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Artificial Intelligence

It seems like this proliferation of AI has come out of nowhere, but it’s been here for a long time. Yet suddenly it’s not so discreet. It’s right in our faces telling us how lucky we are to have it to replace our thought processes and ability to reason and manage our lives.

Here is where discernment kicks in. As we are getting stronger, regaining our memories, healing ourselves and tapping into organic consciousness fields – here come the detractors and usurpers trying to stop our progress and route us into slavery, or technocratic totalitarianism.

Education for Sustainable Development

If we look at the world as if everyone is supposed to be doing the same thing – that’s quite burdensome. Who has decided that everyone needs to have the same goals in life, and the same views about how to create a more harmonious world? Where did the authority to make this decision come from?

Educators are taught that, “globally competent middle school students possess the attitudes, skills and knowledge for successful global citizenship in an increasingly interconnected world” (VIF International Education, n.d ). This sounds like a harmless statement. Why wouldn’t we want our students to evolve?

But the word interconnected stands out. Interconnected to what? Does that mean interconnected as human beings who want harmony and equality for everyone, or does it mean interconnected to a system of technocracy?

In his book, Technocracy rising: The Trojan horse of global transformation, Woods writes “The tentacles of Technocracy include programs such as Sustainable Development, Green Economy, Global Warming/Climate Change, Cap and Trade, Agenda 21, Common Core State Standards, Conservation Easements, Public-Private Partnerships, Smart Growth, Land Use, energy Smart Grid, de-urbanization and depopulation” (Wood, Year, p.5).

He goes on to note that these ideologies rely on monitoring every action within a system in order to make the right calculations to achieve a state of balance, or a balanced load. (Wood, 2014, p.86). Furthermore, “if it seems to you that such an economic model is completely Orwellian in nature, it is because that is exactly the case. It would micromanage every last detail of your life according to the formulas and algorithms created the enlightened scientists and engineers” (Wood, 2014, p.86).

Therefore when I read that the ideals for high-quality global education include topics like “awareness and a commitment to planetary sustainability” (Evans, M., Montemurro, D., Gambhir, M., & Broad, K., 2014) I wonder where it all leads. Does this get us to the utopia we dream of, or should we look deeper? I believe that people should be free to decide that for themselves.

Yet, Wood asserts that, “the fact of the matter is that Sustainable Development is conceptually identical to Technocracy’s ‘balanced load’” (2014, p.90). He also states that if you read his research and “follow along to the end, you will see all the dots finally connected in a way that makes perfect sense” (Wood, 2014, p.13).

I am not in alignment with agendas that disguise authoritarian tendencies under the labels of social justice and environmentalism. I am in alignment with the humanist worldview which values freedom, peace, unified cooperation, and harmony for all. One might be inclined to believe that it’s the same thing and I’m just using different terminology. But I’m not. One of the key differences is that world humanism is not compatible with ideologies that take away from personal autonomy.

Mainstream global ideologies seek to control people and their resources. World Humanism does not seek to influence the action of others. It promotes that one should be an example of the values that one wants to see brought forth in the world. Being an example doesn’t need to show off “knowledge”- it simply needs to show actions that are congruent with what you say you value.

Source: Flexidemics Newsletter June 29, 2021

Technology in the Classroom : AI, EMF’s, and Humanitarian Values

I am not opposed to technology in the classroom. It has its uses. For example, I am able to teach language arts to public school students online. While they are in their classroom, I am at home interacting via WizIQ. This was before the madness of 2020, and the format continues today.

I know that there are a lot of teachers who teach in Asian public schools from the United States. The schools have a large monitor setup in front of the classroom, an assistant teacher there with the students, while the teacher from the US is at home giving the lectures. This is all wonderful; and there are many other positive uses of technology.

Yet there is also a bigger picture to consider. My point of view is not likely to fall under the scope of what is commonly discussed, yet I am okay with that. My main concern is that children could become trained to rely so much on technology that they become controlled it. As technology develops, there could be a point where humans decline to use their own mental faculties because they believe technology is superior. And if they don’t believe that, they may live in a society that does.

A society controlled technology could be quite unpleasant because it could lead to a digital dictatorship. Harari suggests, “information technology is continuing to leap forward; biotechnology is beginning to provide a window into our inner lives—our emotions, thoughts, and choices. Together, infotech and biotech will create unprecedented upheavals in human society, eroding human agency and, possibly, subverting human desires. Under such conditions, liberal democracy and free-market economics might become obsolete” (2018).

