June 11, 2024 • 38 mins
https://forbiddenknowledge.org/
Unlock the secrets of the Trivium Method and discover how it can transform your life! Join me, Nathaniel Heutmaker, as we explore an ancient methodology that once terrified the Roman establishment under Julius Caesar. Learn why understanding critical thinking and self-determination is essential for living a confident and authentic life. This episode promises to show you the importance of how to distinguish your own thoughts from those imposed by others, providing you with a structured approach to processing information and overcoming confusion, low self-esteem, and anxiety.
Ever wondered why the one-room schoolhouse was so effective at fostering independent thinking and self-sufficiency? We’ll reflect on historical educational methods and lament their absence in today’s curricula. We’ll also examine the evolution of the education system from Prussia to its current form, revealing how it has created a workforce with homogeneous skill sets, contributing to widespread anxiety and fear. This system was taught explicitly to make sure that we churn out the same types of people, thus making sure that humanity fundamentally remains the same in its systems that it develops for society and its character.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
This is what tyrants are afraid of, like Julius
Caesar, with the slaves comingabout.
If one is able to think thingsthrough, if one is able to come
up with solutions in order tofree themselves from slavery and
then to go help their otherbrothers and sisters who are
also slaves and then make it so,that way those people start
freeing other people with it andcompletely change the
(00:24):
established order that there wasfor Rome.
That would be a huge problemfor someone like Caesar.
Thank you.
(01:24):
Hello and welcome back to theForbidden Knowledge podcast.
My name is Nathaniel Hoitmacherand I will be your host Today.
We will be continuing on withthe Trivium Method, aka how to
think instead of what to think.
But before we go into that, I'dlike to remind everybody that
(01:45):
they need to go in order interms of the episodes, starting
with episode one at a minimum,preferably episode zero.
That explains how the podcastworks, why I'm doing it the way
that I'm doing it, and to justgive general insight into what
to expect from the podcast as awhole.
Each episode builds uponprevious episodes and you will
(02:08):
need to have the prerequisiteknowledge in order to understand
everything that is being talkedabout.
If you do not have this done,then you may not understand
everything that's being talkedabout in the podcast and you may
not make it so.
That way, you are able to fullycomprehend and get the most out
of each episode.
So I encourage everyone to goback to earlier episodes on
(02:32):
purpose, because they are notself-contained usually.
They are usually part of anoverarching theme for each
season and each season needs tomake it so.
That way you watch in order,just like you would listen in
order, excuse me.
Just like you would watch a tvshow or whatever, and make sure
(02:52):
that you go in the order of thechapters of, like a book or
something like that, because ifyou go out of order, it may not
make any sense to you.
You might miss somethingimportant that might change your
understanding of what I'mtalking about.
So, with that in mind, we willcontinue on with this episode,
which is episode eight, seasonone.
(03:17):
In the previous episode we weretalking about the trivia method
and I had gone over some of thebasics of how it works and why
it works the way that it doesand whatnot, and one of the most
important things and mostimportant aspects that I had
brought up was the power thatJulius Caesar and one of his
generals, who had taught a slavehow to think and using the same
(03:49):
method and basically whatJulius Caesar was so appalled
when he had learned that thiswas the case with it.
He is reported as having saidthat if you teach this to them
meaning the slaves they won'twant to be slaves anymore and we
won't be able to have ournatural order the way that we
have it.
I'm paraphrasing here, but inother words, he was saying that
(04:12):
this particular methodology hasthe power.
To make it so that way peopledon't have to be ruled over
other people, and make it sothat way they can choose freedom
instead, and make it so thatway they can choose freedom
instead.
This is, according to you know,someone who was actually in
power and actually understoodthe dynamics of power far better
than I ever will in terms ofexperiencing it directly,
(04:36):
because I'm not someone who isin power, nor do I want to hold
an office in which I am thedictator of everything that goes
on in the empire.
That sounds rather well bad tome personally, for reasons that
we'll go into later on as theepisodes continue down the road,
(04:57):
and so I'm going to be talkingabout other benefits that are a
part of this and why Caesar saidwhat he said in this episode,
to really hit home into theimportance of what is going on
on this particular thing of theTrivium Method and how it works
and why it works and what it cando for you as an individual,
(05:22):
rather than give examples of youknow know various different
ways that it can be used, whichwe will go into in the next
episode, and then afterwardswe'll probably stop with the
trivia method and move on to thenext topic that I have.
We'll just make it so that wayyou get a three-part mini
(05:43):
seriesseries on it, because,quite frankly, this could be a
topic that people study, youknow, for a year on their own
before they truly master it tothe level that perhaps should be
mastered.
So with that in mind, I willcontinue on with the next
segment of this, which has to dowith the benefits of the
Trivium Method.
(06:04):
Segment of this which has to dowith the benefits of the
Trivium Method.
One of the benefits of theTrivium Method is the fact that
we can basically learn anysubject that we want once we
fully understand the basics ofit, and we won't need much help
from an outside tutor, counseloror facilitator, because we can
(06:24):
go and grab as many differentsources as we can on our own and
begin to really instructourselves on things.
So it gives one the confidencein order to make it so.
That way we can learn anythingthat we want to learn, that we
have an interest and passionabout, because the method in
(06:46):
which one does things forlearning is the same for every
other subject.
It's a process that helps withevery type of subject that there
is, it's not just for oneparticular school of thought.
It is just how we as a speciesthink as a whole.
Not only that, it's how we'vetrained our computer AI to think
(07:08):
as a whole.
Now there's different rule setsthat they use than we do, but
the general process is the same,which has to do with inputting
information, the computer'sprocessing that information and
then giving the output ofwhatever it is that it was based
upon, the information that wasput in and its ability to
process the information that itwas handled.
It's the same thing for us.
(07:28):
This is how everything thinks,period, so far as we know in the
universe thus far.
And so, um, once we learn how togather the data properly, as is
taught by the Trivium method,then we learn how to process it.
We'll be able to do this on ourown.
(07:49):
We won't need somebody to teachus anything.
It gives us a way forward tomake that happen, which has
previously been held back byother instructors, of how to do
things with it, making some ofit.
We need to rely upon them.
That doesn't mean you can'thave a mentor in the field or
that you won't want one.
(08:09):
It just means that youpotentially won't need one
anymore, especially as you getbetter at using the trivia
method as time goes on.
So, of course, subject matterscan range into anything.
It could be the physics, itcould be anything.
It could be you know thephysics, it could be chemistry,
it could be history, it could beany particular thing that goes
on with it.
It makes no difference what thefield is, or historical and
(08:32):
literary analysis.
None of this makes anydifference whatsoever in terms
of what the field is, becausethey all use the same process in
terms of things with it.
In other words, this islearning, how we as a species
(08:53):
learn, and this allows one tocritically and creatively think
for oneself, and this sums upthe process, in short.
So the first step is to thinkingsystematically, is learning the
elements of a proposition or asubject in order to critically
define a problem or anopportunity, and, of course,
(09:15):
this is done in the first twostages.
