(A transcript of Podcast 70 from www.freedomainradio.com. The original podcast is available here: http://www.freedomainradio.com/Traffic_Jams/how_to_control_a_human_soul.mp3)
Good afternoon everybody. It is Wednesday, at about 4:27 on January the 25th. I hope you’re doing well. We are going to chat about a most exciting topic today. Not there all not exciting, but this one in particular is juicy to the point almost of being overbearing to one’s intellectual taste buds, to mix metaphors so much that I might as well put my brain on frappe.
So, the topic that I’d like to chat about today is the question of exercising power. How do you exercise power over another human being? How do you corrupt them? How do you take his natural integrity, intelligence, and all the wonder that is the human mind, and turn it against itself and get it to eat itself and get it to be sort of a snake consuming its own tail? How do you wrap people up in neuroses, and how do you make them obedient? How to get them to subjugate themselves to your will without you even having to lift a finger, barely even an eyebrow? And the reason that I want to talk about this is that I’m very interested in starting a cult. No, actually, I think you’ve got to know the weapons of your enemies if you’re going to successfully oppose them. You need to know what they are doing so that you can unravel the damage that historically we’ve all had done to us in this rather messy culture that we live in, so that we can not only begin to reverse the effects of this kind of power structure within our own minds and hearts and souls, but also so that we can help other people unravel the mess that they have become.
I view certain damages that are done early to the mind in life as pretty irrevocable. The mind is not so plastic that you could, say, for instance, be locked in a cupboard for your first twenty years and up as a normal human being. You do experience some particular phases in your brain development which are pretty central and may or may not be reversible, and generally the earlier the experiences the less reversible they are.
Thus I am not saying that we can lickety-split fix ourselves up and be right as rain, but we can at least learn to strengthen where we are weakest. There is always adaptability within the human mind, as we know from seeing people who have terrible brain injuries who find other ways of adapting. So I think that it is well worth having a look at the methodology by which one twists the human mind so that we can to some degree allow ourselves or invite ourselves to become untwisted – which is quite a bit of work, let me tell you! But it is entirely satisfying in its conclusion.
I myself make no claims to be perfectly sane by any stretch of the imagination. I suffered, in a sense, my own intellectual “foot binding” just like everybody else, but what I have done is explored the aches and creaks of my mental joints, to the point where I think I have a pretty good idea or fairly good idea of how a straightening out could occur and what it might look like.
So, let’s start at the very beginning, which is: how do you get people, how do you get children, to detach themselves from two basic things: sensual evidence and simple facts? It really is amazing, when you think about it, how power structures work to do this, and the fantastic success that they have in this area.
So: how do you get children to ignore the evidence of their senses, the evidence of the senses transmitted through the autonomous nerve system which is absolutely outside of our control? We can choose to open our eyes or close them, but we can’t choose, if we open our eyes, not to see – I mean other than pulling a King Lear or, I guess, a Gloucester, gouging out eyes.
We don’t have any control over the actions of our autonomous nerve system in the perception and transmission of external, material reality, or in providing the evidence of external, material reality. So it would seem fairly hard to get children, who love to explore the world, and curl and uncurl their limbs, and figure out object constancy, and figure out how the world works, and so on to stop processing reality. It’s just what children love to do – that’s what a lot of logic games are all about. That’s what a lot of physical games, sports and so on, are all about – exploring the world, controlling one’s body, controlling one’s mind, focusing, and becoming disciplined in a sort of happy way towards the exercise of one’s creative and intellectual powers.
This is a perfectly natural development for children, so how on earth is it so possible and seems so easy to twist children into these obedient neurotic slaves to power, which so many of us end up becoming to one degree or another – not just slaves to power, but infected with this wild Stockholm Syndrome, wherein people end up loving the state? They love religion! They love God! They love all this stuff! It’s more than just, “Well, you know, I was raised this way, and so I guess this is what is considered normal, and what do I know?” I mean, people will go out and have banner-waving, cheering, standing ovations, mad stampede crowd lunacy for the president or for the Pope or for leaders or members of the cultural elite or the political elite or even the economic elite to some degree.
