{short description of image}






(Free in e-book form; see below)

Robert Arnold, Editor




Context is the Key

Function and Structure

Degradation of Art and Music

Educational Failures

Gross Scientific Omissions

Suppression of Intuition, Right Brain, and the Feminine Principle

The External World Syndrome

The Hidden Agenda


“The world is governed by very different personages from what is imagined by those who are not behind the scenes.” Disraeli, Prime Minister of England.

People are going to wake up to the outrageous manipulation of their projected reality, achieved through education, science, the media, major publishers, the Hollywood industry, and direct government sources. If the awakening happened suddenly, which it won’t, it would create great deflation, embarrassment and a sense of being foolish and stupid amongst, in particular, the educated, the intellectual, the academic.

Many statements have been made and written about the extraordinary frame of mind or human weakness of not being able to imagine or intuitively evaluate new or unfamiliar concepts, ones which do not fit into our programmed, educated and learned reality—we shall see later the basis of this failing. We don’t even learn from past mistakes. What about the professor (and there was more than one scientist involved in this) who had proved in a published paper that man-made flight was impossible. Virtually in the same time interval the first flying machine took off successfully.

As a totally separate example the author once sent a paper to a well-known university for their scientific magazine (claimed to be open-minded). The article’s theme was that you can have acceleration without force—bypassing Newton’s laws (if scientists understood this one statement and followed through on it they could transform the world). The lack of understanding on this was so great, combined with massive egos, there was not only total failure to duplicate the material from two recipient professors but it was assumed that nothing was being stated. Anyone aware that these people are an example of who is running our intellectual world (though they are an extension of hidden influences) should be terrified. (It should be mentioned that the author eventually received an apology from a mediating professor.)

Take another look at our world today: a world of crime, greed, excessive control, terrorism, atrocities, selfishness, disease, poverty, and always the end product: pain and suffering. Shouldn’t we at least ask questioningly, Is this really the product of evolution? Is it natural and accidental, the result of unavoidable circumstances? Or are the causes the result of our being ruled by obsessive greed and ruthlessness, and manipulated by fear and brute terrorism? Closer to the truth, but this is what we are allowed to think. It is in fact orchestrated with uncanny brilliance—a cleverness necessary to continue to fool humans for so long. (See last paragraph for the real source of this intelligence.) Of course, if the humans are kept in ignorance, and set up to oppose and fight one another, in other words, are made naive enough, it is easy—most of the time the perpetrators can sit back and let the population enslave itself.

If the controlling few are cunning and intelligent enough they can program the masses to perpetuate their own problems. They can keep them distracted with no time to ponder on life’s values, positive purposes and its short-comings. The miscreants formula is to create a problem, wait for the reaction to the problem, and lastly provide solutions which will be accompanied by loss of all rights and freedom.


“. . . We are the jumping jacks and they pull the strings . . .”

J. Swinton, former Chief of Staff for the New York Times.

We have clearly been programmed to believe that a chaotic world is inevitable. Every piece of news sensationalising negativity builds up a context within the public mind, creating an expectancy, a cynicism, of continuous events of a negative nature. (The science of context is so important that it is one of the most forbidden areas of knowledge—and most people don’t even know what it means.)

This belief system of a world with continuous disharmony and destruction, passes from the individual into the mass mind. An understanding of how this works is withheld from the public. All we receive is controlled knowledge designed to keep the populace in ignorance. People are brainwashed into denying the validity of their own perceptions with fear and disbelief. Any knowledge which will uplift, raise true intelligence and create greater sanity, is primarily suppressed in our civilisation. Yes, we can generalise from 'public’ to 'civilisation’. The suppression goes beyond the general public to the whole human race.

A simple question sums up the subject: How does one create naivety in a race? Obviously this has not been answered and handled and made available as general knowledge to the degree that the population perpetuates this naivety. The mechanism of mind programming is not taught to students of any discipline but continues in the most subtle forms, moulding the unaware public by procedures ranging from subliminals, to specific televison and educational programs, to every facet of learning and upbringing generally.

The key mechanism for controlling a population to follow a particular format of thinking and behaviour is the creation and manipulation of contexts. Context is the glue or framework which holds together all knowledge in proper relationship. Displacing context creates chaos (unknown to physicists this is the key behind chaos theory). In the case of mind programming, contexts are shifted, manipulated and created leaving the individual unaware. The key to mind programming is this manipulation and formation of contexts. This is a fact one will never find in any text book. The media is ideal for programming the population—endless repetition generates powerful and overwhelming contexts. Denying that one is being programmed makes not the slightest difference. One cannot know when one is programmed, otherwise it would erase.

Humans, throughout life, form massive fields of hidden contexts in their minds, which their tiny conscious mind duteously references; with the individual totally oblivious to this, naively obeying the dictates of these contexts. This is quite apart from, and much more extensive than, the reactivity from the subconscious mind from past traumatic and emotional disturbances. Let us close this section by referencing further John Swinton’s speech, presented when he had the honour of giving a toast before the New York Press Club.

“It is the business of the journalist to destroy the truth; to lie outright; to pervert; to vilify; to fawn at the feet of Mammon; to sell his country and his race for his daily bread. You know it and I know it; what is this folly of toasting an independent press. We are the tools and the vassals of rich men behind the scenes. We are the jumping jacks. They pull the strings and we dance. Our talents, our lives, our possibilities, are all the property of other men. We are intellectual prostitutes.”


“Oh, mortal man, is there anything you cannot be made to believe?”

Dr. Adam Weishaupt, Founder of the Illuminati in 1776.

The first process which lends itself to the potential for undesirable influence—that is, influence against one’s will—is the division of energy into function and structure. Function creates structure but structure can feed back its informational patterns to function, with the possibility of doing this unknown to function, or forcing it on function against its will. For example, information patterns in the subconscious can dictate information to the conscious mind. This is undesirable even if of a positive nature, since it means the conscious mind is not in control, which is not ideal. Another example is the development of learning patterns in skills. The individual practising the skill creates the learning patterns through storage of information about movements (just making movements) and then the learning patterns act back, that is, feed back their imprint (template action) on the input (function) selecting (and amplifying) the correct energy distribution to the muscles. In other words, the learning-pattern machinery does the job for one. This is ideal for skills where we can choose to activate these learning patterns and stop them at will.

