Thursday, 31 January 2013

Our Birth Certificates Are Traded On The Stock Exchange

Jordan Maxwell has been a teacher of higher consciousness for over 40 years. His knowledge of global affairs is virtually unsurpassed. He shares with us the grand deception of who we are as human beings and how our liberties have been abused by those who have chosen to enslave us through our ignorance.
Now that we know that our countries are corporations, it has become evident that we are the stocks traded by the country-corporations on the global stock markets. Only through facing the terrible truth and coming to terms with it, will we free ourselves from the enslavement on our beautiful planet and live the life of infinite abundance that we all deserve.
Love and Light
Michael of the family Tellinger




US TV Show Blows Banking Fraud Wide Open

http://www.youtube.com/watch?v=qRHbH_Izt1M

Please watch this amazing expose on mainstream television. Very soon the banksters will have nowhere to run and hide.
Michael Tellinger hopes to expose this banking thuggery even further when he appears in the Johannesburg Supreme Court on 12 Feb 2013  with his landmark case of FIVE counts of FRAUD against Standard Bank.




Legal Breakthrough Reported by NewERA on Banking Cover-ups

NewERA Lawyers Obtain Promising Decision for Distressed Homeowners    

This morning [30/1/2012] in the Western Cape High Court (Case number 19252/2012), Judge Delamo granted a landmark postponement in favour of a homeowner, Mr Mc Epieuw. This postponement was sought specifically to ensure that documents pertaining to the securitisation of Mr Mc Epieuw's home loan would be disclosed by ABSA bank.
Previously, the attorney for Mr Mc Epieuw, Quintin Zimmermann,  had twice requested documents from ABSA, but the bank was not forthcoming. This compelled Zimmermann to appear in Court and ask for a further postponement to allow more time for the bank to produce the documents. Upon considering the papers, Judge Delamo agreed that Mr Mc Epieuw's matter had merit which warranted a postponement to allow for the proper ventilation of the issues pertaining to the home loan and securitisation.
The New Economic Rights Alliance (NewERA), a consumer advocacy group who is attempting to prove that securitised loans cannot be foreclosed upon, is pleased with this decision. Scott Cundill, Chairman for the NewERA, stated:
"After almost of two years of trying to bring transparency to the banking sector, we have achieved a milestone. A High Court Judge has commented that securitisation could affect the legal standing of a bank's right to foreclose."
Interestingly, the affidavit filed by Zimmermann made reference to a fire which apparently destroyed the original documents pertaining to Mc Epieuw's home loan. This was why ABSA was unable to produce the original loan agreements on request. When the fire department was contacted, they stated that the back-ups and certified copies were not destroyed in the fire, leaving no reason why the bank could not produce valid documents.
In cases of securitisation, bundles of contracts are sold by the bank to a third party who trade them on the stock exchange and bond markets. The bank has been paid out, so NewERA argues that they no longer have a right to the contract. The whereabouts of approximately R1 trillion of securitised contracts is therefore something that the group would very much like the banks to disclose.
Earlier this month, a US court awarded home owners US$8.5 billion in compensation involving issues very similar to that which NewERA is advocating. [source: http://www.bbc.co.uk/news/business-20935095].
Furthermore, Court cases whereby MERS (the electronic process of securitisation) has been declared illegal in several US states clearly has implications here in South Africa as the principle of securitisation is standard across nations.
NewERA agrees that this milestone is only one of many on their road to bring relief to a population under an immense burden of debt. They are due to appear in Court on March 19th, having sued the major banks and the South African Reserve Bank to declare securitisation, and other South African banking practices, unconstitutional.
Contacts:   Quintin Zimmermann: 083-651-6115 / Robyn Zimmermann: 074-189-7495.
Additional research: Last week, on January 22nd, the major US News Show "Frontline" blew the lid on some of the fraud involved in the US. You can watch the entire program here: http://www.youtube.com/watch?v=qRHbH_Izt1M.

Wednesday, 30 January 2013

Notice - TO Ministers & President of South Africa

NOTICE:

To:  The minister of Art & Culture, deputy minister, members of the president’s office and the president.

With reference to our:  Open letter and enquiry from the UBUNTU Party         DATE: 18 Jan 2013


RE: The registration of the corporation called “REPUBLIC OF SOUTH AFRICA”.

Dear ministers and president.

On the 18th of January 2013, I forwarded and urgent enquiry to your office from the UBUNTU Party, requesting the urgent clarification of the matter listed above. The full email and its content is included in this email below. We requested a response from your office within SEVEN (7) days of 18th Jan 2013.
You have not comlied with our URGENT enquiry and seven days have passed.
We hereby give you an additional FIVE working days from date hereof, to comply with our request and to reply to the questions posed in original email.
If we do not receive clear and satisfactory answers to the deeply concerning issues raised with our questions, we will take the necessary legal steps to do so.