I mean, they are not just hammered down. They are hammered down, reforged, reshaped, recharged, reenergized, and reformed as people who love slavery to the point where they think slavery is freedom! I mean, we live in a 1984 universe, intellectually, and the only reason we don’t live in a 1984 universe physically is because there’s some leftover still from the Enlightenment and from capitalism is which have managed to keep us going to some degree, in a diminishing kind of way. But intellectually, we’re are just… It’s “Spanish Inquisition time” as far as people’s ability to reason goes.
So how is it possible that human beings who are so constructed to love freedom, to love the exercise of ability, to love rationality, to automatically transmit or receive the evidence of the senses, how is it that human beings are so turned against all of this as children?
Well, the first thing that you need to do in order to begin the process of destroying a child’s mind is you to set up categories, empty categories, which are moral absolutes. I know, it’s not exactly in the kindergarten book, but trust me – well don’t trust me, let me reason it out and see if you believe me. This is how it works: You, with great reverence – as the corrupting teacher, or parent, or person with authority – with great reverence, you vividly describe and are enormously passionate about things which the child cannot see.
Of course the first example of this that leaps to mind for most people is God, but that’s just one aspect of these crazy kaleidoscopes of fantasy that children’s brains are squeezed into and cut up on. So, of course, God - people all say: “Let’s have grace, let’s pray, let’s worship.” Of course, Santa Claus is just one thin edge of the wedge in all of this.
So first you speak with enormous reverence and passion about things which the child cannot see. And the child, of course, is baffled. You are playing enormously on the power that you hold over the child – I mean, you hold the power of life and death over this child, there’s simply no way to get around that. That is just the nature of biology: children will cleave to the wishes of their parents above all else, because without the parents there’s no survival, and so, biologically, those children who fought the moral absolutes or commandments of their parents just tended to die off. Parents have absolutely no problem sacrificing children to abstract moral ideals, as we see throughout the history of the world in terms of wars and religious torture and even beatings.
That child is going to inevitably cleave to the will of the parent – and so what you do, if you use are this evil, corrupting parent, is that you will – wild-eyed, or calmly, or passionately, but with some kind of reverence – talk about things that aren’t there, as if it’s perfectly natural, that you would talk about these things that don’t exist.
You basically say that there’s an invisible apple on the table – and this would be your basic approach to wrecking a child’s mind very early on in life.
The child knows apples, and he knows oranges, and he’s getting the hang of that stuff. So he’s maybe two years old, two-and-a-half years old – maybe if he’s bright eighteen months – so he’s getting the hang of material reality, and how to describe things, and categorize things, and understand them.
So what you do, to start to undermine the child’s sense of competency in the physical realm, in the realm of the senses, is you all sit down to dinner – and there is nothing on the table.
Then you, with great solemnity, reach over and pick up an “invisible apple.” You pick up this invisible apple, along with the whole family, and with great solemnity you all take a bite out of this invisible apple, and you say, “That is the best apple I have ever tasted in my life. It tastes like all the sugar and chocolate and glucose and fructose and caramel you can dream of all piled together. It’s a mouth orgasm that I just can’t even speak about!”
And everybody agrees. This is “The Emperor’s New Clothes syndrome.”
Everybody agrees, and then everybody mimes, and so on.
The child, of course, is completely bewildered – let’s say is the youngest child. The youngest child is just completely baffled – he can’t for the life of him understand what on earth is going on. Everything has kind of made sense so far. Every sort of concept or abstraction that he are building on based on the evidence of his senses kind of makes sense.
In the beginning, when you’re playing with a little baby, you roll a ball that they can see. You roll it under a blanket and they just lose interest, because they think it’s ceased to exist. At some point – a couple of months, six months, seven months, eight months – they begin to develop object constancy, where they go, “Ahah! The ball that has rolled under the blanket has not ceased to exist, it is simply under the blanket!” And then they pull the blanket off the ball and continue to play with it, if that’s what they want.
Every abstraction that the child has built up on – that letters mean things on the page that mean objects that are transmitted through the senses, and there’s a correlation between concepts and instances – all of the amazing and fantastic developments of neuron complexity and brain complexity that is going on in a child’s mind for the first couple of years – it all sort of comes to complete shuddering halt during this imaginary fruit eating dinner table conversation, because everything that he’s eaten before has substance, and tastes, and he can see it, and everybody else can see it, and now the whole family, everybody around the table is “eating” something and he can’t see it.