When structure feeds back its influence to function unconsciously, then function tends to identify with structure, and we have people today who believe they are only a brain and a body, that is, a structure. Let us look at the mechanism of how a mind can be mislead and taken over, in other words, made to reference an unknown (to the conscious mind) context.

Consider hypnosis. Under the conditions of a deep hypnotic trance, individuals are not aware of the waking state which was prior to the hypnosis. It doesn’t exist for them. The background context has been changed. All states of consciousness are a particular focus. As long as the sharper focuses are moving within a larger focus we won’t think of it as hypnosis but if the wider focus becomes fixated on any smaller one within it, one’s attention will remain on the smaller focus, hypnotised within that focus, now totally unaware of the wider one that was previously continually referenced for control over one’s attention.

All states or focuses of consciousness might be considered to be hypnosis. Even in high skills, a learning pattern, which is voluntary, acts to hynotise part of our attention, focussing it and formatting it (and amplifying the input energy) to distribute and direct energy to the muscles in a precise manner. The best analogy is the action of a template which focuses anything it acts on and moulds it into its own shape. This is a type of formatting and is in effect what programming achieves. If the template (mind structure) takes up all of the medium such as consciousness or the attention, the individual will manifest the condition of hypnosis. Clinical hypnosis is just a special case of this. How can the individual be made to think or believe something without conscious knowledge of this? We know that the procedure is to bypass the conscious mind, which can be achieved during subliminals, states of unconsciousness, illness, hypnosis, or electronic implants, but why isn’t the person aware that his or her mind is being moulded, formatted or programmed?

We should add that a most basic reason for all these difficulties is merely the fact that the human species has a tiny conscious—serial, linear—mind but a huge unconscious/subconscious. Thus most of the processes of the mind occur unconsciously. Our conscious state is unaware of them. (Note that much of this unconscious is highly conscious but not to the earthly conscious mind.)

Different 'tools' are being used on this planet to suppress humans. But to suppress what? Fundamentally, to not only prevent expansion of consciousness, that is, becoming more aware and knowledgeable of existence but to confine it even more by bombardment of programs; repeated patterns of fixed thinking and the formation of hidden contexts.

In our context, when we refer to science or orthodox knowledge we mean the official, controlled information for the public (and even for various authorities such as scientists, etc.). How many people, including scientists, know that the viewpoints of leading physicists, if not in alignment with the controlled information to keep the public ignorant, are ignored. We stress physicists because physics is the basic science. The public is not allowed to know about these viewpoints—no journalist’s writings, or newspaper and magazine articles will appear on this topic. If, however, leading scientist’s knowledge is in agreement with the official program we will receive popular articles and television programs available to everyone: Neo-Darwinist theories, Newtonian realities, mindless brain theories. The public is utterly duped and defrauded by these outrages (when there is no final exclusive proof of these theories). Television programs will appear 'open-mindedly'’ to examine and investigate the relationship, if any, say, between God and science, but succeeding utterly in programming the viewer with as much disparity between the two as could be imagined. (This contrived separation as we shall see later, is one of the keys to establishing ignorance and forming the basis for enslavement and the creation of naivety.)

Let us now examine the methods which are being used to control negatively man’s development.


“Landscapes must be painted with the eyes and not with the prejudices in our heads.” Pablo Picasso. “Organized perception is what art is all about . . . . It is a unified pattern of seeing.” Lichtenstein, modern artist.

Most people would agree that a degradation of art and music is occurring. What people may not realise is that an advanced culture is vital to the sanity and survival of a civilisation. There is a powerful subconscious effect from the presence of good music and art. Why is this? Many questions, if they are to be answered specifically and clearly, require physics or a description of fundamental energy states.

What is the difference between good art and bad art? Certainly we could say the former has higher quality. But what does this mean in relation to its effect, beneficially or adversely, on the public? Higher quality correlates with greater unity. Quality always contains unity; quantity contains fragmentation.

Science refuses to model unity but that need not deter us from recognising that the greater the unity or integration, the higher the vibration (frequency) of the energy communicating the unity. (In fact science will tell us there is no such thing as unity—and therefore quality.)

Thus the energies of good art and music communicate a higher frequency to the public. What has this to do with beneficial influences? When listening to music one’s consciousness duplicates the frequency patterns of the music. Now combine this with the fact that man has not been taught that evolution or ascension is from lower frequencies to higher frequencies. As we evolve, our frequency spectrum rises, in fact our species has the purpose of moving from a third-dimensional spectrum to what science will eventually acknowledge as a fourth-dimensional spectrum (this is a scalar-wave spectrum).

Appreciation and listening to good classical music constantly moulds our consciousness’ spectrum, encouraging it to rise in frequency and integrity, corresponding to a more evolved mind. One hardly need point out that if the intelligence of people throughout the world who liked or performed classical music was compared with the intelligence of others attentive to most other forms of music, in particular, rock or rap music, the difference would be marked (this doesn’t mean a rock fan couldn’t be a genius—we are speaking statistically). Evolution isn’t just a matter of IQ though, particularly the way we measure it. It is integrity, benevolence, compassion, etc. (qualities which can make the ego cringe) that are the real hallmarks of progress; and the vibration of classical music will promote this. Again let us emphasise these effects are very subconscious.

How is art, then, being degraded? This is achieved by introducing other forms of communication; that is, non-art forms. Note, however, that these other forms are utilising art to communicate their ideas. But why isn’t this art? This is because true art has wholeness (aesthetics)—also ideally, harmony, beauty and completion. It resonates at a higher frequency. Good art and music are thus raising one’s vibrations into the fourth-dimensional spectrum whereas the other forms of communication are stimulating lower emotions, involving frequencies of the third dimension—preventing evolution.

It is therefore important to recognise the difference, otherwise those other forms of communication will displace true art. There is nothing wrong with many of these other forms as long as this is recognised. Even classical music (modern) can extend into sheer impressionistic themes with little or no aesthetics—it becomes mainly technical and a product of the intellectual ego,conscious mind.

