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Thread: How They Manipulate Us

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    Eala Freia Fresena
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    How They Manipulate Us

    The Scientific Manipulation of Our Reality

    by Bertrand Russell



    The following quotes are from Bertrand Arthur-William Russell who was a renowned British philosopher, a supporter of eugenics and World Government. He’s had a huge influence in the scientific dictatorship that we all live in today. The following quotes will describe how governments use propaganda in public schools, TV and movies to shape public opinions and beliefs to manage large populations for the benefit of the elite.


    The Scientific Manipulation of Public Thinking


    “Science has given us, in succession, power over inanimate nature, power over plants and animals, and finally power over human beings.” “It is the manipulative type of idealists who will create the scientific society. Of such men, in our own day, Lenin is the archetype.” and Mao Zendong. “All real power will come to be concentrated in the hands of those who understand the art of scientific manipulation.” “Science will be diligently studied, it will be rigidly confined to the governing class. The populace will not be allowed to know how its convictions were generated” in other-words the public will not be allowed to know how it’s beliefs and opinions were scientifically manipulated by the government to think a certain way. “Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play.”


    Shaping the Perfect Slave to be Content With Their Slavery


    Children “will spend much time in the open air, and will be given no more book-learning than is absolutely necessary. Upon the temperament so formed, docility will be imposed by the methods of the drill-sergeant, or perhaps by the softer methods employed upon Boy Scouts. All the boys and girls will learn from an early age to be what is called “co-operative,” i.e., to do exactly what everybody is doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them. Their education thought will be in great part manual, and when their school years come to an end they will be taught a trade. In deciding what trade they are to adopt, experts will appraise their aptitudes. Formal lessons, in so far as they exist, will be conducted by means of the cinema or the radio, so that one teacher can give simultaneous lessons in all the classes throughout a whole country. The giving of these lessons will, of course, be recognized as a highly skilled undertaking, reserved for the members of the governing class.”

    “It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries. Fichte laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished. But in his day this was an unattainable ideal: what he regarded as the best system in existence produced Karl Marx. In future such failures are not likely to occur where there is dictatorship. Diet, injections, and injunctions will combine, from a very early age, to produce the sort of character and the sort of beliefs that the authorities consider desirable, and any serious criticism of the powers that be will become psychologically impossible. Even if all are miserable, all will believe themselves happy, because the government will tell them that they are so.”

    “As for the manual workers, they will be discouraged from serious thought: they will be made as comfortable as possible, and their hours of work will be much shorter than they are at present; they will have no fear of destitution or of misfortune to their children. As soon as working hours are over, amusements will be provided, or a sort calculated to cause wholesome mirth, and to prevent any thoughts of discontent which otherwise might cloud their happiness.”


    Propaganda: From the Class Room to Hollywood

    “From the technique of advertising it seems to follow that in the great majority of mankind any proposition will win acceptance if it is reiterated in such a way as to remain in the memory. Most of the things that we believe we believe because we have heard them affirmed; we do not remember where or why they were affirmed, and we are therefore unable to be critical even when the affirmation was made by a man whose income would be increased by its acceptance and was not backed by any evidence whatsoever.” (ex: how Al Gore is profiting off the lie that CO2 controls the temperature of the earth.) “Advertisements tend, therefore, as the technique becomes perfected, to be less and less argumentative, and more and more merely striking. So long as an impression is made, the desired result is achieved.”

    “This consideration brings us naturally to the subject of education, which is the second great method of public propaganda. Education has two very different purposes; on the one hand it aims at developing the individual and giving him knowledge which will be useful to him; on the other hand it aims at producing citizens who will be convenient for the State or the Church which is educating them. Up to a point these two purposes coincide in practice: it is convenient to the State that citizens should be able to read, and that they should possess some technical skill in virtue of which they are able to do productive work; it is convenient that they should possess sufficient moral character to abstain from unsuccessful crime, and sufficient intelligence to be able to direct their own lives. But when we pass beyond these elementary requirements, the interests of the individual may often conflict with those of the State or the Church. This is especially the case in regard to credulity. To those who control publicity, credulity is an advantage, while to the individual a power of critical judgment is likely to be beneficial; consequently the State does not aim at producing a scientific habit of mind, except in a small minority of experts, who are well paid, and therefore, as a rule, supporters of the status quo. Among those who are not well paid credulity is more advantageous to the State; consequently children in school are taught what they are told and are punished if they express disbelief. In this way a conditioned reflex is established, leading to a belief in anything said authoritatively by elderly persons of importance.” “On the whole, at present in education, the form of loyalty to the State which is most emphasized is hostility to its enemies.” (ex: hating Muslims that supposedly did 9/11.)


    Teaching Uniformity Through Hollywood and Television


    “Modern inventions and modern technique have had a powerful influence in promoting uniformity of opinion and making men less individual than they used to be. [...] But in the modern world there are three great sources of uniformity in addition to education: these are the Press, the cinema, and the radio.” (ex: the media props up the candidates in elections telling us to vote for either candidate McCain or Obama and no one else, voting for anyone else would be a ‘wasted vote’.)

    “Perhaps the most important of all the modern agents of propaganda is the cinema. Where the cinema is concerned, the technical reasons for large-scale organizations leading to almost world-wide uniformity are over-whelming. The costs of a good production are colossal, but are no less if it is exhibited seldom than if it is exhibited often and everywhere.” “The great majority of young people in almost all civilized countries derive their ideas of love, of honour, of the way to make money, and of the importance of good clothes, from the evenings spent in seeing what Hollywood thinks good for them. I doubt whether all the schools and churches combined have as much influence as the cinema upon the opinions of the young in regard to such intimate matters as love and marriage and money-making. The producers of Hollywood are the high-priests of a new religion.”


    De-population Key to World Government


    “There are three ways of securing a society as regards population. The first is that of birth control, the second that of infanticide or really destructive wars, and the third that a scientific world society cannot be stable unless there is a World Government. . .Unless. . . one power or group of powers emerges victorious and proceeds to establish a single government of the world with a monopoly of armed force, it is clear that the level of civilization must continually decline. . .”

    In conclusion, one of the greatest examples of the scientific manipulation of our society is the discussion of Global Warming; The elite has flooded their media outlets with propaganda that will make them rich and implant in the human psyche that humans are bad for the environment.

    They have propagated the claim that CO2 –the essential element of life– is a toxic gas that should be regulated by a World Government. The global elite have been trying to get everyone to except the proposition that humans are bad and that all human activity must be regulated for the sake of the planet. This is just one of the many examples of the scientific manipulators shaping the public’s opinions and beliefs. Kids have been hit hard with propaganda not only on TV or movies but in the class rooms, as Bertrand put it the public schools are the laboratory for shaping the perfect slave, they are converting young minds to accept the New World Order religion that is all about the regulation and the destruction of human life on earth.

    An article from this website:

    http://noworldsystem.com/2009/12/14/...f-our-reality/
    Last edited by Hersir; Friday, December 18th, 2009 at 01:25 PM. Reason: fixed the source link

  2. #2
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    Quite true. I've been piecing many of these factors together myself.

    As for politics: the real reasons behind the decisions are not shown in the media or argued in public. We are given simplified versions for public consumption so we don't know the real reasons behind it.

    Science: most "psuedo-science" is real science. Eugenics etc. Even the belief in evolution is not held by a lot of the population. The elite believe in true science and apply it in their lives and in public policy but its forbidden for the public to know lest they reject policies that run against logic (such as the dumbing down of people).

    Many attempts are made to create a dumb docile public. Part of it is the food- hormones, soybeans etc. to feminize us. Part of it are drugs (prescription and "illegal"), part of it are toxins in our environment cell phones, toxic metals (like aluminum that we drink out of) etc.

    Education beyond basic reading and basic math focuses mainly on obedience. Forms of education that rely on reason: like mathmatics are stripped down in school. Forms that rely on memorization and parroting back are further emphasized. The elite do not attend public schools obviously.

    This all goes back to the happiness machines video (look it up on youtube) and the idea that democracy doesn't work so the elite have invented this quasi- or psuedo-democracy based on manipulating the masses. In many ways it makes sense but I just think a more direct approach would be better. I don't see the benefits to dumbing down large swaths of humanity. It would be better to raise up the level of large swaths and create a state with a small percentage of idiots- a bare minimal number of "subjects".

  3. #3
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    Im reading Pentti Linkola's Can life prevail? And he discuesses some of the same things as in the article. I can really recommend the book.
    http://en.wikipedia.org/wiki/Pentti_Linkola
    http://www.penttilinkola.com/

    "Make strong old dreams lest our world lose heart." -Ezra Pound



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