4m History of the Classical Trivium is the history of the Great Chain of Being, useful in shaping cultures. The Great Chain of Being is defined in classical terms.
5m The concept of “balanced” government and civil society itself, The Ominous Continuity of the “education” system we know as schooling
6m The changing of terms as a means of gaining power over unwitting minds
Article 29: 1. Everyone has duties to the community in which alone the free and full development of his personality is possible. 2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.
Article 30: Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.
14m Logical foundation of Negative Rights, Irrational foundation of Positive Rights
16m Scott Buchannan quote on the Classical Trivium to create Organic Unity, Cardinal and Ordinal structures of the story (Buchannan was a Rhodes Scholar)
17m Definitions: The Auctors, The Polis, The Polity, Episcopal, hierarchical structures of authorities, Anglicanism (Church of England)
18m Comparison and Contrast the Trivium Method vs. the Classical Trivium, 7 Liberal Arts, Plato, Aristotle, educational philosophy and Isocrates,
encyclopedia (n.) 1530s, “course of instruction,” from Modern Latin encyclopaedia (c.1500), literally “training in a circle,” i.e. the “circle” of arts and sciences, the essentials of a liberal education; from enkyklios “circular,” and paideia “education”.
According to some accounts such as the American Heritage Dictionary copyists of Latin manuscripts took this phrase to be a single Greek word, enkuklopaedia.
20m plunder v. production and human livestock, classical Trivium as a system of creating production to be plundered… farming plunder
21m Latin education and the Divine Right of Kings, organic unity and feudalism, legitimizing the great chain of being (methods of authority), using the battlefield and education to subjugate individuals for lack of Knowledge.
22m Legitimizing the storyteller as the authority of the day, group-think, authority to control human resources. Any citizen can become an individual through learning habits of self-reliance
23m “Authorities” (educators, sophists) define the “Grammar” of the Classical Trivium, thus making the “Logic” a belief, not an understanding. No knowledge is necessary for belief, in fact belief is often what fills the void created when Knowledge is absent.
24m Unified systems of knowledge, cybernetics and the ship of state (Plato), first principles and common ground (Logic) necessary for linguistic communication. The use of these ideologies to create state systems.
25m Richard Haklyut and Queen Elizabeth, propagating organic unity as “natural”, even though it depends on people ruling over others. Scott Buchannan papers from Harvard University, “Poetry and Mathematics” (foreshadowing role of Rhodes Scholars)
Richard Hakluyt (c. 1552 or 1553 – 23 November 1616) was an English writer. He is known for promoting the settlement of North America by the English through his works, notably Divers Voyages Touching the Discoverie of America (1582) and The Principal Navigations, Voiages, Traffiques and Discoueries of the English Nation (1589–1600).
28m Origins of the systems which create and facilitate organic unity, cybernetics, using the knowledge of self-learning to dissect the history and identify the contradictions of our public educations
29m Gnostic Media interview with Gene Odening, how the human being learns, removing the dogma from the process of learning for one’s self
30m Asking substantial questions and using a method to find valid answers consistently vs. the Classical Trivium (prescribed “Grammar”, mandated “Logic”, rhetoric which reinforces servitude)
31m Isocrates and literacy as a form of slavery (i.e. sophism) until the reader learns how to identify reality and remove unreality (i.e. logic).
32m closed systems of learning to maintain the city-states, aristocracy, and ruling class to manage the polity (public); educating the kings, adopting education systems to gain power over the polity, dichotomy of control, creating knowledge gaps to create “power”.
33m focus on significant and substantial, discard the arbitrary, dismiss the irrational. Sayers’ biases and the basis of Christian Homeschooling in America.
34m Sayers’ system as the “closest to the perfection of Plato’s Republic” – Freemasonry
35m Christian Homeschooling and predefined grammar, infecting the logic by not asking preliminary questions to identify that which exists, reality from unreality (Sayers’ seeds of irrationality)
36m History of Ideas in relation to the Trivium Method contrasted to the Classical Trivium and the history of creating organic unity
41m Ancient Greece, systems of preserving itself against surrounding piranha states
42m Enkyklios Paideia created by Isocrates preserves organic unity until Thomas Jefferson recognizes what it is, and what it does
43m Scott Buchanan and Stringfellow Barr (Rhodes Scholars) and Freemasonry, origins of “Classical Trivium” revival veiling the Enkyklios Paideia
44m filling in between Isocrates and the Freemasons, Jesuits and the Ratio Studiorum, which was rejected by John Adams and Thomas Jefferson, Ratio Studiorum as continuation of organic unity under godhead of theology.
