Showing posts with label Public Myth. Show all posts
Showing posts with label Public Myth. Show all posts

Saturday, 28 March 2015

Lawrence of Freemasonry : The Seven Pillars of Wisdom



The seven liberal arts were taught in two groups: the trivium and the quadrivium :
Trivium:
Grammar
Dialectic (logic)
Rhetoric

Quadrivium:
Arithmetic
Geometry
Astronomy
Music

During the Middle Ages, the liberal arts were central to university education. The quadrivium followed the preparatory work of the trivium.

The area and range of the liberal arts evolved in time. Originally, most of the teaching, and all of the text-books, would have been in Latin, the language the students would have learnt at school before they came to college. In the beginning the courses were aimed at educating the elite in the classical works. Eventually, the meaning of "liberal arts" got extended to include both humanities and science. But even today, practical activities as agriculture, business, engineering, pedagogy or pharmacy are excluded from the liberal arts. The liberal professions include only professions which require education at university, mainly law and medicine.


MasonicWorld.com


A Stroll Through The Seven Liberal Arts and Sciences
By Richard D. Marcus
George Washington Lodge # 337 F&AM, Whitefish Bay, Wisconsin
Throughout our lives, we have heard of the liberal arts and sciences. But until we were presented with them in The Winding Stair lecture, most of us had only a vague notion of what they consisted. The Fellowcraft Degree commends Freemasons to study the Liberal Arts and Sciences, which are grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. When we study the historical background for this list, we will uncover layers of Masonic meanings for us in each of the seven areas of knowledge. 



Parts of the original list date back to ancient Greece. By medieval times, the completed list had become central to educators and scholastics. The following remarkable woodblock print symbolically captures the relationship of knowledge to crafts.



This print is German from about AD 1500. It shows a goddess holding a book and a rod. She is called Wisdom or Sophia. The love of wisdom or the "philio of Sophia" is the meaning of the word Philosophy. We see Wisdom’s lifeblood pouring into all of the arts and crafts drawn as young men. All knowledge is united in this illustration. Painters, architects, musicians, and soldiers receive Wisdom. 
Proverbs 9:1 says, "Wisdom hath built herself a house, she hath hewn her out seven pillars." Religious scholars have long speculated upon the seven pillars of Wisdom. Wisdom is poured out to seven vocations or callings. Wisdom also is seen presiding over branches of knowledge.
This leads us to a second woodblock print, which also is German from about the same time. This one includes clear words representing the Seven Liberal Arts and Sciences. Once again a book and rod, symbols of a teacher, are held by a three-headed winged Wisdom. She oversees seven maidens.



In AD 420, Marcianus Capella in Carthage wrote an allegory of the Phoebus-Apollo, God of the Sun, presenting the Seven Liberal Arts as maids to his bride Philology, a lover of words. Thereafter, artists have illustrated the liberal arts and sciences as maids. The maids congregate around Wisdom. Knowledge is drawn within a circle. Above Wisdom are morals and theology. In the bottom corners are Aristotle and possibly Plato. But the central figures are the Seven Liberal Arts and Sciences.
The Winding Stair
Youth, manhood, and age are the three stages of our lives. Likewise, the three degrees of Masonry progress from youth to manhood to maturity. The EA degree builds a foundation of brotherly love, relief, and truth. The FC degree leads us toward successful manhood with an attentive ear, an instructive tongue, and a faithful breast. The MM degree teaches us, among other things, that time and patience will accomplish all things.



We advance in life as if we were climbing a winding stair. We cannot see too far ahead. Our progress requires courage to press on as we grow and mature. We first encounter the three steps in Masonry. Next, we master our five senses as we observe our world. And we climb the steps of the seven liberal arts and sciences. Likewise, education is a process of steps up a winding stair. First grade teaches us to read and write simple ideas. We progress up the steps of schooling to abstract concepts and ideas.
There must be many fields of knowledge that could have been listed: history, chemistry, or literature. Yet this list is commended to our consideration. Why "grammar"? Why "rhetoric"? We may well ask, "Why this list and not others?"
A History of the List
The phrase, the liberal arts, comes from the Latin artes liberales. Liber is translated both as Free and Book. Much of the well-educated in antiquity disliked work. If you were indentured as an apprentice, you were not free to study what you wanted. You had to do what was assigned to you. The artes illiberales were vocational studies aimed for an economic purpose, such as a being a stonemason. So it is intriguing that speculative Masonry encourages us to study the liberal arts and sciences.
The history of the seven liberal arts and sciences is intricate, but chiefly Pythagoras, Plato, and St. Augustine play key roles in framing it.



Pythagoras, illustrated above, was not only a great mathematician and philosopher, he was a master Greek theologian. His students in the Academy looked for connections between Geometry and the Divine. His disciples sought relationships in music, arithmetic, and astronomy. Pythagoras is associated with the last four in the list of the Seven Liberal Arts and Sciences. Pythagoras was at his peak around 520 BC.



 About BC 400, Plato wrote of the importance of education for citizens in The Republic. Plato (illustrated in a statue above) emphasized logic, philosophy, and dialectic. For Plato, logic represented our highest cognitive faculty. To see both sides of an argument, the pro and the con, is to understand it. 