In pure truth
Michael of the family Tellinger (Freeman)
Founder UBUNTU Party & Liberation Movement
http://www.ubuntuparty.org.za/p/home.html
contact@ubuntuparty.org.za
Fax: 086 600 6420
All rights reserved - Non Assumpsit


Open letter and enquiry from the UBUNTU Party         DATE: 18 Jan 2013

TO:  Sibusiso Xaba, the Director General of Arts & Culture - Republic Of South Africa
10th Floor, Kingsley Centre, 481Stanza Bopape
Cnr Steve Biko & Pretorius Streets Arcadia - Tel: 012 441 3027

RE: The registration of the corporation called “REPUBLIC OF SOUTH AFRICA”.

Dear Mr Xaba.
In our effort to bring absolute freedom and liberty to all the people of South Africa, especially on the economic front, it has come to our attention that our country “REPUBLIC OF SOUTH AFRICA” is registered as a corporation on the US Securities Exchange, among other well recognised corporations like Anglo American, Old Mutual, ABSA and Standard Bank. Please click on the following link to verify this: http://www.sec.gov/cgi-bin/browse-edgar?company=south+africa&match=contains&action=getcompany

We need urgent information and answers to the following questions to be able to accurately advise the people of South African about their rights and their relationship to this corporation.

  1. We require to view or to obtain a certified copy of the original registration document, founding statement and title deed of this corporation called REPUBLIC OF SOUTH AFRICA.
  2. Who authorised that the REPUBLIC OF SOUTH AFRICA was to be registered as such and why?
  3. Who is the CEO of this corporation.
  4. Who is the accounting officer and what financial statement does it produce?
  5. What are the assets of this corporation?
  6. Are these assets traded by this corporation – if so, how and where, and who is accountable for trading these assets?
  7. Who are the shareholders of the corporation and how are they appointed?
  8. What is the relationship of the people of South Africa to this corporation called REPUBLIC OF SOUTH AFRICA.
  9. Is there any agreement between the people and/or citizens of South Africa and the REPUBLIC OF SOUTH AFRICA? If so, where are those agreements and when were they entered into?
  10. Do the people of South Africa have any obligations to this corporation, and if so do they have the right to renounce such obligation?
  11. Since our BILL OF RIGHTS and our constitution, as well as the United Nations Declaration of Human Rights strictly forbids any form of slavery or forced servitude, what rights do the people who live in the land referred to as South Africa have, to cut all their ties and any responsibility to this corporation that they did not even know existed?
  12. What is the relationship between this corporation called THE REPUBLIC OF SOUTH AFRICA and the GOVERNMENT OF THE REPUBLIC OF SOUTH AFRICA?

We require your urgent attention and response to this within 7 (seven) days, as this matter has severe implications to the liberties and economic freedoms of all the people who live in this land, called South Africa.

In pure truth
Michael of the family Tellinger
Founder of the UBUNTU Party

All rights reserved - Non Assumpsit
www.ubuntuparty.org.za
contact@ubuntuparty.org.za

URGENT ENQUIRY TO THE OMBUDSMAN FOR BANKING SERVICES

URGENT ENQUIRY TO THE OMBUDSMAN FOR BANKING SERVICES
                           
RE: Securitisation of so-called home loans and other bank loans
30 January 2013

Dear Mr Conradie

I represent the UBUNTU Party, a new political party duly registered with the IEC. Our responsibility is to report accurately on various issues that affect the lives and wellbeing of our members and the people of South Africa.

In 2011, the Ombudsman for Banking Services was formally advised that securitisation was a serious issue that needed to be addressed. This included the following:

a.    Securitisation could cause severe financial harm and have a detrimental effect to the South African economy, similar to the effects suffered globally in the 2008 crash in the United States and Europe.

b.    Knowledge of securitisation could assist people with a legal defence that could help save their properties and in many case their livelihoods.

Since the OBS is an independent dispute resolution body it must have a set of guidelines and regulation that govern the banking industry, and therefore must have an official stance on lawful and unlawful activity by the banks. The UBUNTU Party urgently requests the official position of the OBS regarding the following:

1.    What is the official stance of the OBS regarding the matter of securitization.
2.    Is the act of securitisation accepted by OBS as a lawful activity by the banks in their contractual obligation to customers who enter “loan agreements” with banks?
3.    What is the official stance of the OBS on the legal standing of the banks to take legal action against their customers once securitisation has taken place?
4.    What is the role and influence of the Registrar of Banks in OBS?
5.    Explain in detail what the OBS understanding is of how banks create loans. This is critical for us to assert that the OBS actually has a clear understanding of banking practices and that the OBS is not acting under the influence of the banks.
6.    Does the OBS recognise a distinct difference between actual physical loans of real money or “lawful money” as it is called in mortgage loan agreements, AND the virtual money loans that are created by banks on a daily basis, where money is artificially created using a book-keeping entry and thus real money is never transferred from the bank to the customer?

In your own words you indicate that “The OBS is an alternative dispute resolution body” . We are addressing a serious dispute between thousands of our members and the South African banks. We do expect the OBS to be forthcoming with honest and truthful answers to the people of South Africa.

A previous communication in which you bluntly refused to answer simple questions regarding this issue, gave us a distinct impression that the Ombudsman has a hidden loyalty towards the banks and is NOT acting impartially.

It is our view that the OBS is siding with the banks or somehow under the influence of the banks and your role is merely window dressing. This is an opportunity for you to clear this impression up and correct it in the eyes of the public. We simply cannot understand why the Ombudsman for Banking Services would be siding with the banks on this issue.