45m Thomas Jefferson (post-revolution) goes to William and Mary and has the Classical Trivium removed from the curriculum, breaking the mechanism of British perpetuation of their organic unity
46m Thomas Jefferson addressing the Educational Perennialists of his day, accepting the theory before inspection, condemnation prior to observation, “putting your logic before your grammar” as Jan Irvin says
47m Education as a tool of creating culture, its how the state reproduces itself, “reality” filtered through he prescribed rhetoric of the state,
48m Ignatius Loyola, Alumbrados, the Spiritual Exercises of Ignatius Loyola as the origins of the esoteric organic unity progressed by the Jesuits, various flavors of organic unity (various empires through time), sacrifice of the individual to the state
50m Bavarian Illuminati as intellectual group fighting against organic unity and divine right of kings in Europe. “Philo’s Reply to Questions Concerning His Association with the Illuminati” Reply by Jeva Singh Anand reveals the personal conversations between Adam Weishaupt and Baron von Knigge prior to Knigge’s resignation from the Bavarian Illuminati and the promotion of revolutionary publisher J.C. Bode.
51m Thomas Paine’s references to Samuel Prichard’s “Freemasonry is based on the foundation of the Liberal Arts” quote, Illuminati as a system trying to do away with the state, Isidore of Seville and the creation of civil polity by limited education
52m Bavarian Illuminati vs. Religion and the State, Freemasonry as the genitalia of the state and the injection of organic unity throughout indigenous populations, Illuminati plans to use for the state to reproduce itself via taking over Freemasonry.
55m Juxtaposing internet lore vs. actual artifacts and evidence of the Bavarian Illuminati, similar to Jesuits in seeing value of controlling education, 1610 Wood Manuscript (The Hiram Key by Lomas and Knight)
56m Individual Liberty based on that which exists vs. irrational illusions of Authority, Bonneville, Jefferson, and the unknown history of Bavarian Illuminati influence in America’s origins.
57m Social Circle Freemasonic Lodge, papers published by J.C. Bode of the Bavarian Illuminati, promoted after Knigge’s resignation, connections to Prussian education.
58m Johann Fichte’s references to Johann Pestalozzi’s organic unity method of schooling and creation of the Prussian education system, giving birth to Romantic Nationalism as opposed to the Jeffersonian ideas of nationhood.
59m Milton Peterson’s works on Thomas Jefferson, rejection of classical forms of the Trivium as being connected to the Great Chain of Being, i.e. a caste society subjugating individuals to illusory authority
1h1m ideas of creating a balanced government based on first principles subject to existence, not dogma; derivative proofs of non-aggression undermined by changes in education system which Jefferson feared, J.J. Rousseau, John Locke, The Meaning of Meaning, particularity and universiality, from Charlemagne through to the 21st Century.
1h5m Jefferson displacing the Classical Trivium at the University of Virginia, Jefferson laments genocide of indigenous languages and loss of etymology.
1h6m encryption of language enables selective power transfer
1h8m how to preserve the first principles which inspired the Constitution
1h10m Ben Franklin’s education in the liberal arts and secret societies
1h11m parallels of Isocrates and Freemasonic organic unity, “Builders of Empire” as blueprint for how Freemasonry assumes authority throughout the world
1h14m philosophic corruptions of reality, claims of authority break down under scrutiny and defined terms, taboo to discuss because you might perceive the ruse of organic unity
1h15m Thomas Jefferson displaces classical Trivium as being tied to the Great Chain of Being
1h16m Legacy of Alcuin of York, creating a duality in Christianity, “othering” of the natural world, Basil Bernstein’s work on the classical Trivium, Noah Webster, John Adams, Thomas Paine, Emerson and Thoreau, Rousseau’s social contract, liberal arts as chains of garland flung over reality, Bavarian Illuminati
1h17m Epistemological cartoons instead of getting into the details and artifacts, Techne (Technology) as a Craft to propel Culture (see: Freemasonry), Thomas Paine quote on education and knowledge of language vs. knowledge of things, Syntax and Statecraft in history
1h19m Destutt De Tracy: how to define and identify in order to think clearly and progress to understanding
1h20m Prussian Nationalism, Hegel and the obsolescence of the Divine Right of Kings and “Authority” in general, discovering that life is not how we were taught it is as a result of the Prussian education system changing America away from natural rights liberalism
1h21m systems of natural rights and state education are not compatible
1h22m unitary education by congress is in direct contradiction to the founding principles of America, collectivism, pre-amble missing from Constitution, ambiguity therefore included unnecessarily