This is done in the stage ofgrammar, which is where you
gather all the information, andthen you move on to the logic
stages, which is where youprocess the information that is
available to you and do the bestthat you can in order to sift
out any contradictions thatthere are, which, of course,
makes it so that we have to behonest with oneself, as we
(09:38):
talked about before, meaningwhat your capabilities are, what
you are not capable of, andmake it so.
That way you align yourself tothe truth of reality, to the
best of your capability, whichis why you need the other steps
in the initiate's journey, as wetalked about before, in order
to help with this.
This is a filtration process,it is a process of making it so.
That way we keep purifying andrarefying everything that is
(10:02):
going on around us within ourmind and make sure that we are
as aligned to reality aspossible.
And the more that we arealigned to the facts that there
are of any given situation forwhat we do, and the better that
we are able to process thatinformation and make that happen
by being honest with ourselves,by sticking to the facts and
not moving into anything thathas not been proven factual in
(10:26):
any way, shape or form, the morelikely we are to get the
outcome that we so desire,individually or as a species as
a whole.
And so this is why we need to gothrough these particular stages
, and once these stages aredefined, we use our creative
thought capacity to solve theproblem or find ways to take
(10:46):
advantage of the opportunity,and this is the how-to step, the
rhetorical step, of the processthat accomplishes this
particular task.
So this is how you can move it.
Use it.
Excuse me going forward bymaking it so that way.
Use it, excuse me going forwardby making it so.
That way, you understand thevarious different steps that are
(11:07):
required in any particularproblem that needs to be solved,
which is, you need to gatherthe data on the problem.
Some problems are easy theyneed to be solved, you don't
need to have to think much aboutit.
Other ones require lots ofthoughts and multiple steps in
order to solve them, and youhave to be able to do all of
them, or know how to do all ofthem.
And so this is where you gothrough the process of making
sure that everything is in orderand that you understand what
(11:29):
needs to be done, and using yourown creative abilities, your
own subjective abilities thateach one of us has, that are
unique to us, and make it sothat way, we solve the problem
that is before us and make thebest out of any situation that
there is possible.
So this is one of the majorbenefits that comes along with
(11:50):
this is the capability ofknowing how to do this with
virtually any topic that thereis in existence.
To me, and beyond this, the mostimportant aspect of learning
how to think, rather than whatto think, is the fact that it
(12:11):
makes it so.
That way you become afirst-hand thinker, versus being
a second-hand thinker.
If you follow the trivia methodsteps in order and do it
properly, because it makes it so, it so you are independent
rather than a dependent thinker.
So an independent thinker issomeone who can rely on their
own organized thoughts, and thismakes it so.
(12:32):
That way, they are capable ofunderstanding any subject on
their own and do not need tolisten to so-called various
authorities and the opinionsthat they hold on any particular
subject matter.
They become someone who is ableto make it so.
That way, they are able tothink for themselves and come to
(12:52):
conclusions on their own, andwe don't know whether these
so-called authorities have ourbest interest at heart or not.
There are plenty of people,unfortunately, that are
unscrupulous out there, thatdon't have good intentions for
people.
Some people might be benign,others will be despotic.
Maybe this will come frompeople in the workplace, it will
(13:13):
come from your schools, it'llcome from other professionals,
advertisements, politicians,whoever, it doesn't make any
difference.
But the point is, this is a wayof also figuring out what your
own thoughts are on a subject,rather than making it so.
That way, you have a bunch ofthoughts that have been put
there by other people that youdon't fully understand and you
(13:33):
don't know whether they are yourown thoughts or not.
Need this in order to make itso.
That way you can actually goand live your best life.
If you are incapable of knowingwhether a thought is yours or if
it's been handed to you bysomebody else even somebody
that's well-meaning it could bea parent, or it could be a
(13:57):
friend who's trying to honestlyhelp you out but if you can't
distinguish between what yourthoughts are on something and
what somebody else's thoughtsare on something, and they hand
you a thought that is notbeneficial to you, even if
they're well-meaning, it cancompletely make it so.
(14:17):
That way you go off in adifferent direction for your
life than you would have done soif you had thought through for
yourself, and this is why it isso important to make sure that
we are capable of thinking forourselves, to make it so.
That way we are not ruled bypeople who don't have our best
(14:41):
intentions at heart, who give ustheir thoughts in order to rule
over us or to make it so.
That way people who arewell-meaning don't give us
thoughts that are not somethingthat's beneficial to us, and
that we're able to distinguishbetween our own thoughts and
somebody else's thoughts andparse out what we want to do,
(15:02):
rather than make it so that way.
We are not capable of doingthat and therefore have to guess
for what it is, and so if youare someone who is dependent
upon the thoughts of otherpeople, well, you're going to
develop low self-esteem.
Of course you're going to haveanxiety about the world.
You're going to develop lowself-esteem.
(15:23):
Of course You're going to haveanxiety about the world.
You're going to have all theseother problems that pop up for
yourself because you don't knowwhat's real, you don't know
what's not real, and that kindof thing.
In fact, this is what mostpeople get wrong about.
Another term that has to do withconfidence.
Confidence is not an emotion,it is a state of being.
(15:48):
It is a state of being whereyou don't have any confusion
about what you are doing.
You do not have any negative,afflictive emotions that get in
the way, such as worry, such asdoubt, such as anxiety, any of
these other things.
It's a lack, it's a state of alack of those things to make it
so you have clarity on whatneeds to be done with it.
(16:10):
Well, how do you think you getsuch clarity?
By being able to think thingsthrough and knowing what to do,
and knowing what's real andwhat's not real, and being able
to move forward with that.
That's what happens there.
But if you are unable to thinkfor yourself and are reliant
upon secondhand thinking thathas been handed to you, well
(16:32):
then you're at the whims ofwhatever has been handed to you,
and it makes it so that way, ifthere's nothing in your arsenal
that knows how to deal withthis particular situation, you
can't think through what needsto be done and therefore you
have these feelings ofhelplessness.
You have these feelings of whatdo I do?
And confusion and all thatwhich makes it so.
(16:53):
That way you lose yourconfidence and make it so.
That way you don't have thehighest esteem of yourself, and
this is one of the majorproblems that most people in the
world have today is that theyhave so many various different
anxieties, fears and doubtsabout their future, and worries
(17:13):
about their future and what todo now and all that other stuff,
because they don't know theproper steps forward, and having
a process of how to deal withlife throws at them at least a
proper one.
So this, to me, is one of themost important aspects of the
(17:34):
Trivium Method is what it doesfor you on a personal level in
terms of helping you to make itso.
That way, a lot of theseturbulent emotions that pop up
in your life will be mitigated.
I'm not saying they'll go awaycompletely.
We are human beings.
We have other things that needto be taken care of for
ourselves in order to make thathappen, but this is something
(17:57):
that is extremely beneficial onthose steps, and so the other
thing is, of course, that youhave the five W's plus how in
order to do that.
Five W's being who, what, when,where and why.
When you're able to answerthese questions, and then you
can come up with the how ofthings.
(18:17):
With it, you'll be able tomanage things much more easily,
that you can also verify yourunderstanding and produce
objective results for thecontext of your surroundings.
