Cognitive Dissonance

A Tale of Grapes, Politics, Cults and Aliens and Why People Cling to False Beliefs

 

 

One hot summer’s day a Fox was strolling through an orchard till he came to a bunch of Grapes just ripening on a vine which had been trained over a lofty branch.

“Just the thing to quench my thirst,” quoth he.

Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success.

Again and again he tried after the tempting morsel, but at last had to give it up, and walked away with his nose in the air, saying: “I am sure they are sour.”

It is easy to despise what you cannot get.

Continued here:

A Tale of Grapes, Politics, Cults, and Aliens: Why People Cling to False Beliefs

thanks to jakes health solutions

The “Original” Thirteenth Amendment: The Misunderstood Titles of Nobility Amendment pdf

From the Marquette Law Review by Gideon M Hart

http://home.hiwaay.net/%7Ebecraft/HartMissing13th.pdf

Electronic copy available at: http://ssrn.com/abstract=1788908

Abstract:
This Article provides one of the first truly comprehensive accounts of the “Titles of Nobility Amendment.” The Titles of Nobility Amendment is one of only a handful of proposed amendments to the Constitution that were passed by Congress, but then not ratified by a sufficient number of states. The Amendment would have revoked the citizenship of any individual who accepted a “title of nobility or honor” or who accepted any “present, pension, office, or emolument” from any foreign state without congressional permission.

Despite its failure during the ratification process, the Amendment was printed in the 1815 version of the Statutes at Large as the Thirteenth Amendment, and the Amendment was widely believed to be part of the Constitution well into the late nineteenth century. In recent years, right-wing radicals have seized upon the Amendment, claiming that it was ratified and suppressed in a wide-ranging conspiracy and that it would bar lawyers from citizenship due to their use of the term “esquire.” Although a handful of recent articles have addressed these patently false claims, these articles have also misunderstood the Amendment, dismissing it as the product of xenophobia and petty politics.

This Article sets out to address these misconceptions by closely studying the Amendment’s historical context. In reality, the Amendment is an interesting hybrid of the rising fears during the decade preceding the War of 1812 that the United States would be recaptured and marginalized by European powers and of the long tradition of opposition to hereditary privilege in the United States. During the first decade of the nineteenth century, the United States was increasingly buffeted and threatened by the major European powers, particularly by Britain and France. Under great foreign pressure, individuals on both sides of the political spectrum became increasingly suspicious of each other’s loyalties and both parties regularly accused the other of secret collusion and cooperation with foreign states. A response to this perceived foreign threat, the Amendment was intended to prevent the recruitment of American officials and citizens by foreign states with titles, such as the Legion of Honor, or other attractive presents and offices. Today these fears seem far-fetched, but at the time there was a very real worry that the American experiment would be rotted from the inside-out through secret conspiracy and subversion by European powers itching to reestablish their dominance in the Americas. Although long misunderstood, the Amendment is an interesting piece of history and is one of the most intriguing near-Amendments to our Constitution.

 

(This phrase is of note “without consent of Congress” from the actual transcript of the amendment and makes all the difference.  It is often omitted when quoted by others).

See also:  The “Missing 13th Amendment” and “Titles of Nobility”

AND see here for DEFINITION OF NOBILITY

From the Queen’s Bench of Alberta… (Meads V Meads)

http://www.canlii.org/en/ab/abqb/doc/2012/2012abqb571/2012abqb571.html

This is a very detailed account of a court case ~ Meads vs Meads (Citation: Meads v. Meads, 2012 ABQB 571) and the reasons for the decision of the Associate Chief Justice J D Rooke.

Here’s the link to the PDF version

OPCA or “Organized Pseudolegal Commercial Argument”

So make yourself some sandwiches because its a long (but interesting ioho) read 🙂

Idiot Legal Arguments [Updated 22/1/2016]

http://archive.adl.org/mwd/suss1.html

Foreword (by Mark Pitcavage)

What follows this introduction is a truly extraordinary collection of cases and decisions dealing with the “paper terrorism” tactics of the so-called “patriot” movement. While some members of this movement prefer the use of guns or bombs, the weapons of choice for many others are harassing lawsuits, harassing filings, bogus documents ranging from counterfeit money to counterfeit identification cards, tax protest arguments, and many related activities. Often these tactics are accompanied by bizarre legal or, more accurately, pseudolegal language. Many people who encounter such tactics for the first time are surprised and sometimes confused by the strange and unexpected arguments that show up in the courtroom.

Updated 13/1/16 to add LINK TO:-

FALSE CAUSES, FALSE SOLUTIONS

UPDATED 20/1/16 TO ADD LINK TO:-
WE AIN’T BRITS
Updated 22/1/16 To Add Links To:-

 

BAR (British Accredited Registry)

INVISIBLE CONTRACTS

 

Consumerism, Capitalism & Environment ~ Youtube

Screen Shot 2015-12-02 at 11.09.22

 

 

THE HISTORY OF STUFF – Consumerism, Capitalism & Environment in America

Published on Aug 15, 2012 by Bright Enlightenment
The Story of Stuff – Consumerism, Capitalism, & Environment in America [HD] [Full Video] – Consumerism, Capitalism, Environmental Destruction, and what you can do to make the global economy more efficient and less wasteful!

