The American education system has already been destroyed by the theories of Sigmund Freud. And that the vast majority of Indians who view America ape precisely this destroyed component. Thus it is that we asked the question: “Time Travel: India 2040 Prime Minister Sigmund Freud?”
Our Respected Honorable Prime Minister Shri Narendra Modi, has recently made a public statement advising the younger generation to talk openly about depression. To supportive Indians who are rightly concerned about the well-being of country and of our Prime Minister, may we please be aware that more than one American President has been known to experience severe mental health problems while in office, many times verging on nervous-breakdowns…In this regard, we may bring to notice the choice made by President Bill Clinton, who was advised to seek Psychiatric help post the Monica Lewinsky scandal, declined and chose instead to seek the support of Christian Ministers.
No secret here, but what might come as a surprise to those, whether Indians or Americans, who treat Presidents as heroes, is that the pressures on the office of the President from the various Geopolitical Forces must be tremendous ones to endure. Citizens of a country would do well to assist their leader in this process, by understanding the forces that the leader is subject to, rather than to deify and worship the leader and expect him to work miracles as is commonly done in several countries, including in India.
We are in a sense very much on the same page as our Prime Minister, as you may have gauged from the title of this booklet. We recognize the critical role of the mind, although in our publication, we are more concerned about the social mind. Certainly, we would like to talk about the problem. The only question is …talk to whom?
Certainly not to a bunch of ignoramuses called psychologists, who are commonly known to be good-for-nothing, who go to colleges giving corrupting lectures to the younger generation on Boy-Girl relations, who even today are basing themselves on teachings of Sigmund Freud — whose fraudulent theories are so vulgar, and their implications so devastating to society that we don’t want to repeat Sigmund Freud’s theories in a section associated with our Respected Prime Minister — but please may we inform that a large section of God-fearing American Society has already been destroyed by the theories of Sigmund Freud? And that the vast majority of Indians who view America ape precisely this destroyed component? Precisely because their English-based education system could not teach them any better? No certainly it would be unwise to talk to them.
Depression is merely a call from our deeper self asking ourselves to wake-up to it, telling us that too many unwanted processes are running in our mind, and that it is time to clean up and to come back to the reality. Thus, therefore it is a very good teacher. The question is how do we react to it? Do we listen to its deeper warnings and search its deeper significance or do we try to push it away by increasing the dose of medicines created by Corporate America, somewhat like kicking your own teacher?
It is very true that there may be individuals in all walks of life who face depression, but History is not much about individual suffering. Although the suffering may be bad, the suffering of a depression ‘victim’ is not to be compared with the suffering of millions of dead soldiers and their families, of farmers pushed to work as urban labor because their agricultural land has been robbed or their agriculture otherwise destroyed, of starving children etc.
Individual suffering has no meaning here. The higher goal is to understand the individual suffering in order to give meaning to society. Thus, therefore, we shall choose to sacrifice the question of individual depression to the cognitive-dissonance that our society is now in. It is precisely our case that the cognitive-dissonance that has taken over India, if allowed to worsen will result in what can be called “severe social depression” on a massive scale, this term to be understood as being far more severe than “economic depression”. Thus, it is our case that we should do our best to correct our cognitive-dissonance before this hits us.
The collective (and also individual) mind is impacted by the Public Education system and by the social expectations both of which aspects have in and of themselves been confused in our society. As far as the education system is concerned, cognitive-dissonance is the early-warning sign to re-sacralize our education system and pull out of systems that are now moving towards dangerous de-sacralization. Once again, as far as social expectations are concerned, cognitive-dissonance is the early-warning call to pull back from the artificially created hype and to understand who we actually are in relation to our society. (If the ancient wisdom of all lands is correct, the correct understanding who we are is precisely the re-sacralization of the education system itself.)
“The moment a man questions the meaning and value of life, he is sick, since objectively neither has any existence; by asking this question one is merely admitting to a store of unsatisfied libido to which something else must have happened, a kind of fermentation leading to sadness and depression.”