One of the major other thingsthat happened is that when we
had the one-room schoolhouses atleast here in America I'm sure
(18:37):
there were in other placesaround the world, of course too
the students were taught by oneinstructor and the upperclassmen
helped teach the younger oneshow to do things as well, and
this made it so.
That way there was a method forbeing taught as well as
(18:58):
teaching others that went intothings, and the people got to
practice the Triv trivia methodinside of the school system in
and of itself and see thebenefits of doing so, and then
they got to make it so.
That way they could see wherethey were deficient and trying
to explain it to other peoplewho were below them grade-wise,
(19:20):
and it made it so.
That way people became muchmore critical thinkers, much
more creative, much moreself-sufficient individuals and
led to a serenity of mind thatis almost impossible, if not
actually impossible, to explainto someone who doesn't have the
(19:43):
capability of doing this, andit's really a tragedy that this
has been removed from ourcurriculum and that it makes it
so.
That way people don't have theself-assurance that they once
(20:03):
used to have and the competencethat it provides in things, to
have the ability toappropriately validate one's own
thinking as well as thethinking and doctrines of others
.
(20:25):
From this method of the oneschoolhouse and having everybody
in the same room together atdifferent grade levels.
That no longer exist when theywere called grammar schools.
Now we call them elementaryschools, and that's because they
don't use this method ofthinking anymore.
That was why they were calledgrammar schools, part of the
grammar that they learned tobegin with and understanding.
That's why it was called theclassical liberal arts that we
no longer teach.
So this is something that's ahuge drawback, unfortunately, in
(20:51):
our education system andsomething that is not good in
any way, shape or form.
And, of course, someone who hasthis ability to attract this
type of intellectual abundancein their lives, then it'll
naturally follow from it thatmaterial abundance will start to
come with it, and this will bedone in moderation, of course,
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not in excess, because we don'tneed to make it so that we have
a stupid amount of money inorder to survive and do things
with it and become parasitical,like certain groups are when
they have too much money, and itcorrupts them.
Another very important aspectof this is that once you become
a first-hand thinker, once youhave this method, once you are
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able to sift through things anddetermine the truth of matter
for yourself, it leads you tohaving a path of
self-determination.
This is what tyrants are afraidof, like Julius Caesar, with the
slaves coming about.
If one is able to think thingsthrough, if one is able to come
(21:55):
up with solutions in order tofree themselves from slavery and
then to go help their otherbrothers and sisters who are
also slaves.
And then make it that way,those people start freeing other
people with it and completelychange the established order
that there was for Rome.
That would be a huge problemfor someone like Caesar.
He doesn't want a populationthat can think for themselves,
(22:18):
because then they'll realizethat everything that's going on
in a tyrannical place such as itwas during that time period,
that it wouldn't make any sense,and so they would actively take
actions against such a regimeand such a tyrannical
institution that existed andmake it some way.
(22:40):
They try to craft a better lifefor themselves and for others,
and it would destroy the systemthat was already in place.
This is what he was afraid of.
He was afraid of the amount ofthinking that would be going on,
of the amount of capabilitythat would automatically
increase inside of it.
If you have a system wherepeople are dependent upon you,
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you hold power over them.
You are the one that gets todictate what happens to the
other person versus somebody whois able to choose for
themselves and have a path thatthey have carved out for
themselves.
You don't hold power over thattype of individual.
You don't make it so.
That way you can control them.
(23:24):
They go out and write their owndestiny and become a master of
it for themselves.
Destiny, and become a master ofit for themselves.
They make it so that way theycan determine their own future
to the best of theircapabilities and whatnot.
Well, they'll make mistakesalong the way, as is natural of
any human being, but the pointis is that they know how to
(23:45):
recover from their mistakes.
They know how to prevent manyof their mistakes.
They know how to make it so.
That way they can go and dowhatever needs to get done and
have a path forward forthemselves and use their
creative capacities and actuallybe creative and figure out what
is real and what is not real,rather than just handed to them.
(24:06):
This is the playbook we wantyou to follow by.
Don't go outside this playbook.
This is just the way things are.
Okay, got it Great.
Thank you for playing the game,so that way I can exploit you
further.
That's what happens.
It's a huge difference betweensecondhand thinking to where
you're at the behest of somebodyelse and what they want for you
(24:29):
, versus you being able to trulydecide what you want to do with
your life and having thecapacity to do so.
People wonder why the worldremains the same and rarely
changes and we churn out thesame types of people that we've
done before.
Well, that's because we have anoutcome-based education, aka we
(24:53):
want to create the same typesof people that we've already
done before.
This is done a long time ago bya group of people in Prussia,
and we have the Prussianeducation system and that's what
we have here in America, alsoknown as the outcome-based
education system, and it beganto be created in the late 19th
(25:14):
century and the whole point ofit was to make it so that way.
It was done in such a way tomake it so.
That way you can be onecogwheel in the machine and when
that cogwheel needed to bereplaced, they could just
replace it with another one realeasily.
This is because the depressionsystem was done in such a way
(25:36):
that it was highly militarizedat the time period and they
needed to make that happen fortheir system.
In order for it to work, youneed robots that just fulfill a
function, rather than making itso that we have a bunch of
free-thinking individuals, andthat's exactly what happened.
Eventually, this was adopted byother countries in the world
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you see this with Soviet Russia,you see this with Nazi Germany,
you see this with France andother countries and eventually
it makes its way to America.
And this is the same type ofeducation system that we have
now, one where it's about makingit so that way we're cogwheels
in a machine.
The difference is is that,instead of making it so that way
(26:23):
we can fit military positions,like it was in Prussia, it's to
make it so so that we can fitvarious different corporate
positions, various differentpositions that we can fulfill
for jobs, and make it so that wemeet the requirements for that
particular thing and whatnot.
That's what it's about.
(26:44):
It's about churning out thesame types of people and to make
it so that we can replace onewith anything else.
That's going on.
This is why certain fields areso competitive, because all you
have is a bunch of people thatliterally have the exact same
skill set as everybody elsethat's in that field, and they
have very little to distinguishthemselves from other people.
And so now the corporateoverlords that are in these
(27:07):
particular fields, that are incharge of it, they make it so
that way, okay, okay.
Well, I have a hundred andsomething different applicants
that have applied for thisparticular job.
How do I determine which onethat I want?
Do I go based upon the mostexperience?
Well, if I go based upon themost experience, am I have to
pay that one the most?
If I go based upon the leastexperience?
Well, if I go based upon theleast experience, they may not
(27:27):
get the job done correctly.
So, you know, they kind of wantsomeone who's average, who they
don't have to pay a stupidamount of money to get the same
thing done with it, but theywant to make sure that they get
the job done and can get it doneand that you know you can train
anybody to do anything thatneeds to be done for it.
We don't want people who thinktoo much for themselves, so we
want someone who's just smartenough to do the job but not
(27:51):
enough to question what the hellis going on all the time for it
and, you know, disrupt the waythings are being done.
That's what they want andthat's what they've done.
This is what our educationsystem has done to people.
It's made it so that way wehave people who are able to fill
a position in society at anygiven notice, at any given time,
(28:12):
and that's it.
That's the point.
