The Bold Strategy to Empower American Exceptionalism

Ever since a 19th century writer described America as “exceptional”, scholars and politicians have constantly referred to ‘American Exceptionalism’ in one form or another. All understand intuitively the powerful confluence of American events and resources that have resulted in such a historic impact.

While America has been given a good foundation, in order for American Exceptionalism to become sustainable, a bold strategy must be designed and executed successfully. The following three-step process develops a bold strategy:

1. Define the main challenge.
2. Understand the critical factor within that challenge.
3. Apply organizational strength into the ‘most promising opportunity’ within the critical factor.

This bold strategy is applicable to a structured organization of any size. The following proposal is a bold strategy for the structured organization called America.

First Step: The main challenge for the America is to innovate through the growth of the economy. In turn, the growth of the economy dictates how quickly social and financial systems inside can advance.
Second Step: The critical factor for the growth of the American economy is to have communities continually innovate. In turn, the level of a community’s innovation dictates how quickly the business industry ecosystem outside can advance.
Third Step: The organizational strength of America is its ability to empower and benefit from billions of decentralized and diverse choices being made within communities. Within any one community, a school of U.S. Education (another structured organization) that can develop the creative thinking potential and skill sets of all adolescents is the ‘most promising opportunity’ to which the organizational strength of America should be applied. The reason is that creative skill sets are the core foundation for all adults to be able to innovate.

But this has not happened because American leadership does not understand this bold strategy. Consequently, U.S. Education was not set up to foster innovation but is instead focused on competing with centralized education systems of other countries. But centralized education systems will always be more effective at developing homogenous students that can memorize and regurgitate current information – which is the opposite of innovation. So the counter productive focus of U.S. Education actually has the result of flipping the organizational strength of America into a weakness.

LED accelerator would change this backward dynamic for U.S. Education and leverage the organizational strength of America. LED accelerator is a proposed dual system within U.S. Education that will foster high-level creative thinkers along with skill sets that can ultimately develop breakthrough innovators.

LED accelerator shares the goals of other dual systems like Xerox, PARC, DARPA and Google X that were created to be vertically intensive within their respective parent organization. The difference is that malleable brains of students in this system are simultaneously being wired for adaptive algorithms by their experiences. LED accelerator students will collaborate and compete while using tools that exist in the current world to manifest the products and services they intuitively see existing in the future world. The hyper competitive students within each decentralized school district will continually adopt best practices to evolve their culture while striving to pursue breakthrough projects.

Continually changing outcomes will provide for evidence-based data for educators on what aspects of LED accelerator can be implemented in the general education curriculum. The internal impetus of LED accelerator will therefore continually advance the entire U.S. Education system alongside evolving social, economic and government needs.

LED accelerator is therefore not just another education program. It is the missing piece that completes the bold strategy to empower American Exceptionalism to lead the world.

Full proposal and analysis for LED accelerator is found at: CreateLEDaccelerator.com

Why Music and Fine Arts are Essential in Education

Introduction
Music and arts programs in education are under assault with an increasing possibility of being curtailed by legislators and school administrators during each budget session. Despite considerable research on the benefits of how music and arts wire the brain for creativity, cuts continue to happen. Parent and corporate advocacy for these programs have also seen little effect in saving them from being diminished or eliminated. This dynamic does not change because, in the end, it is all about deciding what is the priority in education.

With the pace of innovation constantly accelerating in the modern interconnected world, and as American corporations depend on creative teams to continually innovate, the clear priority is developing the creative skill sets of American students so they can be globally competitive in the future. The only way to achieve this end result is for music and arts to become central to U.S. Education. Though this may be a bold statement, it can be explained and supported from the viewpoint of interconnected education, cognitive and AI (Artificial Intelligence) paradigms.

The Education Paradigm
With relatively minor adjustments, a schoolteacher from 100 years ago would feel right at home within the modern classroom. Other than replacing books with tablets, there has been little system advancement in over a century. In the past, educational excellence meant providing students equal opportunity to learn information that was not easily or publically accessible. Today, information is available for free anywhere and anytime for anyone with Internet access. Therefore, information has become a commodity that no longer has any value in education. The process of forcing students to memorize information and then grading them on how well they regurgitate it is obsolete. Now, memorizing information is mainly needed as a foundation for innovation. The true value in education will reside solely in how students’ minds can be engaged to creatively use, assimilate and transform established information in new ways. This innovation may lead to either a conceptual or physical end product. Only levels and speeds of this creative process should be taught and graded. However, this is rarely happening in U.S. Education.

