5-minute music videos: ‘One Love’ ‘Ripples,’ dances around the world as THE demanded economic & political context

“We’re gonna’ trip the light, we’re gonna’ break the night.

And we’ll see with new eyes when we trip the light.

Remember we’re lost together, remember we’re the same.

We hold the burning rhythm in our hearts. We hold the flame.”

Trip the Light from Matt’s dance video (Garry Schyman, sung by Alicia Lemke)

Playing for change contributes to the human challenge to inspire, connect, and bring peace to the world. “Where the hell is Matt” Harding resonates a similar contribution.

In observation we all make, it seems 95%+ of humans want a world these videos artistically communicate: love, cooperation, and genuine progress:

Economics is the study of creating and managing money, goods, and services. OBVIOUSLY, economics is a powerful tool for realizing Earth’s optimal future because funding our needs and creativity is central for the freedom to love, work/play together, and move forward.

Politics/government is the study of managing people. OBVIOUSLY, politics is central for what we collectively do (policy) to successfully manage ourselves for optimum fulfillment in the art and science of being human (social science).

In the hearts, minds and actions of the 95%+ of humans we observe, there is growing demand that love drive the work of economics and government:

Humanity awakens that apparently for nearly all recorded history we’ve lived an Emperor’s New Clothes existence of naked facts proving unloving economics and politics of empire, and yet largely unrecognized by “official” lies.

Leading voices of the Roman empire documented this tragic-comic condition in voices as clear and strong as imaginable:

“To those who had easily endured toils, dangers, and doubtful and difficult circumstances, ease and wealth, the objects of desire to others, became a burden and a trouble. At first the love of money, and then that of power, began to prevail, and these became, as it were, the sources of every evil. For avarice subverted honesty, integrity, and other honorable principles, and, in their stead, inculcated pride, inhumanity, contempt of religion, and general venality. Ambition prompted many to become deceitful; to keep one thing concealed in the breast, and another ready on the tongue; to estimate friendships and enmities, not by their worth, but according to interest; and to carry rather a specious countenance than an honest heart. These vices at first advanced but slowly, and were sometimes restrained by correction; but afterwards, when their infection had spread like a pestilence, the state was entirely changed, and the government, from being the most equitable and praiseworthy, became rapacious and insupportable.” – Contemporary to Julius Caesar, the Roman historian and government insider Sallust, from Conspiracy of Catiline, The Argument

In Agricola’s campaign as military and political leader of Roman Britain to expand the empire to modern Scotland from 78 – 84 AD, Tacitus recorded a speech he attributes to Scottish rebel-leader, Calgacus, to voice how those of virtue characterized Roman empire under corrupt emperors:

“It is no use trying to escape their arrogance by submission or good behavior. Robbers of the world, having by universal plunder exhausted the land, their drive is greed. If the enemy be rich, they are rapacious; if poor, they lust for domination. Neither rule of the East nor West can satisfy them. Alone among men, they crave with equal eagerness poverty and riches. To plunder, slaughter, seize with false pretenses, they give the lying name ‘empire.’ And where nothing remains but a desert, they call that ‘peace.’ ” – Tacitus, The Agricola and the Germania (analyses here, here)

Leading Americans in the Founding Generation warned us all, again in the clearest and strongest voices imaginable, that We the People must embrace the lessons of history to avoid the tragic-comedy of tyrants overcoming freedom from Emperor’s New Clothes propaganda; the very same type of propaganda Americans rejected from their government to create the United States:

“Let us remember that ‘if we suffer tamely a lawless attack upon our liberty, we encourage it, and involve others in our doom.’ It is a very serious consideration, which should deeply impress our minds, that millions yet unborn may be the miserable sharers of the event.” – Samuel Adams, Essay, written under the pseudonym “Candidus,” in The Boston Gazette (14 October 1771).