Our existence has been made tobe unthinking robots that can be
replaced by somebody else atany given time, and make it so
that way.
We are at the behest of otherpeople who do not have our best
interest at heart, because, bydefinition, they want us to not
(28:34):
think for ourselves, and anybodywho does not want somebody else
to be able to think forthemselves is somebody else who
wants to control that individual, which is never a good thing,
and so that is one of the majordifferences, too never a good
thing, and so that is one of themajor differences, too, between
the trivia method and anoutcome-based education.
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It's one where you determinethings for yourself.
You are free to make decisionsfor yourself.
You are someone who is capableof understanding the world
around you, rather than shut upand follow orders.
Regurgitate this informationthat we've told you to do, and
we call education.
That's what happens there.
(29:17):
What I was basically describingearlier is what you could call
protocols and rationale.
So here's the rationale behindthe thing that we wanna do.
This is our justification forit, and this is what we want you
to do in this situation.
Boom, that's it.
It's the same thing as moderncomputing with AI we program it
(29:40):
to do a particular thing and youprogram the protocols that you
want into it using the computerlanguage.
If this, then this, and that'swhat it does.
Well, that's the same thingthat they want us to be able to
do.
If this happens, then we wantyou to respond this particular
way.
That's the same thing that Iwas describing earlier in terms
of making us literally likerobots rather than free-thinking
(30:02):
, independent human beings thatwe naturally are.
And so we can see this, ofcourse, with children.
What's their favorite question?
Why, why, why?
That's what they do.
They ask why about everything?
Why is the sky blue?
Why does the world exist?
Why is this at this color?
Why do we do it this wayinstead of that way?
(30:23):
Because they're thinkingthey're not just following
things with it.
And then what do we do?
We hand them the answer the skyis blue because of blah, blah,
blah, blah, blah, blah, blah.
This is that way because ofblah, blah, blah, blah, blah,
blah blah.
It doesn't help them, itdoesn't make it so that way they
can do anything better forthemselves.
We're handing them a protocol.
(30:43):
It's this because of this,instead of being like, well, why
do you think that's the case?
For let's explore this togetherand whatnot.
Now we need to be able tosteward them and help them
become better at what they needto do with their lives and
whatnot, when they're younger,but we also need to be able to
make it so that they're able tothink for themselves, and so
(31:06):
it's this delicate balance thatwe have to play here when
they're younger, and figuringout what exactly they're ready
for in terms of what they arecapable of doing and what they
should be allowed to haveautonomy on.
Of course, here's the issue aswell by being trained and
conditioned in such a way.
(31:27):
It makes it so.
That way, we have certainpsychological conditions that
pop up, like we talked aboutearlier feelings of anxiety,
feelings of fear and all theseother things with it.
What happens if my job goesaway?
What happens if I, you know,don't have enough money to take
care of my family, and that kindof thing.
(31:47):
People are worried about thatbecause they know that they
don't have a way forward and adifferent way of thinking in
order to make that happen forthemselves, that they're not
necessarily able to think andthey are reliant upon the system
that has been created and theydon't know how to do anything
other than what the systemprovides for them.
So if the system doesn'tprovide for them, they know deep
(32:09):
down that they are screwed, andthis causes lots of feelings of
anxiety.
It also makes it so that we goagainst our nature as human
beings, and this is why so manyof us hate our jobs, because
they're mind-numbing.
They don't do anything that'sgood for humanity.
They're not something thatgives us meaning or purpose in
(32:30):
our life.
Good for humanity, they're notsomething that gives us meaning
or purpose in our life, and soit makes it so.
That way, we just feelcompletely and utterly dejected
by life and we question well,what's the point of doing
anything?
So it makes it so.
That way we become depressed aswell, because we are going
against what we want to be doingwith our lives.
We know it deep down.
(32:52):
We've rejected certain aspectsof ourselves Instead of
confronting the situation, beinghonest with ourselves like a
child would do, and saying, hey,I don't want to do this.
There's certain other thingsI'd rather be doing with my time
that make me feel like a humanbeing instead of a robot with my
(33:14):
time that make me feel like ahuman being instead of a robot.
But that's the problem is thatthese feelings pop up and they
make it so that way.
We have all these problems lateron in our life.
This is where a lot of peopleget midlife crises, where they
realize that they've wasteddecades of their life doing
something that they didn't wantto do and that wasn't productive
and that wasn't meaningful andthat wasn't elevating themselves
and the world around them, thatthey had essentially thrown
(33:37):
away all their time forsomething that they didn't care
about one way or another andthat, you know, it wasn't a
benefit to society as a wholeand that it wasn't truly
meaningful to them on anindividual level.
So this is one of the problemsof making it so that way.
(33:58):
People go against their nature,go against what it means to be
human, and this can causeproblems in such a way that make
it so that way people lash outin society.
You know it makes it so thatway.
Potentially, this is where weget certain really damaged
(34:19):
people doing damaged things.
For what's going on, becausedamaging things because of
what's going on, such as schoolshooters or other things that
pop up of this nature, that areclearly they, they don't want to
do anything with it, that are,that are negative.
You know, maybe they're conartists and only deceive other
people and and whatnot, becausethat's what happens when they
(34:44):
become so dejected by society,they think, well, nothing
matters anyway, there's no pointto anything.
I'm just going to get what Iwant for myself and move the
hell on and not worry aboutanybody else about it, because,
screw the world, it's a terribleplace.
I can't have a nice life doingwhat I want to do.
(35:04):
I'm going to find another wayin order to make it so.
That way I can live a life ofpleasure.
Basically, the final majorbenefit of the Trivium Method is
that it leads to a truly openmind, rather than one that is
conditioned by the product ofits society, and it makes it so.
(35:25):
That way, you'll be able tofree ourselves from our own
opinions and prejudices as weare exposed to new thoughts and
new ideas.
We'll be able to look at aparticular philosophy or
protocol or ideology that ispresented to us of whether it
(35:51):
makes any sense to continuethinking the way that we've done
with it and remove any thinkingfrom ourselves that is not
justified and does not make anysense and does not help us in
any way.
Shape or form and it makes itso.
That way we can have a trulyeducated mind, one that is
allowed to really develop itselfand constantly rearranges
(36:19):
itself and the world betteraround it, and does so
automatically, without having todo so on a conscious level.
(36:42):
Thank you for listening to thisepisode.
If you've enjoyed it in any way, shape or form, I really
encourage you to pleasesubscribe to the podcast as well
as to leave a rating for it.
It'll really help us out.
If you feel so called to do so,please visit the website at
forbiddenknowledgeorg, to, whereyou can get many different
(37:03):
benefits that are coming from it, one of which would be to sign
up for the email list that wehave and make it so.
That way, you can get moreinformation about the initiate's
journey.
If you feel so inclined, you cango even further and make it so.
That way, you can get moreinformation about the initiate's
journey.
If you feel so inclined, you cango even further and make it so.
That way, you sign up to becomea client of mine so we can help
you really deep dive any ofthese topics and really figure
out what to do with your lifeand, if you already have a
(37:24):
particular project in mind thatyou want to get done, how to
make it so that way you can liveyour best life possible.
