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THE EDUCATION DECEPTION

What’s wrong with the system?

It doesn’t take a genius to understand that the world system doesn’t work.
Many countries have a westernized educational system that has now been established for many years, where governments spend untold millions of dollars to educate each new generation.

Through the education system, people are made to form opinions based on what the system teaches them, and are taught not what to think, but how to think.

The goal being this: to conform the person through the system, to become an educated ‘drone’.

Throughout different nations, this is achieved through powerful and corrupt conspirators who are gradually increasing their purposes in the world and infiltration of society through influential sectors to form a One World Government. The key influential sector through which people are distracted and deluded is the education system which is presented to them as a “good and the right thing” through the use of fine sounding and logical arguments.

The main purpose of education should be to make a person a competent thinker whereby they can attain independence through that competence and also so that they can make a difference in the world for improvement. However the mainstream education system is rigged in order to turn human beings that can think for themselves and be independent into graduated robotic slaves for the purpose of distracting them from the truth and to be mentally conformed so that powerful and corrupt conspirators (Governments) can achieve their goals through them on the planet (which goals are control of the masses). Basically the whole system is designed in a way to get people to serve them. When people prioritize their submission to any ruler over personal freedom and independence (not ‘democratic’ independence) then they are weakened in the ability to become truly independent – that is, to have the freedom to be an individual, free from the requirements of the system)
The non-democratic ‘enforced’ education system produces a people are always learning, but never seem to come to a true knowledge of truth.
How this is all achieved:

How the Education System takes control of the masses:

Through each successive generation, people have become ‘dumb and dumber’, as the students grow in an ever-increasing and ever-changing environment, that prioritizes the economy and education or getting a career.

The is achieved in the world through the following formula:
"A combination of deception + restriction + distraction (through time wasting methods) in order to create a foolish, weakened, dependent and deluded people for the sole purpose of control"

This formula is achieved through the education system in the following ways:

DECEPTION:

Deception is achieved through the following means:

No synthesis between and within subjects:

Synthesis is the ability to understand how parts of a given thing connect with each other into the whole system so that you can then effectively produce or create the very thing for which any given thing exists. For example synthesis in music is understanding how notes, rhythm and instruments connect or communicate with each other so that one can then on their own initiative write their own music or play an instrument.
• School subjects are taught in such a way where only the most basic concepts of a subject are taught without any synthesis to the parts that make up that subject. The result is basic knowledge of a subject whereby it is useless. Here are a few examples of what I mean:

• Geometry and technics are taught separately at basic level and without any synthesis between the two subjects so that you don’t understand how to build a house for instance. The result is further education to get a job so that you can get a mortgage, where you can work 30 years of your life to pay off a house that would only cost $10,000 to build, if you had learned bricklaying for about a week instead of years of technical study etc.

• Music is taught in such a way where only basic concepts are taught, such as learning a few notes, singing a few songs, clapping to rhythms etc… but you are not taught how to play an instrument properly or how to write your own music which could prove useful later in life. Likewise this is why you have students who have been learning French at school for 4 years and can’t even speak the language making it useless. Without synthesis, any knowledge learnt becomes pointless or without any real usefulness and is ineffective.
Education over wisdom:
• Emphasis and recognition is given to being educated rather than to being wise. The two are not the same. Education is knowledge and sometimes useless knowledge. Wisdom is the right application of true knowledge to bring about a righteous result. This is why there are so many educated fools who may have a college education with well-paying jobs but have no understanding about individuality or what life is all about or who get themselves into a lifetime of debt.
Naturalism:
• Much of education is guided by naturalism. This means that students are conformed to a mindset where anything outside of this limited understanding doesn’t exist, and that what the system teaches people is all there is, and surely people who are ‘experts’ are always correct.

• Since the prevailing assumption of the education system is naturalism, people are influenced to believe that the world system (get a career, mortgage, keep the ‘feel-good’ factor high, etc) is all there is. People are dissuaded from asking questions such as:

“Who am I”
“What is the meaning of life”
“Why am I here”

The main lie is conforming people to believe that the whole reason for being alive therefore is to make money through a good education, and obtain material goods so that you live a comfortable lifestyle – after all you deserve it as you have worked so hard so that you can get something that isn’t guaranteed. This is achieved by playing on the natural selfishness already inherent in mankind.

Questions like ‘why should I get a mortgage for 30 years to pay for a $300,000 house which costs only $10,000 to build are often looked upon with disdain by ‘experts’, and much conjecture is given in response to these questions. However, people in eastern Europe have shown the system doesn’t make sense, as they build their luxury houses for 15,000 Euros, and don’t even have to work more than a few hours a month, because their parents also built them houses in their spare time (information correct as of 2011). Parents actually build (good quality) houses for their kids in their spare time, which do not take long to build, so their kids don’t need to waste 30 years of their life paying for a mortgage etc.

Deception in books:
• Most school subjects taught aren’t real knowledge but ultimately irrelevant information.

• Imposed text books are often written by people who are themselves blinded by the system.

• Much information taught through textbooks isn’t accurate information but contains purposely engineered inaccuracies and suppressed truth for the sake of financial gain and political correctness etc.
Unnecessary prolongation of studies:
• Much learning is prolonged through the unnecessary repetition of already learned facts. For example, grammar can be taught in 6 months (non-intensively, about a few weeks if taught intensively), however the curriculum is designed in such a way whereby a series of grammar books will be imposed as part of a curriculum spread over a 4 year course. In this way students are kept at school longer (more tuition fees) and text book writers make more profit selling their 4 part series books that has to be completed over 4 years (much of which is repeated information) rather than containing all the information in one book. This is time wasting especially for a person that doesn’t even have plans to pursue a career related to a certain subject.
RESTRICTION:
Restriction is achieved through the following means:
Mind control through pre-set rules
• Since the goal is to produce graduated robots devoid of human independence and rationality, people are therefore programmed like computers to think in a certain way through preset rules. The program is to get people to accept certain beliefs as true without even considering if they could be false. This is achieved through reward and punishment. It goes something like this:

• The only answer allowed to the following question is “blue”. So “What color is the (green) chalkboard? Blue, because every other possible or truthful answer has been ruled of limits from the start. If the rules have been preset then many correct or true answers have been pre-eliminated and if you don’t answer blue, then you are made to appear as a non-conformist or weird by the standards of the system. This is contradictory to true learning which seeks to explore truth through many different means.

• Mind control means less freedom in interpretation and openness to other options. The NWO understand that a person can only interpret or operate in the boundaries of the permitted freedom given to them, so these boundaries are created by the educational system to restrict peoples motivation for seeking something beyond what is taught by the educational system.

As a result, people have become more and more literalistic in their understanding of things; expect literalistic interpretations from others becoming devoid of any rationality in the process.

Mind Control – how this is achieved:

They (the Global Elite) are trying to create a people without:
• Rationality
• Common Sense
• Reasonability
• Sensibility
• Independent analytical thinking
• Natural emotion

They are trying to create a people who:
• Cant think for themselves outside the confines of the system
• Who are politically correct
• Socialistic
• Conformists
• Defiant of anything that opposes the politically correct system.

OPPRESSION:
Students are restricted and robbed of time they could use to seek quality knowledge, truth and their own interests through the following means:
• Students are often oppressed by being made to participate in a curriculum they often may not want to or have no say in. If they don’t it affects their grades. Much of what they are made to participate in is usually meaningless. In this way people are denied the opportunity to learn what they really want and is useful to them.

• Enforcement of irrelevant and involuntary subjects. Students are made to take up difficult subjects such as advanced maths and chemistry in order to get the grades needed to pursue a career that doesn’t even require knowledge of such subjects, such as law. Those that don’t enjoy a particular subject are made to learn it. This high-pressure system deceives one into thinking that they have to get a high mark to compete to make excessive money in corrupt professions.

• Restriction through unnecessary workloads. As one progresses through high school, increasingly useless assignments are given which don’t really teach anything useful.

• Most students (except the genuine lazy ones) are not at fault when they lack useful thinking skills. They are not being held back by their own laziness, but by direct oppression from a system with the power to punish them or put a bad mark on their transcripts if they don’t give up their individual pursuits of knowledge in favor of hollow superficial and useless schoolwork.
Wrong criteria separation:
• Students are not separated according to abilities and interests but by age. This means that well behaved or intelligent students are put in the same class with disruptive or disinterested ones, often of less academic ability. Equality and political correctness then has to be maintained by dragging up the slow learners and students that are not even interested at the expense of the smart ones. Separating students on the wrong criteria leads to incongruities and a breakdown of the system and its components. Less capable students then waste other’s time.

• As a result, those that really want to progress and learn are put under further oppression and stress whereby they have to study extra hours to compensate for time wasted in school.
Human rights and political correctness
• Due to political correctness and human rights, teachers are now very limited in their methods of discipline and in what they can teach. They are forced to teach some things, and not allowed to teach others.

• Both teachers and students have to suffer when the idiotic and delinquent minority ruins it for the rest.

• In an effort to be multicultural, politically correct and eclectic, the class curriculum has become furthermore shallow and disorganized in their effort to teach students a global viewpoint. Topics are taught a little at a time, and never do teachers spend time to help students integrate the pieces into a coherent picture that can be used or built upon.

• The world’s ways of political correctness, friendliness, and human rights is a hindrance and preventing anything that is right and true from being released and accomplished in the world. In this way people miss out on what is important, right and true because they have been subject to a system that has conformed them in such a way whereby they are afraid of upsetting anyone or going contrary to the flow believing this is a righteous thing. Political correctness isn’t the language of God but the language of a world seeking to protect their selfishness, through a corrupted form of godliness.
DISTRACTION (through time wasting methods):
Students strength, energy, vitality and precious time is eroded by the wasteful components of the school curriculum.
• Much in school concerns extra curriculum activities such as camps, drama, football, basketball, games, student council meetings to name a few which could be time spent on real world activities instead of being wasted in these trivialities.

• Quality of information has been sacrificed for quantity of information. Much of what is taught or imposed on students through assignments is random, useless, meaningless and therefore time wasting. As a result, academic inflation and the devaluation of information has turned intellectual ambition into apathy.

• Non-strategic teaching methods means more time wasting, more repeating the same facts.

• This overload only prevents students from finding the valuable time to learn anything they have learnt well enough so that they can then apply it!

• Separating students on the wrong criteria and enforcing them to do subjects they do not want to do, restricts those that do want to learn because less capable and disinterested students causes them to misbehave and waste the others time.
The Result
• Due to all these factors, social, financial, academic and intellectual dysfunction results for students, parents and teachers causing them to be dependent upon the system and isolated from the real world.
STUDENTS:
• Since no synthesis is taught between and within subjects and since much of what is taught is useless for everyday living or survival, people leave school after spending 12 years there with no real skills to get them through life and be independent and are therefore made subject again to either go to college or University for a few more years to study something usually irrelevant to what they were taught at school (there are the exceptions of course where one must study specialized subjects at university which can’t be taught at school, but even much of these do not require much of the knowledge taught at school). Their memory of school becomes a vague memory of random, meaningless, and useless facts. It is like having a disassembled machine in front of you where the parts are just useless random metal parts and not knowing how to assemble the parts to make the machine work.

• Dysfunction results due to the physical and mental stress that students suffer because of unnecessary overloading, time wasting, enforced conformation, and the substituting of real knowledge for useless knowledge.(students seem to understand this more than many adults). In order to “escape” students resort to watching T.V, taking drugs, delinquent behavior, and over-socialization which are things that only cause a student to further detract from learning what is truly needed in life, producing the perpetual time wasting conform escape conform escape vicious circle. This is actually the goal of the New World Order - their plan is to create a chaordic (order out of chaos) system, where people are either drones, or delinquent, this is for one reason only – control !

• This cycle then induces the survival mode of life where in order to survive students are forced to take shortcuts and get by with the least amount of effort possible. Even this small amount of effort is too much and applied toward futile ends. The motive for studying is now just to sit for exams and pass them and not for genuinely seeking knowledge and retaining that knowledge thereafter. Knowledge which could be a useful and powerful thing is made into their source of distress and becomes the least of their priorities as they now have to do whatever is possible to regain the self-esteem, recognition, and peace of mind that is taken from them by the system (which also must be done within the confines of the system.) When you see a student, what you’re really seeing is someone low on ambition and initiative, but starving for recognition and self-esteem. These are symptoms of a system that is anti-life, anti-freedom (true freedom, not democratic ‘freedom’) and anti-individualism.

• Since thinking for oneself and seeking one’s own truth and sense of morality is taken from them, their individualism is expressed through superficial means such as through eccentric clothes and hair, and the seeking of attention through varied and even inappropriate means. These superficial methods are all things that are still legal within the system. Once their individuality is broken, the student body splits then splits into two groups: those who conform and those who fail (according to the systems pre-conformed and preset definition of failure).

• The ones that conform learn the rules of the game, no matter how illogical they are and play it through to the satisfaction of faculty. They learn to trust authority over their own potentials and initiatives as these have been suppressed, so they become robots very good at their tasks and are given a pat on the back for how well they fit the mold imposed on them. Many go to college/university, and absorb what’s fed to them well, and become academics with comfortable incomes and lifestyles. But, however wonderful that sounds, they are farm cows living the illusion that they are flying cows through their feel good factor and nothing more, because their energy, time and even money is robbed to give the farmer his spilt milk. Since they have been molded in a system of quantity over quality as a means of survival, they then carry this mindset with them through life and in their own careers; because they have been taught that there is no profit for the supplier in quality. These are the ones who have been conformed to believe through the “right track” fine sounding argument that life is all about working 9-5 and that it is perfectly logical to work 30 years of your life to pay off a house that only costs $10,000 to build. (bricks and cement) .These are the ones that become so detached from reality, common sense, and from what truly matters, that it usually takes a tragedy to wake them up (if they wake up) to what the meaning of life is and what is truly important.

• The ones who do not conform fall behind unless they are clever enough to find another source of education that suits them more or they get a breakthrough doing something else. Their grades are mediocre as they are disillusioned with the system and no longer care about pleasing it. Chances of graduation and pursuing higher education are slim, and most of these either drop out or graduate and immediately acquire low paying jobs. The price of refusal to conform is rejection into slow wage earning jobs. Regardless, some of these are intelligent and wise perceiving the illogicality of the system which is what has caused their disillusionment in the first place.

• Therefore the system is designed to produce either worker drones who serve the state and its partnering greedy corporations, or welfare recipients who are an excuse for the state to maintain its colossal parasitic size and an idiotic consumer base to buy every modern ‘convenience’ and every poison these corporations throw at the masses.
PARENTS:
• Due to neglect of synthesis in learning, parents can often end up paying extra money for private tuition in areas their child wishes to attain fullness of knowledge in (of which many are forced to give up anyway due to the necessary enforcement of useless work overloads of school). Others get the pseudo feel good factor by spending thousands of dollars to educate their kid privately.

• The parents themselves are also the product of a system that has caused their memory of school to be a vague memory of random, meaningless, and useless facts meaning they themselves are not in the position to help their children with their homework and end up paying others to teach their kids things that they themselves should have already been taught! This means more homework for the kids and more money out of the parents’ pocket. Parents believe they can’t help their children because they have forgotten what they learnt at school, when in reality it is because they themselves weren’t taught effectively so as to retain the knowledge.

• Parents believe that they don’t have to worry about teaching morality or ethics to their children because “it’s being done for them” in school. They also don’t get to spend genuine time with their kids because they are too busy with school work or being entertained in school functions, and the parents themselves are the product of a system designed not to give their children valuable time.

In certain countries where the education system is so poor, students are made to attend extra evening classes in order to learn what should have been taught in school. This is more time wasting, extra work and stress on students and more money out of parent’s pockets. Parents then pay further fees to educate their kids at a tertiary level so that their kid can then get a job to buy a house for themselves. Tuition fees, books, accommodation, food, pocket money, travel expenses, over a period of about 4 years, when these expenses are added up at the end of 4 years is enough money to have bought your child an apartment.

TEACHERS:
• Despite the problems, teachers are also restricted in their ability to respond to any problems they perceive in class and in what they can teach since they are taking orders from their superiors. Due to political correctness and school boards who are afraid of disapproval by a vocal minority with political influence, teachers are confined to a restricted curriculum and disciplinary measures which they are forced to follow.

• Such guidelines are set by a panel of puppets with no clue as to what the truth is, let alone initiative to spread truth should they know it (they themselves having been molded not to take initiative but conform). These puppets design the school curriculum, and despite once being students and teachers themselves, they have no understanding.

• These factors also mean that any funds they receive they waste on equipment that isn’t necessary just to keep up with the politically correct trend for schools to be technologically current, when instead that money could be used for more useful things.

• This restriction and stress on teaches then also causes them to go into survival mode like their own students whereby they just come to work to get paid, throwing much useless information to students randomly without any purposeful or strategic preparation.

The result is a system designed to cause friction so that the components feed off one another. This friction causes contempt among its components, as each is suffering and blaming one another instead of blaming the system itself. Teachers have contempt for the students, becoming frustrated with them, seeing them as the cause of their own stress. Instead of teaching students how to learn to think for themselves, they spend more time teaching them how to behave and obey by making up illogical rules which only irritate students more.

• Unless already broken by it, students then see authority as something to be defied. This tension between student and teacher shatters trust between them, and any teaching and learning between them enters the domain of negative reinforcement. Instead of loving and respecting each other, they have contempt for each other, and both just do what they are supposed to, to avoid consequences if they do otherwise.

• Teachers are kept busy and distracted because the more they work, the more they get paid. The more useless school programs there are with federal or state funding, the more money they get. The more schools have the programs, the more funding they receive from federal benefactors.
The lie -“The right track”
The ‘right track’ mindset is what students are being conformed to by the system, concerning their destiny. This is achieved by applying a form of godliness and morality through fine sounding arguments. You are conformed to measure your success by what the system considers is successful so that you then fear deviating from the “right track” because then you are seen as a failure. We hear stories of people who get wealthy after dropping out of college and pursuing their dreams or who defied convention and revolutionized the world. But what is implied is that these people are the exception and not the rule and that you belong to the rule (who makes the rules ?) and not the exception.
As a result many students are under this illusion, the illusion being that they either follow this track and try to be the best cow in the herd to maintain financial and social security which they believe is given to them by a “trustworthy” source, or else defy the system and fail miserably.

The ‘right track’ is: get good grades because when you get good grades you can then get an education which will then secure you being favored by employers. When you get a good job you will earn good money to buy whatever you want and then you can get a mortgage and have a good marriage and family, with all the modern conveniences that the world system can give you.

This is what is really meant by this fine sounding argument:
Don’t worry about making an impact on the world, just put all your time and energy into getting good grades so that you will be so distracted and weakened from seeking the true meaning of life and from truth that will teach you that what takes years of learning at school can be taught in a very short time.
Just get good grades because that is all you will be in the eyes of those you will serve. Feel special through the feel good factor of a college education, smart outfits and a “secure” 9-5 job because much will be taken from you as you will be working to maintain the system as you are seen fit, because those who make the rules need you to be good farm cows producing as much milk as you can, until it is time for the slaughter.
We won’t tell you that despite your hard work, your job isn’t guaranteed and we don’t like reminding people that they may not even be alive tomorrow. Just keep busy and distracted for another 45 years of your life (if you live that long) so that again you focus all your energy and time on futile ends and don’t worry about your own eternal salvation or the salvation of others who are going to hell, because as long as you stay distracted, specialized and compartmentalized, we’ll clothe you, feed you, give you a good family, and bury you in a good plot of land.

© Secular Version - please copy and share this information freely!

Hello.

"people are distracted and deluded [...] through the use of [...] logical arguments."



I think if you don't write the message directly you shouldn't expect others to read it properly either!

angela333: Welcome! And thanks for your essay. Now tell us something about who you are are and what your goal is in writing.

Einstein was fond of saying: Imagination is more important than knowledge.

WITH A NOD OF RESPECT TO RENE DESCARTES--
Who famously said, "I think, therefore, I am..." I write:
==================================

I am, therefore, I think;

And have the power to imagine--

The power to imagine anything I choose.

I can choose that I'll be sad,

Or be very, very glad and in the pink;

Or deep down in the blues.

To be, or not to be, is up to me;

It's up to me to choose to win, or lose.

So I will be: what I choose to be,

As I learn how to live right NOW.

LGKing

Hello again Rev

I have to say I like some part of Angela's message. We (in the west) do sometimes forget that we live by an arbitrary, strongly enforced, and partly wrong culture.

It's OK to offend someone
It's not OK to remind a Jew that he's a Jew
It's OK to say Irish are drunks
It's not OK to say blacks are criminals
It's OK to insult a straight man by calling him gay
It's not OK to call a gay man gay.
It's OK to emotionally scar a vulnerable person through a psychologically abusive relationship
It's not OK to have a good relationship with a strong person who's under age.
It's OK to repeatedly verbally abuse someone till they commit suicide
It's not OK to slap someone in the face
It's OK to put a Christian cross on the side of a building
It's not OK to put a Nazi swastika on the side of a building

Some of these are social, others are legal. But the laws are made to fit the culture, so really they're social too.

I think you have it sorted out yourself Rev, which is great. But so many people really have no idea of the difference between right and wrong. They just follow the culture that they're lost inside of. Afraid to challenge its rules.

I assume this is meant to be seemingly logical arguments. I also assume that "...are taught not what to think, but how to think" should have been the other way round, but let's not nit-pick.

I'm going to spend a bit of time reading this lengthy post properly before attempting a reasonable response.

Angela, let me join with Rev in saying welcome.

As a former home educator and member of Education Otherwise, I agree that there are lots of aspects of educational systems that need urgent attention. However, although I agree with this basic sentiment, I have doubts about your suggestion that learning "...bricklaying for about a week..." would enable the average person to build a house.

The numbers of people from Eastern Europe who are hurrying Westward might suggest that not working "...more than a few hours a month.."
may have more to do with lack of jobs than any sort of idyllic life stile.

Worst of all, though, IMO, is the stress you place on a major conspiracy theory. I believe this detracts seriously from your otherwise good points, as for example that: "People are dissuaded from asking questions such as: “Who am I”, “What is the meaning of life” and “Why am I here”.

We do tend to be a critical lot, but Kallog seems to agree with quite a lot of what you say, so all is not lost.

Angela, have you heard about the work of the transhumanist, Max More? What he writes fits in with the philosophy of unitheism.
========================
Principles of Extropy
by Max More, Ph.D.

http://www.maxmore.com/
http://www.maxmore.com/transhum.htm

An evolving framework of values and standards for continuously improving the human condition

Extropy — The extent of a living or organizational system’s intelligence, functional order, vitality, and capacity and drive for improvement

Extropic — Actions, qualities, or outcomes that embody or further extropy

A Note on the Use of "Extropy"

For the sake of brevity, I will often write something like “extropy seeks…” or “extropy questions…” You can take this to mean “in so far as we act in accordance with these principles, we seek/question/study…”

“Extropy” is not meant as a real entity or force, but only as a metaphor representing all that contributes to our flourishing. Similarly, when I use “we” you should take this to refer not to any group but to anyone who agrees with what they are reading.

Rather than assuming any reader to be in full agreement with every one of these principles, this usage instead imagines a hypothetical person who has integrated the principles into their life and actions. Each reader is, of course, at liberty to reject, modify, or affirm each principle separately.

What this tentative, conjectural approach to the Principles of Extropy loses in terms of compelling emotive power, it gains in terms of reasonableness and openness to innovation and improvement....


FOR THE FULL ARTICLE:
=============
http://www.unitheist.org/extropy.html
==================
Another quote:

Religion, Eupraxophy, and Transhumanism

Humanity is in the early stages of a period of explosive expansion in knowledge, freedom, intelligence, lifespan, and wisdom. Yet our species persists in old conceptual structures and processes which act as a drag on progress. One of the worst is religious thinking.

In this essay I will show how religion acts as an entropic force, standing against our advancement into transhumanity and our future as posthumans. At the same time I will acknowledge the necessary and positive role that religions have played in giving meaning and structure to our lives.

The alternative to religion is not a despairing nihilism, nor a sterile scientism, but transhumanism. Humanism, while a major step in the right direction, contains too many outdated values and ideas. Extropianism the principal form of transhumanism moves beyond humanism, focusing on our evolutionary future....

I think it would be a shame if your poetic contribution passed with no more comment than was accorded to "The Schröding-cat", so here's some appreciative recognition.

Thanks, Bill S: BTW, all of you have no doubt heard about the California-based Christian radio broadcaster and popular preacher, Harold Camping. He has predicted that the world will end today at precisely 6 pm (6:30 in Newfoundland). It is

My prediction? Most of us will still be here tomorrow. Hopefully we will continue to study, educate ourselves and practice the art of living. Friends who get this message are invited join the unitheist group. There we can talk seriously about what it means to be truly human and spiritual beings.

I'm not sure what time it is in California, but its 18.40 here, and nothing has happened yet. My wife has just asked if she has time to do some ironing!

Actually, I think its the start of the "Rapture", rather than the end of the world, that he predicted, so a lot of us will have time for plenty of ironing.

BTW, Rev, had you thought, when you made your prediction that if this is the Rapture, those of us who are here tomorrow will be those left behind to face the Tribulation?

Actually, we have our tribulation already, this is he:

I've just realised; that last post was "666". Things are getting worse.

My apologies: It was the beginning of the end. If this is "the beginning of the end" how come nobody noticed?

If I remember rightly, nobody noticed in 2004 either!

Nor in 1843. Have you heard of THE THE MILLERITES--predecessors of the modern Seventh-Day Adventists?

http://en.wikipedia.org/wiki/Millerism



It seems that given the right set of social conditions--usually the kind that are not very good for many people--some among us can be convinced to believe in and support amazingly foolish and too-good-to-be-true ideologies usually out of the mouth of demagogues. For example, check out:
http://www.hypnosisblacksecrets.com/political-hypnosis/hitler