1h24m Classical Trivium imparting language without defense against unreality, thus creates a system of control
1h25m without defense against unreality, society becomes skewed and actions in conflict with needs of survival, as a result of Enkyklios Paideia introduced into England by the Venetian Black Noblity
1h28m Wilhelm Wundt and the “Clockwork Orange” mentality of treating people as mechanical toys, to be manipulated; and how asking questions is the key to circumventing Wundtian control systems
1h30m Frederick the Great and the Gymnasium of Prussian Education, Obama’s recent references to the value of Prussian industrial training
1h31m John Taylor Gatto’s “Underground History of American Education” referring to Prussian indoctrination methods being used in America, Prussian principles displace American first princples imparted in Constitution
1h32m Prussian education creates a strong nationalistic fervor, at behest of “national” interest, parallels between Nazi Germany and America today via the Prussian education system
1h33m Frederick the Great, Freemasonry, Education, and Illuminati connections; going after our youngest through compulsory schooling, creation of schooling in America by secret societies
1h34m Frederick the Great May 1, 1786 creating constitutions of Freemasonry, similar degrees to draw people into the Illuminati plan by imitating Freemasonry
1h35m Reworking masonic texts to re-present the ideas to foment revolution, Amis Reunis, Lodge of the Nine Sisters, and the Social Circle, French Revolution, Congress of Wilhelmsbad, Baron Knigge and the attempts to recruit powerful figures into their stable of talent. Hegel, Herter, Mozart, Goethe, Zeitgiest (spirit of the age)
1h36m origin myth of the Nine Muses / Nine Sisters lodge of Freemasonry in France
1h38m Cecil Rhodes and fellow Freemasons creating British organic unity via a Secret Society based on the methods of the Jesuits (Ratio Studiorum)
1h39m Ben Franklin and the Lodge of the Nine Sisters, representing the Nine Muses (9 liberal arts) as set down by Martianus Capella, Destutt De Tracy, Voltaire members of the lodge, Jefferson’s rejection of their first principles, Positive vs. Negative origins of Government
1h40m Napoleon rejected the first principles as Jefferson did, Destutt De Tracy deposed from his educational system, Grammar, Logic, & Ideology (instead of rhetoric)
1h41m Jefferson’s own contradictions (not perfect) but noted the success of America dependent on independence from British linguistic controls
1h42m Cecil Rhodes and the Jesuits, organic unity common to plans of monopoly, power, and empire, tracing back to the Indian (of India) monitorial schools (pedagogical control of group by authority at the front of the room), another brick in the wall as the craft of masonry
Cecil John Rhodes PC, DCL (5 July 1853 – 26 March 1902) was an English-born South African businessman, mining magnate, and politician. He was the founder of the diamond company De Beers, and an ardent believer in British colonialism, he was the founder of the state of Rhodesia, which was named after him. He set up the provisions of the Rhodes Scholarship, which is funded by his estate. Rhodes and his legacy are memorialized in the 1966 textbook “Tragedy and Hope: A History of the World in Our Time” by Dr. Carroll Quigley, professor at Georgetown’s School of Foreign Service.
1h43m Cecil Rhodes goal to change American Constitution to bring America back under control of Britain by rings-within-rings, using Rhodes Scholars to create organic unity.
1h43m Cecil Rhodes plans grow roots in America, proliferating Anglo-Saxon Nationalism (everyone else was a “barbarian”)
1h44m Equal rights only for “civilized” men (positive rights) vs. natural rights inherent to all human beings
1h51m Rhodes Roundtable supports “Union Now”, via Pilgrims Society, also seeking Organic Unity with Britain, origins of Apartheid in South Africa, Jan Smuts and Wholism as the philosophy of the British Empire (plunder rebranded as freedom)
1h52m “Union Now” as a Fabian Society for Federalists to create organic unity, Embers of World Conversation (Buchannan), origins of The Great Books of the Western World with Richard McKeown
1h57m “Union Now” and the liberal education at St. John’s University and the University of Chicago, Leo Strauss, Neocons, Robert Maynard Hutchins, and the origins of the Great Books of the Western World
1h58m Legacy of Cecil Rhodes, Pilgrims Society, RIIA, CFR, and creating organic unity in America
1h59m Arthur Balfour, Cecil Rhodes, Baron Rothschild and Palestine; Pilgrims Society as Anglo-American Alliance to usurp national government of the U.S. vis a vis Organic Union
2h re-branding British Empire as part of organic unity and role of St. John’s university in revival of the Classical Trivium within the Anglo-American tradition.
2h3m Encyclopedia Britannica bought by William Benton vs. The Great Books of the Western World, Benton worked with R. Gordon Wasson, Bank of International Settlements
2h5m Benton and “Fat Man’s Class” sought to proliferate sophism into the business community, Henry Luce’s support, “The Romance of Commerce and Culture”, Walter Paepke, importation of Prussian/German culture into business and politics, boxing up our culture to bring concensus by de-individualizing and holding conflicting thoughts is the norm.
2h7m Great Books of the Western World and Eugenics, signers of the GBWW project (several Union Now supporters & Rhodes Scholars among other collectivist groups seeking organic unity for Anglo-Saxon Establishment power structures)
2h9m Society for the Cincinnatus and the ominous continuity of these ideas, Mirabeau as a member of the Social Circle, hereditary orders to create organic unity, Walter Paepke as founder of the Aspen Institute which funded the GBWW, founded on commemoration date of Goethe, ex-Bavarian Illuminati; origin of Aspen’s popularity and the Noble Lie
2h10m Leo Strauss at St. John’s University as a Scott Buchanan Scholar
2h11m GBWW to impart culture to common man, a scarcity not circulated in 70 years, a legacy of organic unity being propagated via Classical Trivium
2h12m Joseph S. Nye, Jr. (Rhodes Scholar, Harvard), Power and Interdependence
2h16m David Rockefeller, Memoirs, p. 505 quote, Admiral Chester Ward on CFR quote from Barry Goldwater biography “With No Apologies” chapter 33 “Our Non-Elected Rulers”
2h17m H.G. Wells, Fabian Socialist, Open Conspiracy, Island of Dr. Moreau, organic unity through Eugenics (see: G. Stanley Hall quote on organic unity in “NEA: Trojan Horse”), erasing of national borders, ethically responsible to control the many, “The Shape of Things to Come” by H.G. Wells
H.G. Wells’ most consistent political ideal was the World State. He stated in his autobiography that from 1900 onward he considered a World State inevitable. He envisioned the state to be a planned society that would advance science, end nationalism, and allow people to progress by merit rather than birth. In 1932, he told Young Liberals at the University of Oxford that progressive leaders must become liberal fascists or enlightened Nazis in order to implement their ideas.[35]In 1940, Wells published a book called The New World Order that outlined his plan as to how a World Government will be set up.
2h18m Technocracy to control the thoughts of the polity, C.K. Ogden and I.A. Richards “The Meaning of Meaning”, imparting of Liberal Arts to create civil polity, language as technology to control polity
2h20m Inherent rights (negative rights) vs. Positive Rights (arcane laws of governance and authority), “Fire in the Minds of Men” by James H. Billington (Rhodes Scholar & Librarian of Congress), the need to preserve oral traditions and the attack of our culture to manipulate our perceptions, thus to create organic unity, the use of cybernetics to wage psychological warfare, using the mind as the harness of human resources, Stephen Biko “the most powerful weapon in the hands of the oppressor are the minds of the oppressed.”
2h22m Ludwig Wittgenstein, I.A. Richards, and manipulating language to control perceptions in cybernetics, Macy Conferences of cybernetic applications, and “New Criticism” to decontextualize historical documents, thus re-defining liberty by separating literature from history. Rhodes/Milner Roundtable participation in supporting “New Criticism” and decontextualizing history to create organic unity; which evolved from the Prussian Nationalism which preceded it.
2h25m Frank Aydelotte (Rhodes Scholar) on Classical Trivium and Organic Unity, “spelling” to use words to further “liberty” in British terms.
2h26m Lord Percy v. Thomas Jefferson,
2h27m Arnold Toynbee and analogical reasoning using the Classical Trivium to promote British organic unity
2h30m Population Control, Eugenics, and the Rockefeller “Science of Man” project rebranded as “molecular biology”, Linus Pauling’s support of Lily Kay’s book, Mr. and Mrs. Pauling support “Union Now” and other Anglo-American plans of unification, Delphi Technique of mind control, managing consent, Walter Lippmann
2h32m Rockefeller “Science of Man”, Edward Alsworth Ross’ “Social Control”, mapping the individual to destroy individuality, Lily Kay unmasks the eugenic agenda of the elites, culling the polity to create organic unity. Artificial scarcity of technology, planned economies (Agenda 21)
2h33m SUMMARY: By changing the terms and definitions throughout history, the theme of controlling the polity by means of irrational means has thus far been successful. Our voluntary servitude to ideas which are unreality, continues to be the problem; learning and asking substantial questions and finding valid answers continues to be the solution.
2h34m Kevin Cole’s closing statement, the logic behind the liberal arts education, slavery vs. free minds, the perpetuation of organic unity throughout time to create slave vs. free dichotomy. In America rights were inherent, not because you’re become a subservient slave to the state.
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