— Sigmund Freud
Very simply put, collective state of minds is related to state of society. The state of society is related to social institutions. Social institutions depend on direction from head of the institution. The heads of all Indian institutions have either become directionless, or are accepting that they are losing direction. In this directionless system the younger generation is has no other choice and is forced to accept the dangerous ideologies being pushed by the Western Corporates.
We particularly warn our readers that while technology has several positive and utilitarian aspects, pushing “Digital India” in the current configuration of Indian society which has a very poor understanding of geo-political issues, will result in a sharp increase of this cognitive-dissonance, and cause you to take the wrong decisions or prevent you from taking any decision. What is worse, it will cause you to outsource your decision making process. In contrast strengthening “Mathematical India” and “Historical India” and “Social India” and “Cultural India” will positively act to reduce the cognitive dissonance which will help you to make conscious choices, in the current time and space — hopefully if we understand what current time and space we are in — that will decide the existence and continuation of India as a republic, and as a state and will help regain its Glory as a center of Universal Cultural Heritage and learning, making it a true Global Village that will solve, resolve every problem that exists in the world today, be it at any level.
The most critical danger facing us at the highest levels of our social mind is the Loss of our locational awareness in space-time. One visible symptom of the loss in awareness of location in time is manifested in the fact that we are not able to come up with a hundred-year blueprint for our country, while the plans of all other major geopolitical players are several times that long. One visible symptom of the loss of awareness in spatial-location is that we do not know our geographic context in relation to our society (which is why our confused Party spokespersons say look East, no Look West, no,no, Look North etc) and our complete in-ability to read geopolitical threats coming from the various directions.
Perhaps, one serious mistake we may have committed is to assume that space-time is a concept that only Physicists ought to study. No, here we are wrong. There is a social view on both space as well as on time. While, this would theoretically require the study of space-time to be conducted by the History Departments, the pitiable History departments of India’s educational institutions are tragically, woefully, hopelessly in-adequate for this task.
It is our endeavor in this brief section to outline the historical forces that have caused our society to lose the awareness of space-time and of our location in it. Primarily we shall point a key element which is a conflict between the British, the Church, the FreeMasonic Orders and the French — in the context of which India became a victim.
A critical basis in the understanding of psychology is the axiom that the human being is a social being. The society you live in and the people around you, you family, your elders, the social figures influence your thought processes to a very great degree. In India, it is very fortunately still the case, that a vast majority of people do not exhibit behavior that opposes the norms of society. However, a degree of confusion is being created by images of a highly individualized West, and this effort has been in some good measure successful.
Indians would do well to understand that the highly individualized approach to society as being pushed and practiced in Western Societies is not their natural state. It is actually the result of a tinkering of their education systems for the last hundred years, dating back to the classical problem of the fight between the Church and its enemies, primarily various aspects of the Free-Masonic orders. In this battle-to-the-death, first the latter then the former, realized correctly that the while the foe cannot be changed, the “one who will become the foe” can be changed.
This led to an attempt in Europe to control the minds of younger generations by attempting two things: 1) Push in perceptions and limit information receiving abilities, twist the published information to suit the pushed perception. 2) Manipulate the process whereby the received information is re-enforceable as being true and valid. Particularly, the second point explains why a large number of Indian students feel that the Social Studies in India are useless, the information they are receiving is completely disconnected from the observed reality, making it impossible for the mind to validate.
So, the British-created establishment controlled what we might call the 4 P’s: the Public school system, the Printing, the Public Debate as mediated by the Government, and the Press.
Indians should note that the strategy applied by the Free-Masons in attacking the Church was used against India by a combination of the Church and the British, who had by now learned and mastered the art. Let it be noted that the starting point of this dilemma was the French Revolution. The French rejected the attempt by the Church to push the fraudulent time- and spatial- lines on them, precisely because they had a direct source of the true time- and space- lines from India. This is in fact the root of the French revolution, culminating with the Rise of Napoleon who crowned himself Emperor as opposed to getting crowned by the Pope.
But, if these ideologies were allowed to run, the Church would have been destroyed by now. The fact that this has not happened, indicates that they have fought back.