It makes no sense that the OBS would refuse to answer questions that deeply concern possible fraud by the banks and in so doing, could save the livelihood of millions of South Africans. The fact of the matter is that this information could even save human lives.

If the OBS is aware of any activity by the banks that may be of a potential criminal nature it has a duty to inform the public, and not keep it hidden. The UBUNTU Party puts it on record not disclosing critical information that could be linked to possible fraudulent activity by the banks, could be viewed as complicity by the OBS, if this matter ever ended up in the criminal court.

I further put it on record that the OBS’ lack of action, response and clarity on this issue has already harmed millions of human lives in the past and continues to do so at present.

We expect a serious and responsible answer from your office on a very serious matter that continues to affect millions of people’s lives negatively. We hereby give you seven days to respond.

Michael of the family Tellinger
Founder UBUNTU Party
Email: contact@ubuntuparty.org.za
www.ubuntuparty.org.za
Fax: 086 600 6420

Saturday, 26 January 2013

The World Is A Business

It is critical for everyone to see this video clip from the movie NETWORK in 1976. Especially those who are still confused about the events on our planet.

https://www.youtube.com/watch?feature=player_detailpage&v=ByLiu2TzX9I


Friday, 25 January 2013

A NEW Way of Learning – For a New World

Our approach to educating will change completely in a new social structure where the focus is on providing abundance for our communities while expressing our own creativity and talents. The typical school prisons that we have become accustomed to will disappear and there will most likely be no classrooms as they morph into more appropriate locations to teach and learn. Theoretical teaching will be reduced to a minimum while majority of learning will take place in the actual environment specific to the subject. These learning centres will be constantly adaptable to the everyday requirements of those who have been appointed as teachers.
The insane custom of cramming information into so-called ‘periods’ that last 30 min to an hour will also fall away as learning takes in a true experiential way and allows teachers and learners to truly explore each subject in depth.
All teaching and learning will be done by master teachers who are appointed by the community because they are respected and honoured by the people of the community for their specialised skills, talents, abilities and craftsmanship. This means that communities will have many masters with an infinite variety of skills across many subject. Because in the UBUNTU communities and lifestyle, there will be a long new list of things people do, which is unimaginable to us at present. People will create and participate in many activities that were previously not possible by the lack of money or because it was simply not financially viable. In UBUNTU communities, everything is possible.
Today, millions of children and adults are constantly denied the opportunity to learn new skills and participate in hobbies or sports because they cannot afford it or it is not available close-by. This situation will no longer apply.
In today’s society, the skilled artists/artisans who should be the teachers of our children are ignored and marginalised – creative expression and art is undermined in favour of scientific and financial achievement, while dead artists are celebrated by the rich and famous and their works are collected as tokens of achievement and status. Millions of talented artist and artisan are simply discarded by the world as we know it – until such time that they become a financial benefit to those who rule the roost.
And yet most of what we do in our lives are actually skills and a crafts that have taken time, commitment and attention to master. Some skills take many years to learn while others only a few minutes. From typing to shoemaking, to architecture, rocket science, bee keeping, baking, sewing, engineering, lawn mowing, farming, painting, sculpting, driving, sailing, flying, plumbing... the list is endless.  Even washing dishes and sweeping the floor are skills that need to be attained.
The beautiful thing about this approach is that there are as many skills and passions as there are people. In the UBUNTU system all teachers will be appointed by their own community and through the Council of Elders. Only those who carry the respect of the people and are deemed to be masters of their skills will be appointed.
Every subject and skill that is taught by master teachers will have a very unique flavour and therefore has to be taught in the environment in which it is normally performed. You cannot learn how to make cheese in a classroom -  you cannot learn how to grow seeds in a classroom – you cannot learn how to design a free-energy machine in a class room. In fact, there is very little that we can truly learn in classrooms.
STARTING OUR EDUCATION – Young Children
Children growing up in UBUNTU communities will actually belong to the whole community in the sense that the community takes extra special care of their children. There are no homeless children, hungry children or uneducated children. Children are loved and cherished by the community and protected against any harm. All children get the same opportunities from the earliest age possible. Therefore, kindergartens and crèches will take on a different feel and function.
Community day-care and night-care centres will be the foundation of learning for young children. In these centres they will also receive unlimited healthcare and the best nutrition possible while in their most vulnerable years of life.
These centres will be managed by many people who are highly specialised in their respective fields and appointed by the community to care for the children. Among these skilled people will be developers of educational material who will develop such materials without restriction of any kind. Remember – money is no longer a hurdle to progress or success of any kind and therefore those who have been appointed by the community to develop educational and learning materials will have no restrictions.
Early learning will take place in the form of interactive games and other innovative techniques yet to be discovered. While Plato and many other great teachers of the past indicated the importance of ‘play’ and having fun during early development, we have completely negated this advice in modern times.
Fun and games have been removed from our schools by the control groups for obvious reasons. The current regime seems to believe that children should pay attention and listen to authority – not play games and have fun. Anyone who has ever taught young children will know how much information they retain and how much they learn by playing simple games or participate in fun interactive activities.
This early learning will include a wide variety of toys, tools, books, instruments and also technology like interactive video and informative programmes shown in a controlled environment while children are still too small and young to move around too much. The use of such tools has been extremely effective in giving young children important and basic knowledge about a large variety of subjects – before they venture out to learn about them on a practical level.
Special attention to artistic skills like drawing, painting and learning about musical instruments – experimenting with different instruments to activate their creative talents is critical. During these first formative years children will learn all the basic skills like reading and writing but the most important things they need to learn is to love and respect our planet, mother Earth.
Learn about soil, water, air and sunlight – learn how things grow and why they grow – learn about the animals, plants and insects – learn how to plant and grow seeds – where food comes from and how it is grown or made – learn about compost and earthworms – the cycle of nature – ignite their curiosity with as much diversity as possible.
As they learn this basic knowledge, from the age of around six years, they will start to participate in short half-day workshops and hands-on practical activities to learn the skills in greater detail. These practical experiences must include being exposed to as many different activities and skills as possible to keep their minds stimulated and wanting to learn more. They will visit as many masters as possible to stimulate their imagination and open their minds to unbridled possibilities.
At this early age children love to watch people do different things and everything is exciting. Most of the time they are inspired to somehow get involved – often they want to participate or imitate. They must be provided with all these opportunities and never denied their natural creative outburst of talent. Their exposure to what people do must be as wide as possible. From farming, baking, woodwork, building, engineering, sowing, music, arts, how chickens lay eggs and cows create milk – how cheese and butter is made, how cotton is spun and carpets are woven and everything imaginable. This will also help the children to activate and recognise their own natural talents at an early age.
Planting and growing seeds and food and taking care of the young plants and trees must be an ongoing part of early learning for the first few years. Children could be the source of all the seedlings and young trees that are used by the community. Especially the large number of herbs and medicinal plants that have been marginalised by the pharmaceutical industry. These will be used to great effect by traditional healers and natural healers who are masters of true healing.
These activities must include vegetables, fruit and nut trees of a wide variety to provide an abundance of food and health in years to come. This way children will develop bonds with what they grow and also develop mutual respect for what others have grown and cultivated – which will also include respect and love for mother nature.
There is a strong emphasis on participating in a wide variety of sports and cultural and recreational activities. Learning about music and playing instruments – painting and drawing and sculpting –all forms of art will be explored in abundance. After all, humans are creative creatures that are the expression of the Great Creation – and therefore our desire to create is insatiable and infinite. It is only the restrictions that have been placed on us in life by society, the economy and those who attempt to control us, that prevents us from continuously creating, developing, building, making, inventing... implementing.
Music schools and musical performances by children will most likely be a huge part of our cultural activity. The same applies to all forms of art and artistic expression – many such new forms will evolve in the UBUNTU communities because there will be no restriction due to a lack of money.
Sport and recreation will take on a similar evolutionary phase – some sport we participate in today will fade away, while new kinds of sports and games will be developed by communities as part of their creative expression.
Children will be encouraged to come up with creative solutions to the challenges of the community. Their ideas will be evaluated by the Council of Elders and implemented where it presents a benefit to the community. Young uncluttered minds often come up with the most brilliant ideas, but our society does not recognise or utilise these talents in any way today.