At a later date, there will bebooks and courses that will be
available too, so make sure tocontinuously check out the
website for future updates onstuff with it, one of which will
(37:45):
be the Trivia Method and goingdeeper with it and having a
course that really deep divesthis particular aspect of our
lives and how to really make itso that way we can take control
of our lives, and how to reallymake it so that way we can take
control of our lives back.
Thank you for listening.
Once again, take care.
The film, which was released inthe same year as the original,
(38:12):
is set to be released in the?
U.
Thank you.
This is what tyrants are afraid of, like Julius
Caesar, with the slaves comingabout.
If one is able to think thingsthrough, if one is able to come
up with solutions in order tofree themselves from slavery and
then to go help their otherbrothers and sisters who are
also slaves and then make it so,that way those people start
freeing other people with it andcompletely change the
(00:24):
established order that there wasfor Rome.
That would be a huge problemfor someone like Caesar.
Thank you.
(01:24):
Hello and welcome back to theForbidden Knowledge podcast.
My name is Nathaniel Hoitmacherand I will be your host Today.
We will be continuing on withthe Trivium Method, aka how to
think instead of what to think.
But before we go into that, I'dlike to remind everybody that
(01:45):
they need to go in order interms of the episodes, starting
with episode one at a minimum,preferably episode zero.
That explains how the podcastworks, why I'm doing it the way
that I'm doing it, and to justgive general insight into what
to expect from the podcast as awhole.
Each episode builds uponprevious episodes and you will
(02:08):
need to have the prerequisiteknowledge in order to understand
everything that is being talkedabout.
If you do not have this done,then you may not understand
everything that's being talkedabout in the podcast and you may
not make it so.
That way, you are able to fullycomprehend and get the most out
of each episode.
So I encourage everyone to goback to earlier episodes on
(02:32):
purpose, because they are notself-contained usually.
They are usually part of anoverarching theme for each
season and each season needs tomake it so.
That way you watch in order,just like you would listen in
order, excuse me.
Just like you would watch a tvshow or whatever, and make sure
(02:52):
that you go in the order of thechapters of, like a book or
something like that, because ifyou go out of order, it may not
make any sense to you.
You might miss somethingimportant that might change your
understanding of what I'mtalking about.
So, with that in mind, we willcontinue on with this episode,
which is episode eight, seasonone.
(03:17):
In the previous episode we weretalking about the trivia method
and I had gone over some of thebasics of how it works and why
it works the way that it doesand whatnot, and one of the most
important things and mostimportant aspects that I had
brought up was the power thatJulius Caesar and one of his
generals, who had taught a slavehow to think and using the same
(03:49):
method and basically whatJulius Caesar was so appalled
when he had learned that thiswas the case with it.
He is reported as having saidthat if you teach this to them
meaning the slaves they won'twant to be slaves anymore and we
won't be able to have ournatural order the way that we
have it.
I'm paraphrasing here, but inother words, he was saying that
(04:12):
this particular methodology hasthe power.
To make it so that way peopledon't have to be ruled over
other people, and make it sothat way they can choose freedom
instead, and make it so thatway they can choose freedom
instead.
This is, according to you know,someone who was actually in
power and actually understoodthe dynamics of power far better
than I ever will in terms ofexperiencing it directly,
(04:36):
because I'm not someone who isin power, nor do I want to hold
an office in which I am thedictator of everything that goes
on in the empire.
That sounds rather well bad tome personally, for reasons that
we'll go into later on as theepisodes continue down the road,
(04:57):
and so I'm going to be talkingabout other benefits that are a
part of this and why Caesar saidwhat he said in this episode,
to really hit home into theimportance of what is going on
on this particular thing of theTrivium Method and how it works
and why it works and what it cando for you as an individual,
(05:22):
rather than give examples of youknow know various different
ways that it can be used, whichwe will go into in the next
episode, and then afterwardswe'll probably stop with the
trivia method and move on to thenext topic that I have.
We'll just make it so that wayyou get a three-part mini
(05:43):
seriesseries on it, because,quite frankly, this could be a
topic that people study, youknow, for a year on their own
before they truly master it tothe level that perhaps should be
mastered.
So with that in mind, I willcontinue on with the next
segment of this, which has to dowith the benefits of the
Trivium Method.
(06:04):
Segment of this which has to dowith the benefits of the
Trivium Method.
One of the benefits of theTrivium Method is the fact that
we can basically learn anysubject that we want once we
fully understand the basics ofit, and we won't need much help
from an outside tutor, counseloror facilitator, because we can
(06:24):
go and grab as many differentsources as we can on our own and
begin to really instructourselves on things.
So it gives one the confidencein order to make it so.
That way we can learn anythingthat we want to learn, that we
have an interest and passionabout, because the method in
(06:46):
which one does things forlearning is the same for every
other subject.
It's a process that helps withevery type of subject that there
is, it's not just for oneparticular school of thought.
It is just how we as a speciesthink as a whole.
Not only that, it's how we'vetrained our computer AI to think
(07:08):
as a whole.
Now there's different rule setsthat they use than we do, but
the general process is the same,which has to do with inputting
information, the computer'sprocessing that information and
then giving the output ofwhatever it is that it was based
upon, the information that wasput in and its ability to
process the information that itwas handled.
It's the same thing for us.
(07:28):
This is how everything thinks,period, so far as we know in the
universe thus far.
And so, um, once we learn how togather the data properly, as is
taught by the Trivium method,then we learn how to process it.
We'll be able to do this on ourown.
(07:49):
We won't need somebody to teachus anything.
It gives us a way forward tomake that happen, which has
previously been held back byother instructors, of how to do
things with it, making some ofit.
We need to rely upon them.
That doesn't mean you can'thave a mentor in the field or
that you won't want one.
(08:09):
It just means that youpotentially won't need one
anymore, especially as you getbetter at using the trivia
method as time goes on.
So, of course, subject matterscan range into anything.
It could be the physics, itcould be anything.
It could be you know thephysics, it could be chemistry,
it could be history, it could beany particular thing that goes
on with it.
It makes no difference what thefield is, or historical and
(08:32):
literary analysis.
None of this makes anydifference whatsoever in terms
of what the field is, becausethey all use the same process in
terms of things with it.
In other words, this islearning, how we as a species
(08:53):
learn, and this allows one tocritically and creatively think
for oneself, and this sums upthe process, in short.
So the first step is to thinkingsystematically, is learning the
elements of a proposition or asubject in order to critically
define a problem or anopportunity, and, of course,
(09:15):
this is done in the first twostages.
This is done in the stage ofgrammar, which is where you
gather all the information, andthen you move on to the logic
stages, which is where youprocess the information that is
available to you and do the bestthat you can in order to sift
out any contradictions thatthere are, which, of course,
makes it so that we have to behonest with oneself, as we
(09:38):
talked about before, meaningwhat your capabilities are, what
you are not capable of, andmake it so.
That way you align yourself tothe truth of reality, to the
best of your capability, whichis why you need the other steps
in the initiate's journey, as wetalked about before, in order
to help with this.
This is a filtration process,it is a process of making it so.
That way we keep purifying andrarefying everything that is
(10:02):
going on around us within ourmind and make sure that we are
as aligned to reality aspossible.