St. Augustine of Hippo left behind 5 million words that still exist today. Though he lived in the third century AD, he was the greatest teacher of rhetoric in the known world. He held that if one wished to defend truth, one must be eloquent to refute falsehood through the power of oratory. He filled out the Seven Liberal Arts and Sciences with his emphasis on grammar and rhetoric.
An Orderly List
There is wisdom in the order of the items in the list. Teachers and scholastics have found these seven and their general order to be of great utility. Home-schoolers today are returning to this list to start with grammar and rhetoric in their education.
As infants, we are unable to speak. We must learn words to describe everything. Words organize our thoughts. Language is essential for learning. As we progress up the winding stairs, we learn to speak with eloquence and grace, which is rhetoric. We learn to use logic to make our arguments persuasive and true.
We advance up the lessons to higher levels of arithmetic, geometry, and music. These require abstract thinking and greater levels of concentration. As we mature in life, we gain perspective and wisdom as we enjoy the glorious works of creation, the stars and planets, astronomy, and the Divine. The order of these topics was developed over a thousand years. They continue to attract our attention today.
The Trivium
The Trivium comes from the Latin for Three Vias or roads. The first three of the Seven Liberal Arts and Sciences represent a crossroads or intersection where the public meets. We could call it the public square, where the public meets to discuss the usual topics of the day: the weather and harvest. 
Those who excel at quickly remembering common experience are good at "trivia." Trivia is at the center of everyday knowledge. The Trivium consists of Grammar, Rhetoric, and Logic.
1. Grammar
In Genesis, the first job given to Adam is to name all things. Adam is told to name them and to have dominion over creation. Knowing the name of things gives a man authority to speak and to understand.
In elementary school or Grammar School we learn to recite the alphabet, numbers, and colors. Grammar involves words and meanings. The earliest lessons in speaking involve repetition and alliteration. We say tongue twisters and recite phrases to learn to speak. We say, "she sells sea shells by the seashore" as an articulation exercise. Children learn their own language as well as foreign languages. To learn another language, grammar and structure are essential.
Grammar can be divided into technical or exegetical grammar. Technical grammar is what most of us associate with the word grammar ― diagramming sentences with subjects and verbs. Grammar involves learning declensions for verbs and nouns. But exegetical grammar involves learning the meaning of words, their nuances, and how they fit in different settings. 
We learn that deferential language is appropriate to use for speaking to those in authority over us. We are told to keep a tongue of good report in the FC Charge. The FC historical lecture directs us to have an instructive tongue so that we become better men. Grammar teaches us to speak clearly and concisely.
2. Rhetoric
A synonym for rhetoric is persuasion. To study rhetoric is to study speaking and writing to persuade others. Too often we think of rhetoric as unimportant, as in the throwaway line, "well that was just a rhetorical comment." Rhetoric is serious business: it has substance. Rhetoric is essential in the study of law and regulations. Roscoe Pound, Albert Mackey, and Allen Roberts were some of the greatest writers on Masonic jurisprudence. They were marvelously persuasive writers as well.
Influential Romans learned to speak in public with fluency and oratory. Newly initiated Entered Apprentices are invited to speak in Lodge on whatever was on their hearts. Public speaking is terrifying to some: but to Freemasons, we learn both to speak to listen to others.
Rhetoric adds force and elegance to our thoughts. As we improve in rhetoric, we captivate the hearer with both the strength of our arguments and the beauty of our expression. Our mastery of rhetoric teaches us to entreat and exhort our brethren to acts of charity. Skillful rhetoric uses tact to admonish our brothers. Rhetoric weaves praise to applaud excellence in conduct or deportment.


Discussion in lodge gives us practice in listening to train the ear. As we climb the winding stairs, we must gain mastery of our five senses. One of the moral principals taught in the FC Degree is to have an attentive ear. Listening teaches us to hear the poetry of language and word order. We know somehow that Faith, Hope, and Charity sounds better than Charity, Faith, and Hope.
Lodge discussions offer opportunities to explore styles of learning. Our oaths and promises are heard and repeated. We prepare them in our posting. We listen to historic lectures, orations, or talks on speculative Masonry. The various tokens and grips in our ritual are lessons in listening. We are asked, will you be off or from? By listening we hear the word and give the proper reply. As we talk and listen to each other in lodge, we grow in appreciation of debate and exhortation. We are brothers speaking to and listening to one another.
3. Logic
Logic is the third step of the Trivium. Logic directs and guides us after truth. It consists of a regular train of argument where we deduce or infer from the facts. Logic leads us to conclusions based on our knowledge.
We use all of our faculties of conceiving, judging, reasoning, and disposing of questions before us. Logic trains the mind to think clearly. We are charged to be good men and true. Sincerity and plain dealing should distinguish any Mason.
Dialectics is the term used to describe critical thinking. We weigh the pros and cons to find the better choice. We observe the world. As we see patterns and relationships, we begin to make predictions using inductive reasoning. Dialectics guides us to make proofs or syllogisms.
Early on, we find that you can disprove assertions easier than prove them. Reductio ad absurdum means to find a contradiction that proves the opposite. It is easy to disprove, "all elephants can fly," simply by finding one that can’t. A single observation proves that, "not all elephants can fly."
The education of our minds includes proofs and deductive reasoning. We start to see actions that help one person may not help all. We learn to avoid arguments that something is true or false simply by who says it, instead of its inherent truth.
As we advance in logic, we begin to think about proofs for the existence of God. We see the beauty of an autumn leave, so intricate and perfect. The teleological proof of God’s existence is that design in nature proves that there must have been a designer, our G.A.O.T.U.
Grammar, rhetoric, and logic are the trivium, or first three, of the Seven Liberal Arts and Sciences. We are charged to polish and adorn the mind by studying them.
The Quadrivium
The Quadrivium is associated with science and learning the mysteries of the universe. Pythagoras is chiefly responsible for these four branches of science: arithmetic, geometry, music, and astronomy.
The Quadrivium means the Four Vias or paths. Where four roads converge is the center of the town or city. We leave the village of three roads and progress to the more advanced level of the city. A robust mind progresses as if upon roads or paths to the secrets of wisdom. A wise man strolls along the paths of science.
4. Arithmetic
Arithmetic involves computation or reckoning with numbers. Ignorance of numbers leaves many things unintelligible. To perceive the world accurately, we need facility with counting and measurement. Mathematics is taught step by step. We first learn to count before we learn to add and subtract. As a science, it is progressive by building skill and familiarity through frequent practice.
We develop abstract operations such as addition and multiplication. A number of Masonic writers have handed down a useful moral lesson: For the Freemason, the application of this science is to:

Add to your knowledge

Never subtract from the character of your neighbor

Multiple your benevolence to your fellow creatures

Divide your means with those in need.

Arithmetic offers a structured system. In has rules, order, and operates in terms of equations. Balance and equality are principles learned in arithmetic that should remind us to act on the level.
There is beauty in arithmetic and mathematics. We discover symmetry and proportion. Numbers fascinates us. Leonardo Fibonacci in AD 1201 discovered that rabbits reproduced in a series of 1, 2, 3, 5, 8, and 13. Ratios of any two successive numbers approach the Golden Mean, which is 1.618. The inverse of 1.618 is .618. The same digits reappear. The Parthenon was built on this same proportion of the length 161.8% of the height.
We feel awe and wonder at the beauty of mathematics. We find fractal patterns in biology, chemistry, and physics that are repeated. The Fibonacci spiral is found in conch shells


Mathematics shows that some propositions are right, and some are wrong. It indirectly teaches us about morality. There is no moral relativity here. 
5. Geometry
Geometry concatenates geo and metric, or earth measurement, within it. Geometry discovers unmeasured areas by comparing them to areas already measured. Geometry is synonymous with self-knowledge, the understanding of the basic substance of our being. Freemasonry places special emphasis on geometry.
The tools of geometry are plumbs, squares, and levels. They are the basic tools of operative Masons. We use them in speculative Masonry to teach lessons of right-behavior, rectitude, and truthfulness. Our conductor in the FC degree leads us much like the apprentice is led by a Master of his trade.


The sense of seeing is developed in Geometry. We grow in perceiving which structures are in order and which ones are not well arranged. We acknowledge that geometric is the foundation of architecture.
6. Music
Music is the sixth of the seven Liberal Arts and Sciences. Pythagoras and his followers were keen on studying music as a science.


Music is part of us. Our heartbeat is the basic pattern, with sounds ranging from the first cry of a newborn baby to our last gasp for breath. The sense of hearing is improved, so that we recognize ditties and rhythms and syncopation. Clapping and singing are part of who were are as humans.
Vibrations cause sounds. Pitch is determined by the frequency of the vibrations. We learn to hear major, minor, and chromatic scales. We attempt to match the pitch of the lead singer. It takes discipline, but we achieve harmony. Many have sought to hear the sounds of the universe in radio frequency. Whole pieces of music have been dedicated to the music of the spheres.
The Senior Warden is sometimes associated with this Science, as the Warden asks for harmony in the Lodge.
7. Astronomy
Astronomy is last in this list of Arts and Sciences as we contemplate the stars and planets, and yes, the G.A.O.T.U.
Time and space seem to dwarf us. We feel tiny as we look at the Milky Way. Often it is said that the Fear of God is the Beginning of Wisdom. Looking at the universe helps to instill both fear and a sense of the glory of the universe.


The globes in the Lodge teach us to understand the rotation of the earth around the sun and the diurnal rotation of the earth. Daylight shrinks in the days before December 22nd, and then begins to lengthen. We observe this. Times and seasons are understood by contemplating astronomy.
A Charge in the Liberal Arts and Sciences
The Seven Liberal Arts & Sciences are branches of Wisdom or Learning. If we are to become better men, we should work on becoming better able to understand our world. These seven are key to learning other areas of knowledge including history and psychology. These branches are like rooms in a magnificent garden in which we should daily stroll.
There is a charge to us in these seven steps. That charge for us is to continue to be learners. Our education doesn't stop in high school or college. We are to continue to read classic literature, the Bible, biographies, history. We should see ourselves as life-long learners.
We should better comprehend the use of music, plays, and art in our lives. We should use math and geometry. We need to continue even with the Trivium to expand our vocabulary and practice writing. As we persevere in learning throughout our lives, we will become better men in Masonry.

http://www.masonicworld.com/education/files/artjan02/marcus/sevenliberalartsandsciences.htm

Wednesday, 25 March 2015

NATO Fighters Down German Passenger Plane


"The autopilot on the doomed Germanwings plane that crashed into the Alps was abruptly switched to descend to 100 feet, according to a new report Thursday.
FlightRadar24, an online tracking service that uses satellite data, found evidence the autopilot was adjusted to its lowest setting before the plane started its steady fall from the sky, Reuters reported.
FlightRadar said its review of data showed the autopilot was manually changed from 38,000 feet to 100 feet and 9 seconds later the aircraft started to descend, probably with the “open descent” autopilot setting, the firm’s CEO Fredrik Lindahl said. The plane slammed into a mountain at 6,000 feet, killing 150 people."
schizophrenia
ˌskɪtsə(ʊ)ˈfriːnɪə/
noun
  1. a long-term mental disorder of a type involving a breakdown in the relation between thought, emotion, and behaviour, leading to faulty perception, inappropriate actions and feelings, withdrawal from reality and personal relationships into fantasy and delusion, and a sense of mental fragmentation.
    • (in general use) a mentality or approach characterized by inconsistent or contradictory elements.
      "Gibraltar's schizophrenia continues to be fed by colonial pride"

      Webster Tarpley on the Charlie Hebdo Killings in their Geopolitical Context from Spike EP on Vimeo.

      "There were, what? Thirty-five attempts on the life of General DeGaulle...? Standing up for the dignity of France, and standing in defiance of being the battlefield for a Limited Nuclear War... He was therefore targetted by, in effect, the NATO Establishment, and the same can be said of the Aldo Moro case in Italy...." - Tarpley



http://www.jimstone.is/a320crash.html


HERE WE HAVE THE EDITED REPORT, WITH THE FIGHTER JETS REMOVED. If they get put back into the story and lies are hatched for damage control it is TOO LATE, the fact they chose to expunge this information irrevocably proves they never wanted these fighter jets to be mentioned, and THAT SAYS IT ALL. TOO LATE, BUSTED:

So now we have:

1. Plane took forever to crash and pilots never contacted the tower. That is a huge mystery, even according to the tower. 
2. An Airbus with a remote control option.
3. Fighter jet escorts, along with a very good description about how they appeared (they were not UFO's)
4. A redaction of the fighter jet escorts.
LOGICAL OUTPUT: 
1. The pilots never contacted the tower because 
2. The fighter jets prevented it by either jamming communications off or 
3. turning them off via remote control, and then crashing the jet via remote. 
4. Expungement of the fighter jets from the news reports NAILS IT ALL, THIS ONE IS SHOT DEAD AND SERVED COLD.
5. REMOTE CONTROL WAS USED TO ELIMINATE A SEPARATE DEBRIS FIELD WHICH WOULD HAVE BEEN CAUSED BY A SHOOT DOWN AND RAISED QUESTIONS.

AND NOW THE BIG QUESTION IS: WHO WAS ON THAT PLANE?



GERMAN AIRBUS CRASH IN FRANCE - Last Message of "EMERGENCY, EMERGENCY" from Spike EP on Vimeo.

  • WHITE HOUSE: NO INDICATION OF TERRORISM IN AIRPLANE CRASH




" The A320 that crashed on Tuesday was operated by Germanwings, a low-cost carrier operated by Lufthansa, and had 150 people on board. The French president said there were probably no survivors.
The aircraft had been in service for 24 years. Airbus said that it had accumulated more than 58,000 flight hours over more than 46,000 flights. A Germanwings official told reporters that the last routine maintenance check was performed on Monday.
The A320 is sophisticated, one of the first highly computerized, or fly-by-wire, planes in service. Because the crash did not happen on takeoff or landing, whatever happened was probably sudden and catastrophic, air safety experts said. "
NBC



The Airbus A320 is now equipped with a full Autoland system as standard.


I quote an airline pilot :

Autoland is a function that uses the whole autoflight system to automatically land the aircraft. Rollout is a ground directional control mode that lives within the autoflight system. There are autoland systems that disconnect at touchdown and don’t have a rollout mode, so they don’t have to go together.
Autoland is the whole function…it’s going to include ILS tracking during the approach (lateral-directional and pitch control), x-wind compensation and flare on final, potentially rollout after touchdown, and maybe assorted automatic stopping function (autospoilers, autobrakes, brake-to-vacate, etc.) depending on the aircraft. Rollout is the specific control mode that’s used to control direction (centerline) after touchdown.

To summarize: you can have autoland with no rollout capability, but you can’t have rollout without an autoland. Rollout, therefore, is a control mode of the autoland system, which is a function of the autoflight system.The idea is to continue keeping the Aircraft aligned to the runway after touchdown. "


Autopilot on doomed German plane reportedly set to crash

New details on co-pilot accused of crashing Germanwings jet
The autopilot on the doomed Germanwings plane that crashed into the Alps was abruptly switched to descend to 100 feet, according to a new report Thursday.
FlightRadar24, an online tracking service that uses satellite data, found evidence the autopilot was adjusted to its lowest setting before the plane started its steady fall from the sky, Reuters reported.
French prosecutors said Andreas Lubitz, the 28-year-old who officials locked the pilot out of the Germanwings cockpit and then calmly slammed the plane into a mountainside at 430 miles per hour. He reportedly battled burnout and depression in 2009, while training to realize his dream of flying.
FlightRadar said its review of data showed the autopilot was manually changed from 38,000 feet to 100 feet and 9 seconds later the aircraft started to descend, probably with the “open descent” autopilot setting, the firm’s CEO Fredrik Lindahl said. The plane slammed into a mountain at 6,000 feet, killing 150 people.
Lindahl said FlightRadar24 shared its findings with French crash investigators.
With no apparent ties to terrorism, authorities were focusing Thursday on the mental state of the German co-pilot believed to have intentionally crashed a plane into the French Alps Tuesday, killing all 150 aboard.
It was not known if Lubitz' mental issues continued to plague him years later, but new clues could emerge from searches that took place Thursday at a Dusseldorf apartment Libitz maintained as well as at his parents' home in Montabaur, a small town in western Germany.
French prosecutor Robin Brice insisted Thursday that Lubitz had no known ties to terrorism that could explain the act.
"A terrorist?" he said in response to a question. "Absolutely not."
Three Americans were among those killed, including Yvonne and Emily Selke, a mother and daughter from Virginia, and Robert Oliver, whose name, but no further details, was released Thursday by the State Department.
Clues from the Airbus 320's cockpit voice recorder painted a partial picture of a calm and calculated effort by Lubitz. As the plane left Barcelona, Lubitz and Capt. Patrick Sonderheimer chatted amiably. But as the plane neared cruising altitude of 38,000 feet, Lubitz's replies became more clipped. And when Sonderheimer rose to leave the cockpit, likely to use the restroom, Lubitz appeared to put his deadly plan into action.
"I'm leaving you in charge," Sonderheimer said.
Robin said in a Paris that the evidence from the cockpit voice recorder, one of two "black boxes" and the only one recovered so far, indicates Lubitz refused to open the cabin door when Sonderheimer returned, beginning the 8-minute descent "manually and intentionally."
Robin said the commander of the plane knocked several times "without response." He said the door could only be blocked manually.
The information was pulled from the black box cockpit voice recorder, but Robin said the co-pilot did not say a word after the commanding pilot left the cockpit.
"It was absolute silence in the cockpit," he said.
Screams can be heard from passengers in the final seconds of their lives, officials said. 
It was the co-pilot's "intention to destroy this plane," Robin said. The recorder captured his normal breathing patterns, suggesting Lubitz was not incapacitated.
"It wasn't the breath of somebody who was struggling,” the prosecutor said. “He didn't say a single word. Total silence."
Asked when passengers realized their fate, Robin said, "We only hear screams at the very end. Death was instant.”
During the final minutes of the flight's descent, pounding could be heard on the cockpit door as plane alarms sounded, but the co-pilot's breathing was normal throughout the whole time, Robin said.
"It's obvious this co-pilot took advantage of the commander's absence. Could he have known he would leave? It is too early to say," he said.
Lufthansa CEO Carsten Spohr said the airline was already "appalled" by what happened in its low-cost subsidiary.
"I could not have imagined that becoming even worse," Spohr said in Cologne. "We choose our cockpit staff very, very carefully."
In the German town of Montabaur, acquaintances told The Associated Press that Lubitz showed no signs of depression when they saw him last fall as he renewed his glider pilot's license.
"He was happy he had the job with Germanwings and he was doing well," said a member of the glider club, Peter Ruecker, who watched Lubitz learn to fly. "He gave off a good feeling."
Lubitz, 28, joined Germanwings in September 2013, directly after training which included a stint at a facility near Phoenix, Aiz., and had flown 630 hours. Lufthansa chief executive Carsten Spohr described both pilots as "experienced and trained."
Robin said the Germanwings plane's second black box still had not been found but remains of the victims were being collected and DNA identification had begun.
The plane was about halfway through its flight when it descended from a cruising altitude of 38,000 feet to around 6,000 feet in approximately eight minutes. During that time, the co-pilot did not respond to radio calls from French air traffic controllers, who alerted authorities when the plane disappeared from their radar screens.
The Wall Street Journal, citing Airbus training materials, reported that many Airbus jets are fitted with crew-controlled locks designed to prevent unauthorized access to the flight deck. In some planes, the cockpit can be accessed through a keypad code, but pilots can also lock out external access for five minutes or longer by flipping a certain switch in the cockpit.
The Associated Press contributed to this report.

Lufthansa Airbus crash in the Alps. Same pattern as the others.

_81864644_026462963
It seems a switch can be flipped, power to the aircraft gets cut off, and without power, the plane inevitably crashes.  Is this the standard method of country control now?  Aircraft all have a kill switch, operable by the CIA/Mossad.  It gets used as  a way to pressure the nations into line.  I feel for the families who lost so many children today.
While the White House, seemingly an expert in determining airplane crashes causes within hours if not minutes of the accident (see flight MH-17)  has already opined on the tragic crash of the Lufthansa Germanwings airplane:
  • WHITE HOUSE: NO INDICATION OF TERRORISM IN AIRPLANE CRASH
This will hardly be comfort to the families of the 148 people who lost their lives the crash which took place in the south Franch alps, and where the first images of the debris have just been released, via Airlive.net
Further evidence that the airplane crash was not a midair disintegration is that while the vertical airspeed was susbtantial, it wasn’t freefall, and it took the airplane about 10 minutes to drop from a height of 11.5 to its final resting place some 2 kilometers high in the alps (via Zeit).
And here are all the latest crash developments from AP:
A local lawmaker says the debris from the plane crash in the French Alps that killed all 150 people on board is spread over 100-200 meters (110-220 yards).
Gilbert Sauvan, president of the general council of the Alpes-de-Haute-Provence, told the AP that “everything is pulverized.”
He said the largest pieces of debris are the size of a small car.
Sauvan said no one can access the site from the ground, but that helicopters are circling the area to get information and 500 firefighters and gendarmes are in the area.
The boss of airline Germanwings says the plane went into a long descent before it crashed into the French Alps, likely killing all 150 people on board.
Germanwings CEO Thomas Winkelmann said the plane began descending again shortly after it reached its cruising height following takeoff from Barcelona Airport. The descent lasted eight minutes, he told reporters in Cologne. Radar and air traffic control contact broke off at 10:53 a.m.
He said the pilot had more than 10 years’ experience working for Germanwings and its parent airline Lufthansa. Airbus said the A320 was delivered to Lufthansa in 1991.
Germanwings said the passenger manifest included two babies. Officials believe there were 67 German nationals on board.
JIM STONE EXTRACT –

To the idiots out there who might say “Oh, the conspiracy crowd solved this before a single investigator arrived at the crash scene:” There are only a few things you need to know to solve this one, the rest is just scammery:

1. The plane descended for 10 minutes, and NO WORD FROM THE PILOTS. How can that happen? Jamming of communications. Who could have jammed communications?
2. The fighter jets, which were following this Airbus. THEY could have jammed the communications with ease, AND shot it down. They probably did not shoot it down OR EVEN NEED TO JAM COMMUNICATIONS because:
3. The plane was equipped with remote control (for “hijack recovery”) AS A STANDARD FEATURE. That level of external control would make switching off communications via remote control a NO BRAINER.
NO CONTACT WITH THE TOWER SAYS IT ALL, A REMOTE CONTROLLED CRASH REALLY IS THE OVERWHELMING ANSWER.

Why would fighter jets be following at just the right time anyway? That alone CINCHES IT. We really do need to figure out who was on that plane.

BUSTED: CENSORSHIP OF NEWS PROVES THE FIGHTER JETS DID INDEED DOWN THIS GERMAN AIRCRAFT, IF THEY DID NOT, WHY EXPUNGE THE NEWS OF THEIR PRESENCE?

TAP – Jim explains the plane crashed at full throttle doing 600 mph, which suggests control of the aircraft from outside the plane.

Also There Was A US Spook On Board 
The mother, Yvonne Selke of Nokesville, Virginia, had worked for Booz Allen Hamilton Inc. in Washington for 23 years, and her daughter Emily Selke was a 2013 graduate of Drexel University in Philadelphia. According to the AP, Yvonne Selke worked under contract with the National Geospatial-Intelligence Agency, the satellite mapping office for the Department of Defense.
“Yvonne was a wonderful co-worker and a dedicated employee who spent her career with the firm,” Booz Allen’s chief personnel officer, Betty Thompson, told the AP.

The Murdoch NYT reports – PARIS — As officials struggled Wednesday to explain why a jet with 150 people on board crashed amid a relatively clear sky, an investigator said evidence from a cockpit voice recorder indicated one pilot left the cockpit before the plane’s descent and was unable to get back in.
A senior military official involved in the investigation described “very smooth, very cool” conversation between the pilots during the early part of the flight from Barcelona, Spain, to Düsseldorf, Germany. Then the audio indicated that one of the pilots left the cockpit and could not re-enter.
“The guy outside is knocking lightly on the door, and there is no answer,” the investigator said. “And then he hits the door stronger, and no answer. There is never an answer.”
He said, “You can hear he is trying to smash the door down.”
While the audio seemed to give some insight into the circumstances leading to the Germanwings crash on Tuesday morning, it also left many questions unanswered.



Tuesday, 3 March 2015

9/11, Star Wars and The Memes of Public Myth


"During his interview with Bill Moyers in 1986, Dr. Joseph Campbell warned that we had entered a period of history in which the millennium-old myths/ religions no longer functioned: Myth has to give life models and the models have to be appropriate to the possibilities of the time in which you are living. And our time has changed and changed and changed – and continues to change so fast that what was proper 50 years ago is not proper today. The virtues of the past are the vices of today and many of what were thought to be the vices of the past are the necessities of today. The moral order has to catch up with the moral necessities of actual life in time – here and now – and that’s what it is not doing. … And that’s why it’s ridiculous to go back to the old-time religion. … [W]hen you go back to the old-time religion it belongs to another age, another people, another set of human values, another universe. The world changes – then the religion has to be transformed. 

When asked by Bill Moyers: “So what happens when a society no longer embraces powerful mythology?”

Dr. Campbell replied: What we’ve got on our hands … if you want to find what it means to have a society without any rituals read the New York Times … [where you’ll find] the news of the day – young people who don't know how to behave in a civilized society. … I imagine 50% of the crime is by young people in their 20's and early 30's that just behave like barbarians.

The analogy Dr. Campbell drew between myths and computer software provides a way forward: I’ve had a revelation from my computer about mythology. You buy a certain software with a whole set of signals that lead to the achievement of your aim. Once you’ve set it – if you begin fooling around with signals that belong to another system they just won't work. You have a system there – a code – a determined code that requires you to use certain terms. Now, similarly in mythology – each religion is a kind of software that has its own set of signals and will work. If a person is really involved in a religion and really building his life on it, he had better stay with the software that he's got. The [future] myth has to incorporate the machine just as the old myths incorporated the tools that people used – the forms of the tools are associated with power systems that are involved in the culture. We have not a mythology that incorporates these – the new powers are being surprisingly announced to us by what the machines can do. We can't have a mythology for a long, long time to come, because things are changing too fast. The environment in which we are living is changing too fast for it to become mythologized. The individual has to find the aspect of myth that has to do with the conduct of his own life.

Dr. Campbell cautioned: You can’t predict what a myth is going to be any more than you can predict what you’re going to dream tonight. Myths and dreams come from the same place. They come from realizations of some kind that have then to find expression in symbolic form. Every mythology, every religion is true in this sense: it is true as metaphorical of the human and cosmic mystery. But when it gets stuck to the metaphor – then you're in trouble. … The real horror today is what you see in [Jerusalem] – where you have the three great Western religions – Judaism, Christianity, and Islam – and because the three of them have three different names for the same biblical God they can't get on together – they're stuck with their metaphor and don't realize its reference. Each needs its own myth … love thy enemy – open up. Don't judge.

Later in the interview, Dr. Campbell advised: The only myth that’s going to be worth thinking about in the immediate future is one that’s talking about the planet: not this city, not these people, but the planet and everybody on it. That’s my main thought for what the future myth is going to be. And what it will have to deal with will be exactly what all myths have dealt with:

1) the maturation of the individual, the gradual, pedagogical way to follow from dependency through adulthood to maturity, and then to the exit, and how to do it;

2) And then how to relate to this society and how to relate this society to the world of nature and the cosmos. That’s what the myths have all talked about. That’s what this one’s got to talk about. But the society that it’s got to talk about is the society of the planet. And until that gets going you don’t have anything. 


And therein lies the problem: we still don’t have anything."

"Israel" is not a good name - his name was Jacob at first...
"Israel" means "Strives [wrestles] with [a] god"
Now you have to deal with what that name means....





by Estelle Nora Harwit Amrani

November, 1998

from Vibrani Website
recovered through BibliothecaAlexandrina Website


The caduceus is one of the most ancient of symbols. You might best know this symbol as the DNA structure and healing used by the medical profession. Since ancient Mesopotamia the caduceus presented two serpents intertwined (the central nervous system) around a staff (the spinal column) with the wings (the "swan") on either side (the two hemispheres of the brain, with the circle in the center representing the pineal gland, or the central sun and psychic center within). It also symbolized the kundalini energy.

This was originally the symbol for the Anunnaki-Sirian creator god, EA, or EN.KI (who has become an Archetype), was the chief of the magicians, "the one who knows," and infamous for being the serpent of the Garden of Eden who created lifeforms in test tubes half a million years ago with his half-sister Ninharsag, at the suggestion of his son, Marduk, to create humans to be the workers for the gods. (The symbol is also based upon the winged globe for the planet Nibiru, the symbol of the royal Anunnaki family.)

Biblical writers called the healing serpent Nehushtan. The Hebrew word for serpent is "nahash." The root of the word are the Hebrew letters Nun, Het and Shin, which means "to guess." This was translated into other languages as "satan," which some say mean "enemy," or "adversary."

Enki’s identity, as Lord of Earth or In Earth (EN.KI), also known as EA ("whose house is water") is reflected in other names, as well: 
  • Adonai
  • Ptah
  • Aton
  • Aten
  • Adom
  • Adam
  • Amen
(Linguistic paleontology is a marvelous and vast area for proving these connections.) 

The name EARTH also comes from EA/Enki. Actually, the name "earth" can be traced to Enki (a.k.a. EA), and "human" is related to Ninharsag/Ninhursag, who was Hathor (the House of Horus): HU (Horus) is also a transliteration of the ancient Sumerian EA (Grimms’ law of interchangeable letters and sounds). If we use Hebrew, HU means "she."

India, the "nagas" were the serpent gods and goddesses. In the Americas there was Quetzlcoatl (or Thoth). The entire world has worshipped the serpent for its wisdom, but ironically, it was not really about snakes at all - unless you feel you have to "guess" what a snake is up to! Why was the snake chosen? For its cleverness, ability to survive in the harshest of environments, and again, its shape resembling the flow of energy up the spine - to the crown chakra, and the third eye. The snake sheds its skin and is reborn. The snake is clever. And perhaps because it naturally instilled a bit of caution or awe in people. Was Enki really a snake? Not literally. He has many different appearances.

The serpent always represents spiritual wisdom, life and healing. The first symbols of serpents were attributed to Enki and then Ninhursag. However, the story of the serpent becoming an evil symbol began with the wars between Enki and his brother, Enlil (later known by the name "Allah"). These conflicts began at birth and had to do with birthright to the royal throne of the Nibiruan civilization in which their father, Anu, was the leader and father to Enki and Enlil. There was a time when Anu felt Enki (due to his wisdom and magical abilities) was the only savior of the Anunnaki people ("Enuma Elish"). 

This story later was reflected in Cain and Abel, and all the stories throughout your times of brothers competing for power, favoritism and inheritance. Enlil’s anger with Enki caused him to twist the truth around to make the serpent evil, which later became what you know as the story in the Bible. What you think of as being Satan is not that at all, but THE REVERSE!

Although there was love between Enki and Enlil, they often did not see eye to eye on many issues, especially when it came to supporting human beings. Enlil never had patience or compassion for people, and on several occasions, Sodom and Gomorrah as one example, he literally nuked them out of existence. He attempted this again during the time of the Great Flood but Enki (and those who supported him) took swift action to alert the Noahs around the planet of the forthcoming dangers. Some of the Anunnaki outraged with Enki for doing so but saw they had little choice in finally carrying out the rescue. Anu supported saving humanity.

In the Garden of Eden situation, Enlil was furious that Enki permitted humans to have access to knowledge, the mixing of the Anunnaki with human genes, thereby becoming more "godly," and equal to the Anunnaki. To strike back at Enki, and in the attempt to regain his power over humans, Enlil vowed to tarnish Enki’s reputation by spreading the idea that the serpent of wisdom was evil. Enlil tried to wipe out knowledge of the DNA coding Enki gave humans, and of what the Anunnaki used in order to have longevity (gold).

However, Enlil was not completely successful because most of Enki’s plan had worked. For centuries afterwards, humans attempted to duplicate the concoction of gold the gods used to maintain their youth and health, and those with the knowledge were able to manufacture substitutes for a while. But, much also had to do with the DNA content of the individual. 

The more pure Anunnaki DNA, the better chance one had of having longevity, etc. Then, combine the DNA with spiritual awakening to the body, blood, and spirit with nutritional supplements, and each human will know who they are - gardeners, and caretakers of the Earth, not owners. Humans are here to maintain beauty, harmony and balance that was first given to us after the Earth was created. We are not to be interested only in ourselves.

Why did Adam eat from the Tree of Knowledge and not from the Tree of Life? Without getting into complex detail, Enki told me simply: 
"With the Tree of Knowledge humans had the chance to figure out everything on their own in time, to be equal to the Anunnaki. Had they eaten only from the Tree of Life, they would live but not have been more the wiser." 
The Garden of Eden, by the way, was a literal place, but also a genetic metaphor.

Enki knew had Adam (Adapa) eaten from the other tree, it would not ensure wisdom or spiritual evolution. Instead, it would more likely result in primitive human living for eons without evolution. The story of this translated from the ancient Babylonian texts is very interesting with Adapa’s confusion over whom to believe, which to eat. It resulted in him eating "the wrong" thing, but actually it was the right thing, in terms of DNA, which would eventually bring our spirituality back from whence it faltered, and remind people to tend to the Earth, which was not created by extraterrestrials, but by God.

The battle between the brothers continued into the time of the pyramid wars and Exodus. The staff with the caduceus was also one of Moses’ tools. The serpent, for the Hebrews represented salvation and wisdom. Moses’s copper serpent staff, often utilized by his brother, Aaron, was made famous for performing miracles. Another connection between the staff and the serpents occurred during the Exodus when the staff was seen to transform into snakes. Aaron was high priest and had been trained in magic. 

He and Moses received instructions from a collective of that main Anunnaki family (who taught Moses the alphabet). Isn’t it interesting that during the Exodus, the name Jehovah, YHWH, took over and the name Adonai began to disappear? This was at the time when Enki departed the Earth and Marduk became the leader of Enki’s family. Enlil’s family was given the Sinai (taken away from Ninharsag) and Enlil’s son, Sin, was its new ruler. His symbol is the crescent moon (which became the symbol for Islam).

Luckily, the heritage of the caduceus lived on. In some versions the staff is capped with a solar disk or even a crescent moon. Nisaba, one of Enki’s daughters, also held a similar staff topped with an "ankh." For some, the staff symbolized Hermes/Mercury. Throughout time different civilizations in India, the Americas, Greece, Egypt, including the great mystery schools and secret societies have renamed and used it. In Christianity the archangel Michael was associated with this staff. The sirens became the staff for two serpents they held in their hands. This staff was considered to be so powerful it was able to raise up the dead.

The symbol of the caduceus was later transferred to one of Enki’s counterparts, Ningishzida (Thoth), the healing god, and then to others of his family because it was a code for the bloodline of Enki’s heritage. From this symbol of the serpent the power was transferred to the symbol of the dragon, who continued to hold the knowledge. The dragon could "divine." This is one reason why we say we and you are of "divine" heritage. You will see a version of the caduceus as the winged solar disk in Ancient Egypt, which incorporated the knowledge of one’s divinity and eternal soul, in the third eye chakra, along with the traditional knowledge of what it stood for. 

Therefore, you will see this symbol above arches and entrances into temples and royal structures to remind those who enter who they really are. And this means not only the DNA connection to the Anunnaki, but the divine soul-being as coming from the Source, itself. The symbol of the winged Isis represents the original female mother goddess, Ninharsag, and blood connection in birthing humans who mated with "the gods," those who fly as a free spirit.

When you see the caduceus, know you are triggering your own genetic memory and seeing your heritage. Each one of you holds within you the DNA, in varying degrees, the wisdom from the Anunnaki and the Source. Since Enki and Ninhursag, there have been other off-planet beings who added in their own DNA to the human species. 

So, you are all a mixture - and all one family from the One God. Within you is the consciousness with which you can liberate yourselves through SELF-knowledge and return to the garden.