We can see then the intelligence operating behind the degradation of art and music. If these forms of aesthetics are brought down in frequency and integrity (wholeness, quality) from the higher spectrums to the third, where there is greater disharmony, fragmentation, out-of-phase energies, quantity instead of quality, mankind will retain/develop a consciousness in accordance with this level of evolution/ascension. And pain and suffering will always be present.


“Mass psychology . . . Its importance has been enormously increased by the growth of modern methods of propaganda . . . although this 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.” Bertrand Russell, philosopher.

In what way does our educational systems manipulate a mind so that it becomes more knowledgeable but more unaware? Again let us stress that a reduction in this type of awareness—like a hypnotic focus—cannot be observed. One can only be aware of one’s existing state of being. The change is so gradual anyway, and very difficult to observe.

It is fairly well recognised that education concentrates on left-brain development and neglects the right brain. In fact it subtly disables the right brain. One might imagine a teenager student, in particular, females with, relatively speaking, some right-brain ability still in use. This should give them an advantage over males. As they go through the experience of educational encounters, quite apart from the curricula, every time someone implies or says outright, derisively, 'How do you know that?’ 'That’s not logical!’ or, 'Can you prove it?’ 'Does science know about this?’ Very gradually that intuition, knowing ability (which may be valid) is degenerated, and the individual will replace it by logic, objectivity and eventually a state of mind which can only know by seeing, touching things or by objective information obtained by so-called scientific methodology.

Science will tell you that consciousness is a product of the brain, that is, consciousness does not exist independently; that is, in its own right. It is important to note that this is the controlled information, and in fact the popular belief is that man does have a mind (at least). Not only do more of the population believe that man is more than a brain and body, than not believe, but probably more scientists today also believe this, as don’t. We are not up against scientists but the controlled information to keep people ignorant and very limited. Television is abundant with programs desperately telling people that they are only a brain and a body and came from the apes. This, everyone knows has not been proved and yet the repetition of it continues, subtly programming the masses, children in particular, to believe this. Let us give the reader a quick proof that they are not just a brain and a body.

If you were just a brain and a body then it takes time for a signal to go from the brain to, say, a finger. This reaction time is about tenth of a second. This is a long time! A concert pianist may be playing more than 10 notes a second and knows exactly where each finger is at any instant. The control is instantaneous (virtually). If it took tenth of a second the pianist would not know which finger was moving. They would have to play slowly. And this would apply in any skills but it is not as apparent as in the pianist case that the time interval would be a problem. For instance, anyone running across rough ground would continually fall, since with a delay of tenth of a second, or so, the feet would not be able to adjust rapidly enough to the change in the level of the terrain. Even more so, a professional golfer would only hit a golf ball about half as far since the muscles would not be able to lock the joints during the thousandth of a second impact time and the reaction of a 40 lb. force (jolt on the body). The joints of the body would yield with considerable loss of power transfer. This is an instantaneous mind mechanism; the mind works on quantum principles and is only slow when it has to wait for the brain. The universe is abundant with miraculous potential sciences just waiting to be discovered.

How many people does it take not to support the official mind-control program for it to break down? An interesting question. This itself illustrates how powerful programming can be, that education can continue to pump out material of a suppressive, limiting nature when the majority do not subscribe to these tenets.

Returning to the question of the brain, we can now explain that the brain acts like a filter or template. The left brain formats consciousness to explore understanding through separation: fragmentation of energy, non-resonant vibrations, the ego view, independence and individuality, intellect by analysis and breaking down wholes into parts, application of logic (only 3D), understanding the universe indirectly and through the method of objectivity.

Now the right brain allows consciousness to experience understanding through resonance, direct perception and experience, emotion, aesthetics, feelings, intuition, inspiration and unity, and the ability to read vibrations (to duplicate frequencies and be aware of the subsequent information transfer).

It is not a question of what is wrong with the existing educational curricula but what is missing. The emphasis is on quantitative rather than qualitative. For example, there is no real guidance and teaching on behaviour. Behaviour is very much what life is about; not one-upmanship, ego-satisfaction, competition, making money, etc. If a teacher were to teach, say, the mechanics of honesty, ethics and integrity, they would be fired. Life and its purposes are about quality not quantity. Quantity is only here to express quality. Quality is real, it is substantial (a dimension of energy). The third-dimensional spectrum is by its very definition a system of fragmented energies—particles out of phase with one another. Mathematically it is modelled as infinite homogeneously distributed infinitesimally small points of energy. It is an arena for problems and challenges.

What has this to do with enslavement? The opposite condition, that of high unity—a perception of interconnectedness—prevents data from being hidden. On an advanced level, the right brain type of consciousness would give rise to telepathic abilities. (Strictly, by that time the heart information centre would be opened up more.) In turn, this would create unity consciousness as opposed to duality consciousness. There could only be benevolence in a society under this state of consciousness since there would be complete perception of how another feels. If we imagine as a thought experiment all people suddenly gaining the ability to know someone else’s suffering, including animals, the compassion would be so great as to be intolerable, and everyone would immediately be prepared to do anything to remedy this. Not only would anything like vivisection be stopped immediately but all pain and suffering would decline in the world.

We see that the left-brain training gives the ability to handle structure—to understand the whole by analysis into parts. Unfortunately the parts when put together third-dimensionally do not make up the original whole in the case of trying to understand the natural entities of the universe: atoms, cells, organs, planets, galaxies, etc. See later section on science.

[Note that for anyone familiar with (and agreeing with) the work of successful healer Jack Temple, who has stated that the left brain is the intuitive brain for females—the reverse of man—it doesn’t change our arguments. We are talking about the nature of consciousness; whether it is left or right brain, once defined, makes no difference.]

Nevertheless, let us not lose sight of the relevance of all this to our topic of educational deficiencies. Let us give an analogy high-lighting the difference between 1) emphasising structure, such as programs (the left-brain properties), and 2) the creative freedom, the non-rigid but non-organised and non-objective states, exhibited more by right-brain thinking.

