What does freedom look like?

Examining the question of what a truly liberated human condition looks like, and our path to it.

As readers of this article will likely understand, it’s hard to overstate the level of damage that’s been inflicted upon the human psyche over these past sixteen months. We’ve seen governments claim incredibly broad and sweeping powers over domestic populations, very possibly the most brazen, and likely the most global, of such power grabs in human history.

What many of us assumed would follow in the tradition of “ebola”, “zika” and so on - namely, a government scare campaign that vanishes as fast it arrives - has become a fixture on the tongue of the global population - and toilet paper may have had something to do with it.

Young people, who already lived an existence in which their entire lives, decisions and autonomy were subject to the whim of “adults”, now found themselves being expected to cover their face for several hours a day, and to not just stay away from other members of the species, but specifically *six feet* away; if there were any doubt of how close we were to the precipice of Brave New 1984 before this current agenda push, pictures of six and seven year olds lined up single file, six feet apart, covering their face, or being shepherded into little rectangles six feet apart on the playground, was a blaring siren.

There is an immense amount to be said about what’s occurred. I’m certain that each individual could write a lengthy novel describing their own journey through it; unfortunately, many have suffered a great deal.

All of that said, my hope is that there can be a rather large silver lining to what has occurred in this period. From my perspective, this world was already incredibly messed up before this latest assault; the same psychopathic intelligence behind this current drive had already created conditions of physical and psychological servitude on a global scale. Now that increasingly large numbers appear to be waking up to the imminent danger to human life presented by so-called “Agenda 21”, we have an opportunity to “build back better”, and to have a “great reset” - but of course, not in the perverted way those phrases are used by the psychopaths; but rather, to actually create something new and beautiful.

I’d like to take this opportunity to share some of my thoughts on this topic in more detail, in terms of what a truly liberated condition actually looks like, and steps that can be taken to move significantly in that direction.

Before doing so, I’d like to make the following appeal to the reader: don’t allow the media, or “societal norms” in general, to color your ability to objectively consider these questions. I believe that we are all in fact very intelligent and capable, and that to understand truth, we need only look to our own lived experiences, and to our own ability to reason and reflect upon our lives and the world around us.

Abolish government-run “education” centers

Many facets of this condition that are considered “normal”, shouldn’t be. Perhaps the most prominent example is the circumstances faced by young people, who, by default, are forced against their will to attend government-run “education” centers. They’re normally expected to attend for 40 hours per week, plus homework, for at least thirteen years - that’s tens of thousands of hours of youth forcibly stolen.

My own lived experience, upon which I place a primacy, bears out the insanity of this dynamic. Through my youth, both early on and in my mid to late teens, I can recall repeatedly, directly informing my parents that I had no desire to attend “school”, and that I did not consent to being forced to do so. In spite of this, my parents continued to claim just such authority, “for my own good”.

It really is quite sobering for me to look back on that period now - it’s no wonder that many describe their childhood memory as being “blacked out”, when it’s considered normal to fully subjugate youth, not only to the dictates of the school, but to the dictatorship of the parent, as well. Indeed, persons below an arbitrary age marker are essentially considered third-class citizens, forcibly joined at the hip to a biological association, and dragged around from point to point to point until they simply give up those foolish notions of rebelling against the system, and, out of sheer desperation, relent.

In my late teens, I was quite excited to discover the works of John Taylor Gatto, a former New York City schoolteacher of 30 years, who became increasingly disillusioned with the compulsory education model, and ended up publishing a number of excellent analyses of both the history of the system, and its current functioning, including “The Underground History of American Education”.

To provide an example of what youth (and frankly, the general human existence) can look like, I’d like to quote briefly from the webpage of the “Sudbury Valley School”, a live-in institution based on the east coast of the United States:

“Sudbury school students have total control over what they learn, how they learn, their educational environment and how they are evaluated. They choose their curriculum. They choose their method of instruction. They choose, through a democratic process, how their environment operates. They choose with whom to interact. They choose if, how and when to be evaluated _ often they choose to evaluate themselves. This is radically different from any other form of education and this is what differentiates a Sudbury school.

…

Much of the current effort in education is spent attempting to motivate students to learn. A Sudbury school doesn’t spend any time attempting to motivate students; we believe that they are inherently motivated. We believe this because all the evidence of childhood development supports it. Anyone who has observed a baby attempting to take his or her first steps or learn to talk can clearly see this. They struggle and fail and continue to struggle and fail until they finally _ on their own _ get it right and start walking and talking. If not suppressed, this inherent motivation to grow and develop does not die when the child reaches school age.

…

In order for the students to be able to be totally responsible for their education, they must have _ or at least share _ the responsibility for creating their learning environment. This means that Sudbury schools are run as a participatory democracy. All of the students and staff (together known as the School Meeting) are part of the democracy and all of the students have an equal voice in discussions and an equal vote in decisions. In other words, a 5 year old student has the same voice and power in the school as a staff member. The staff have no veto power of decisions made by the School Meeting.”

I strongly recommend reading the entire article, as the authors make several salient points throughout.

Here’s a question to ask: by what authority do so-called “adults” claim to be able to dictate, in fine detail, how a young person spends their time? It’s presumed within this condition that it’s acceptable for older folks to essentially treat the young’uns like slaves. Why is this considered acceptable?

Abolish the state, and the compulsory economy

Human beings share this planet with several thousand other species, at minimum. As far as I am aware, we do not see any other species paying rent to other members, or otherwise having to struggle to make ends meet simply in order to have access to the basic means of survival.