 

Full Text of “Marmion” ~ Sir Walter Scott

http://archive.org/stream/marmion05077gut/marmn10a.txt

The Battle of Flodden 1513

 

Often quoted from.

This probably the most

“Oh! What a tangled web we weave,

When first we practice to deceive!”

http://www.historyextra.com/feature/your-60-second-guide-battle-flodden

The Mysteries of the Samothracian Kabiri ~ Steiner Archives

Mystery Centres

Schmidt Number: S-5513

On-line since: 10th November, 2004

LECTURE XII.
THE MYSTERIES OF THE SAMOTHRACIAN KABIRI
Dornach, 21st December, 1923.
IN the course of the last few weeks I have drawn your attention to many different kinds of Mysteries, and we have especially attempted to obtain an insight into those Mysteries which were, so to say, the last of the great Mysteries which connected man s inner being directly with the life of nature, with the spirit of nature. These were the Mysteries of Hibernia; and we have seen how, through insight into man himself, an insight which was, however, of an intimate spiritual as well as an individual personal nature, the Mysteries of Greece also penetrated into the inner being of man. One can indeed say that as in the world of external nature the different regions of the earth bring forth this or that kind of vegetation, so in the course of human evolution there streamed down into the different regions of the earth the most manifold influences from the spiritual world, and these worked upon mankind.
If we were to pass over to the East, the Orient — as we are to do shortly in a historical connection — we should find there many other kinds of Mysteries; but today, as all our visitors are not yet present with us, I will link on rather to what we have already studied in preference to beginning something new.
If we look back at the course of human evolution, we may say that there appears before our Imaginative consciousness, with all possible clearness, a threefold evolution. I say “before our Imaginative consciousness,” because of course if we extend those epochs of which I am now speaking further back still, towards still earlier times, we naturally get a greater number than three, and this is also the case if we go further on into the future; but we will today take these middle stages of human evolution, which appear not through Inspiration but already in all clearness before our Imagination; these we will place before our souls today and study them from one particular point of view.
Now, even down to the Egyptian time it was still the case for humanity that, as regards the consciousness of that time — and this applies to the African and European races as well as to the Asiatic races — what we today call matter simply did not exist. Human consciousness did not even grasp the external coarse substances, let alone those abstractions which we today describe as carbon, hydrogen, sulphur, and so on. These things simply did not exist for them; but everything which was spread out externally in nature was seen directly as the body of divine spiritual beings, who revealed themselves in the whole of nature. Today we can go out into the mountains, we can tread on the rocks, we can even throw stones, and all these things we regard as indifferent neutral substances. In our consciousness today there is nothing in any way similar to what was in the consciousness of the ancient, Egyptian or the ancient Oriental.
– See more at: http://wn.rsarchive.org/Lectures/GA232/English/GC1985/19231221p01.html#sthash.FBgXz9Ar.dpuf

Children Learn What They Live

There are several versions of this.

Children Learn What They Live

If children live with hostility,
they learn to fight.

If children live with ridicule,
they learn to be shy.

If children live with tolerance,
they learn to be patient.

If children live with encouragement,
they learn confidence.

If children live with praise,
they learn to appreciate.

If children live with fairness,
they learn justice.

If children live with security,
they learn faith.

If children live with approval,
they learn to like themselves.

If children live with acceptance, and friendship,
they learn to find love in the world.

Dorothy Law Nolte, Ph. D.

 

CHILDREN LEARN WHAT THEY LIVE
Dorothy Law Nolte

If a child lives with criticism,
he learns to condemn.
If a child lives with hostility,
he learns to fight.
If a child lives with fear,
he learns to be apprehensive.
If a child lives with pity,
he learns to feel sorry for himself.
If a child lives with ridicule,
he learns to be shy.
If a child lives with jealousy,
he learns what envy is.
If a child lives with shame,
he learns to feel guilty.
If a child lives with encouragement,
he learns to be confident.
If a child lives with tolerance,
he learns to be patient.
If a child lives with praise,
he learns to be appreciative.
If a child lives with acceptance,
he learns to love.
If a child lives with approval,
he learns to like himself.
If a child lives with recognition,
he learns that it is good to have a goal.
If a child lives with sharing,
he learns about generosity.
If a child lives with honesty and fairness,
he learns what truth and justice are.
If a child lives with security,
he learns to have faith in himself and in those about him.
If a child lives with friendliness,
he learns that the world is a nice place in which to live.
If you live with serenity,
your child will live with peace of mind.
With what is your child living?