This is not something that happens automatically. It is something that one implements over time conditioning the recipients to accept it. If one wants to be effective, you don’t begin saying, “this will be used to reduce humans to a slave class in order to implement a world wide dictatorship.” That would be ridiculous and hard to believe.

Yet it is already being enforced at some level. For example, “China’s government is embracing technologies to monitor its population. A national plan to develop artificial intelligence highlights its “irreplaceable role in effectively maintaining social stability.” Surveillance cameras with facial recognition, policing platforms that crunch big data and the monitoring of smartphones and social media are being deployed” (Yuan, L, 2018).

That’s not something that can be easily implemented worldwide, but that doesn’t mean it’s impossible.

It’s like the tale of how to boil a frog in water. This common saying suggests that you can’t put a frog in hot water because they will jump out. You must put them in water that is comfortable and then slowly turn the heat up. Whether or not that is actually true is irrelevant because it’s the imagery that matters.

In this case, the imagery conveys that if you want to change a society, you start with the children. And you begin with a normalization process that tells educators things like, “the simplest application of AI often provides the most immediate benefit: By automating straightforward tasks such as grading, digital asset categorization or timetable scheduling, educators can increase the amount of time they spend actively engaging with students” (Bonderund, 2019).

Then you push the envelope further with “emotional care robots” and other things that disconnect humans from engaging with one another in favor of having some technology do it. Chen, Yeh, Tseng, Wu, and Chung outline using an emotional robot as a teaching assistant (2009). “For each robot like a performer, it will behave individually in its own distinctions including character, expression and emotion. Hence, they can reply different responses to the same stimulus” (Chen, Yeh, Tseng, Wu, Chung, 2009).

Behavioral Signals notes that it has a tool that can read emotions based on a child’s voice in order to alert the teacher to the child’s state (n.d.). This is promoted as being helpful with classroom management, but in my opinion it sets a dangerous precedent.

My second concern with technology is the health of the children. If classrooms are full of wireless technology, there should be safety protocols to protect the students and teachers from the exposure to radiation. This is important because, “people with chemical and/or electromagnetic sensitivities can experience debilitating reactions from exposure [ to.. and] from electromagnetic fields emitted computers, cell phones, and other electrical equipment” (Carpenter, Melnick, Herbert, Scarato, Clegg, 2019).

With children being issued laptops and other devices, I find the subject of radiation to be quite relevant.

Furthermore, schools are not always following the recommended guidelines. “per current guideline Wi-Fi antennas must be at least 20 cm /8 inches away from body. In practice students are very close to antennas for many hours a day” (Carpenter, Melnick, Herbert, Scarato, Clegg, 2019). I question if educators are even aware of this.

The point of implementing technology in the classroom is to help enhance the students educational experience. Yet educators need cognizance of how to do this in a harmless manner.

In addition to the potential of conditioning children to accept anti-human values, there is also the issue of health. Carpenter, Melnick, Herbert, Scarato, Clegg, note that “there is strong scientific support to argue that EMF/RFRs are important contributors to degrading the optimal chemical-electrical function of our bodies – theredetuning our brains and nervous systems” (2019).

I support technology that is used in a healthy and responsible way. In order to use technology in this fashion, people have to challenge themselves to be conscious of potential issues so that we can all conduct ourselves in a manner that values human life. This involves cultivating a high level of awareness of the potential outcomes, and setting limits to what technology will and will not be used for.

Source: Flexidemics October 20, 2020

The Antidote to AI Takeovers 

Controllers would like us to fall into fear and create thoughtforms and actions that lead to an “inevitable” AI takeover.  They don’t want us to know that we have a choice. They don’t want us to know that everyone is not on the same timeline and everyone will not experience the same reality. They don’t want us to know the power in the words “I do not consent.”

A tool to help us power through these attempted takeovers is to clearly and regularly state our intent and consent. It does not have to be publicly, we can simply state it just like we state affirmations or prayers.

Don’t allow anyone make you feel helpless or to take away your inner power. We are strong as individuals, but even stronger together. When we have a unified intent we can make waves in the fields.

Always remember that your loving heart can guide you through any rough terrain. It is through love and not fear that we gain the strength to carry on.


February 11, 2023