Tagged with "in"
How to Be Ultra Spiritual
Category: HUMOR & FUN
Tags: Humor/Satire Spirituality Inspiration

Shredding the phoniness of false spirituality. New age sycophants and groupies beware, this skit may hit home and blow a few styrofoam paradigms to smithereens. Enjoy!

Video

 

 

The Depths of the Money Deception Tags: Big Brother matrix money manipulation the awakening

by Scooter Rockets

Contributor

ZenGardner.com

One of the first things that most awakening souls discover is the banking deception. Today, the Internet is replete with videos and articles that clearly outline the deceptive practices, and the true mechanics of money (or currency as it should be called). If you are reading this and have not fully plumbed the depths of the banking and money creation deceptions, please take the opportunity to seek out the information while it is still available to you. But for the purposes of continuity within this article, allow me to recap the main points of the currency deception:

Money  Mechanics

“Out of Thin Air”

Currency is issued out of nothing and backed by nothing. Even when it is tied to an exchange rate for some other material (say gold or oil, for instance), it is still not backed by anything,  just tied to it.  More importantly, currency is issued by a privately held bank, not only in the US, but in 168 major nations. All of these so-called “central banks” report to the international bank known as the BIS (Bank for International Settlements), also privately held.

“Conceived in Debt”

Nearly all modern currencies are burdened with interest at the moment of issuance. In the US for instance, for every dollar issued, approximately 4.5% of that dollar is expected in interest. Problematically though, the interest is never issued into circulation.  This means that paying the interest (or taxes as we like to call it) only serves to cannibalize the money supply. Mathematically speaking, the interest cannot be paid because it was never part of the issuance, and the principal can never be paid back fully because its been depleted by the attempt at paying the interest. Even if it could be done, paying back the interest and the principal would crash the economy as not a single dollar would be left in circulation. This requires that greater and greater amounts of new currency be issued every month.

“Spending Money = Creating Money”

When a nation like the US (since 1871 the US is technically a corporation) , claims to have a national debt, most people believe that this is a function of too much spending or over-spending. But in reality, governments with central banks actually have to spend most of the money that reaches the private sector, into existence. Once there is a decree for the money to be issued, the only way to get it into the market is by the government “spending” it on programs, infrastructure, defense, etc.  Taxes on the other hand, are purely an attempt to collect the interest on the money issued by the central bank. Your tax dollars do not pay for a single program at the federal level. The currency has very few other ways to enter the marketplace than through government spending, although quantitative easing through corporate banks is a new wrinkle in the process.

“More Banks to Help Direct the Current”

Corporate and private banks also create money out of thin air. Under the traditional rules of money mechanics, banks are allowed to issue up to nine times the amount of deposits they have on their books. When an individual or business takes out a loan, the bank is not actually taking money out of the vault or from any other physical asset.  Rather, it just creates a journal entry, and the money appears in an account.  The bank is risking nothing tangible in this process.  You are creating the money by taking out the loan and promising to pay it back with interest, using your time and energy.

“The Real Goal”

These mechanics of money create enslavement and debt automatically by their very design, both on an individual level and on a national level, and there is a reason for this.  Please realize, that the goal was never for the bankers to “make” money. That is quite literally what they already do. They do not need  the money that you have obtained, because it is already theirs. The real goal was to harvest your time, your energy, and the products of your time and energy, created in your efforts to obtain their money in the first place.

The Money Spell

“Mine!”

Frequently, you will hear very informed and awake individuals make references to money in a possessive context. A number of otherwise brilliant minds in the awakened community make regular references to the banking cartels and governments attempting to take “our money” or “your money” or “my money.”  If you truly understand the structure of money, you begin to realize that these statements are not accurate in the least.

“Worthless”

Because money is a debt instrument, or in a more simple context, an IOU… no one can own it. As an IOU, it is only redeemable for exchange if it is returned to the issuer for its designated value. But in the case of currencies around the world, they have no intrinsic or exchange value. They are literally worth nothing, except maybe the paper (or in the case of the US dollar, the cloth) that they are printed on. It is literally an IOU redeemable for nothing. This really should not come as a surprise to anyone.  It is also one of the reasons that the same piece of paper can have a perceived value of $1, $2, $5, $10, $20, $50 or $100, or whatever they print on it.

