“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.”
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:
- ongoing intentional poverty that kills ~20,000 children world-wide in gruesome slow-motion daily, with a total human death toll of ~1,000,000 every month. The total deaths from poverty in the last 15 years is conservatively greater than from all wars, revolutions, murders, accidents, and suicides in the 20th century. In the past 20 years, the total deaths from poverty probably eclipse all the above categories of death in all known human history. This is ongoing Crimes against Humanity ($1 to $3 trillion over ten years would end poverty while reducing population growth rates),
- a .01% oligarch class that “legally” hide $20 to $30 trillion in offshore tax havens; ten to thirty times the amount to end global poverty forever,
- unlawful and lie-began wars against invisible “enemies,”
- fundamental fraud to create what we use for money as debt with mechanics of adding negative numbers forever leading to today’s tragic-comic total debt that can only get worse with these mechanics,
- decaying infrastructure from deferred maintenance that the current mechanics will never address,
- real unemployment near 25% with most families demanding both parents work longer and longer hours,
- real inflation well above official reports,
- US poverty of 20% among children,
- 72% of California students in schools with over half the children classified as “socio-economically disadvantaged,”
- a rigged-casino economy designed for “peak inequality,”
- “too big to fail” banks demand public subsidies (so-called “bailouts”) while gambling with over $200 TRILLION in derivatives,
- these “too big to fail/jail” banks deriving most of their income from subsidies and apparent market manipulations,
- daily and never-ending Orwellian criminal-complicit lies of corporate media.
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:
- 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).
- 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).