Consequently, the current state of education has resulted in the failure to achieve the main tenant of the U.S. Department of Education’s mission statement: “global competitiveness by fostering educational excellence”. Therefore, we cannot continue to approach education in the same way and expect different results.

Educators will be forced to experiment with teaching systems for decades to come until the evidence clearly points to a final process to implement. This will be a messy transition with many failures. Generations of students will be caught in the cross hairs of those teaching system experiments. During this transition, students who participate in music and arts programs will be in a classroom experience that will continue to engage their minds to expand creative abilities. But that calls for an explanation of the mind and how music and arts influence it.

The Cognitive Paradigm
While Neuroscience is making progress in understanding the human brain and how to measure intelligence, there is comparatively little progress in understanding the conscious, thinking human mind. Neuroscientists have no serious model of the detailed mechanisms of how the mind actually functions. The widespread assumption is that somehow millions of neurons fire in the brain to produce the mind. They equate brain with mind and intelligence with consciousness, even though each are separate things. So in order to help understand what kind of future education system needs to be implemented, the following advanced model of the mind is given.

The attributes of thought, intuition and emotion cannot originate from a brain cell that dies every 12 years. Furthermore, cells break down into molecules, atoms and subatomic particles. Consequently, there is simply no capacity within the construct of matter to harbor the mind. In computer terminology, the brain is like an adaptive biological motherboard while the mind is a separate operating system that runs and restructures the brain.

The human mind subconsciously saves to memory all sensory information input that the body sees, hears and experiences. Memory is therefore just established information that the mind can access, use and assimilate to attain unique perspectives. In this process, the mind’s force (e.g. volts) and transmission capacity (e.g. amps) is limited by how the physical brain is neurologically wired. It becomes necessary, then, for the brain to be constantly rewired by the mind to accommodate the mind’s force and transmission capacity needs. So the more the mind is stimulated to assimilate information, the more the mind rewires and expands the brain’s capabilities.

But the physical brain offers resistance (e.g. ohms) to the cognitive mind rewiring it. The addition of emotion to this process acts as a catalyst that stimulates the mind to greater output while simultaneously increasing its force to overcome the brain’s resistance. Emotion can range from fear to inspiration and from conflict to harmony. Therefore, having opportunities for students to experience controlled emotion while learning is needed within education. One of the triggers for emotion is the interaction with music and arts. That experience then stimulates the mind to assimilate information in ways that would not have happened otherwise. This ultimately leads to creativity.

So if the purpose of the mind is to create new information then an explanation needs to be given on how it is different from AI.

The AI Paradigm
AI (Artificial Intelligence) technology is constantly improving in its ability to instantly access and deliver relevant information. AI will eventually eliminate all future jobs whose main requirement is using memorized information. Furthermore, AI capabilities are advancing to creatively use, assimilate and transform established information into new information. So AI is already and will continue the process of being able to innovate e.g. IBM’s Watson. This capability alongside advancing (mechanical and then biological) robotics will scale and radically change the role of humans in society. AI will even replace humans performing most of the base functions in the STEM disciplines, just like calculators have replaced the need to do complex arithmetic by hand.

In the future, the only advantage humans will have compared to AI is our aforementioned (non-linear/divergent) thought, intuition and emotion. These unique attributes give humans the potential of innovating new information at such advanced levels and speeds that AI can never attain. Unfortunately, this cannot be achieved if students are not engaged in creativity

Conclusion
Students have been the first to sense the obsolescence of the education system. Ask teachers and they will tell you how students now regurgitate-and-forget information they are learning. The ones who have adapted to play this game the best, receive the best grades. This is just an evolutionary response because they know that memorized information is no longer necessary for their survival. Students are using AI as a tool outside of school every day to source any information they want. Their intuition is telling them that being forced to memorize information in school is essentially relegating them to compete with AI. They instinctively understand this is not just counterproductive, it’s self-defeating.

Students now want and need to become more creative. This corresponds with the demands of an evolving business ecosystem in which corporate survival now depends on the creativity of their adult teams. Consequently, all priorities in U.S. Education now must refocus on how to teach and develop students’ creative skill sets. This, and only this, will keep America competitive in the 21st century. But currently, few classes in school other than music and arts stimulate creativity. That is why music and fine arts are essential in education.