And the more that we arealigned to the facts that there
are of any given situation forwhat we do, and the better that
we are able to process thatinformation and make that happen
by being honest with ourselves,by sticking to the facts and
not moving into anything thathas not been proven factual in
(10:26):
any way, shape or form, the morelikely we are to get the
outcome that we so desire,individually or as a species as
a whole.
And so this is why we need to gothrough these particular stages
, and once these stages aredefined, we use our creative
thought capacity to solve theproblem or find ways to take
(10:46):
advantage of the opportunity,and this is the how-to step, the
rhetorical step, of the processthat accomplishes this
particular task.
So this is how you can move it.
Use it.
Excuse me going forward bymaking it so that way.
Use it, excuse me going forwardby making it so.
That way, you understand thevarious different steps that are
(11:07):
required in any particularproblem that needs to be solved,
which is, you need to gatherthe data on the problem.
Some problems are easy theyneed to be solved, you don't
need to have to think much aboutit.
Other ones require lots ofthoughts and multiple steps in
order to solve them, and youhave to be able to do all of
them, or know how to do all ofthem.
And so this is where you gothrough the process of making
sure that everything is in orderand that you understand what
(11:29):
needs to be done, and using yourown creative abilities, your
own subjective abilities thateach one of us has, that are
unique to us, and make it sothat way, we solve the problem
that is before us and make thebest out of any situation that
there is possible.
So this is one of the majorbenefits that comes along with
(11:50):
this is the capability ofknowing how to do this with
virtually any topic that thereis in existence.
To me, and beyond this, the mostimportant aspect of learning
how to think, rather than whatto think, is the fact that it
(12:11):
makes it so.
That way you become afirst-hand thinker, versus being
a second-hand thinker.
If you follow the trivia methodsteps in order and do it
properly, because it makes it so, it so you are independent
rather than a dependent thinker.
So an independent thinker issomeone who can rely on their
own organized thoughts, and thismakes it so.
(12:32):
That way, they are capable ofunderstanding any subject on
their own and do not need tolisten to so-called various
authorities and the opinionsthat they hold on any particular
subject matter.
They become someone who is ableto make it so.
That way, they are able tothink for themselves and come to
(12:52):
conclusions on their own, andwe don't know whether these
so-called authorities have ourbest interest at heart or not.
There are plenty of people,unfortunately, that are
unscrupulous out there, thatdon't have good intentions for
people.
Some people might be benign,others will be despotic.
Maybe this will come frompeople in the workplace, it will
(13:13):
come from your schools, it'llcome from other professionals,
advertisements, politicians,whoever, it doesn't make any
difference.
But the point is, this is a wayof also figuring out what your
own thoughts are on a subject,rather than making it so.
That way, you have a bunch ofthoughts that have been put
there by other people that youdon't fully understand and you
(13:33):
don't know whether they are yourown thoughts or not.
Need this in order to make itso.
That way you can actually goand live your best life.
If you are incapable of knowingwhether a thought is yours or if
it's been handed to you bysomebody else even somebody
that's well-meaning it could bea parent, or it could be a
(13:57):
friend who's trying to honestlyhelp you out but if you can't
distinguish between what yourthoughts are on something and
what somebody else's thoughtsare on something, and they hand
you a thought that is notbeneficial to you, even if
they're well-meaning, it cancompletely make it so.
(14:17):
That way you go off in adifferent direction for your
life than you would have done soif you had thought through for
yourself, and this is why it isso important to make sure that
we are capable of thinking forourselves, to make it so.
That way we are not ruled bypeople who don't have our best
(14:41):
intentions at heart, who give ustheir thoughts in order to rule
over us or to make it so.
That way people who arewell-meaning don't give us
thoughts that are not somethingthat's beneficial to us, and
that we're able to distinguishbetween our own thoughts and
somebody else's thoughts andparse out what we want to do,
(15:02):
rather than make it so that way.
We are not capable of doingthat and therefore have to guess
for what it is, and so if youare someone who is dependent
upon the thoughts of otherpeople, well, you're going to
develop low self-esteem.
Of course you're going to haveanxiety about the world.
You're going to develop lowself-esteem.
(15:23):
Of course You're going to haveanxiety about the world.
You're going to have all theseother problems that pop up for
yourself because you don't knowwhat's real, you don't know
what's not real, and that kindof thing.
In fact, this is what mostpeople get wrong about.
Another term that has to do withconfidence.
Confidence is not an emotion,it is a state of being.
(15:48):
It is a state of being whereyou don't have any confusion
about what you are doing.
You do not have any negative,afflictive emotions that get in
the way, such as worry, such asdoubt, such as anxiety, any of
these other things.
It's a lack, it's a state of alack of those things to make it
so you have clarity on whatneeds to be done with it.
(16:10):
Well, how do you think you getsuch clarity?
By being able to think thingsthrough and knowing what to do,
and knowing what's real andwhat's not real, and being able
to move forward with that.
That's what happens there.
But if you are unable to thinkfor yourself and are reliant
upon secondhand thinking thathas been handed to you, well
(16:32):
then you're at the whims ofwhatever has been handed to you,
and it makes it so that way, ifthere's nothing in your arsenal
that knows how to deal withthis particular situation, you
can't think through what needsto be done and therefore you
have these feelings ofhelplessness.
You have these feelings of whatdo I do?
And confusion and all thatwhich makes it so.
(16:53):
That way you lose yourconfidence and make it so.
That way you don't have thehighest esteem of yourself, and
this is one of the majorproblems that most people in the
world have today is that theyhave so many various different
anxieties, fears and doubtsabout their future, and worries
(17:13):
about their future and what todo now and all that other stuff,
because they don't know theproper steps forward, and having
a process of how to deal withlife throws at them at least a
proper one.
So this, to me, is one of themost important aspects of the
(17:34):
Trivium Method is what it doesfor you on a personal level in
terms of helping you to make itso.
That way, a lot of theseturbulent emotions that pop up
in your life will be mitigated.
I'm not saying they'll go awaycompletely.
We are human beings.
We have other things that needto be taken care of for
ourselves in order to make thathappen, but this is something
(17:57):
that is extremely beneficial onthose steps, and so the other
thing is, of course, that youhave the five W's plus how in
order to do that.
Five W's being who, what, when,where and why.
When you're able to answerthese questions, and then you
can come up with the how ofthings.
(18:17):
With it, you'll be able tomanage things much more easily,
that you can also verify yourunderstanding and produce
objective results for thecontext of your surroundings.
One of the major other thingsthat happened is that when we
had the one-room schoolhouses atleast here in America I'm sure
(18:37):
there were in other placesaround the world, of course too
the students were taught by oneinstructor and the upperclassmen
helped teach the younger oneshow to do things as well, and
this made it so.
That way there was a method forbeing taught as well as
(18:58):
teaching others that went intothings, and the people got to
practice the Triv trivia methodinside of the school system in
and of itself and see thebenefits of doing so, and then
they got to make it so.
That way they could see wherethey were deficient and trying
to explain it to other peoplewho were below them grade-wise,
(19:20):
and it made it so.
