As a top-level Superior, I honor, seek, demand, and integrate to core consciousness, knowledge, recognizing it as the third most primarily valuable achievement of mind, ranking behind only Truth and Self-love. But, how do we define knowledge, within Truth, and why does knowledge, when Truthfully defined, rank so high on the list of necessary achievements for all aspiring Superiors? This essay will dissect these issues and enlighten all who are capable of being enlightened, which is a tragically minuscule number of humans.
Knowledge cannot and must not be confused with facts. Determining what is fact and what is fictim masquerading as fact, within a lie-based society as the diseased and deranged human species has created for itself, is extremely challenging in and of itself. Pursuing knowledge must be understood as going far beyond the embrace of fact. Recognizing facts as they are, and fictions masquerading as facts, is always important and valuable, but facts themselves do not translate to knowledge. Most facts exist as artificial constructs of structural fictions. Understanding the difference between knowledge and fact is absolutely key to the Forbidden Truth pursuit and attainment of knowledge.
For example: 2+2=4 is a mathematical “fact”. And mathematics as a discipline, is positioned by society as deeply integrated to education, learning, and science itself. To begin our understanding, the important distinction must be made, that of these three social constructs: education, learning, and science, only science may be understood by Superiors as a potentially valid quest to uncover Truth.
The ability to understand mathematics may well be crucial to much scientific research. And yet knowing the intricate calculations of advanced mathematics, in no way creates or establishes individual knowledge of mind. Mathematics is one of many societal constructs which may have basic origins in natural law, and may be useful in certain scholarly and/or scientific pursuits, but absolutely fail to meet the Forbidden Truth standard of what constitutes knowledge. And yet society decrees the study and the correct solving of math “problems”, as a direct achievement of personal knowledge. So it is with a great many other diverse social constructs, ranging from the spelling of words to how to fix a stalled engine or clogged toilet. To know how to do these things, does not constitute knowledge, regardless of the fact that knowing how to do these things may be personally useful in specific, isolated situations.
Most societal constructs which masquerade as knowledge, are deployed by society to occupy the minds and thought patterns of humans with artificial and trivial facts, which directly impede the pursuit and attainment of knowledge. Society creates entire “fields of study”, such as mathematics, so that individuals may be maliciously brainwashed to devote months, years, and an entire lifetime, to a false path pursuit of artificialized facts, which are falsely decreed to constitute knowledge.
In point of Truth, 2+2=4, as well as all other mathematical equations, are not even facts, they exist as artificial inventions of the malevolent structure of government, and are deployed to create artificial illusions of class, artificialized illusions of wealth and poverty via the application of artificial value very specifically based upon the imposition of artificial mathematics, upon the construct of the human economic system.
So, knowing that 2+2=4, in no way constitutes knowledge. Knowing how mathematics is deployed by human society and government as a tactical weapon to universally oppress and enslave all of humanity, that is knowledge.
Knowledge must be understood as the seamless integration of fact, with the deepest levels of applied philosophy. Philosophical reasoning, debate, and understanding, must be applied to all analysis of fact, or potential fact, in order to achieve knowledge. Facts, in and of themselves, can be useful on an isolated level. We must not reject facts, after determining them to be valid, as opposed to mere artificial projections of society and government. But facts alone, their understanding and embrace, absent their philosophical understanding of context within the social structure, absolutely block and impede the pursuit of knowledge.
Knowledge opens and expands the functionality of the individual human mind. Knowledge is evolutionarily progressive, meaning that every integration of knowledge , in one way or another, directly expands the capacity of the individual to both seek out and embrace, additional knowledge.
Knowledge cannot be a part-time pursuit. Always, in all moments of consciousness, knowledge must be sought and seized. Even during the pursuit of valid pleasurable distraction, such as masturbation and the creation of Conscious Dreams, the mind must remain open to practical knowledge realization and integration.
Knowledge, as Truthfully defined, is precious and valuable because it soldifies and enhances the twin towers of Truth and of Self-love. Philosophy, without the integration of practical knowledge, is limited to an esoteric and academic theory of thought, “So, that is how others think…” When you integrate practical knowledge to philosophical understanding of reality, you make the great leap, the great connection: “Oh, so this is how the world actually is…”
All pursuit of knowledge must be fearless, it must not seek comfort on any level. All pursuit of knowledge must reject all externally imposed preconceptions of limitations of possibility. We must never forget that the narrowing of possibility is a primary weapon of the universal matrix of illusion: Nothing can be recognized as real and valid, unless it is first consciously understood and acknowledged as being possible.
Humanity as a whole is anti-knowledge, just as much as it is anti-Truth. Knowledge is dangerous, because it always threatens to expose Truth. The quest for knowledge is in itself, a hostile attack against society and government, and should be celebrated as such.
Let us never forget that education and knowledge are diametric opposites. All who overtly seek out an education in order to try to gain knowledge, are sabotaging and destroying their own capacity to attain knowledge. Education is a social construct directly designed and intended to extinguish and render impossible, the attainment of knowledge at it is Truthfully defined, and this applies equally to the kindergarten, elementary school, high school, college, university, and graduate school level of education.
Education is the violent imposition of social doctrine, be it factual, pseudo-factual, or concretely false. It makes no difference if the specific “facts” imposed via education are themselves valid or totally false, in terms of the personal attainment of knowledge, because all such imposition compromises and subverts the capacity of the individual to recognize and embrace knowledge. We obtain knowledge only by rejecting all external attempts to educate us, recognizing the Forbidden Truth of education as indoctrination, in all circumstances.
I am highly knowledgeable, and I deploy my knowledge as an offensive weapon in the war I wage against society and government, harmoniously uniting this weapon with my large arsenal of other weapons, such as unconditional love of Self, hatred of others, and the embrace of all Truth.
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