Envisage being seated at a computer. In this analogy the computer corresponds to the mind. Imagine putting a program into the computer—a program which could be improved indefinitely. We may wish to consider, as a real example, we are practising a piece of music at the piano—this is programming; every movement is recorded and played back to aid the next run through. The computer analogy, however, makes it clear what is happening. After a little practice, that is, time spent keying in the program, no progress can be made because the computer comes up with the error message, 'Out of memory’. Memory is also called information capacity—a better term for our purposes here. Obviously we stop the effort of programming and, say, go over to the computer and put in an extra chip.

The information capacity has now been increased and we can continue improving the program. Shortly we again use up the information capacity and add another chip; and so on. This is actually what happens in learning such skills. Two distinct processes are occurring, 1) specific learning or programming, and 2) expanding the medium into which the learning programs are placed. Science will tell us we can only program, and cannot increase the information capacity. This is based on the brain-body theory which has fixed information capacity and is part of the stultifying data imposed on mankind.

Now the above principles illustrated by the computer analogy also apply to education generally. Educational procedures train the individual’s mind to understand purely from programs such as in memorising. It emphasises objectivity—a mode of observation and learning from representation rather than direct experience. To a degree this is necessary, but that degree is governed by the condition imposed by this form of education on society—it can be a vicious circle and a 'catch twenty-two’ situation. In the computer analogy it would be like starting off with a good information capacity but eventually using it up with many programs, then not attending to increasing the information capacity (putting in extra chips), which would correspond to freeing up consciousness, or giving us spare attention. This condition of increasing the information capacity (installing extra chips) would prevent over- dramatising of programs which causes people to be unable to step outside their viewpoint. It would also prevent being dominated by contexts from overwhelming specific formatting. Children acting 'silly’ or adults 'letting go’ is sometimes a desperate attempt to free up this rigid formatting of consciousness.

What we are stating here is that education and science only recognises structure, that is, fixed paths of thought (programs). This comes under the law of specificity in experimental psychology. There is a refusal within controlled science to recognise a basic state of energy which we can call consciousness that has in itself unprogrammed, infinite flexibility and would correspond to the quantum reality of all probabilities in quantum physics. This consciousness could take on any concepts, any probabilities in thought direction (but in itself is native and naive). It is not bound in any way. This consciousness, nevertheless, is thoroughly formatted in the human race. We suffer from extreme prejudiced perception and thinking. An excellent analogy is taking a volume of water (consciousness) and pouring it into moulds (templates). The water, which in itself could take on any shape, in part to the whole, now is limited to a finite number of patterns (formats, programs).

The above analogy is more accurate than one might suppose. The universe will be found to operate on geometric intelligence primarily—this is the universal language. It is a frequency-coded universe, an information system. Thus shape of energy, plus frequency and dimensions determines information. (The author is suspecting a fourth variable exists, which would be orientation—dimensional spin direction.)

We can see from this analogy how a person’s thinking can be forced into fixed and limited modes of consciousness. These structures can be extremely rigid. The tiny human conscious mind compared with the extensive unconscious is helpless when imprinted with these patterns—which act as hidden contexts forcing the individual to reference these contexts.

In summary, we can say that education focuses on left-brain consciousness, disables or at least discourages right-brain activity, creating a method of understanding based on objectivity, on representational data: words, mathematics, graphs, symbols, models. This is so established that man generally is unaware of the other mode of knowing through the right brain. Consciousness filtered through the right brain exhibits unity (this is not the composite unity described by science, that is, parts stuck together). We are referring to quantum states of undivided wholeness. This can be modelled as parts in phase with one another; in resonance—see professor Bohm’s quote in the next section.

Note that this phenomenon of resonance of parts has not been understood in science. When separate frequencies are put in phase—on the same wavelength, as the layman understands—something quite astonishing occurs. This can be called quantum regeneration as opposed to the recognised quantum reduction (reducing wholes into parts). In quantum regeneration, the instant the separate parts with initially different frequency (or simply not in step) are correlated and vibrate in step, a new, higher frequency is rekindled or regenerated of which the previous separate parts are now subharmonics. This is how the laser works unknown to orthodox science.

As a very simple analogy, one might consider a team of individuals, say, working on some project, who as soon as they work operate perfectly in step with one another, they quantum regenerate a 'manager’, a superior (higher frequency/power), of which they are now subordinates (subharmonics) but all form one whole. The group are on the 'ground floor’ and the 'manager’ is on the level above (a higher dimension).

Education sets up the mind to operate in a fragmented manner—avoiding wholeness, and consciousness focuses on parts. This is achieved by associating intelligence with quantitative processes rather than qualitative. It is emphasising the value of objectivity and ego, not teaching the true nature of quality (unity), giving no attention to behaviour—not teaching the psychology of honesty, ethics and integrity, discouraging, even ridiculing ESP and paranormal sensitivities (isn’t a sensitive scientific instrument more valuable than a less sensitive one?).

In conclusion, current education structuralises the mind, which occurs owing to both too much objective learning and the concepts of science encouraging an understanding via the particle nature of the universe, a non-holistic approach, exploring separation rather than unity and quality. The structure dominates; the idea of the existence of consciousness is discouraged and relegated to second place to the brain and a mere product of the brain. One can see how close this is to the idea of robotizing people. If there is no spare consciousness one cannot know that the basic structures (programs) are dictating that state of mind—one cannot get outside the mechanism. When a population is fully structure-dependent in this way, naivety can be a product and the state of mankind today. Man becomes vulnerable to be defrauded, hoodwinked to a degree that he cannot see what is going on around him, under his very nose.

Thus an over-structuralised mind with emphasis on 3D logic, and an education and upbringing which encourages ego development, will create closed systems, both within consciousness and in technology. True knowledge and evolution basically follows a spiral---there are really no open systems but we keep closing the spiral to form loops; and prevent further progress. The way out of this trap is to allow the natural development of the intuition. This faculty of consciousness (the intuition) has the ability to 'step outside' programmes and brainwashing; hence the fact that intuition is suppressed.

A significant principle of enslavement then is to over-structuralise the mind so that the individuals think they are structure, to encourage the ego, another closed system, to close off knowledge, then to enfeeble intuition so that consciousness can't 'see the wood for the trees', in other words, can't get outside the system of thinking or behaviour. This is also achieved by blocking off an understanding of the soul, which is in fact the next higher fractal level of the human consciousnsess. A firm link with the soul level will override all undesirable programming.

