The Mathematics of Society

[jesqueal]

It occurred to me long before reading Isaac Asimov's Foundation series that there may be strict mathematical laws of society, and after I 'woke up' and began researching I believe these laws already exist and are employed by the elite to control the masses. It seems to me that the elite can predict society's future states with almost super-human accuracy. For example, the Rockefellers and the CIA sponsoring the feminist movement, knowing that it would benefit them perhaps 50 years down the line; or the quote in Jonathan Williams' book, Legions of Satan, 1781, that Cornwallis revealed to Washington during his surrender that "a holy war will now begin on America, and when it is ended America will be supposedly the citadel of freedom, but her millions will unknowingly be loyal subjects to the Crown."...."in less than two hundred years the whole nation will be working for divine world government.  That government that they believe to be divine will be the British Empire."

I believe that only the mathematical laws of society can explain these accurate predictions. Society is a fluid system of (for example, in America) 300 million components who all have limited ways of influencing each other.

For example: a box full of air may have millions of atoms inside whose only way of influencing each other is through electromagnetic repulsion when they come to close to each other. One could take the knowledge of i) the position and velocity of all atoms at one point in time, and ii) the laws of interaction (the repulsion) and know the future state of the atoms at any point in time (within Heisenberg uncertainty).

In other words, if you know how many people are in society and you establish how they interact with each other, it's mathematically possible to put a broadcast out on BBC this week with a desired outcome a decade later.

If I am correct, and society is controlled by mathematics, the only way to break the cycle is for these mathematics to become commonly available. When that happens, society will logically cease to be predictable.

This is my first post! Hope it makes sense, these are pretty abstract ideas and as a university maths student I'm used to expressing this kind of thing with symbols...

[lord edward coke]

jesus christ fulfilled over 200 prophecies--written 400 + years b4 his birth.    wonder how the math works out on that?

[gEEk squad]

You should read Silent Weapons for Quiet Wars. It is a very stunning read. And no, I am not talking about the debut Album from KillArmy, affiliates of the Wu-Tang Clan.

http://www.theforbiddenknowledge.com/hardtruth/silentweaponsforquietwars.htm

[jesqueal]

stunning doesn't even come close...i will come back to that document many times, thats for sure...
so 'the draft' is an axiom, slavery and genocide are considered 'benevolent' and the world's greatest computers have for 50 years working out when 'harvest time' is...
thanks for the link

[jesqueal]

I wanted to clarify exactly house much weight I place upon this issue.

There is an effect that occurs as people begin to formalise parts of the zeitgeist that is similar to quantum mechanics and is an extension of a phenomena that occurs in the mind; once a meme is characterised, it is forever changed; before this, it had greater possibilities of variance.

It is similar to quantum mechanical effects: when scientists find out something about a fundamental particle, they forever change that particle. Before the measurement, the basic properties of the particle could take any value. It's possibilities are endless and can only be discussed in terms of probabilities - "there's a 0.75 chance it could be here," for instance. Once the measurement is made the properties of the particle are forever set in stone. Now we have 'pinned it down' we can control it a lot easier. For instance, I have an electron whizzing somewhere around my laboratory, and I need to accelerate it to, say 200m/s. Before my observation of the particle, the particle hasn't 'decided' how fast it's going. Then I observe it's speed. The endless probabilities of the value of the speed collapses, and is only now set by the mechanisms of the universe at, say 100m/s. If my goal is 200, I now know I need to double its speed.

The power over society is similarly held by those who study society the most. Factors of the 'zeitgeist' - the great combination of all the people's memes, our collectives conciousness and conciousnesses - can be pinned down in the exact same way as the above scientists. The mass media, the printing press and so on capture observations of society and disseminate them through an ever increasing infrastructure. The Internet is, in some ways, the revolution against this process. When people are presented with concepts in their millions, through television, films, books they become set in the zeitgeist's memetics. It is then manipulatable, and by increasing the fineries and subtleties of memetic control, based on a MATHEMATICAL SYSTEM OF REALITY COMPLETELY SEPARATED FROM EVERYDAY LIFE. The fine details of culture are protected by being unknown, the possibilities for action are huge and varied. Another little slice of human affairs gets mechanised by the formulae and mankind lose something fundamental. Consider whether knowledge of psychological illnesses increased the amount of illness in society - once the zeitgeist has formalised the mass thought, the public's opinion on the matter is forever changed.