So then you think, as a child, “Well, maybe everyone else can see it!” So you reach out to where everybody seems to be taking the fruit from, and you can’t feel anything! Well what you gonna do? I mean, it’s a bizarre and deranged situation!
There was a play that was put on in the 1930s, I think it was – “Gaslight” – where a man was trying to drive his wife insane, so he just rearranged things within the house. He would put a picture up and they would all comment on how lovely the picture was, and then he’d take the picture down off and she would then say, “Well, where did the picture go?” And he’d say, “What picture?” And she’d say, “Well, the picture we were talking about.” And he’d say, “Well, we were never talking about a picture, what you mean?” He would be completely baffled, and he’d continue to do this over and over again and, of course, completely messing with her sense of reality.
This kind of behaviour at the dinner table is just so astoundingly corrupting and destructive of the child’s mind.
The child’s first reaction is horror and fear, because one of two things is occurring. Either he’s lost the ability to process essential sensual information – which, to living organism, is a death sentence – and a murderously horrible death sentence, because it’s going to be a slow, horrible death. You either can’t figure out what to eat, or you try to eat a pinecone or you can’t hear the lion coming, or you try to drink water and it turns out to be blood or urine, and it just becomes a horrible death sentence if you lose the ability to process essential sensual information - that’s just a terrible thing to happen! There’s almost no worse fate to an organism other than simply a quick death.
So, either the child has lost the ability to process sensual information, or the child has the ability to process essential information and his entire family is lying to him about a very essential fact.
Those are two absolutely, unbelievably terrible options for a child, a young child, to face. “Either I’ve lost the ability for my brain to work effectively with reality, and therefore I’m going to face a life of incredible struggle, danger, and death, and it’s going to be very short life at that, too. Either that has happened, or my family is lying to me in such a fundamentally destructive way that I would actually prefer it if they just beat me across the head with a stick!”
At least you feel that, it doesn’t interfere with your ability to process reality, it doesn’t make you doubt your senses, it doesn’t make you believe in things that aren’t true, it’s just like, “Ow, that hurts,” and you take cover or go for shelter or whatever, but this is much worse! This is worse than a direct assault on the body – which at least reaffirms the evidence of the senses in a brutal kind of manner. This is a direct assault on one’s capacity to trust one’s own senses and one’s own mind to perceive reality!
We can’t survive without a successful or accurate perception of reality at the material level. So it’s a death sentence that the family is passing upon this young mind that is opening to all the wonders of the physical world when they are miming and saying, “Mmmm, that tastes wonderful,” and everyone’s pretending that that they’re eating, and if they’re not eating and they’re lying, it’s unbelievably destructive! It’s the worst kind of abuse, to tell a child that his entire brain has ceased to function correctly!
So the child is placed in an absolutely impossible situation – and if you want to look at the foundation of all the corruption of power that exists within the material world, within human society – everything from a cop pulling you over when you’re going 1km an hour over the speed limit and giving you a big fine because he’s got to meet his quota, all the way to the deaths of millions in the gulags – you can trace it right back, all the way back, to this one core central moment, when the child is faced with people he has to trust, creating a situation where he either has to hate them for their direct assault upon his capacity to understand the world and to live within it – because they’re lying to him – or he has to look within himself and say that he is insane and deranged, and reality no longer makes any sense, and that as an organism he is not going to survive.
Every single aspect of human corruption, and human evil, and human madness, and human hatred, and human fear that is existential in nature, goes directly back to this fork in the road that every child faces when he are in a society, when he is in a family that pretends to believe in things that are not sensual, not rational, not provable, not logical, not true.
Even more horribly, the child also recognizes that his parents and his siblings have no problem doing this to him! How is this going to affect his capacity to love them, and to love himself, and to love the world, and to love the society he’s in if people are perfectly willing to do this to him. In fact, they want to do it to him! They’re not even being forced to it, they’re not even indifferent. It’s a staged show, because every human being that comes into society who is not insane by nature is capable of blowing this nonsensical, irrational, crazy scheme right out of the water, and thus must be inoculated against empirical reality, truth and reason, from the very beginning. Everybody recognizes the risk that is involved in this, and everybody recognizes the danger of somebody breaking through this sick ice and actually finding out the truth about the nonsense that people call truth and reality, socially. So every child goes