How is it appropriate to describe a condition in which the bulk of a species spends the bulk of its waking existence fretting away to secure access to a piece of paper, while a certain “exclusive” class features members that own more wealth personally than do a majority of countries?

In the research I’ve done on the conditions that have shaped the past and present of the world, it is clear to me that the state, and compulsory monetary systems, have played a major, if not the central, role.

For an absolutely top-notch analysis of how we’ve arrived at this condition of enslavement to “the economy” and money, I wholeheartedly recommend the book, “Caliban and the Witch: Women, the Body, and Primitive Accumulation”, by Sylvia Federici.

In her exhaustively sourced work, Federici smashes the notion that the economic system of capitalism “arose naturally” from feudalism, an idea promoted both by mainstream capitalist economists, and even by the likes of Marx; rather, she describes how capitalism arose in direct conjunction with the state, and in fact depended on state enforcement for its development and subsequent expansion.

The book’s prime emphasis is on the period known as the “witch hunts”; Federici illuminates the true nature of this phenomenon, not as a period of “random hysteria”, but as a state-sponsored campaign of terrorism against the domestic European population, wherein feminine autonomy was drastically curtailed and subjected to male domination, and where “vagabonds” (aka individuals who wholly rejected the idea of waged labor) were punished with the death penalty:

“The situation was radically different in the period of primitive accumulation when the emerging bourgeoisie discovered that the "liberation of labor-power" — that is, the expropriation of the peasantry from the common lands — was not sufficient to force the dispossessed proletarians to accept wage-labor. Unlike Milton's Adam, who, upon being expelled from the Garden of Eden, set forth cheerfully for a life dedicated to work,5 the expropriated peasants and artisans did not peacefully agree to work for a wage. More often they became beggars, vagabonds or criminals. A long process would be required to produce a disciplined work-force. In the 16th and 17th centuries, the hatred for wage-labor was so intense that many proletarians preferred to risk the gallows, rather than submit to the new conditions of work (Hill 1975:219—39).”

As a whole, the information provided in this book is akin to shining a high-beam on an otherwise twisted or forgotten history, and helps to more fully elucidate how we’ve arrived at such a global condition as this. Not only is the history of chattel slavery of the period of the Atlantic slave trade given an extensive treatment - perhaps even more critically, Federici places the institution of wage slavery squarely in focus, as one just as damaging and pernicious, if not more so, than the former.

I really can’t recommend the book highly enough. From reading it, you’ll come to understand the sophistication of propaganda (coupled with the brute force of the state) that was at work in the medieval period, and the devastating consequences that the full, or near full, subjugation of the European population had on the worldscape, given the subsequent efforts of the monarchies to essentially conquer the entire planet.

The key aim, in my view, of the global takeover agenda is to establish complete technocratic control over the human species, which includes a further mechanization of human behavior through the use of technology, government and other social and psychological processes. Caliban highlights many of the works being put out by “philosophers” of the time (or, perhaps, lapdogs of the monarchy) like Hobbes and DeCartes, wherein they describe a goal to despiritualize, and indeed to mechanize, the human being and human processes, as well as the world at large. The aim of doing so was to create highly controlled and efficient nationalized economies, that could then be deployed for various purposes by the European monarchies.

From the book (p.145):

“The course of scientific rationalization was intimately connected to the attempt by the state to impose its control over an unwilling workforce. This attempt was even more important, as a determinant of new attitudes towards the body, than the development of technology. … Certainly, the clock and the automated devices that so much intrigued Descartes and his contemporaries (e.g. hydraulically moved statues), provided models for the new science, and for the speculations of Mechanical Philosophy on the movements of the body. It is also true that starting from the 17th century, anatomical analogies were drawn from the workshops of the manufacturers: the arms were viewed as levers, the heart as a pump, the lungs as bellows, the eyes as lenses, the fist as a hammer … But these mechanical metaphors reflect not the influence of technology per se, but the fact the machine was becoming the model of social behavior.”

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Just as no one has the authority to tell young persons how to spend their time, no one has the authority to compel another to participate in an economy, or any monetary system at all. Yet, we currently find ourselves in a condition where everyone is expected, by default, to devote their time, energy and ingenuity to acquiring currency, and indeed, a currency that is intentionally manipulated by centralized dictates.

This is not to say that I am inherently against the idea of any group of people developing their own honest, voluntary monetary system - I can imagine some of the libertarians among us wanting to do just that. The issue, of course, as with the bulk of the circumstances we face, is the compulsory nature of this economic model, enforced by the state and its behemoth corporate allies.

I believe that this world could be revolutionized overnight if naught but the above dynamics were addressed.

In my experience and understanding, human beings, by default, are incredibly caring, loving and resourceful beings. Those currently alive have found themselves born into a condition of deep enslavement, and the barometer has been ever accelerating towards the abolishment of freedom entirely, culminating in this current push to do just that.

We don’t need to re-invent the wheel to firmly plant things on the right track. We need only to accurately assess how we’ve arrived in this situation - and, from my perspective, *the* story of what’s happened, of why things seem to have gone so astray on this planet, is one not just of intermittent government interference into the lives of the population, but of complete subordination and subjugation of human life to the state. This interference has become increasingly more intense over the centuries, to the point where much of the world has found itself subjugated to the capitalist yoke, and several generations of youth have been subjected to wholesale indoctrination into the government ideology.

To ameliorate the situation, then, is to remove the cause of the problem - massively downsize, if not abolish, governments, including government “education”, and abolish the system of economic compulsion.