“Belief = Time and Energy”

While in the practical or material sense, money is worth nothing…  in the spiritual sense it is actually worth something. It is worth the time and energy that someone is willing to exert in order to obtain it. In other words, what really backs a currency is belief, especially when that belief is manifest in action. A teenager may not care to cut the grass in his neighbor’s yard under normal circumstances, but when the neighbor flashes a little cash, all of a sudden the teenager’s belief about money becomes action, and the lawn is then mowed. Exchanges just like these happen billions of times every day on Earth… many times with people directing their energy and time in ways completely meaningless to them, other than making it possible to garner these worthless tokens.

“The Product”

Most of the people on Earth participate daily in processes where they exert themselves physically, mentally, or both, in order to obtain this product that is produced by the banks, called “money.”  Not much different than an electronic device or a food item… money is a product, and a monopoly at that. The unique aspect of this product however, is that this product is on loan. Every piece is numbered and inventoried with the expectation that it will someday return to the maker. The farmer doesn’t do this with his produce.  The appliance manufacturer doesn’t do this with their toasters. But the banksters not only plan on it, they also plan on seizing the physical items that were pledged as collateral in the process.

“The Actual Crime”

So when the banking institutions (or their enforcement cohorts) attempt to extract portions of their product back from the public, or when they choose to contract the supply or inflate the supply of their product, they are actually within their rights. Under the rules of the game (albeit an incredibly deceptive one), this is their privilege. When these attempts are made,  most humans feel rather indignant about this perceived offense. But what the human fails to realize is that they committed the actual grievance against themselves, when they agreed to trade their time and energy for the worthless tokens offered in exchange.

“Deceptions of a Feather”

Another deception that otherwise intelligent minds seem to fall for, is this notion that money (currency) is otherwise harmless… we’re “just doing it wrong.” This same notion plays out with great vigor within all of the parasitical deceptions: government (we just haven’t elected the right person yet, or written enough laws), religion (we just haven’t found the right church yet or the right savior of humanity), medicine (the human is just one pharmaceutical from health and happiness), and the list goes on.

“The Abstract”

So obviously, money as it is constructed today is clearly not a neutral medium of exchange. But can money be “just a medium of exchange?”  This is where I will lose a lot of readers… the answer is a resounding “No.” Here’s why… all forms of money do something very subtle, that most people do not notice. It assigns abstract value to everything on the planet. An apple is no longer just an apple, it is a $1.00 apple. Water isn’t just water, it’s $1.49 per gallon. A shovel is no longer just a shovel, it is $20. My time is no longer just my time, its $50 per hour. It doesn’t matter if the measuring stick is dollars, gold, silver, shekels or yen.

A huge disconnect takes place in the mind, when we are no longer able to appreciate things for what they are, naturally. This is a soft spot in the human ego. From there, the spell flourishes. We begin to think and act more like our presumed captors… concepts of ownership, concepts of wealth, concepts of power begin to creep in. Soon, life itself becomes a commodity. If you find yourself thinking “how could society function without money?” There is your personal evidence that the spell is not easily broken.

“Final Thoughts”

Just because a deception has been imprinted on a culture for thousands of years, doesn’t make it right or viable. Humanity has traveled so far down this path, that it cannot imagine what it would look like to live without money. We can stop any time we wish, but the ego rather enjoys this dogfight… “us” versus “them,” the “haves” and the “have-nots.”  Money generates the illusion of purpose in the lives of countless billions.  It is the measuring stick that makes it possible for the human to forgo being in lieu of “living.” One of the most devastating moments in the life of an awakening soul is when one day it realizes that it isn’t “they” that is doing these things to us, rather it is “us” doing these things to us.

May the Truth be with you,
Scooter Rockets


RELATED at the BOLE

World Debt has Reached $158.8 trillion

 

Teacher Poses as Student and is Shocked by What She Discovers Tags: schools teaching Students

Sigmund Fraud
Waking Times

Have you ever considered why so many grade-school students are stressed, bored or uninspired when it comes to learning? Perhaps they enjoy school, but it is often for reasons such as friendships and extracurricular activities, and rarely because of academics. Perhaps if teachers had a better understanding of the learning experience from the students’ perspectives, they might want to revisit how they approach teaching. One teacher, Alexis Wiggins, who works for a private American International School outside of the US, conducted an experiment that did just that – it put her in the role of a student as she shadowed two high-school students for two days. What she learned was shocking.

After 14 years of teaching, Wiggins had started a new position as a High School Learning Coach, who works with teachers and administrators to improve the outcomes of student learning. To train for the role, Wiggins shadowed a 10th grader for a full school day, and a 12th grader on another day, doing all of the work that the students were doing.