Older Children
As the children get older the duration of experiential, hands-on learning and workshops that they participate in will become longer. They will go from half-day; to full day; to several days in a workshop; to a week; then two weeks; a month and so on.
In this kind of creative and open learning environment, children will start to recognise their natural talents and skills very early in life. They will naturally steer towards their preferred abilities or talents and what they are truly interested in. So – by the time children are 12 years old they will already  have a pretty good idea what they are really good at, what drives them and excites them and what they want to do in life to contribute to the abundance of their community, while satisfying their own creative talents.
Between the ages of 12-14 the hands-on learning and workshops will keep getting longer. From a week to a full month or even more. The number of skills will be reduced and become more aligned with the abilities, skills and preferences of each child. No child is ever forced to do anything they do not want in the learning arena. Everyone is given complete freedom to pursue only what they are attracted to.
From the age of 14-16 the children will only have a few chosen skills they continue to master. These can now be seen as mini internships with master teachers, during which time the skills of the children will truly be refined. Once again – this can be anything the child has chosen for themselves and it can vary from farming to mathematics or sewing, to playing the violin.
In their 16th year, every child will do their final so-called internship of their preferred subject with a master teacher. By the time the children are 16 years old and have gone through thousands of practical learning experiences and workshops and internships with master teachers, on many levels, they will know more about life and all its secrets than all the academics in the world combined today.
And so, every child and every member of the community will have the knowledge and practical experience we can only dream of today. They will be able to build a rocket; milk a cow; solve mathematical equations; grow food; weave carpets; build bridges; make butter and cheese; create free energy machines; play various instruments; excel in sport; and so much more.
At the end of this final internship the children will go into their chosen “labour of love” (LOL) and become valuable contributors for the benefit of the entire community. Some people may see this as some kind of life-long commitment from which there is no escape. This is not the case but merely the residue of our poisoned minds still trying to throw hurdles in our way to complete freedom. I need to remind you that the UBUNTU Contributionism model suggests that everybody only contributes THREE hours per day with their chosen “labour of love”.
The main reason for this is quite simple. If we spend more than three hours per day creating and producing abundance, there will simply be too much stuff. Too much food; too much electricity; too much fuel; too many shirts; plates; tables; houses; soccer balls; rockets; carpets, chickens; cows; milk; bread; etc, etc.
Because we will no longer chase money and spend 80% of our lives on the pursuit of money in some form or another. All our efforts and all the things we do in the UBUNTU community and all the energy we spend is to create abundance for the community and therefore ourselves. It is almost impossible for us to imagine this kind of abundance in the current capitalistic world we live in today.
Remember that everyone in the community will also contribute THREE hours per week towards one of the many community projects or activities. Whether it is mowing the lawn in the parks; dealing with sewerage removal or conversion; creating free energy; transporting materials; fixing the street lights; planting seedlings; etc.
So, after we spend three hours in the day doing what we love to do as our contribution to the community, we still have 21 hours left in the day. Since we have no stress or worries about survival or where we will get our meals each day, we will engage in other activities that we are passionate about and that we have become really good at because of our training. People have various hobbies and sometimes many passions that they will be able to pursue without restriction. No matter what we do or participate in, everything will ultimately be of some kind of benefit to ourselves and the entire community. 
Everyone will be able to undergo any kind of training or additional learning at any stage. Remember that only master teachers that have been appointed by the community will be able to do advanced skills training.
When the children leave their final internship at the age of 16, they will do their LOL under the supervision of a master who is already active in that specific field. When the master determines that he can no longer teach the student any more – or that the student has attained the highest level of skills that the master can teach, he will appoint the student as a master himself. This is how the respect of the community gets passed onto new people who have mastered their skills and it keeps expanding the number of people who can take on the important role of teaching the children to become highly skilled and clear thinking individuals.