The wet dream of those who would exercise power over others with the ever fear of the people taking back the power bloodily is a system of control that is entirely infallible. A scientific study of population; and system of logic and therefore mathematics, where every variable factor in society could be assigned a numerical value - patterns and laws will emerge over time, laws created from the study of patterns. The people in the knowledge of these mathematics could 'plug in' a value for their personal utopia and a value of present society. The changes that must be then made to society in order to reach the planned future can be quantified and the memetics are set in motion.

In the hands of the elite, the science of control has created a grand masterplan. Who can tell why Turkey is currently bombing Kurdish Iraq on behalf of 2007's Istanbul Bilderberg attendees? Who can tell why Mi5 killed a Russian highly critical of Putin? On 9/11, who would have guessed (except for Alex Jones!) how the USA would react to the trade centre attacks? The masterplan dictates what must be done, from Bhutto to world war, with an endgame of total transhumanism for the select few. If the mathematics become public knowledge, either through subterfuge or our own discoveries, we can break the control of the NWO without falling into traps that we will INEVITABLY fall through, as decreed by immortal rules of mathematical logic. The United States is preparing for mass civil uprising and at the same time encouraging it through increasingly subtle layers of inevitable control. With the maths in our hands, the maths stops working to predict our actions. We become free not only from the present tyranny, but all forms of tyranny in future. Because the rules don't apply to a population that knows the rules. That's the quantum parallel. We are free from ourselves, from the dark side of human affairs because we would KNOW OURSELVES on the mass scale.

IF WE KNEW THE MATHEMATICS THE NEW WORLD ORDER USES TO CONTROL US WE WOULD HAVE NO END OF POTENTIAL

   
Must See: Infinite Energy/Vortex-based Mathematics
Freemason emblem

Behavioiural Science Teacher Education Program: Writen in 1969' (Now Fully Integrated within our educational system)

Calculations of the future and how to modify it are no longer considered to be an obscure academic pursuit. Long range planning and implementation of plans will be made by a technological scientific elite. This will strain the democratic fabric to the ripping point. The Protestant ethic will of atrophy as more and more enjoyed a very leisured and guaranteed sustenance. Work as a means and an end of living will diminish. Most people will tend to be hedonistic, and a dominant elite will provide the bread and circuses to keep social distention and disruption at a minimum. A small elite will carry societies burdens. The resulting impersonal manipulation of most peoples lifestyles will be softened by provision for pleasure seeking and guaranteed physical necessities. The controlling elite will engage in power plays, largely without the involvement of most of the people. The Society will be a leisurely one. People will study, play and travel. Some will be in various stages of drug induced experiences. Each individual will receive at birth, a multi-purpose identification, which will have amongst other things extensive communications and control uses. Each individual will be saturated with ideas of information. Each will be self selected, other kinds will be imposed, overtly by those who assumed the responsibility for the others actions. Relatively few individuals will be able to maintain control over their opinions. Most will be pawns of competing opinion molders.

If the values component is not built into the elementary social studies curriculum from the very beginning, there will be no predictable change in pupil behavior. We have finally come to grips with the uncomfortable understanding that unless our pupils indicate by their behavior that they have not only understood but have internalized our high-minded goals relating to values, we have not succeeded.           
~Nancy W. Bauer,
"Guaranteeing the Values Component in Elementary School Social Studies,"
Social Education, January 1967

       
       

       Americans have been led to believe over the years that reforming education is about improving reading or math skills or standardized academic achievement test scores, etcetera, etcetera, etcetera. However, when one considers that the U.S. has been drastically overhauling the education system for over four decades, why have improvements not materialized? In fact, the three R's (i.e. basic academics) have suffered, and the older traditional standardized achievement test scores have plummeted.
       