The battle ground of this fight was India and America. One of the side-effects of holding the Church in check in America was an extreme individualization of Philosophies etc which is perhaps the only side ( –the worse side at that) the Indian public are shown about America today by the Corporate media. In India however the fight took a different turn. Unlike America of the time, India had a vast knowledge-base that was very much alive. So, in India then, the British colluded with the Church to completely destroy the Indian knowledge base.
A major factor for the British, for taking the path of discrediting everything in India as worthless, thus, subjugating populations to mental spiritual servitude, came from the intellectual thinking of revolutionary France. Having had trade connections with India for very long before the advent of British, the French had translated, from the Sanskrit and other Indian languages, many treatises on mathematics, science and medicine in to French. This made them understand the importance of mathematics and science in relation to society. In particular, the French realized the most unscientific basis of the public version of Christianity with its tale of the creation tale of genesis, dating the entire evolution of universe to few thousands of years.
By scientifically rejecting the absurdity of religion, the French moved to reject Christianity as main social binding force during the revolution, specifically citing Indian astronomical accounts. From Voltaire to several others, this trend became a bed rock in forging the French revolution based on intellectual achievements and self-knowledge with slogans of equality, liberty and fraternity. This shift from the Church to a Republic shook the very foundations of Catholicism.
This popped up an unusual alliance between British and Catholic Church to disprove the French and the nascent German thinking about the role of knowledge in statecraft. More specifically, the Church and the British concerned themselves with the problem of how to discard and disprove such knowledge if it went against the established dogmas of church. The British struck an alliance with the Catholic Church to complete the task of discarding of Oriental knowledge in favor of that of the Church and their time-lines in exchange for agreement of non-competition with them in trade with the Indian subcontinent.
Since the beginning of 1785 a systematic methodology was adapted by British to achieve their objective of intellectual spiritual and mental enslavement of Indians. This was long before Macaulay presented his plan in British Parliament. And by 1815, with the defeat of Napoleon in the battle of Waterloo, the British eliminated all French presence from India.
Let Indians also note that Continental Europe has always treated the British as Pirates, and the British were kept out of all civilized activities. Now the British, who were always treated as Pirates, wanted to show to continental Europe that they were also civilize, pro-Science, pro-advancement. To this end, they adopted the charade of civilizing others and the British and the Church entered into an un-holy agreement. Note that the Church was the victim of the French Revolution based on the French Renaissance,that was actually based on the Astronomical knowledge the French obtained from India.
So the agreement of this unholy alliance was that if the British could find a find a way to check-mate France and counter the French danger to the Church, in return the Church would see to it that the British would be admitted to the Empire and would not be treated as pirates.
And it is precisely the effect of this unholy alliance that we will see at all points in India….Note once again that Indian Astronomical Knowledge was the main danger to the Church via the French Revolution….. The vast percentage of Europeans who came to learn the Veda as scholars were Catholics, whereas their British controllers and financiers were Protestants. Thus, therefore, the British adopted a two-pronged strategy. First, militarily check-mate the French by throwing up coalition after coalition, AND secondly, destroy the source of the knowledge that has created the French Revolution….this led to the destruction of knowledge bases in India.
Destruction of the knowledge-bases in India was a four-pronged approach. First, destroy the funding sources to all centers of learning in India. Second corner all manuscripts and lift them out of India. Third, raze to the dust anything that survives in India in the form of astronomical observatories, temples, scientific marvels, plunder and pillage them (and put the complete blame on the Muslims) so that future Indian generations will never be able to re-construct the truth about what has happened to them. A careful campaign was launched to discredit all traditional modes of learning in India and both Sanskrit and Persian were pushed down. The British had realized that most of the Indian traditional texts had been already translated into the Persian and the Persian translations too would have to be destroyed. Fourthly, prevent the Indian mind from going back to the process of re-construction of their destroyed History by completely re-engineering their ideas of space and time.
They retrofitted the entire time-line of the “Indian” civilization to 2-3000 B.C. They tinkered historical texts available in India to limit their geographical location to within British India. When they carefully controlled the archives, the libraries, public education system, they published only 636-odd texts, out of the hundreds of thousands of manuscripts that were taken out. These 636-odd texts are then used to show that there was no Indian civilization worth the name. The 636 texts were used to push a Christian thought on the Indian mind, and created a new religion. The followers of this new religion were called HINDUS= Her-majesty’s INdians, DUmb and Stupid.