As a final point, since there is a symbiosis between knowledge and consciousness, then controlling knowledge enables one to control evolution. Let us deal with this next.


“Everything interpenetrates everything . . . . quantum wholeness . . . is closer to the organized unity . . . of a living being than it is to the kind of unity that is obtained by putting together the parts of a machine.” Leading physicist Professor David Bohm.

Unwitting omissions (by the teaching professions) engender absolute limits on both scientific developments and the mental evolution of the civilisation. This is based on the fact that, as mentioned, there is a symbiosis between knowledge (science and technology) and evolution (expansion of consciousness, intelligence). Not only are limitations of scientific thinking imposed on the mind but in addition to scientific limitations the type of scientific data that the society may promulgate also moulds the mind. For example, as already implied, the left brain develops a science based on the particle view, on breaking down wholes into parts, on non-resonant interactions, whereas a more right-brain science (preferably balanced with the left brain) will investigate unity and harmonics, introduce harmonic mathematics and would in turn allow corresponding states of consciousness to occur. Thus the nature of even the theoretical basis of science will dictate the nature of consciousness.

Science today is thus an ego-science. This means it is a formulation of the natural world based on objectivity, on physical perceptions with the obvious limitations this creates. It only recognises the external world (a 3D reality). As a result of this and its ramifications into all aspects of education we develop massive egos on this planet—in particular, academic and intellectual egos. The ego-oriented individual is not interested in truth when the ego is threatened or deflated, only attacking the source.

This sole recognition of an external world is an essential requirement for enslavement. Let us give an analogy.

Imagine a ladder. It has many rungs, or steps. It has a function as a whole. Science looks at the ladder and states that there is only one rung, one step—the first one. Thus science covers only a one-level (3D) subject. It does not recognise the multilevels, the multiconnectedness of the other steps. (Note that by science we mean the controlled knowledge and we are not including the viewpoints of even some leading physicists—who are ignored if their viewpoints are not in line with the official program to keep the masses ignorant.) The first step of the ladder represents the external world. The upper ones lead into inner space and higher dimensions on a gradient towards higher frequencies and increasing degrees of integration to ultimately one whole.

The 'full ladder’ requires multidimensional physics to understand it and in fact all truth is multidimensional; we only perceive a slice through it, in particular, just the surface, the external world, the bottom rung of the ladder.

Science effectively puts the lid on the third dimension. In doing this it fails to perceive, detect, recognise higher frequencies related to perception beyond the physical senses. It fails to acknowledge unity and quality. It demands only left-brain thinking by emphasising objectivity. This will ensure that phenomena outside physical perceptions do not exist for the individual. As a result, understanding of 'out there’ is accomplished by representation: languages, graphs, mathematics, symbols, etc. This creates context-dependent knowledge. There is nothing wrong with this as long as it is recognised.

Unfortunately this is not understood, and it causes a person to judge new data on the basis of existing contexts. All knowledge is in the context of further knowledge and any new idea introduced will not have a context (since it is new to the recipient). It is 'floating’ information and will be instinctively discarded by the left-brain thinker. Whereas if you present a new idea to a right-brain person they can know whether there is any truth in it. Thus the right brain must be disabled so people cannot easily perceive truth in this way (which is the easy way) leading to greater naivety.

How can one know via consciousness of the right brain? Let us begin with a simple more familiar type of example. Consider observing, say, a friend who is manifesting some state of mind or emotion, for instance sadness. How do we understand this without them telling us? With the left brain we observe the facial expression, take pictures of this, store them in the mind/brain and compare them with existing established information about what different expressions mean. One finds a match which contains also the memory of feeling like that oneself in the past. Thus now one knows and understands the phenomenon occurring within the friend.

With a working right brain—and some people could already do this—it would be possible not to even be looking at the other person and sense the vibrations, that is, the energy of the other person. These frequencies contain the experience in informational format. Consciousness has an inherent spectrum of frequencies—as does anything—and can duplicate energies it detects/receives by resonance. It becomes on the same wavelength as the source, bringing about instantaneous transmission of information.

Is there any proof that the recipient, being on the same wavelength (in-phase frequencies, resonating) as the source, experiences instantaneous communication of that information? Yes, quantum physics has this explanation inherent in the theory. Einstein, however, objected and accused quantum theory as failing in this respect since it contradicted his relativity. According to relativity no signals can go faster than the speed of light. This is violated by quantum physics which shows that, say, if the frequencies of a particle in one location of the universe correlates (resonates) with the frequencies of another particle at a different location, no matter what the distance, both particles are instantly part of a single wave function, meaning that there is an instantaneous connection between them.

Physicists favouring Einstein’s assessment of this discrepancy between quantum physics and relativity conducted experiments with the expectancy of showing that Einstein was correct. But each time improved experiments were performed the results showed that quantum physics was correct and Einstein wrong. Finally, Aspect designed an experiment with such accuracy that it will never be repeated again, and it confirmed the others.

There are scientists who still don’t believe these results but a further point to be made here is that we do not really need orthodox science to tell us this; it is elementary in metaphysical and spiritual fields, that two energies in attunement will instantly link. In case the reader has a misunderstanding on the nature of what spirituality is—and most people do—it could very well be defined as the multidimensional physics of inner-space. We shall take this up later.

We have digressed somewhat to show the reader that if consciousness’ frequencies resonate with incoming frequencies there is instantaneous transmission of information potentially either way, depending on the awareness of the entity. If it is only particles then transmission will take place in its simplicity. This occurs with right-brain consciousness since it functions on holistic states or unity—the signal source and signal recipient are brought into unity. The human consciousness, however, may or may not be aware of this information transfer. Note that animals communicate this way and are aware of it. For example, sensing fear in a human, or resonating the frequency pattern of 'desire’ (to be somewhere) with the frequency patten of, say, 'home’, creating a pull in that direction and finding their way home (all locations have different frequency patterns—signatures).

Science stresses the sole importance of the external world, of objectivity as the only way of acquiring truth; it narrows down the spectrum of modes of understanding. If science can keep people naive enough they will not notice that the controlled information is from the few. This hampers enlightenment of the public since even when their belief system is ready to change in the majority of the population, the sources of information—the media, education—controlled by the minority are still brainwashing them.

Even history has been re-written—not just the Bible—in which concepts of past advanced civilisations are twisted into naive 'fairy’ stories, which we have been programmed to believe—the Holy Grail, the Original Sin, etc., which are remnants of advanced concepts.

Now science and education indoctrinates people with the belief that they are helpless and cannot know anything themselves. This is gross and criminal misinformation. Furthermore, we are taught that only scientists, a relatively few people, by conducting experiments under strict objective conditions, can determine truth and that this is the only way of acquiring truth. This is a total lie perpetrated on a naive population of which the individuals are trained to believe these outrageous misconceptions and to eagerly accept the facts from the authorities.

Firstly, most phenomena will never be proved by the objective methodology. One will wait an eternity and still not have some answers. And what is proved is only relative to a particular context. Anything will self-prove relative to its own context.

Let us briefly show these limitations of objectivity. We will present simple analogies but we can’t pretend the subject is a simple one. Scientists in general don’t understand the process of observation, in spite of the fact that quantum physics, in a

limited way in micro observations, showed that the results of certain experiments were contextual—what was observed was in the context of the observer/instruments. When detecting quanta of energy they appeared as either particles or waves depending on the mode of observation.

Imagine watching a dog chasing its own tail and that the dog doesn’t know the tail in front is attached to its head. We are outside the dog-tail system and have a particular context. If we consider moving into the dog-tail system and become the dog’s head we now have an inner context. We are only aware of the tail as objective (that is, apparently separate). But it is not truly objective—it is subjective. The tail is influenced by the head, but since this is not recognised the tail phenomenon is objective and received unconsciously. This is in the lower, inner context. Relative to the second context, that of the human observing the dog chase its own tail, the objectivity in the first, inner context can now be perceived and becomes consciously subjective as observed in the higher, second context. The outside viewpoint of the human can see the bigger picture. The first level objectivity (unconscious) is converted into subjectivity/consciousness at the second level observation.

Imagine now that the dog’s head’s view of the tail corresponds to our view of the environment. Let us consider the observer is a scientist making measurements and determining a certain law of physics. As we can see, the dog-tail is an analogy showing that the observer and observed are interconnected; there is an interdependent relationship between them, not an independent one.

We can see that the dog is subjectively involved in the system being measured (its own tail). The 'scientist’ determines, say, the tail is wagging. The law has been evaluated and it can be checked by other viewpoints within the system. If now it is recognised that this system is in the context of a higher set up—the viewpoint of the human watching the dog chase its tail, then in this wider context we see that the values calculated for this law are only a partial truth—they are relative (to the second context). The values change in the higher context. The human detects the tail as not exactly wagging but moving in a wavelike manner in a circle. This is quite a different result but incorporating the old one. Note that this is only a two-stage analogy (two contexts).

There are contexts within contexts, like boxes within boxes, but it does not continue indefinitely. One is moving into higher-frequency bands and increased integration (quantum states). The objectivity of the first context—the tail part—is not a true objectivity (as nothing is). It is the unconscious part; there is no awareness of participation in the environment. From the second context this objectivity is seen as subjective—the influence of the observation on the environment would be recognised, except that the relationship is changed in the second context (and a higher interface is formed with the environment through, for example, evolution). The objectivity is increasingly converted into subjectivity as we go into higher orders. For example, as we evolve into the higher viewpoints, space and time will be noticeably influenced by the mind. One could look at something at a distance (space) and see it close up if one wished, or one could create extra time by going into an individual time loop.

It simply means that what is unconscious appears in an objective format—a separated-out environment. As we evolve and become more conscious we become more aware of our participation in this 'objectivity’ —and we can say that the coefficient of objectification reduces. In the future, all experiments of science to prove theories will simple be done in the 'mind’. The objective conditions, which split energies into a duality of observer and observed, will be recognised for its limitations. For instance, all physicists will become in effect mental physicists.

We mentioned earlier that context is the key to mind programming. We can also state that mind programming is the ultimate secret weapon on this planet. Hence the importance of context. We can also see why there are no books on the subject; on a concept which places all knowledge in correct perspective and subsequently is the basis of expansion of the mind in evolution. Since this concept runs parallel to man’s progress let us give space here to show how context forms an intrinsic part of nature, evolution, and the universal computer system, and is the primary target to achieve enslavement. Thus the following few paragraphs can be omitted by the non-scientist and non-mathematician.

In man’s artificial computers the two principal features are 1) the hardware is separate from the software, and 2) the encoding system is binary. The reason why binary is used is because it can be expressed by two physical states 'on’ or 'off’. An electrical switch is ideal for this. It can pass an electrical pulse, or not, that is, two states which are easily distinguishable. However, in utilising several switches in a group many physical states (patterns) can be created to represent words, commands, instructions, etc. This is achieved by having some switches on and some off in the group. Thus this is a method of using electrical pulses (on or off) to represent data, information, which can be stored and operated upon.

It is an entirely relative system, that is, the encoding is arbitrary. The universal system is absolute and functions on geometry. There is no difference between hardware and software. All phenomena is energy which is fundamentally cyclic; it is wave motion and has frequencies, vibrations. The sine wave (symbol for waves and oscillations) is the basic element of information and intelligence. It is a frequency- coded universe. Everything is a packet of frequencies (sine waves) as per quantum physics (this part of quantum mechanics is not mathematical fiction).

Man’s computer system, although using the natural phenomenon of electricity, is specially set up to process objective data. This data is the result of man’s interaction with nature and his interpretation; a workable system of crutches to provide his needs. The universe system handles the primary, underlying subjective energy. Its encoding system is already part of creation itself. It does not rely on two states in various patterns to represent conditions but has a multidimensional frequency system giving a unique identity and location to any particle or sub-whole to the greatest whole. Each entity is structured nonlinearly, represented by nested sine waves superimposed from the entity under consideration to the whole. Thus every location in the universe is unique. Its address is the informational frequency at its manifestation (say, our environment), going inwards nonlinearly into higher dimensions, in a state of resonance with greater inner-frequency unities to the whole. For example, an atom will be linked internally with the planet (through fractal sub-levels), and again linked with the solar system (and more sub-levels) to the galaxy and universe oscillation. This gives a precise shape to the nonlinear group of sine waves: a complex modulated sine wave resultant—the true signature of the entity or particle (a multidimensional fractal). The inner frequencies have higher rates of oscillation and correspond to higher evolution The lower frequencies are context dependent on the higher ones. Only the system (multidimensional fractal frequency packet) as a whole can identify and locate the (3D) entity or any levels within it.

For the universe to identify and locate, say, a human, it must qualify galaxy, solar system, planet, country, town, street, house, etc. Any motion of a particle (the human) does not lose its connection since as it changes its position it references a different part of the inner contexts—the human moving in the house modulates the shape of the sine wave for the house. Displace any inner-contextual layer and we get true chaos since as the information (energy, signals) passes down it is not being reformatted correctly. In addition, quantum reduction takes place from the inner- space or dimensions to the outer, lower frequency level. Control the inner-contexts and you control the external lower frequency entities; just as an executive controls some managers, who in turn control their respective departments of ground-floor workers; also just as the arm at the shoulder (or elbow, wrist) can override a finger motion. (The arm mechanism with its fractal levels at the fingers, wrist, elbow, shoulder joints can illustrate most of the mysteries of the universe and consciousness.)

The above describes briefly the address system. The access system is merely through resonance of frequencies. Values can be released by matching appropriate waves. In fact frequency mode-locking acts like a 'lock-and-key’ security system, and key resonances can trigger scalar and electromagnetic activity by releasing, through resonance from the frequency packet, appropriate components.

We have covered how limitations in science and knowledge determine to some degree our evolution mentally and spiritually, and how education, art and music can be negatively directed to keep man suppressed. Let us now take a look at and isolate the faculty of intuition—a means of knowing not based on logic and existing contexts in the mind—in particular, as it manifests in feminine energy and its subsequent subjugation.


“Nature has given women so much power that the law has very wisely given them little.” Dr. Samual Johnson.

We have stated that the unconscious might be considered to be vast (we can include the very aware soul level for those who can believe this). It has connections to just about all information (particularly as scientists will eventually accept that the universe is holographic).

Intuition, operating through the right brain and preferably the heart centre, can access any of this information. It comes in the form of effortless inspiration or knowingness—even faith. The physics of it would be resonance. If the frequencies of consciousness are matched to any of the vibrations of this 'hidden’ information there is immediate transfer of knowledge as already explained. This is simply done by direct thought in either a deliberate or 'accidental’ manner.

The female mind structure operates more through right-brain abilities and thus as described earlier, the unity properties of this nature of consciousness ('on the same wavelength as’) gives rise to greater intuition. One can see that to enslave a civilisation these right-brain functions must be disabled. The ability to know truth without context, that is, without familiarity of data through programs—must be stopped. (This also explains why women can be irrational on the occasions when they should be referencing context—that is, when the subject is context dependent.)

Thus it is not specifically women who have been suppressed for thousands of years but this particular ability, and therefore also as it occurs in men. We can for simplicity and identification call it the feminine energy since it dominates in the female. What is this energy? Physics will eventually show that the feminine energy has essentially magnetic properties—the female psychic anatomy has the ability to process bio and psychic magnetic currents. The masculine energy will be found to be electrical in nature—and the male mind has the ability to process electrical flows (obviously we are not talking about the physical level directly).

It is interesting now to note that science emphasises electrical primarily and magnetic secondarily (for example, electromagnetic waves). The basic magnetic energy has the primary state of unity and therefore comes first—the secondary effect would be the electrical, which can provide more the fragmented version of reality—separation, particles, individuation, egos, left brain, logic, analysis, and the ability to put inspiration into practice. Typically the masculine influenced scientific community has given priority to the electrical over the magnetic—the wrong way round.

Now a balanced male, which we don’t have today, would be ideally 50% masculine (electrical) energy, and 50% feminine energy (magnetic). When an Einstein makes a discovery the inspiration comes from the right-brain intuition and feminine energy. The left-brain logical mind puts it into practice.

If the male mind is imbalanced with the masculine energy dominating, this electrical energy will distort, fragment further, leading to such traits as the ?macho’ image, aggressiveness, unfeeling, insensitivity, selfishness and war-waging. There must be sufficient unity from the magnetic energy for peace and harmony, and the ability to perceive another’s suffering.

The female could have 100% magnetic, feminine energy, giving a passive strength, greater use of the heart information centre, and a bonding of the electrical energy. Today, however, the equal rights agenda is being misconstrued (subconsciously) as meaning females must become more masculine. One witnesses this more and more: the insensitive female, the aggressiveness, bad language, lack of heart. This of course is manipulation from the official program, to knock out the feminine energy, get rid of the power of unity, create polarity consciousness not unity consciousness. For example, in order to have, say, extreme terrorism (Afghanistan) one must remove the feminine influence.

Consciousness can be moulded to be anything—it doesn’t in its basic state distinguish between good and bad, etc. It apparently begins with unity (the Law of One) and is thus naturally inclined foremost to create perfect harmony but it only has to be set up a different way—formatted into programmed patterns to instruct it to behave any other way.

We see then that by suppressing the feminine energy—right brain, intuition, unity consciousness—it is much easier to control mankind. Consciousness today is very heavily formatted with programs—specific rigid paths of thinking—and the creative potential, imagination and originality are weakened. The ultimate example would be the characteristics of a robot. Clearly you can program it to do or think anything.


“. . . seek ye the kingdom within . . .“ Jesus Christ.

We are taught there is only the external world. Education and the media almost desperately is promoting this incredible superficiality. Christians believe there is an external god and scientists believe there is a universe out there which is independent of us, has nothing to do with our state of mind, and we have no choice but to be the effect of it. This is in spite of the vital clues revealed by quantum physics, the most advanced science on Earth.

Atheists are correct; there is no god of the type they and most Christians are referring to, except false gods. Let us give a simple analogy, one which gives us an insight into the understanding of 'withinness’ as opposed to the external-world reality. This also gives us a relationship between the whole and parts and the role the barriers play. Imagine an ocean with mountain peaks visible above the surface, all appearing separate. Let these peaks represent any thing, such as particles, atoms, people, objects, etc. They all appear isolated just as any objects, particles or people do to us in our environment. Now, if we go below the surface (of the ocean) barrier we would see all the mountains connected in the body of the Earth. The ocean surface represents a dimensional barrier which we don’t perceive. More accurately we should imagine many surfaces of the ocean, one on top of another. We go below (into slightly higher dimensions) the first surface and see the mountains are a little more connected or closer (some peaks in close proximity would be connected at this level). Then further down through more barriers, would be revealed increasing degrees of connectivity until it was found that all separation merged into the body of the Earth, the One.

In this analogy the religious population have been brain-washed with the idea that God is a very large mountain peak somewhere across the (first) surface of the ocean. Thus on this basis atheists are correct; there is no such God. We see, however, that the real God is, in this analogy, the body of the Earth. It is internal, within, and of inner space; each particle, person, etc. (mountain peak) is an extension of God. Even in terms of theory, that we are all One is logical. (The concept of One has simplicity, perfection, symmetry, consistency, and generalisation.)

Thus part of enslavement is to educate people to perceive only the external world and have no conception of inner space—everything below the surface of the water in the above analogy. Man must be severed and quarantined from Source.

Our perception has been reduced to a narrow spectrum; this is what upbringing, education, science and the media achieves. The right-brain consciousness can sense beyond the surface of the 'ocean’, even see these energies on a more advanced level of evolution. Consciousness, however, only knows what it knows (that is, can be). This is the main feature or 'weakness’; that consciousness can only really know by experience, by being things, we can include anything it can imagine, which includes even objective knowledge. But anything outside its current focus it can’t know. An advanced being may have no real idea what hatred is. Or a very different example would be a degraded being obsessed with greed, control and ruthlessness (obviously living in a world, of pain and suffering) does not want to 'improve’. They cannot conceive of benevolence and selflessness. It is outside their consciousness. If they did know, if their consciousness could duplicate this (which is impossible if it is not being it), they would want to change. This is quite a frightening piece of information. It means it is vital for children to be brought up with thinking and experiences of a benevolent and harmonious nature, otherwise corresponding behaviour will not be real to them.

Religion has been manipulated as an additional mode of mind control. Christ’s lineage has been buried by means of the immaculate conception and the truths about the Holy Grail and the Arc of the Covenant have been thoroughly hidden. Jesus’s teachings, regarding reincarnation, were removed from the scriptures and the 'crucifixion’ utilised to create guilt and the belief that man has sinned. Thus religion has been used thoroughly as a control tool for directing the masses.

Some of the main programs being perpetrated on the public to aid enslavement are the following:

1) There is only the external world.

2) The universe is fixed, you are the effect and not a participator in reality selection.

3) Promoting a focus on left-brain education.

4) Suppressing intuition and the feminine (magnetic) energy.

5) Convincing people they are helpless and cannot know any real truths themselves.

6) Stressing objectivity as the only way to acquiring truth.

7) Convincing people they are only a brain and a body, and they evolved from primitive man and apes.

8) Degradation of art and music.

9) Programming complacency, cynicism and fear.

10) That true unity is not a reality, there is only fragmented unity (pieces 'stuck’ together).

11) Keeping physics and religion separate by suppressing all progress leading to modelling unity.

12) There is no absolute interconnectedness, or 'God’.

13) Global programming for closed-mindedness.

14) Discouraging imagination ('what you can't imagine you can't discover'---Einstein)



“Humanity has been robbed of its spiritual heritage and has been manipulated under One World Order Illuminati family lines since before 9558 BC. Humanity is presently caught within an inter-stellar ?strategic chess game’ over who will control the Templar Gates (of the Universal Templar Complex) during the Stellar Activations Cycle of 2000-2017 . . . . Whatever group controls the planetary Templar Complex . . . will have dominion over the planet. . . “ Guardian Alliance.

The reader may insist that if the 'enslavement’ occurring is so organised, who could have the intelligence and knowledge to do this. For example, leaders, authorities don’t understand science and psychology well enough to know about the symbiosis between knowledge and evolution, or the effectiveness of suppressing the right brain, etc. In this case we have to indicate a further level of control which explains this. We shall, however, only take a peek into this 'Pandoras box’ since it stretches most of people’s belief system (programmed condition) beyond reason (what we consider reasonable); also it is not the purpose of this material to elaborate on the sources, just the mechanisms and methods involved in the enslavement.

Briefly, many of the so-called gods of our past were extraterrestrials visiting humanity for long periods of time, often during more advanced human societies than today. Many ETs, although technologically very evolved, were spiritually deficit—even more so than humans—and sought control over Earth. Why are they so interested in Earth? The main reason that it is so desirable is because it is riddled with 'wormholes’, that is, dimensional portals to reach other systems instantly. But much more than this, planet Earth is like a central junction box; those who control it can manipulate the physics of their immediate environment, dimensions and universe, to suit themselves, including severing higher benevolent spiritual sources and quarantining Earth for their personal use.

How do they control our civilisation? Many procedures are used. The fundamental one is through the Earth grid system. By tampering with the natural codes and frequencies of the planet’s morphogenic fields a corresponding change can be made within the DNA of humans. Others modes of control involve subliminals, electronic implants, field influence via certain electrical products, and infiltration. In the latter case, this may range from a slight influence on a person’s behaviour, to complete body takeover. It all depends on the extent of the ET genes in the human DNA. A person’s consciousness may be 50% themselves and 50% alien. The human does not know their consciousness is merged with another but of course the alien does.

The original Illuminati began with these ETs, essentially Anunnaki (mentioned in the Bible and Sitchin’s books) and the Drakonians, and the many hybrids of these aliens, including contributions from the better known Zetas or little Greys (with the big heads, and large black eyes). These Illuminati ETs were known as the Leviathans who enforced an anti-Christos agenda. We are approaching the final encounter or battle in this age-old conflict as to who will be the guardians of planet Earth. (As a final comment, one 'pleads’ with the reader not to be naive enough to believe that this kind of scenario couldn’t happen.)

[For complete and detailed technical information see Anna Hayes’ incredible ET material (not channelled) in the Voyager volumes and tapes, published by Granite, USA.]

Return to Home Page