       The fact is that performance-based reforms have never been about improving students' knowledge of the three R's. The following quotes from the 1993 U.S. Department of Education publication titled School Change Models and Processes shed light on this dilemma. This booklet clearly explains the three waves of reform, which were initiated on the federal level in the '60s, in this way:       

Three perspectives that have been most influential in educational change are:
1) the rational-scientific perspective which posits that change is created by the dissemination of innovative techniques,
2) the political perspective (the top-down approach) which brings about change through legislation and other directives imposed by parties outside the school or districts, and
3) the cultural perspective (the bottom-up approach) which seeks to influence change by encouraging values changes within organizations.

Systemic Reform = Creating Cultural Change
       
       The publication goes on to say that "the cultural perspective... has become a dominant perspective or metaphor of major school redesign and restructuring efforts in the 1990s...." Little is said in this report about improving education, but much is said about "redesigning" and "restructuring" education. The report calls the type of reform that is implemented from the cultural perspective "systemic reform" and defines it in this way:"We see the use of innovative technical knowledge combined with staff development in the context of a school improvement approach that is multilevel, involving not only the school, the district, and the state agency but reaching out as well to create cultural change in the community" (emphasis added).
       
       Is it any wonder that so many public school students can't read and write well? Some students fail to read at all when they receive their high school diplomas. That's because public education is not about offering a broad knowledge base and opportunities for academic achievement any more. The truth is that public schools have become a vehicle for implementing the type of social reform envisioned by John Dewey and other progressive education reformers.       
       
       The concept of "systemic reform" has its roots in the progressive education reform movement. Systemic reform is not about making the schools stronger academically; it's about creating "cultural change in the community" through changing children's beliefs and behavior. At the heart of any culture is a belief system, and beliefs shape behavior. Christian beliefs have historically been at the heart of American culture. Bringing "cultural change" means changing what have traditionally been Christian beliefs, values and conduct.

       Not only are these third round reforms pervasive-going far beyond the walls of the schoolhouse-they are also well funded by powerful associations, private foundations and non-governmental organizations (NGOs). The main problem with these groups running the show is that they are not made up of elected officials, making them unaccountable to the people. Systemic reform involves appointing committees and councils, etc. to make decisions that elected bodies have a legal right to make. This trend must be changed if "the people" are to be truly represented in the decision-making process.

BSTEP       
       
       Changing the curriculum and testing in order to create cultural change through the public schools was the first step in bringing about systemic change. The second step in this cultural transformation has been to retrain teachers as "change agents." The Behavioral Science Elementary Teacher Education Program (BSTEP), conducted at Michigan State University from 1965-1969, and funded by the U.S. Department of Health, Education, and Welfare (HEW), provided the "research" necessary to restructure teacher education.
       
       The following quote from the report titled Feasibility Study: Behavioral Science Teacher Education Program, Final Report, dated December 31, 1969, explains the intent of BSTEP:
"The first goal was to develop a new kind of elementary teacher who is basically well-educated, engages in teaching as clinical practice, is an effective student of the capacities and environmental characteristics of human learning, and functions as a responsible agent of social change " (p.6).

       The report goes on to explain the following:

BSTEP provides the elementary school teacher with particular sets of behavior and mental processes, to function as a practitioner specifically trained to give comprehensive aid to a client. The BSTEP teacher is expected to learn from experience through a cyclical style of describing, analyzing, hypothesizing, prescribing, treating, and observing consequences. The last activity, observing consequences of the treatment administered, in turn leads to the first, describing the changed situations, to begin a new cycle. The feedback from the iterative [involving repetition] design is used to improve his practitioner skills and knowledge, and to better fill the needs of the client-pupil…. The Program is designed to focus the skills and knowledge of behavioral scientists on education problems, translating research into viable programs for preservice and in-service teachers. (p. 6-7)

FOOD FOR THOUGHT: Teachers are not psychologists or psychiatrists! Their students are not "clients." "Prescribing" and "treating" clients should not be part of a teacher's job description. As a public school teacher, I endured many an in-service workshop that was meant for psychologists, not teachers! After reading the BSTEP study, I understood why.

[jesqueal]

Sentient World
Perhaps your real life is so rich you don't have time for another.