On September 18, 1787, just after signing the US Constitution, Benjamin Franklin met with members of the press. He was asked what kind of government America would have. Franklin: “A republic, if you can keep it.” In his speech to the Constitutional Convention, Franklin admonished: “This [U.S. Constitution] is likely to be administered for a course of years and then end in despotism… when the people shall become so corrupted as to need despotic government, being incapable of any other.”  – The Quotable Founding Fathers, pg. 39.

“All obstructions to the execution of the laws, all combinations and associations, under whatever plausible character, with the real design to direct, control, counteract, or awe the regular deliberation and action of the constituted authorities, are destructive of this fundamental principle [liberty], and of fatal tendency. … However combinations or associations of the above description may now and then answer popular ends, they are likely, in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion…” – George Washington in his Farewell Address, an open letter to the American public published on September 19, 1796.

The world of today proves the dangers all California Social Science teachers are admonished to teach our children:

“As educators in the field of history–social science, we want our students to perceive the complexity of social, economic, and political problems. We want them to have the ability to differentiate between what is important and what is unimportant. We want them to know their rights and responsibilities as American citizens. We want them to understand the meaning of the Constitution as a social contract that defines our democratic government and guarantees our individual rights. We want them to respect the right of others to differ with them. We want them to take an active role as citizens and to know how to work for change in a democratic society. We want them to understand the value, the importance, and the fragility of democratic institutions. We want them to realize that only a small fraction of the world’s population (now or in the past) has been fortunate enough to live under a democratic form of government, and we want them to understand the conditions that encourage democracy to prosper. We want them to develop a keen sense of ethics and citizenship. And we want them to care deeply about the quality of life in their community, their nation, and their world.”

In our world of the present, you the reader are challenged to apply your basic high school-level of education to recognize what you already learned, already honor, and any child can see with Emperor’s New Clothes ease:

I could go on to literally ~100 areas of crucial concern.

Accelerating technology can and should provide economics and government for:

  • more personal freedom from labor,
  • more beauty in infrastructure and nature,
  • greater joy in our freedom to create and explore our beautiful, powerful, and diverse virtues (something like “resource-based economics” as researched by The Venus Project).

Please understand that I represent likely hundreds of thousands of professionals making factual claims with objective evidence anyone with a high school-level of education can verify. For example, the June 2015 Seizing an Alternative conference (and here, videos here) at the Claremont Colleges had hundreds of professionals presenting data and solutions in over 80 areas of speciality. My paper and videos for this conference is here.

The purpose of education since the “Age of Enlightenment” is to present facts for public verification, and to seize the victory of refuting lies by would-be dictators, especially when such lies are obvious and of crucial public importance.

The path forward as we build a critical mass of humans recognizing the Emperor’s New Clothes truth is to demand arrests and solutions, obviously:

  1. ARRESTS: the first responsible action upon recognizing massive crimes that annually kill millions, harm billions, and loot trillions is to demand that law enforcement and military enact arrests of criminal leaders to stop the crimes and begin unwinding the truth of what happened in Earth’s tragic-comedy (four-part article series with videos on arrests as the obvious citizen response).
  2. SOLUTIONS: the .01% with corporate media have suppressed solutions documented beginning with Benjamin Franklin how government can abundantly operate without taxes: monetary and credit reform allow the public to have near-instant prosperity: full-employment, zero public deficits and debt, the best infrastructure we can imagine, falling prices, and release of public TRILLIONS held in “rainy day” accounts. Full documentation here.

Love, cooperation, and an unleashed humanity are only possible AFTER the current empire is recognized and retired to history.

Honor all Earth’s inhabitants, your family (past, present, and future), and sacred Self with your full self-expression as only you can in unique power and beauty:


Note: I make all factual assertions as a National Board Certified Teacher of US Government, Economics, and History, with all economics factual claims receiving zero refutation since I began writing in 2008 among Advanced Placement Macroeconomics teachers on our discussion board, public audiences of these articles, and international conferences. I invite readers to empower their civic voices with the strongest comprehensive facts most important to building a brighter future. I challenge professionals, academics, and citizens to add their voices for the benefit of all Earth’s inhabitants.


Carl Herman is a National Board Certified Teacher of US Government, Economics, and History; also credentialed in Mathematics. He worked with both US political parties over 18 years and two UN Summits with the citizen’s lobby, RESULTS, for US domestic and foreign policy to end poverty. He can be reached at Carl_Herman@post.harvard.edu

Note: Examiner.com has blocked public access to my articles on their site (and from other whistleblowers), so some links in my previous work are blocked. If you’d like to search for those articles other sites may have republished, use words from the article title within the blocked link. Or, go to http://archive.org/web/, paste the expired link into the box, click “Browse history,” then click onto the screenshots of that page for each time it was screen-shot and uploaded to webarchive. I’ll update as “hobby time” allows; including my earliest work from 2009 to 2011 (blocked author pages: here, here).


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  • Here is our sign! Get the ‘411’ from the #1 on top of the Government Indoctrination Centers!

    Mar 10, 2014 In this video Luke Rudkowski speaks with Department of Education whistleblower Charlette Iserbyt about the deliberate dumbing down of America.

    The former US Department of Education Senior Policy Advisor suggests that the our educational system is not based upon children learning. Is the Carnegie foundation instrumental in developing a socialist-collectivist style educational system that is detrimental to our youth? Are the elites impacting the development of the general population through our school systems?


    This single chart demonstrates the ineffectiveness of federal education spending as measured by student test scores; that chart is available here:


  • diogenes

    Thanks for soul medicine, Carl Herman. Rock on!

  • Libertybelle

    There are more deaths now because there are more people than ever. To know the truth we would have to compare RATE, not only numbers.

    People cause much of this problem themselves. They continue to make bad choices (big families with out a means to care for them). It is foolish to blame wealthy people for the ignorant choices the poor make in having children they cannot care for. The wealthy are not responsible for the bad choices of these fecund ignorant populations, who, if we gave them all the trillions the greedy left wingers are green with envious of, would wind up back a square one. Why? Because money will not change their culture of bad choices.

    I suppose the envious and greedy folks on the left who are always harping about the money the rich have will be happy when no has it because these ignorant cultures who do not pursue wisdom in the first place are not going to change after they have been given the money the wealthy have.

    They will end up poor again.

    • Carl_Herman

      You blame the victims while failing to address the facts of empire, so-called “Libertybelle.”

      You justify 20,000 dead children daily with either intentional malice or a prime example of cognitive dissonance.

      Choose carefully what you think, say, and support with your actions: you have the liberty of having exactly what you work for.

      • Libertybelle

        Victims? Prove who victimized them. You cannot.

        • Carl_Herman

          Thank you for speaking-up: you show much of what ordinary people must command. In this case, you ignored the documentation in the article, and now ignored my admonition in the previous comment that you failed to address the documented facts of empire.

          So, I’ve already provided my explanation with documentation. You have the argument of proof already. This means the ball is in your court to refute that argument by honestly understanding and responding to that documentation.

          If you’re honest, that’s what you’ll do.

          If you’re a shill, you will distract others from your burden of proof. If you suffer from cognitive dissonance, you will distract yourself from your burden of proof.

          • Libertybelle

            It is love that is the problem, and not the red herring called “empire”.
            And that love is the love of money.

            Lefties love money so much that they hate the rich for possessing it.

            Because they want it.

          • Carl_Herman

            Thanks for clarifying your view that it’s the poor’s fault for the world’s condition because they love money and do not pursue the wisdom to have it.

            Readers can choose which explanation makes more sense; that which is documented in this article, or what you express.

          • Libertybelle

            Re: love of money.

            I wasn’t referring to the poor loving money, I was referring to the Marixsts. They lust after it while they condemn it. They lust after rich people’s money. Tale Castro, for example. At least the rich are not that hypocritcal. They like money and say so. The Marxists pretend to hate money but really love it especially of they did not earn it and stole it from a rich person.