“I waited 14 years to do something that I should have done my first year of teaching: shadow a student for a day. It was so eye-opening that I wish I could go back to every class of students I ever had right now and change a minimum of ten things – the layout, the lesson plan, the checks for understanding. Most of it!”

Wiggins came back with the following key takeaways after her experience:

1. Sitting All Day Long is Exhausting

Most schools follow the traditional format of putting kids in chairs at a desk as the teachers lecture at the front of the classroom. All day long the students are expected to sit at their desks, aside from the short walks between classes and during bathroom and lunch breaks. Here’s how sitting all day made Wiggins feel:

 

“In every class for four long blocks, the expectation was for us to come in, take our seats, and sit down for the duration of the time. By the end of the day, I could not stop yawning and I was desperate to move or stretch. I couldn’t believe how alert my host student was, because it took a lot of conscious effort for me not to get up and start doing jumping jacks in the middle of Science just to keep my mind and body from slipping into oblivion after so many hours of sitting passively.

I was drained, and not in a good, long, productive-day kind of way. No, it was that icky, lethargic tired feeling.”

It is unlikely that students absorb much of the content that they are being taught if they feel lethargic and exhausted, especially towards the end of class and definitely by the end of the day. So what would Wiggins change, in addition to giving students the freedom to stretch and have some movement time at the start and end of class?

“I would… build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine. I was so tired by the end of the day, I wasn’t absorbing most of the content, so I am not sure my previous method of making kids sit through hour-long, sit-down discussions of the texts was all that effective.”

2. The Traditional Classroom Format Does Not Engage Students

It is unlikely that most students will have the chance to engage in the learning process during each class period. Wiggins found that during approximately 90% of each class, high school students were sitting passively and only listening and taking notes.

“I don’t mean to imply critically that only the teachers droned on while students just sat and took notes. But still, hand in hand with takeaway #1 is this idea that most of the students’ day was spent passively absorbing information.

I was struck by this takeaway in particular because it made me realize how little autonomy students have, how little of their learning they are directing or choosing.”

Learning happens in many different places and in many different ways. But in a traditional school, the reality is that students do not choose or decide what they learn or how they learn it. Teachers often plan the class around the material they are expected to cover, often outlined by a general curriculum and preparing students for standardized testing.

After her experience, Wiggins identifies the importance of using the students’ general questions and areas of confusion as a way of engaging conversation, increasing enthusiasm and collaboration, and encouraging autonomy. One of Wiggins’ suggestions about making the schooling experience less passive would probably really appeal to many high-schoolers sitting in classrooms right now:

“I would… set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story.”

3. Students are Made to Feel Like a Nuisance

Considering that students are expected to sit and listen all day, it is only expected that they will get fidgety, talkative or distracted. In response, teachers are often reprimanding students, telling them to be quiet and pay attention…over…and over…and over. Wiggins also noticed that teachers are often sarcastic and even sometimes condescending, which is completely damaging to the experience of learning.

“…when I was the one taking the tests, I was stressed. I was anxious. I had questions. And if the person teaching answered those questions by rolling their eyes at me, I would never want to ask another question again.

I feel a great deal more empathy for students after shadowing, and I realize that sarcasm, impatience, and annoyance are a way of creating a barrier between me and them. They do not help learning.”

Teachers’ attitudes and interacts with students have a lot to do with the teachers’ personalities and desires for the types of relationships they want to create with their students. It is often difficult to have endless patience, especially when it comes to children and teenagers. But there are methods that can be implemented that may help teachers realize just how often they show annoyance and irritation.

“I would make my personal goal of “no sarcasm” public and ask the students to hold me accountable for it. I could drop money into a jar for each slip and use it to treat the kids to pizza at the end of the year. In this way, I have both helped create a closer bond with them and shared a very real and personal example of goal-setting…”

Wiggins’ on-the-job training turned into a very insightful experiment with insights that could lead to more productive schooling techniques. It is clear that if we don’t evolve the way we approach schooling, we will continue to limit the potential of blossoming minds and even diminish their desire for learning and discovery.

You can read the complete summary of Alexis Wiggins’ experience here: http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/

About the Author

Sigmund Fraud is a survivor of modern psychiatry and a dedicated mental activist. He is a staff writer for WakingTimes.com where he indulges in the possibility of a massive shift towards a more psychologically aware future for mankind.

 

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