The whole of Continental Europe, especially the French and the Germans decried this massive onslaught on the Indian knowledge base that was being perpetuated by the British. But with the political turmoil in Europe no other country was able to interfere to checkmate the British onslaught. With nobody, including the Indians, to oppose them, the British attempted to set the entire Indian civilizational anchor points into a biblical frame work of 2000 years BC. This convoluted the Indian mind to the time-frame of biblical creation tales at 5000 years.
From the oldest texts available, the Vedas to everything else was retrofitted in to this 5000 year time frame work and piped to the masses through the public education system in a manner made to appear matter of fact. The Indian mind with an intellect unable to question this onslaught and in the absence of sources of knowledge or having no means to retrieve these sources, slowly surrendered their basic quality of questioning to seek truth and began to simply accepting passively whatever was being taught to them.
The new religion, Hinduism, which is absolutely hierarchical, oppressive and which fostered an ignorance, that brooked no questioning, was piped in to the brains of one and all starting with school children, with women being relegated to positions of slaves.
A critical role in the destruction of the society in India was played out with the destruction of the state of women. The British pushed the case that women are not equal to men and have no property rights and changed the succession rules so that property can be inherited by male offspring only. Thus, the role of women in the society was confined to baby-producing machines or physical objects dependent on the man, and cut them off from all critical social spheres. This was the copy of the Christian thought.
With no way to learn what the ancient texts actually said, as the traditional learning centers were destroyed, the Indian Mind violently swung between contradictory pictures of woman are being divine to being sex slaves. It finally ended up paying lip service to women being embodiment of some god-head but accepted the new found position of male superiority. From being represented by a Brahmin widow Queen Rani Lakshmibai, leading a great war against the best of the best British generals (Cornwallis), the last fifty years have seen women relegated to objects of servitude attending to household duties.
So, for example on the specific question of women, the Indian mind is thus forced to oscillate between three contradictory anchors. One is what they are taught in fragments from history coming down traditionally. The second is what they are taught by the Public Education System. The third is the observed reality in the world today. The three are completely irreconcilable. They have seen their grandmothers having property rights, participate in decision making processes, they have their grandmothers supporting a Brahmin Widow (Rani Laxmi Bai) and ruling a kingdom and fighting the best of the best of the British generals for several months. Contrasted to this is a legal reality, where women have no inheritance rights at all, again in contrast, they are taught that Western lead reforms have given equal rights to modern day Women. This dichotomy or Trichotomy between Rani Laxmi Bai and the current Judicial Position on women, and between what is taught to us in the public education system, is confusing our attitudes towards women in our society. ONE which we cannot prove, cannot look up to because we seem unable to move towards it, the SECOND of painful humiliation and the THIRD which goes against the nature of our mind to accept and is convoluted beyond reason.
If we accept the input from our historical memory (eg Rani Laxmi Bai), we are unable to prove it, and what is harder seem pitifully unable to get back to this state, of having a woman ruler who could challenge the British might (except briefly Mrs Indira Gandhi). If we accept the current judicial position, we can’t live with it because it perpetuates the suffering of women. If we accept what is taught to us in the public school system, we immediately reject it because of the confusion it creates between history and the current reality.
As long as this is taught in the public schools, the confusion in the mind goes on increasing, because it contradicts the reality. In this confused state, we make a decision based on immediate survival in the present…in the manner of a slave who has to eat in order to survive.
When the British created the new religion of Hinduism, the reform movements and spiritual movements which although were calculated to show a carefully calibrated streak of nationalistic pride, the heads of these movements were geared to imitate their masters, the British. So the product of these social institutions, be they Hindu or Muslim or Reform are subject to this same confusion. All spiritual, political, religious, cultural leaders have come through this same system where the 4-Ps have been controlled and are they themselves directionless.
The followers of this new religion, called Hinduism, were pushed to such fraudulent institutions and fake teachers, and were convinced to follow an utterly impractical and even abusive spiritualism, that is inwardly useless and requires practices that are outwardly expensive and show no external results re-producible in a scientific manner. Our own Enforcement directorate has pointed out that most of these spiritual and religious institutions have today become major conduits of black money, creating a (un)holy alliance of politicians, industrialists and black money holders and of foreign Intelligence agencies.
A youngster, confused by a society that demands worships of white hair but which insults Time which caused the hair to grow white, goes to a confused spiritual leader who is a by-product of either the malevolent British-created fraudulent spiritual system or of the destroyed traditional system, can only expect to be further confused. Is it then our Honorable Prime Minister’s case that the individual should go to a psychologist who has also been confused by the same system, who knows nothing about the context of societies in which the psychological theories they are taught arose?
The effect of this mental subjugation has resulted in clueless bureaucracy, a directionless army, senseless legal procedures of British era, and purposeless Intelligence Services. Though many in these fields honestly trying to do something good their number is very low and is fast disappearing. The only ones in India who are not confused are the British-created political class who became a mirror image of the British EIC officers whose single-minded purpose is like that of their British masters: to make enough money for at least 600 generations down the line at the expense of the common citizens.
True it is that for a brief period after independence, we attempted to repair this situation in many fields. But this phase was short-lived in the time-scales of History, and with the onset of Privatization and Liberalization, this same 4Ps are now back again with a vengeance and are pushing us back on the path of complete servitude and slavery.
Except that the British-engineered 4Ps post-liberalization are now being Privatized. is now post-Liberalization being done by another set of 4-Ps. The Public education system replaced by Private Education system, the Press replaced by Private Press, the Public Archives replaced by Private University Libraries and the Public Debate replaced by Private Corporate channel controlled debate. In this manner then, our psychology stemming from the dimensions of our social and historical control points was pushed downhill. Since liberalization the line of attack has been from British-controlled corporations in the name of “Privatization of Education System”. And in continuation of the line pushed on us in the past, that we Indians have nothing worth the name, today our politicians gleefully admit in Parliament that we don’t have any technical capabilities or knowledge, so we have to bring in foreign companies to mine our own gold and diamonds. And so it is history repeating again with the British controlled corporate bodies re-occupying India yet again, this time not as East India Company but via the Multinational Operated Destruction of India.
We have been taught that we have nothing to offer, our history is less than 5000 years old, that we have no cultural values, any culture is given to you by foreigners. We were slowly but methodically conditioned to accept that whatever is English IS Science and that what is NOT English is NOT Science; and on our socio-political front, we were conditioned to accept that the West is equivalent to English.
We hope it is not our Honorable Prime Minister’s case that the younger generation talk to good-for-nothing “social scientists” or “psychologists” who are conditioned in the above manner, and cannot do much more than corrupt the younger generation by talking about “boy-girl” relationships. No, that would be terribly wrong and devastating for our society. Instead, we request our Respected Prime Minister to address the root of the problem.
Respected Prime Minister, do you have in your vast and varied country just one good psychologist in the country who can please talk about a Teacher-Student relationship —the core of your society—–not boy-girl relationships please for God’s sake !!
Respected Prime Minister, please find for the younger generation just one such psychologist in your country who can please stand up and tell the scientific and educational establishment in the country as to what is the effect of language on the mind and what will happen to the minds of students when the Teacher-Student relationship in your country is functioning in English — a language that is neither the student’s, nor the teacher’s, nor the state’s, nor determined by either Scientific procedure, nor by democratic procedure, but pushed on us by fraud?
True, in our current school curricula there are some attempts being made in our books to make half-hearted attempts to teach Sanskrit or other languages and to make a passing mention of Aryabhatta or Ramanujan, but these are mere fleeting illusions and far from anything substantial or solid. We point to the strange dichotomy where English-medium educated graduate level physics students can understand the mathematics of the planetary orbits, but are unable to give even a single clue as to how the Panchang has been determined and continues to be determined with amazing accuracy, the Panchang tables being perhaps more easily available, and perhaps more widely used in India than commonly used log-tables; and vice versa too.