Wednesday, 23 January 2013

UBUNTU Presentation

UBUNTU Contributionism

Presentation by Michael Tellinger

https://www.youtube.com/watch?v=qIo2etWlnDM


Michael Tellinger presents the philosophy of UBUNTU Contributionism in Durban South Africa on the 3rd Nov 2012. A Blueprint For a New Social Stucture - What do we do when the global economy collapses? What do we do when the banks close down? We have to consider a brand new social structure - something that we have never tried as the human race. The UBUNTU Liberation Movement and Political party are active in South Africa and are supported by thousands of people around the world. Michael Tellinger is involved in several legal cases against the unlawful activity of the banks in South Africa - the UBUNTU Party is the platform to take this information to the people of the world. Join the UBUNTU Movement and support us with small donations if you can to keep us alive and effective.


Sunday, 20 January 2013

Education & Learning


Current Situation and the UBUNTU Plan of Action

Our school system, and how we continue to teach our children, is largely responsible for our mental and cognitive conditioning that prevents most of us from breaking free from many years of indoctrination. Some researchers have called this “the left brain prison” that has been imposed on us over the most important and formative years of our lives. The sad thing is that most of us never get out of this prison for the rest of our lives and many of us end up defending this prison.

State schools are failing and government mandated education forces everyone to learn the same and often useless material despite the unique interests and learning styles of each individual. The curriculum is designed more to serve the purposes of corporations and the government than those of the student.” www.thrivemovement.com

Restructuring our education system is probably the most critical thing we have to do if we want to liberate ourselves from the prison matrix and the never-ending struggle for survival. It is through the current education system that we become the prison guards to the very prisons that have captured our own immortal souls and our humanness.

We look around us, at how things work, how things are done, and how we live from day to day, and we believe that this is the norm – that this is how things are done – that this is progress and we are part of this never-ending wheel of progress. And yet life gets tougher every year, every month, every week. But we believe that maybe if we hang on for a little longer, things will get better.

After more than 120 years of enduring the current education system, we are all products of this system and we are all equally tuned and calibrated by this system to endure its consequences – without any questions. Most of us now believe that this is the norm – and that this is the best way of educating ourselves and our children – and that there is no better way – because if there was the authorities would have implemented it.

We see the education system as giving ourselves and our children a chance in life. The better our education, the better our chance of having a successful life – getting a good job – having a good career that will earn us a lot of money. It is ironic that the indicator of success among living breathing human beings is not their ability to love others, compassion, creative achievement, contribution to society, but most of the time the emphasis is on money, as an indicator of our success.

We quickly forget that we are all born equal and we should all have a wonderful life, not dependant on the level of education that we can get for our children. And so, without most of us giving it any thought, the schooling and education system becomes the first tool of separation and division among all of us from the first day of school.

Remember that history is written by the victors, and our education is manipulated by those who impose their control on our society. The victors have a vested interest in holding onto power and therefore teaching their conquered subjects whatever it takes to stay in power. Those who do not comprehend this statement at this point will begin to comprehend it as the layers of deception are removed from our lives.

We are forced to place our children in schools at the age when they are most vulnerable to outside suggestion and influence – in the hands of strangers, who get their instructions and teaching manuals from some invisible department in the government. These teachers, most of whom have honourable intentions, have to follow orders and teach what they are told in the style and fashion they are told to teach it. If they do not follow these orders they get fired from their teaching job and lose their income and become undesirable as teachers in any other official educational institution.