That way people became muchmore critical thinkers, much
more creative, much moreself-sufficient individuals and
led to a serenity of mind thatis almost impossible, if not
actually impossible, to explainto someone who doesn't have the
(19:43):
capability of doing this, andit's really a tragedy that this
has been removed from ourcurriculum and that it makes it
so.
That way people don't have theself-assurance that they once
(20:03):
used to have and the competencethat it provides in things, to
have the ability toappropriately validate one's own
thinking as well as thethinking and doctrines of others
.
(20:25):
From this method of the oneschoolhouse and having everybody
in the same room together atdifferent grade levels.
That no longer exist when theywere called grammar schools.
Now we call them elementaryschools, and that's because they
don't use this method ofthinking anymore.
That was why they were calledgrammar schools, part of the
grammar that they learned tobegin with and understanding.
That's why it was called theclassical liberal arts that we
no longer teach.
So this is something that's ahuge drawback, unfortunately, in
(20:51):
our education system andsomething that is not good in
any way, shape or form.
And, of course, someone who hasthis ability to attract this
type of intellectual abundancein their lives, then it'll
naturally follow from it thatmaterial abundance will start to
come with it, and this will bedone in moderation, of course,
(21:11):
not in excess, because we don'tneed to make it so that we have
a stupid amount of money inorder to survive and do things
with it and become parasitical,like certain groups are when
they have too much money, and itcorrupts them.
Another very important aspectof this is that once you become
a first-hand thinker, once youhave this method, once you are
(21:34):
able to sift through things anddetermine the truth of matter
for yourself, it leads you tohaving a path of
self-determination.
This is what tyrants are afraidof, like Julius Caesar, with the
slaves coming about.
If one is able to think thingsthrough, if one is able to come
(21:55):
up with solutions in order tofree themselves from slavery and
then to go help their otherbrothers and sisters who are
also slaves.
And then make it that way,those people start freeing other
people with it and completelychange the established order
that there was for Rome.
That would be a huge problemfor someone like Caesar.
He doesn't want a populationthat can think for themselves,
(22:18):
because then they'll realizethat everything that's going on
in a tyrannical place such as itwas during that time period,
that it wouldn't make any sense,and so they would actively take
actions against such a regimeand such a tyrannical
institution that existed andmake it some way.
(22:40):
They try to craft a better lifefor themselves and for others,
and it would destroy the systemthat was already in place.
This is what he was afraid of.
He was afraid of the amount ofthinking that would be going on,
of the amount of capabilitythat would automatically
increase inside of it.
If you have a system wherepeople are dependent upon you,
(23:03):
you hold power over them.
You are the one that gets todictate what happens to the
other person versus somebody whois able to choose for
themselves and have a path thatthey have carved out for
themselves.
You don't hold power over thattype of individual.
You don't make it so.
That way you can control them.
(23:24):
They go out and write their owndestiny and become a master of
it for themselves.
Destiny, and become a master ofit for themselves.
They make it so that way theycan determine their own future
to the best of theircapabilities and whatnot.
Well, they'll make mistakesalong the way, as is natural of
any human being, but the pointis is that they know how to
(23:45):
recover from their mistakes.
They know how to prevent manyof their mistakes.
They know how to make it so.
That way they can go and dowhatever needs to get done and
have a path forward forthemselves and use their
creative capacities and actuallybe creative and figure out what
is real and what is not real,rather than just handed to them.
(24:06):
This is the playbook we wantyou to follow by.
Don't go outside this playbook.
This is just the way things are.
Okay, got it Great.
Thank you for playing the game,so that way I can exploit you
further.
That's what happens.
It's a huge difference betweensecondhand thinking to where
you're at the behest of somebodyelse and what they want for you
(24:29):
, versus you being able to trulydecide what you want to do with
your life and having thecapacity to do so.
People wonder why the worldremains the same and rarely
changes and we churn out thesame types of people that we've
done before.
Well, that's because we have anoutcome-based education, aka we
(24:53):
want to create the same typesof people that we've already
done before.
This is done a long time ago bya group of people in Prussia,
and we have the Prussianeducation system and that's what
we have here in America, alsoknown as the outcome-based
education system, and it beganto be created in the late 19th
(25:14):
century and the whole point ofit was to make it so that way.
It was done in such a way tomake it so.
That way you can be onecogwheel in the machine and when
that cogwheel needed to bereplaced, they could just
replace it with another one realeasily.
This is because the depressionsystem was done in such a way
(25:36):
that it was highly militarizedat the time period and they
needed to make that happen fortheir system.
In order for it to work, youneed robots that just fulfill a
function, rather than making itso that we have a bunch of
free-thinking individuals, andthat's exactly what happened.
Eventually, this was adopted byother countries in the world
(26:01):
you see this with Soviet Russia,you see this with Nazi Germany,
you see this with France andother countries and eventually
it makes its way to America.
And this is the same type ofeducation system that we have
now, one where it's about makingit so that way we're cogwheels
in a machine.
The difference is is that,instead of making it so that way
(26:23):
we can fit military positions,like it was in Prussia, it's to
make it so so that we can fitvarious different corporate
positions, various differentpositions that we can fulfill
for jobs, and make it so that wemeet the requirements for that
particular thing and whatnot.
That's what it's about.
(26:44):
It's about churning out thesame types of people and to make
it so that we can replace onewith anything else.
That's going on.
This is why certain fields areso competitive, because all you
have is a bunch of people thatliterally have the exact same
skill set as everybody elsethat's in that field, and they
have very little to distinguishthemselves from other people.
And so now the corporateoverlords that are in these
(27:07):
particular fields, that are incharge of it, they make it so
that way, okay, okay.
Well, I have a hundred andsomething different applicants
that have applied for thisparticular job.
How do I determine which onethat I want?
Do I go based upon the mostexperience?
Well, if I go based upon themost experience, am I have to
pay that one the most?
If I go based upon the leastexperience?
Well, if I go based upon theleast experience, they may not
(27:27):
get the job done correctly.
So, you know, they kind of wantsomeone who's average, who they
don't have to pay a stupidamount of money to get the same
thing done with it, but theywant to make sure that they get
the job done and can get it doneand that you know you can train
anybody to do anything thatneeds to be done for it.
We don't want people who thinktoo much for themselves, so we
want someone who's just smartenough to do the job but not
(27:51):
enough to question what the hellis going on all the time for it
and, you know, disrupt the waythings are being done.
That's what they want andthat's what they've done.
This is what our educationsystem has done to people.
It's made it so that way wehave people who are able to fill
a position in society at anygiven notice, at any given time,
(28:12):
and that's it.
That's the point.
Our existence has been made tobe unthinking robots that can be
replaced by somebody else atany given time, and make it so
that way.
We are at the behest of otherpeople who do not have our best
interest at heart, because, bydefinition, they want us to not
(28:34):
think for ourselves, and anybodywho does not want somebody else
to be able to think forthemselves is somebody else who
wants to control that individual, which is never a good thing,
and so that is one of the majordifferences, too never a good
thing, and so that is one of themajor differences, too, between
the trivia method and anoutcome-based education.
(28:55):
It's one where you determinethings for yourself.