Even so, the US Department of Defense (DOD) may already be creating a copy of you in an alternate reality to see how long you can go without food or water, or how you will respond to televised propaganda.

The DOD is developing a parallel to Planet Earth, with billions of individual "nodes" to reflect every man, woman, and child this side of the dividing line between reality and AR.

Recipe for Utopia Pie: Feed all the centralised big brother info into Sentient World, equip with the mathematics of society, give a copy to every person with a computer and cook for 45 minutes. OUTCOME: freedom from tyranny, world peace, utopia

A tiny pebble can divert a great river, as long as you know where to put it

[jesqueal]

http://en.wikipedia.org/wiki/Project_Camelot

Project Camelot was a social science research project of the United States Army in 1964.[1] The goal of the project was to assess the causes of war and to identify the actions a government could take to prevent such wars. The proposal caused much controversy among the social scientists, many of whom argued that such a study would end up using social scientific research to strengthen the established government and to put down revolutionary movements in Latin America and other volatile places. Chile was to be the test case for the project, but the Norwegian sociologist Johan Galtung, who had been invited to be a contributor, worked hard to alert Chilean and U.S. social scientists of the project's true purposes.

The project was canceled as the Defense Department came under increasing criticism for attempting to subvert social research, as well as arguments that social science research was an appropriate way to avoid cultural conflict. The latter was not a unique idea, as the US had recognized that a great deal of WWII conflicts came from a lack of understanding Japanese culture, and commissioned the anthropologist, Ruth Benedict, to write a widely distributed book on Japanese society and beliefs. [2] While Samuel Huntington's Clash of Civilizations theory, stating that most current terror and warfare is culturally based, is not universally accepted, his basic premise is that conflict is culturally based, and social science helps explain culture.[3]

At the time of Camelot, there was not unanimous agreement that unclassified social science research is subversive, or that such research should be classified. Recent military thinking about it includes:

    Over the past 2 years, senior leaders have been calling for something unusual and unexpected-cultural knowledge of the adversary. In august 2004, retired Major General Robert H. Scales, Jr., wrote an article for the Naval War College's Proceedings magazine that opposed the commonly held view within the U.S. military that success in war is best achieved by overwhelming technological advantage. Scales argues that the type of conflict we are now witnessing in Iraq requires "an exceptional ability to understand people, their culture, and their motivation."(C.F. Sentient World's interest in Iraq) In October 2004, Arthur Cebrowski, Director of the Office of Force Transformation, concluded that "knowledge of one's enemy and his culture and society may be more important than knowledge of his order of battle."(Especially when one's enemy is one's people) In November 2004, the Office of Naval Research and the Defense Advanced Research Projects Agency (DARPA) sponsored the Adversary Cultural Knowledge and National Security Conference, the first major DOD conference on the social sciences since 1962. Why has cultural knowledge suddenly become such an imperative? Primarily because traditional methods of warfighting have proven inadequate in Iraq and Afghanistan. U.S. technology, training, and doctrine designed to counter the Soviet threat are not designed for low-intensity counterinsurgency operations where civilians mingle freely with combatants in complex urban terrain.[1]

CAMELOT was an United States Army program. It was not an operation of the Central Intelligence Agency. The work was performed by a subcontractor to what was then called the Special Operations Research Office (SORO) at American University, which was renamed the Center for Research in Social Systems (CRESS) after the CAMELOT fiasco.

Parts of the above-cited article have been used to suggest that the project was subversive in nature. In practice, there was nothing secretive about it, but a researcher started informing Chilean colleagues without the context, or an opportunity for the US Embassy to participate in the discussion.

    Project CAMELOT is a study whose objective is to determine the feasibility of developing a general social systems model which would make it possible to predict and influence politically significant aspects of social change in the developing nations of the world. Somewhat more specifically, its objectives are: First, to devise procedures for assessing the potential for internal war within national societies; Second, to identify with increased degrees of confidence those actions which a government might take to relieve conditions which are assessed as giving rise to a potential for internal war; and Finally, to assess the feasibility of prescribing the characteristics of a system for obtaining and using the essential information needed for doing the above two things. Project Camelot, which was initiated during a time when the military took counterinsurgency seriously as an area of competency, recognized the need for social science insights. According to the director's letter: "Within the Army there is especially ready acceptance of the need to improve the general understanding of the processes of social change if the Army is to discharge its responsibilities in the overall counterinsurgency program of the U.S. Government." "Chile was to be the first case study for Project Camelot. Norwegian sociologist Johan Galtung was invited to design a seminar for Project Camelot. Although he refused, he shared information about the project with colleagues. Meanwhile, Hugo Nuttini, who taught anthropology at the University of Pittsburgh, accepted an assignment for Project Camelot in Chile. While there, he concealed Camelot's military origin, but word leaked out. Protests arose from Chile's newspapers and legislature and the Chilean Government lodged a diplomatic protest with the U.S. Ambassador. In Washington, D.C., following congressional hearings on the subject, McNamara canceled Project Camelot in 1965.[1]

[jesqueal]

Anyone with even a slight degree of interest in what I've said on this thread should follow the below link. My mind is blown in this manner: everything I've been wondering about previously has been inhumanly advanced by a group who call themselves the "Foundation Encyclopaedia Dialectica"
I'm seriously considering quitting everything else to study their Dialectic method. Check it out.

Only to the extent that each living person fights World War II and the Cold War anew, within, and wins, can the world become safe for humanity, and humanity safe for the rest of the universe. Only to that extent can we confront, and overcome, the hideous and unnamed invisible face and invisible mind of the global "Invisible Hand." This monstrous power can, at will, and with the speed of the electron, throw down whole nations into decades of destitution and desperation, hurling emergent middle classes back into the dark ages of "Third World" deprecation and depredation -- this monster that is the unconscious self-oppression of Terran humanity, mediated through its plutocratic econo-political elites.

[ultrasonicsite]

I'm kind of grasping what you are talking about, I'll have to look morer into this.

[jesqueal]

I'm kind of grasping what you are talking about, I'll have to look morer into this.

A good introduction to this kind of thought is Isaac Asimov's science fiction series, Foundation. In it he speaks of the science of Psycho-history: http://en.wikipedia.org/wiki/Psychohistory_%28fictional%29

[yanaar]

You're referring to algorithyms, Yes?  With a little Chaos Theory thrown in?

[wildcat]

Do a google search for "population dynamics" and "reaction-diffusion systems". Maybe you are looking for "political simulators"?

These are used to model the growth of different population segments. For example, the UK population can be split up into around 40 different groups by CACI/ACORN:

http://www.caci.co.uk/acorn/acornmap.asp

Wealthy Executives, Affluent Greys, Flourishing Families
Prosperous Professionals, Educated Urbanites, Aspiring Singles
Starting Out, Secure Families, Settled Suburbia, Prudent Pensioners
Asian Communities, Post Industrial Families, Blue Collar Roots
Struggling Families, Burdened Singles, High Rise Hardship, Inner City Adversity

[jesqueal]

You're referring to algorithyms, Yes?  With a little Chaos Theory thrown in?

Algorithms, perhaps, could be an analogy to what's needed, yes.
Chaos theory...not so much, most truly chaotic systems behave like there is a never-ending fractal pattern of chaos - ie, unavoidable chaotic events at every 'level of magnification'. Psycho-history has a finite number of considerations, so it should behave like it could one day be treated deterministically. Hope this makes sense.

Do a google search for "population dynamics" and "reaction-diffusion systems". Maybe you are looking for "political simulators"?

These are used to model the growth of different population segments. For example, the UK population can be split up into around 40 different groups by CACI/ACORN:

http://www.caci.co.uk/acorn/acornmap.asp

Wealthy Executives, Affluent Greys, Flourishing Families
Prosperous Professionals, Educated Urbanites, Aspiring Singles
Starting Out, Secure Families, Settled Suburbia, Prudent Pensioners
Asian Communities, Post Industrial Families, Blue Collar Roots
Struggling Families, Burdened Singles, High Rise Hardship, Inner City Adversity

thanks i will

[jesqueal]

A little snippet of work in progress, to show what kind of process needs to be dealt with