For twelve years of our lives we are made to sit in classrooms, separated from mother nature, while we are forced to cram information into our heads, so that we can regurgitate it during an examination – so that we can get an ‘A’ on our school report – so that our parents can brag to their friends and so that we can try to impress our future employers – so that we can get a good job and earn as much money as we can – because we had good marks at school in subjects that we will never ever use in our daily lives and probably never use for the rest of our lives.

If we can regurgitate this information really well, we are allowed to go to university where the indoctrination and brainwashing reaches even higher levels. Those who are privileged enough to reach these levels take on a certain level of pride and arrogance, because they see themselves as special. Because they have worked hard and regurgitated well. And by being able to regurgitate, they have elevated and separated themselves from the masses.

And so, without realising it, the graduates become the quiet promoters and defenders of the system that creates hierarchy and separation amongst humanity.

From the first day of school we are exposed to academic competition and a hierarchy of intelligence that we are taught to conform to. When we do not understand the subjects or if we do badly in our exams, we are laughed at, mocked and reprimanded to work harder. We are told that if we do not get our “act together” we will amount to nothing and that we will end up on the street – that nobody will give us a job and that our lives will be a disaster. All this, so that we should excel at school in the subjects that are of little use to us in life.

From the first day at school we are exposed to continuous stress in many forms. The stress and pressure to succeed – to be the best – to get to the top. We are made to believe that this is all normal and part of life and that competition is good and that this is the way things are done in life. 

The stress of passing exams and not failing, is one of the most cruel forms of subtle mind control we can imagine. We willingly expose our children to this cruel system of stress for most of their young lives. It is this subconscious stress, that finally spills over and becomes the cause of antisocial behaviour experienced by many teenagers.

We send our children to psychiatrists, feed them drugs like Ritalin and punish them for failing or behaving badly, not realising that it is the system, and not our children, that is out of our control.
We never stop to think about this indoctrination because we believe that this is the norm in life – because it comes from higher levels of the pyramid of hierarchy and authority. We do not question it and simply accept it – and plan how we will become “successful” in life. These subconscious scars stay with most of us for the rest of our lives.

By now we should all clearly see that the current education system does not work. It has nothing to do with true learning skills for life and inspiring children to follow their dreams and to use their god-given talents to give true meaning to their lives.

But instead our education system has everything to do with continued indoctrination and subtle mind control of young minds to follow orders, obey authority, and even fear authority. To believe in a pyramid of hierarchy that controls all aspect of our lives and to follow orders given by a higher authority in this pyramid of hierarchy.

All of this is done under the pretence of freedom and personal choice that does not actually exist because if we do not conform to the controls of the establishment, we will be seen as opponents of the system. In some countries it is now compulsory to send your children to school, to submit them to this inhumane treatment. Parents that do not conform will be charged and prosecuted under the legal system that upholds these laws and treatment of our children.

In an attempt to teach us about our origins as human being, spirituality and our immortal souls that all come from the same source of the divine Creator of all things, we are taught about man-made religions, that divide us even more. Religious division that has cause most of the conflict and suffering on our planet. And so the suffering continues, deeply buried beneath many layers of deception, our own ignorance and external mind control.

Most of the things we are taught in school is theoretical information with very little, if any, practical knowledge of how to do things, how to create things, build things, fix things and how to think outside the box – because that would be seen as being antisocial and not conforming to the norm of society – in other words: the normally accepted behaviour of those who have already been indoctrinated by the education system to stay within the boundaries of the matrix. These boundaries of accepted norms include every sector of our society, especially the commercial, financial and political sectors, that have somehow taken control of our planet.

Please ask yourself: What exactly does our education system provide us with when we leave school, other than a piece of paper or a degree that makes us feel special, and makes us believe that we will find a good job. Our education has nothing to do with learning, but everything to do with preparing us to get jobs and have successful careers. And what do jobs do? They allow us to earn money.
In the end, it is all about money. And therefore, those who control the money will continue to control the education system.

It is a well documented fact that governments have been manipulating and controlling the content of school textbooks for the distinct benefit of those in power, so that they can maintain their control over the people. For example, the majority of research in the medical field that is consequently included in the medical textbooks is funded by pharmaceutical companies who fund the printing of the textbooks. We are taught exactly what they want us to believe so that we can regurgitate their deception to others. The young minds that come out of medical school know very little about diagnosing and healing; about resonance and the laws of nature and how all disease can be cured and has been cured in the past because it is a result of in-coherence or being at dis-ease with nature and mother earth.

Schools have become prisons for young minds who want to create and explore without restriction. It is up to us to change it.

A NEW Way of Learning – For a New World

Our approach to educating will change completely in a new social structure where the focus is on providing abundance for our communities while expressing our own creativity and talents. The typical school prisons that we have become accustomed to will disappear and there will most likely be no classrooms as they morph into more appropriate locations to teach and learn. Theoretical teaching will be reduced to a minimum while majority of learning will take place in the actual environment specific to the subject. These learning centres will be constantly adaptable to the everyday requirements of those who have been appointed as teachers.

The insane custom of cramming information into so-called ‘periods’ that last 30 min to an hour will also fall away as learning takes in a true experiential way and allows teachers and learners to truly explore each subject in depth.

All teaching and learning will be done by master teachers who are appointed by the community because they are respected and honoured by the people of the community for their specialised skills, talents, abilities and craftsmanship. This means that communities will have many masters with an infinite variety of skills across many subject. Because in the UBUNTU communities and lifestyle, there will be a long new list of things people do, which is unimaginable to us at present. People will create and participate in many activities that were previously not possible by the lack of money or because it was simply not financially viable. In UBUNTU communities, everything is possible.

Today, millions of children and adults are constantly denied the opportunity to learn new skills and participate in hobbies or sports because they cannot afford it or it is not available close-by. This situation will no longer apply.

In today’s society, the skilled artists/artisans who should be the teachers of our children are ignored and marginalised – creative expression and art is undermined in favour of scientific and financial achievement, while dead artists are celebrated by the rich and famous and their works are collected as tokens of achievement and status. Millions of talented artist and artisan are simply discarded by the world as we know it – until such time that they become a financial benefit to those who rule the roost.
And yet most of what we do in our lives are actually skills and a crafts that have taken time, commitment and attention to master. Some skills take many years to learn while others only a few minutes. From typing to shoemaking, to architecture, rocket science, bee keeping, baking, sewing, engineering, lawn mowing, farming, painting, sculpting, driving, sailing, flying, plumbing... the list is endless.  Even washing dishes and sweeping the floor are skills that need to be attained.

The beautiful thing about this approach is that there are as many skills and passions as there are people. In the UBUNTU system all teachers will be appointed by their own community and through the Council of Elders. Only those who carry the respect of the people and are deemed to be masters of their skills will be appointed.

Every subject and skill that is taught by master teachers will have a very unique flavour and therefore has to be taught in the environment in which it is normally performed. You cannot learn how to make cheese in a classroom -  you cannot learn how to grow seeds in a classroom – you cannot learn how to design a free-energy machine in a class room. In fact, there is very little that we can truly learn in classrooms.

STARTING OUR EDUCATION – Young Children

Children growing up in UBUNTU communities will actually belong to the whole community in the sense that the community takes extra special care of their children. There are no homeless children, hungry children or uneducated children. Children are loved and cherished by the community and protected against any harm. All children get the same opportunities from the earliest age possible. Therefore, kindergartens and crèches will take on a different feel and function.
Community day-care and night-care centres will be the foundation of learning for young children. In these centres they will also receive unlimited healthcare and the best nutrition possible while in their most vulnerable years of life.

These centres will be managed by many people who are highly specialised in their respective fields and appointed by the community to care for the children. Among these skilled people will be developers of educational material who will develop such materials without restriction of any kind. Remember – money is no longer a hurdle to progress or success of any kind and therefore those who have been appointed by the community to develop educational and learning materials will have no restrictions.
Early learning will take place in the form of interactive games and other innovative techniques yet to be discovered. While Plato and many other great teachers of the past indicated the importance of ‘play’ and having fun during early development, we have completely negated this advice in modern times.
Fun and games have been removed from our schools by the control groups for obvious reasons. The current regime seems to believe that children should pay attention and listen to authority – not play games and have fun. Anyone who has ever taught young children will know how much information they retain and how much they learn by playing simple games or participate in fun interactive activities.
This early learning will include a wide variety of toys, tools, books, instruments and also technology like interactive video and informative programmes shown in a controlled environment while children are still too small and young to move around too much. The use of such tools has been extremely effective in giving young children important and basic knowledge about a large variety of subjects – before they venture out to learn about them on a practical level.

Special attention to artistic skills like drawing, painting and learning about musical instruments – experimenting with different instruments to activate their creative talents is critical. During these first formative years children will learn all the basic skills like reading and writing but the most important things they need to learn is to love and respect our planet, mother Earth.

Learn about soil, water, air and sunlight – learn how things grow and why they grow – learn about the animals, plants and insects – learn how to plant and grow seeds – where food comes from and how it is grown or made – learn about compost and earthworms – the cycle of nature – ignite their curiosity with as much diversity as possible.

As they learn this basic knowledge, from the age of around six years, they will start to participate in short half-day workshops and hands-on practical activities to learn the skills in greater detail. These practical experiences must include being exposed to as many different activities and skills as possible to keep their minds stimulated and wanting to learn more. They will visit as many masters as possible to stimulate their imagination and open their minds to unbridled possibilities.

At this early age children love to watch people do different things and everything is exciting. Most of the time they are inspired to somehow get involved – often they want to participate or imitate. They must be provided with all these opportunities and never denied their natural creative outburst of talent. Their exposure to what people do must be as wide as possible. From farming, baking, woodwork, building, engineering, sowing, music, arts, how chickens lay eggs and cows create milk – how cheese and butter is made, how cotton is spun and carpets are woven and everything imaginable. This will also help the children to activate and recognise their own natural talents at an early age.

Planting and growing seeds and food and taking care of the young plants and trees must be an ongoing part of early learning for the first few years. Children could be the source of all the seedlings and young trees that are used by the community. Especially the large number of herbs and medicinal plants that have been marginalised by the pharmaceutical industry. These will be used to great effect by traditional healers and natural healers who are masters of true healing.

These activities must include vegetables, fruit and nut trees of a wide variety to provide an abundance of food and health in years to come. This way children will develop bonds with what they grow and also develop mutual respect for what others have grown and cultivated – which will also include respect and love for mother nature.

There is a strong emphasis on participating in a wide variety of sports and cultural and recreational activities. Learning about music and playing instruments – painting and drawing and sculpting –all forms of art will be explored in abundance. After all, humans are creative creatures that are the expression of the Great Creation – and therefore our desire to create is insatiable and infinite. It is only the restrictions that have been placed on us in life by society, the economy and those who attempt to control us, that prevents us from continuously creating, developing, building, making, inventing... implementing.

Music schools and musical performances by children will most likely be a huge part of our cultural activity. The same applies to all forms of art and artistic expression – many such new forms will evolve in the UBUNTU communities because there will be no restriction due to a lack of money.
Sport and recreation will take on a similar evolutionary phase – some sport we participate in today will fade away, while new kinds of sports and games will be developed by communities as part of their creative expression.

Children will be encouraged to come up with creative solutions to the challenges of the community. Their ideas will be evaluated by the Council of Elders and implemented where it presents a benefit to the community. Young uncluttered minds often come up with the most brilliant ideas, but our society does not recognise or utilise these talents in any way today.

Older Children
As the children get older the duration of experiential, hands-on learning and workshops that they participate in will become longer. They will go from half-day; to full day; to several days in a workshop; to a week; then two weeks; a month and so on.

In this kind of creative and open learning environment, children will start to recognise their natural talents and skills very early in life. They will naturally steer towards their preferred abilities or talents and what they are truly interested in. So – by the time children are 12 years old they will already  have a pretty good idea what they are really good at, what drives them and excites them and what they want to do in life to contribute to the abundance of their community, while satisfying their own creative talents.
Between the ages of 12-14 the hands-on learning and workshops will keep getting longer. From a week to a full month or even more. The number of skills will be reduced and become more aligned with the abilities, skills and preferences of each child. No child is ever forced to do anything they do not want in the learning arena. Everyone is given complete freedom to pursue only what they are attracted to.

From the age of 14-16 the children will only have a few chosen skills they continue to master. These can now be seen as mini internships with master teachers, during which time the skills of the children will truly be refined. Once again – this can be anything the child has chosen for themselves and it can vary from farming to mathematics or sewing, to playing the violin.

In their 16th year, every child will do their final so-called internship of their preferred subject with a master teacher. By the time the children are 16 years old and have gone through thousands of practical learning experiences and workshops and internships with master teachers, on many levels, they will know more about life and all its secrets than all the academics in the world combined today.
And so, every child and every member of the community will have the knowledge and practical experience we can only dream of today. They will be able to build a rocket; milk a cow; solve mathematical equations; grow food; weave carpets; build bridges; make butter and cheese; create free energy machines; play various instruments; excel in sport; and so much more.

At the end of this final internship the children will go into their chosen “labour of love” (LOL) and become valuable contributors for the benefit of the entire community. Some people may see this as some kind of life-long commitment from which there is no escape. This is not the case but merely the residue of our poisoned minds still trying to throw hurdles in our way to complete freedom. I need to remind you that the UBUNTU Contributionism model suggests that everybody only contributes THREE hours per day with their chosen “labour of love”.

The main reason for this is quite simple. If we spend more than three hours per day creating and producing abundance, there will simply be too much stuff. Too much food; too much electricity; too much fuel; too many shirts; plates; tables; houses; soccer balls; rockets; carpets, chickens; cows; milk; bread; etc, etc.

Because we will no longer chase money and spend 80% of our lives on the pursuit of money in some form or another. All our efforts and all the things we do in the UBUNTU community and all the energy we spend is to create abundance for the community and therefore ourselves. It is almost impossible for us to imagine this kind of abundance in the current capitalistic world we live in today.

Remember that everyone in the community will also contribute THREE hours per week towards one of the many community projects or activities. Whether it is mowing the lawn in the parks; dealing with sewerage removal or conversion; creating free energy; transporting materials; fixing the street lights; planting seedlings; etc.

So, after we spend three hours in the day doing what we love to do as our contribution to the community, we still have 21 hours left in the day. Since we have no stress or worries about survival or where we will get our meals each day, we will engage in other activities that we are passionate about and that we have become really good at because of our training. People have various hobbies and sometimes many passions that they will be able to pursue without restriction. No matter what we do or participate in, everything will ultimately be of some kind of benefit to ourselves and the entire community. 

Everyone will be able to undergo any kind of training or additional learning at any stage. Remember that only master teachers that have been appointed by the community will be able to do advanced skills training.

When the children leave their final internship at the age of 16, they will do their LOL under the supervision of a master who is already active in that specific field. When the master determines that he can no longer teach the student any more – or that the student has attained the highest level of skills that the master can teach, he will appoint the student as a master himself. This is how the respect of the community gets passed onto new people who have mastered their skills and it keeps expanding the number of people who can take on the important role of teaching the children to become highly skilled and clear thinking individuals.