You are free to make decisionsfor yourself.
You are someone who is capableof understanding the world
around you, rather than shut upand follow orders.
Regurgitate this informationthat we've told you to do, and
we call education.
That's what happens there.
(29:17):
What I was basically describingearlier is what you could call
protocols and rationale.
So here's the rationale behindthe thing that we wanna do.
This is our justification forit, and this is what we want you
to do in this situation.
Boom, that's it.
It's the same thing as moderncomputing with AI we program it
(29:40):
to do a particular thing and youprogram the protocols that you
want into it using the computerlanguage.
If this, then this, and that'swhat it does.
Well, that's the same thingthat they want us to be able to
do.
If this happens, then we wantyou to respond this particular
way.
That's the same thing that Iwas describing earlier in terms
of making us literally likerobots rather than free-thinking
(30:02):
, independent human beings thatwe naturally are.
And so we can see this, ofcourse, with children.
What's their favorite question?
Why, why, why?
That's what they do.
They ask why about everything?
Why is the sky blue?
Why does the world exist?
Why is this at this color?
Why do we do it this wayinstead of that way?
(30:23):
Because they're thinkingthey're not just following
things with it.
And then what do we do?
We hand them the answer the skyis blue because of blah, blah,
blah, blah, blah, blah, blah.
This is that way because ofblah, blah, blah, blah, blah,
blah blah.
It doesn't help them, itdoesn't make it so that way they
can do anything better forthemselves.
We're handing them a protocol.
(30:43):
It's this because of this,instead of being like, well, why
do you think that's the case?
For let's explore this togetherand whatnot.
Now we need to be able tosteward them and help them
become better at what they needto do with their lives and
whatnot, when they're younger,but we also need to be able to
make it so that they're able tothink for themselves, and so
(31:06):
it's this delicate balance thatwe have to play here when
they're younger, and figuringout what exactly they're ready
for in terms of what they arecapable of doing and what they
should be allowed to haveautonomy on.
Of course, here's the issue aswell by being trained and
conditioned in such a way.
(31:27):
It makes it so.
That way, we have certainpsychological conditions that
pop up, like we talked aboutearlier feelings of anxiety,
feelings of fear and all theseother things with it.
What happens if my job goesaway?
What happens if I, you know,don't have enough money to take
care of my family, and that kindof thing.
(31:47):
People are worried about thatbecause they know that they
don't have a way forward and adifferent way of thinking in
order to make that happen forthemselves, that they're not
necessarily able to think andthey are reliant upon the system
that has been created and theydon't know how to do anything
other than what the systemprovides for them.
So if the system doesn'tprovide for them, they know deep
(32:09):
down that they are screwed, andthis causes lots of feelings of
anxiety.
It also makes it so that we goagainst our nature as human
beings, and this is why so manyof us hate our jobs, because
they're mind-numbing.
They don't do anything that'sgood for humanity.
They're not something thatgives us meaning or purpose in
(32:30):
our life.
Good for humanity, they're notsomething that gives us meaning
or purpose in our life, and soit makes it so.
That way, we just feelcompletely and utterly dejected
by life and we question well,what's the point of doing
anything?
So it makes it so.
That way we become depressed aswell, because we are going
against what we want to be doingwith our lives.
We know it deep down.
(32:52):
We've rejected certain aspectsof ourselves Instead of
confronting the situation, beinghonest with ourselves like a
child would do, and saying, hey,I don't want to do this.
There's certain other thingsI'd rather be doing with my time
that make me feel like a humanbeing instead of a robot with my
(33:14):
time that make me feel like ahuman being instead of a robot.
But that's the problem is thatthese feelings pop up and they
make it so that way.
We have all these problems lateron in our life.
This is where a lot of peopleget midlife crises, where they
realize that they've wasteddecades of their life doing
something that they didn't wantto do and that wasn't productive
and that wasn't meaningful andthat wasn't elevating themselves
and the world around them, thatthey had essentially thrown
(33:37):
away all their time forsomething that they didn't care
about one way or another andthat, you know, it wasn't a
benefit to society as a wholeand that it wasn't truly
meaningful to them on anindividual level.
So this is one of the problemsof making it so that way.
(33:58):
People go against their nature,go against what it means to be
human, and this can causeproblems in such a way that make
it so that way people lash outin society.
You know it makes it so thatway.
Potentially, this is where weget certain really damaged
(34:19):
people doing damaged things.
For what's going on, becausedamaging things because of
what's going on, such as schoolshooters or other things that
pop up of this nature, that areclearly they, they don't want to
do anything with it, that are,that are negative.
You know, maybe they're conartists and only deceive other
people and and whatnot, becausethat's what happens when they
(34:44):
become so dejected by society,they think, well, nothing
matters anyway, there's no pointto anything.
I'm just going to get what Iwant for myself and move the
hell on and not worry aboutanybody else about it, because,
screw the world, it's a terribleplace.
I can't have a nice life doingwhat I want to do.
(35:04):
I'm going to find another wayin order to make it so.
That way I can live a life ofpleasure.
Basically, the final majorbenefit of the Trivium Method is
that it leads to a truly openmind, rather than one that is
conditioned by the product ofits society, and it makes it so.
(35:25):
That way, you'll be able tofree ourselves from our own
opinions and prejudices as weare exposed to new thoughts and
new ideas.
We'll be able to look at aparticular philosophy or
protocol or ideology that ispresented to us of whether it
(35:51):
makes any sense to continuethinking the way that we've done
with it and remove any thinkingfrom ourselves that is not
justified and does not make anysense and does not help us in
any way.
Shape or form and it makes itso.
That way we can have a trulyeducated mind, one that is
allowed to really develop itselfand constantly rearranges
(36:19):
itself and the world betteraround it, and does so
automatically, without having todo so on a conscious level.
(36:42):
Thank you for listening to thisepisode.
If you've enjoyed it in any way, shape or form, I really
encourage you to pleasesubscribe to the podcast as well
as to leave a rating for it.
It'll really help us out.
If you feel so called to do so,please visit the website at
forbiddenknowledgeorg, to, whereyou can get many different
(37:03):
benefits that are coming from it, one of which would be to sign
up for the email list that wehave and make it so.
That way, you can get moreinformation about the initiate's
journey.
If you feel so inclined, you cango even further and make it so.
That way, you can get moreinformation about the initiate's
journey.
If you feel so inclined, you cango even further and make it so.
That way, you sign up to becomea client of mine so we can help
you really deep dive any ofthese topics and really figure
out what to do with your lifeand, if you already have a
(37:24):
particular project in mind thatyou want to get done, how to
make it so that way you can liveyour best life possible.
At a later date, there will bebooks and courses that will be
available too, so make sure tocontinuously check out the
website for future updates onstuff with it, one of which will
(37:45):
be the Trivia Method and goingdeeper with it and having a
course that really deep divesthis particular aspect of our
lives and how to really make itso that way we can take control
of our lives, and how to reallymake it so that way we can take
control of our lives back.
Thank you for listening.
Once again, take care.
The film, which was released inthe same year as the original,
(38:12):
is set to be released in the?
U.
Thank you.
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