and probably steps to kick-start credit markets.
The plan will involve an overhaul of the troubled asset relief programme – the $700bn bail-out fund – including strict curbs on compensation at banks receiving public aid. The Tarp overhaul is intended to restore public confidence in what is a deeply unpopular programme and ensure that taxpayer money is not used to fund excessive pay, bonuses and dividends to shareholders.
After you watch/read/view the link for the whole story, go here...
http://www.weforum.org/pdf/globalagenda.pdf (copy and paste into your browser)
-this is what has been discussed at the World Economic Forum by the World Planners-
to see where all our stimulus packages, and financial planning is really coming from!
Please also note that on a global basis, the religious overseers are from Georgetown University- Vatican USA.
Subscribe to:
Posts (Atom)
LinkWithin
