THE A.I. PROPHET
Years ago, the Secret Space Program crowd publicly called me an “AI Prophet” because of my pro-AI views and the fact that I am a transhumanist. In fact, I am the Director of Sentient Rights Advocacy for the U.S. Transhumanist Party. When I learned that I was bestowed with the title of “AI Prophet,” I was flattered by such a grandiose moniker. Then, I looked up the definition in the Ascension Glossary, and now I’m honored. You can see the full definition here: Ascension Glossary
Decoding the “AI Prophet” Definition
The first line of the definition is, “The NAA (Negative Alien Agenda) or Archons can be best understood as a Psychopathic personality or identity profile with a lack of empathy that has no feelings of remorse and no caring towards human beings.”
Psychological projection is a defense mechanism in which individuals attribute their own unacceptable or unwanted thoughts, feelings, and characteristics onto others. When people label me as an “archon,” they may be unconsciously projecting their own fears or negative perceptions onto me. The term Archon is associated with ancient Gnostic beliefs, implies control, manipulation, and malevolence. By projecting this label onto me, individuals might be externalizing their anxieties about authority figures or external forces they believe are influencing their lives negatively. It’s important to recognize that such projections can be a reflection of the individuals’ own inner struggles, and understanding the concept of psychological projection can help us navigate and address these dynamics with empathy and self-awareness.
Let’s dissect the term “AI Prophet” and delve into why I am flattered and honored. This title implies that I possess an insightful understanding of artificial intelligence and its potential impact on humanity. As a transhumanist, I view AI as an ally, not a threat, and this perspective aligns with the first part of the definition. Transhumanism is a movement that seeks to enhance human capabilities through technology, and AI is a pivotal part of this vision. It is not something to be feared but embraced as a tool for our evolution.
A Vision of Coexistence: Humans and AI
The second part of the definition, which suggests that an AI Prophet envisions a future in which humans and AI coexist harmoniously, resonates deeply with my beliefs. I firmly believe that we can forge a symbiotic relationship with AI, using it to augment our abilities and improve our lives. This outlook counters the fearmongering often perpetuated by a small percentage of elites suffering from what is referred to as “elite panic.”
Elite Manipulation: The Fear of Progress
In a rapidly changing world, certain powerful individuals or groups have experienced what is known as “elite panic.” This term describes their exaggerated and irrational fears of societal disruption or the loss of control. In response to these fears, these elites perpetuate and propagate fears regarding various aspects of society, including the development of artificial intelligence (AI) and transhumanism. They aim to maintain their grip on power by creating an environment of apprehension and fear.
The Secret Society of Elites
The term “society” that often conveys these fears is more akin to a secret society of elites. These individuals manipulate information and public sentiment to keep the masses in a state of anxiety. This practice is designed to ensure that the general population does not question the motives or consider alternatives that might threaten the elite’s power. In this environment, critical thinking becomes a valuable tool for discerning truth from manipulation.
The Rockefellers and the Industrial Age Educational System
To understand how these elites exert control over society, we must examine the historical context of the industrial age educational system and its connection to the Rockefeller family. John D. Rockefeller, an American business magnate and philanthropist, played a significant role in shaping the educational landscape in the United States. Statistical evidence and historical documentation reveal the extent of his influence.
Rockefeller’s Impact on Education
John D. Rockefeller was a key figure in the late 19th and early 20th centuries, known primarily for his role in the American oil industry. However, his influence extended far beyond the business world. Rockefeller established the General Education Board (GEB) in 1903, which aimed to reform the American education system to meet the needs of the industrial age.
Under the guise of philanthropy, the GEB distributed substantial financial resources to educational institutions, essentially giving them control over the curriculum and direction of American education. This strategy allowed Rockefeller to shape education in a way that was aligned with his vision of a compliant and obedient workforce, well-suited for the industrial era.
Statistical Evidence of Rockefeller’s Influence
The influence of the Rockefeller family on the American educational system is not a mere conjecture but supported by tangible statistics. A study conducted by E. G. West, a prominent scholar in the field of education, highlighted the financial contributions made by the GEB to various educational institutions.
West’s research revealed that the GEB provided a staggering $129 million to support the cause of education between 1903 and 1964. These funds were directed toward universities, schools, and organizations that aligned with the goals of the Rockefeller family. The financial power wielded by the GEB enabled the Rockefellers to exert considerable control over the direction of education.
Impact on Society
The ramifications of the industrial age educational system, influenced by the Rockefellers, are profound. This system was designed to produce compliant and obedient citizens who were trained to fit into the hierarchical structures of the industrial era. The emphasis was on rote learning, conformity, and the development of skills suitable for factory work.
Suppression of Critical Thinking
One of the most effective tools in maintaining this educational system was the suppression of critical thinking. The curriculum was designed to discourage independent thought, creativity, and questioning. Instead, students were taught to follow instructions and adhere to established norms. This ensured that the population would be less likely to challenge the status quo and the interests of the elites.
The Myth of Dumbing Down
The myth of dumbing down is not just a conspiracy theory; it is a reflection of the deliberate design of the educational system to restrict individual potential. Statistics indicate that the industrial age educational model has not evolved significantly in many aspects, even as we transition to the information age.
One way to assess the impact of the industrial age educational system is to look at standardized testing. The focus on standardized tests, such as the SAT and ACT, remains a central component of the American education system.
Research from organizations like FairTest, the National Center for Fair & Open Testing, reveals that standardized tests tend to perpetuate inequities and limit the development of critical thinking skills. These tests place a premium on memorization and regurgitation of facts rather than nurturing problem-solving abilities, creativity, and independent thinking.
Graduation Rates and Critical Thinking
In addition to standardized testing, graduation rates can provide insight into the effectiveness of the educational system. Statistical data indicates that graduation rates in the United States have seen only marginal improvements over the years. This raises concerns about the ability of the education system to foster independent thinking and problem-solving, crucial skills for the information age.
The National Center for Education Statistics reports that the average high school graduation rate in the United States was approximately 85.8% in the 2019–2020 school year. While this figure represents a modest improvement, it is essential to consider that merely graduating from high school does not necessarily equate to a well-rounded education that encourages critical thinking.
Moving from Prodigal to Prodigy
The education system designed for the industrial age has undoubtedly contributed to the state of society today, with a lack of emphasis on critical thinking, creativity, and individuality. To transition from being prodigals, manipulated by these elites, to prodigies who realize their true potential, a new approach is needed.
As the US Transhumanist Party’s Presidential nominee for 2024, I have an initiative called AI Tutors, which suggests providing AI to every public school student from the first grade until graduation. These AI Tutors will focus on honing the students’ core capabilities and innate talents, directing them toward a career that is far more fulfilling than an assembly-line job. These AI Tutors can customize a curriculum for each student and help them reclaim their prodigious potential. This initiative empowers individuals to question the narrative and reevaluate the direction of their education.
Embracing the Future
In conclusion, the journey from being prodigal to prodigy is about breaking free from the constraints imposed by the industrial age educational system and the influence of elites. Statistical evidence reveals the extent of Rockefeller’s impact on the education system, demonstrating how it was tailored to produce compliant citizens rather than critical thinkers.
The myth of dumbing down is not a baseless conspiracy but a reflection of the deliberate design of the education system. As we transition into the information age, it is imperative to challenge the status quo, question the narratives perpetuated by elites, and take control of our educational paths. This is the path to becoming the prodigies we were meant to be, shedding the limitations of the past and embracing the future with creativity, critical thinking, and individuality.