Evidence for these paradigms, along with documentation on the ultimate education system that will empower American Exceptionalism to lead the world can be found on: AntonKrutz.com/education

Written by Anton Krutz

Virtual Reality To The Mind Is Like Poison To The Body


Poison impairs human body organisms to a point that can lead to system failure.  The more poison, the higher degree of failure within the system it is interacting with. In essence, the poison unhinges the function of the organism from operating the human physical system. In turn, virtual reality has the same effect on the mind. Virtual reality unhinges the function of the mind from operating the human cognitive system. In order to understand how virtual reality does this, we need to first get a quick overview of how the mind functions.

Rene Descartes knew 400 years ago that mind and matter are different. Physics now understand enough about the power of the mind and the limitations of matter to know this is true. The traits of personality, intuition, emotion and thought cannot originate from a brain cell. The breakdown of a cell goes to molecules, atoms, subatomic particles and all the way to quantum planck length frequencies. Furthermore, the brain cell dies every 12 years. Consequently, there is simply no capacity within the construct of matter to harbor the mind. In computer terminology, the brain is like an adaptive biological motherboard while the mind is a separate operating system that runs and restructures the brain.

The human mind subconsciously saves to memory all information input that the body sees, hears and experiences. Memory is therefore just information that the mind can access and assimilate to attain unique perspectives. This process achieves the creation of new information. The velocity and bandwidth for this process is dictated by how the physical brain is neurologically wired. In turn, the brain is constantly being rewired by the mind to accommodate the mind’s velocity and bandwidth needs. So the more the mind is stimulated to assimilate information, the more the mind re-wires the brain.

But the physical brain is resistant to the cognitive mind re-wiring it. The addition of emotion to this process acts as a catalyst that stimulates the mind to increasing its force to overcome the brain’s resistance. Emotion can range from conflict to harmony and fear to inspiration. The two most powerful inducers of emotion are interactions with humans and music. Interaction with humans triggers the release of chemicals within the body and brain, which further intensify the emotions. This can create a self-reinforcing loop of long term increasing emotional intensity from conflict to harmony.  The quickest way to induce emotion is through interaction with the complex vibrations of music (especially strings). This can induce emotion from the slow vibrations of fear to the fast vibrations of inspiration. All emotions can be induced not just by physical interactions but also by virtual ones.

Virtual interactions include movies and augmented reality as well. But those images are superposed on the physical world, thus providing a composite view. Consequently, the user’s continued interaction with the physical world limits the potential intensity of the emotional experience. In contrast, the complete programmed immersion of virtual reality isolates vision and the auditory experience. Therefore the near unlimited potential to increase the emotional intensity can untether perception from the physical world and unhinge the mind. This end result is inevitable as virtual reality technology and public accessibility advances. The devastating affects on society and the lawsuits against the companies that make that technology will lead to government involvement. Eventually, government will regulate all virtual reality and designate it’s use solely to approved agencies.

The reason virtual reality will not be banned completely is because it, like poison, can have extremely beneficial affects under controlled circumstances. Poison in specific amounts, under specific conditions, can heal and transform organisms. Similarly, virtual reality will be used by the medical field to heal trauma patients and by the military field to transform a terrorist into a model citizen. So virtual reality will have it’s uses. But it will not be scalable, sustainable or commercial.

This prediction, by itself, will not stop companies and investors from collectively allocating billions of dollars over the next decade into virtual reality. But the fact that most will lose their entire investment just may give some pause to consider this alternative paradigm.

An Open Letter To Peter Thiel

Peter,

Here are three concepts that you have publicly expressed interest in:
1. To find something that’s true, that almost nobody agrees with.
2. To fix an institutionalized and homogenized education system.
3. To advance the developed world by being vertically intensive.

All three concepts are addressed as a process individually below. As well as being interconnected within a new paradigm that will emerge after a specific event takes place. That event is the launch of LED accelerator – CreateLEDaccelerator.com – a new dual system program within U.S. Education that will develop Zero to One breakthrough innovators.

First: To develop an understanding of breakthrough innovation, a new framework needs to be described within which the cognitive mind and the physical brain are distinct constructs of one system. The traits of personality, intuition, emotion and thought cannot originate from a brain cell. The breakdown of a cell goes to molecules, atoms, subatomic particles and all the way to quantum planck length frequencies. Furthermore, the brain cell dies every 12 years. Consequently, there is simply no capacity within the construct of matter to harbor the cognitive mind. In computer terminology, the brain is like an adaptive biological motherboard while the mind is the operating system that runs and restructures the brain.

The human mind saves to memory all information input that the body sees, hears and experiences. Memory is therefore just information that the mind can access and assimilate to attain unique perspectives. This output process results in created incremental innovation. In contrast, breakthrough innovation is discovered because that information already exists and just needs to be sourced. Breakthrough innovators use their discovered information to establish new guideposts and direction for incremental innovators and the rest of society to follow. The existence of the cosmos is not left to chance and neither is human evolution. “God does not play dice”.

Second: The premise of U.S. Education forcing students to memorize information and then grading them on how well they regurgitate it, is now obsolete. This process wires the mind completely against creativity and critical thinking. Furthermore, no part of the U.S. Education system exists to specifically recognize and develop our potential breakthrough innovator adolescents. The special skills of those adolescents are snuffed out, re-channeled to fit conventional career fields or disciplined for incremental innovation. That is why breakthrough innovators like Steve Jobs came into existence by pure chance, in spite of the education system. The solution is to disrupt U.S. Education from inside.

Individualized Project Based Learning is the future of U.S. Education. But educators cannot explain, as a process, how to establish and evolve it. Educators will therefore cautiously experiment and waste generations of students’ lives until a process starts to develop. LED accelerator will break this bottleneck by developing adolescents that will adopt best practices as they strive to pursue big opportunity goals. Continually changing outcomes will provide evidence-based data on what aspects of LED accelerator can be implemented as guideposts for Project Based Learning. This process will then continually advance U.S. Education as a whole.

Third: LED accelerator shares the goals of other dual systems like Xerox, PARC, DARPA and Google X, that were created to be vertically intensive within their respective parent organization. The difference is that malleable brains of adolescents in this system are simultaneously being wired for adaptive algorithms by their experiences to better source innovation. LED accelerator adolescents will collaborate and compete while using tools that exist in the current world to manifest the products and services they intuitively see existing in the future world. Within this process they will face adversity and fail more than they succeed. Hence, they will all develop resiliency. As adults, that trait will be forged into courage.

Courage along with a honed intellectual and intuitive capability will be the skill set foundation of future leaders. This foundation will be crucial to successfully meet the immense challenge of guiding society with and through constant disruptive innovation. That is why LED accelerator adolescents will grow up to be leaders within the private, public, military and religious sectors of this exceptional nation. But societies in other developed nations will also need guideposts to follow as well. So LED accelerator is not just a program that will Make America Great Again. It will be the sustainable core of American Exceptionalism to lead the world.

In Conclusion: At this point you may be thinking that this new paradigm is limited to utilitarian tactics and strategy. Where is the breathtaking long-range vision and fun behind it you ask. It is anchored in the understanding that millions of future years of information in the form of breakthrough physics and technology can potentially be sourced. While the construct of planned randomness ensures that future human experiences and conflicts remain only as planned probabilities, the information for breakthrough physics and technology is set. Everything from Strong AI bots, to medical instruments that use frequencies in repairing DNA, to disc shaped Starships that without drag are propelled forward at near light speed by moving space-matter and spacetime around the vessel. [The current static model of spacetime is incorrect because it is the dynamic 5th force within one unified field. Some of the effects of this 5th force is attributed to nonexistent dark matter and dark energy placeholders.] Additionally, travel between star systems will be made possible by going through Einstein-predicted wormholes to explore the Milky Way frontier and engage its millions of sentient inhabited worlds.
ALL. THIS. INFORMATION. EXISTS. NOW.
Wouldn’t it be fun to hack our matrix ecosystem and go source it?

Self directed learning needs to be led by evidence based processes

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Article on self-directed learning by Tom Vander Ark.

Self-directed learning is the future of U.S. Education. But to get to that sustainable outcome there will be hesitant and cautious experiment after experiment. All the while U.S. Education will be constantly behind the innovation curve. LED accelerator will break this bottleneck by developing its own unique doctrines and learning strategies.  The hyper competitive adolescents within each LED accelerator will continuously adopt best practices to evolve their culture and strive to address Big Opportunities. Outcomes will be sustainable because they will be continuously analyzed and debated by educators to provide evidence-based data on what aspects of the ever evolving LED accelerator processes can be implemented to advance U.S. Education as a whole. More information found on: CreateLEDaccelerator.com

The Failure of Physics

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I have worked on my Unified Field Theory for many years. Since it is sourced through my mental filter, it is written in my phenomenological description. I have been over it with theoretical physicists. The only request I had from them is to translate the UFT from my phenomenological description into their academic physics description. That is a fundamental first step so that we all can reference a common language. But it was almost impossible for them to do. It turns out that the creativity of academic physicists has been damaged beyond repair by the outdated education system which nurtures a group-thing approach. They don’t even realize their field is in failure.

Physicists have discovered enough information about our physical phenomena to make their current models obsolete. But they are not rethinking their models or working toward a genuine end. Instead, physicists are obfuscating the failure of their models through hollow corrections, façade of math equations and institution pretense in order to validate their continued funding.

Furthermore, the current models of the physical phenomena have an underlying premise that particle existence and interaction is gratuitous. At its foundation, this is intellectually irrational because that premise would dictate consequences of chaos rather than organization. This is contradicted by the reality that our atomic to cosmological systems are complex organizations. Furthermore there is clear evidence all systems (mineral, botanical and biological) are continually advancing to higher states of organization. Therefore an underlying purpose and continual effort to execute that purpose must exist.

The understanding of matter and the four fundamental forces is incomplete. The understanding of the fifth fundamental force, currently attributed to non-existent placeholders of dark matter and dark energy, is completely wrong. Multiple isolated and contradicting models have been developed to explain these physical phenomena. This is tolerable as a temporary transition to a Unified Field Theory. But it is intellectually dishonest for isolated and contradicting models to be accepted, as they are currently, as permanent explanations. Since it is concurrently accepted that Einstein was correct when he made it clear that the right model needs to be a unified one based on the field. In total, this irrational, wrong, incomplete and dishonest approach amounts to a failed state of physics.

A failed state of physics would not affect the world if it were not for the fact that physics is the mother of all science. Therefore the failure of physics has a direct affect on the tethered life and social sciences. The academia within the fields of chemistry, biology, sociology and economics do not understand that they are analyzing the interface of our reality and not its information based nature:
Chemists do not understand the nature of climate and ecological changes.
Biologists do not understand the natures of bacteria, viruses and cancers.
Sociologists do not understand the nature of ego and intolerance.
Economists do not understand the nature of money and reactive financial systems.

Consequently, these tethered sciences provide abhorrent guidance and solutions to government organizations. This compounds problems that, within an integrated world, metastasize and accelerate into international toxic ecosystems. Blame is then allocated on a variety of other factors, when the core cause is the failure of physics.

The main reason this failed state of physics exists is due to internationally homogenized, hierarchical education systems and associated heuristics that have limited conceptual diversity. Consequently, the reactive process of physicists working with ‘accepted methods’ and ‘accepted models’ takes academic precedence over the creative requirement to innovate a disruptive Unified Field Theory model. If any company in the private sector had this type of reactive culture, all their innovation would cease.

The integrity of physics requires a reboot, through a conceptually coherent, hypothetical Unified Field Theory model. Continuing with the status quo is not an option. The world’s first Unified Field Theory is now available on:  CreateLEDaccelerator.com/physics

Whichever organization implements the new paradigm outlined within this site first will attain an unmatched competitive advantage within their business or science ecosystem.

A New Paradigm On The Cosmos And Human Existence

https://www.youtube.com/watch?v=vAhtgP-1qe4

 

TED talk video above offers an excellent introduction overview on how the foundation of our physical reality is constructed from information.

Like sound waves and breathing, the cosmos system functions through cycles of expansion (i.e. big bang) and contraction (i.e. big crunch). Expansion and contraction are opposing binary dualities that are found (like fractals) throughout the microcosm atomic level to the macrocosm cosmological level. Some more examples:

1. Contraction / Negative  / 0  /  Black  /  Reactive  /  Entropy   / Repulsion /  input    etc.
2. Expansion  /  Positive   /  1 /  White  /  Creative  /   Syntropy / Attraction  /  output  etc.

The consequences of these (and other) binary dualities allow relativity to exist within the cosmos.

So the cosmos system does not exist by chance. The cosmos is a macrocosm of a huge corporation that is made from and interacts with information. