93. Soft manipulation tools

The audio recording is available at https://youtu.be/ntM1P4dhXP8. 

In backstage power manipulation, soft manipulation tools have often proven to be more efficient than hard tools. Both hard and soft manipulation tools are present in reprogramming, both simultaneously and separately. The most important ones include:

1). Psychology and science: psychology (the science of the soul), like the old scripture, is about, only today exist, there is no tomorrow. Psychology deals with the individual self, so it cannot heal so-called "soul diseases." If it wishes to heal, it should deal with the universal self, but that cannot and does not need to be healed. It only needs to be understood. Psychology does not recognize the world of dualities, the reality of the link between the above and the below, the inside and the outside. As the science of the soul, it does not build universality but, on the contrary, destroys it. Since it links the soul to the body, it attempts to understand the higher from the lower, from the body, which is simply impossible. The solutions always come from above. If we treat problems at the same level, we will face constant conflicts. According to psychology, a person behaves according to their body, not their soul. If someone speaks, it is the body that speaks, and if someone cries, it is the body that cries. But it is not the body—everything is done by the soul; the body only mediates and manifests it. Perhaps this is one explanation for how the science of the soul ended up among medical sciences that focus on the body. 

Another explanation is that, in the 17th-18th centuries, the emerging liberal power found that the psychology, which had previously been part of philosophy, was not effective enough to achieve its dark goals. Therefore, it had to be reclassified among the sciences, which requires money. And money comes from power. So, understanding the soul was tied to money. Since then, there has been no such thing as the science of the soul, nor a science of the One and Only. According to materialist thinking, there is no need to deal with what is invisible, inaudible, or intangible. In addition to psychology, other sciences also participate in manipulation, for example, mathematics that supports rationality.

2). The media: particularly the influence exerted on the economy, consumption, and private background power profit-making through violence (police, military, healthcare) and politics (e.g., representatives and the apparent parliamentary system). The media also serve as controlling power tools, a kind of thought police that can build up or destroy power authorities. One important principle of media manipulation is that it is not important what is said, but who says it. In other words, it is not the facts that matter, but the appearance. The media, as global opinion-forming systems, sell and make visible what is not there. Backstage power also uses the media to win the war against nations and between nations. When the media speak of facts, we should notice that they are not facts but announcements, that is, processed information. What the media expect from us is to give credibility and trust to the announcements, meaning that we treat them as if they were our own experiences.

3). Textbook publishing and the education system: by making learning formal and controlled, through the liberal education system and control over textbook publishing, power seeks to create obedient consumers who serve its dark purposes and do not resist manipulation. The aim is to train mass individuals who support its power, without needing to pay them. It only provides individuals with basic knowledge, enough to work for a wage that allows them to return to work the next day. We might ask, if learning is so important and so much money is invested in education and training, why are there so few enlightened and meaningful individuals, but so many with factual knowledge? Power does not need intelligence, only rationality. Today's schooling aims to condition reflexive behaviour in students, which is nothing more than the ability to reproduce the information found in textbooks and, even worse, to fill out tests. There are many questions about the training and education process that we cannot answer. For example, why is it necessary for us to spend one-third of our lives in school, about 15-20 years? 

What will we use the accumulated knowledge for, and how much of the taught material will remain, how much will be integrated into our consciousness, and how much will be lost? The textbook publishers likely believe it is fine if the child knows this or that. If the educational system aims to provide basic literacy, is the test system the most suitable for this? In fact, what is basic literacy, and who defines it? Learning is a lifelong process, where the school system only participates in the first part of the process, laying the foundations upon which further learning can be built. If these foundations develop the behaviour pattern in us that enables us to carry out our tasks in life—such as creating, striving, bringing order, and returning to the One and Only—then the school's education and teaching have achieved their goal. Is that happening today?

        4). Legislation and law: the statement "it doesn't matter if it's unethical, as long as it's legal" places law in opposition to ethical, moral behaviour. Law often serves as a cover for injustice, containing many "legal loopholes," or gaps, which allow those who know where the gates are to enter and exit. There is always a solution to turn either left or right. Of course, this is forbidden for the unauthorized. Law, therefore, creates imperfect legislation, and since they do not align with the universal law, their application constitutes manipulation. Just as religion brought religious fear after secularization, law and legislation brought fear of the law. Previously, there were references to the One and Only in legal practices, for example, "May God be merciful to us, so that we may live according to His laws." This has been omitted from modern legislation.