Thus therefore instead of all the shouting about “Indian-Sciences” and sloganeering about “Vedic vimanas”, and the “Pride of our ancient Past”, what would be a far more solid and concrete step to take in this direction would be for Indian Physics departments to follow up the course on advanced Classical Hamiltonian Mechanics, where students learn the basics of astronomical planetary orbital calculations with a course on calculation of the Calendar. This should not be too difficult to do at all given that it is already being done!!
To destroy the Indian pride in their astronomical and mathematical knowledge British missionaries and administration paid huge bribes to a few scholars in Ujjain asking them to proclaim a date for an eclipse that was incorrect by two days. This was published in all the governor’s almanacs and on that date millions gathered to glimpse the eclipse and to take holy dip in the rivers.
But when the eclipse did not occur in main river confluences, the carefully placed British agents and Catholic fathers trumpeted that Indian astronomical knowledge was fake and absurd to the schooled millions. And the British then informed the distraught faithful that according to superior British scientific calculations the eclipse would occur in next three days which proved true, to the amazement of the public.
This fraudulent act of psychological war on the Indian mind came to light only around 1985 through the writings of the German and French scholars who were conducting a study on retrospective reconciliation of astronomical facts. Even NASA’s declaration a decade ago about adapting astronomical tables of India into their computations could not restore the lost sense of pride in the Indians even to this day.
The Europeans who decried the British destruction of Indian knowledge were appalled by the fraudulent methods adapted by British to destroy scientific knowledge. Witnessing this massive disruption of mind and psyche of the Indians, the Germans and French did what they could do best within their limitations. Knowing the greed of British, the French and Germans offered as much cash as possible to salvage anything of value from India. So for a full century the plundered wealth of India – from manuscripts to artifacts to statues were auctioned in London’s famous auction centers – and dutifully the Germans and French paid for and bought them. But what shocked the Germans the most was that when they returned one such statue to the current Indian Prime Minister, not one single member in the Prime Minister’s entourage asked the basic question: “how did the Germans get this statue in first place?”
The education system is meant to deliberately create and perpetuate this ignorance, confusion in which the mind does not know even what question to ask. This confusion is a prerequisite to get a job in our re-engineered society. Not only is our understanding of time-space analysis messed up, but also our understanding of modernity- versus-traditional is also messed up. This confusion prevents us from correctly understanding what should be the link between history, the present and the future; and between maintaining the protection of tradition and accepting the legitimate changes of modernity. This forces us to make choices on the basis of what is critical for our immediate survival in the manner of a slave.
India is now at a critical fork. We have two paths ahead of us. The downward path leads to de-sacralization of the education system, breakup of all social units, creation of fraudulent ones, administration the mental health by increasing the number of psychologists who are themselves confused by the same system who will indiscriminately prescribe imported pharmaceutical drugs, outsourcing of our social decision making process, our thought-processes getting either increasingly and painfully convoluted or increasingly numbed. Pulled away from our rooting knowledge most of which is already gone, but which will have been completely robbed, we will be unable to steer back. Fragmented knowledge will be given to us, by the Foreign Corporate bodies, limited to what is required to get us to work like slaves for them with every aspect of life being under their control. Like that of the Thracian slaves chained below deck: “We keep you alive to serve this ship. Row well and Live.” So would be the fate of the Indians if we made this choice. Thus it is that we asked the question: “Time Travel: India 2040 Prime Minister Sigmund Freud?”
But if we choose the upward path, the harder more difficult, but correct one, we will have to re-understand and re-work our education system completely. We will properly understand our location in space-time. Instead of serving as slaves chained below the deck to row the pirate ships, we will be the guides who could help the rest of the world see a higher truth.
It is this choice that will decide the existence and continuation of India as a republic, and as a state and will help regain its Glory as a center of Universal Cultural Heritage and learning, making it a true Global Village that will solve and resolve every problem that exists in the world today, be it at any level.
Read this explosive hard-hitting myth-buster, a timely reminder for the decadent Indian society; a masterpiece on Indian geopolitics – India in Cognitive Dissonance only in GreatGameIndia – India’s only quarterly journal on Geopolitics & International Relations.
Next Section 14 The Indian Armed Forces: A Fate worse than Death
Previous Section 12 Of MuttaDhiPatis, PeetaDhipatis and Allied Gangsters
Join us on WhatsApp or: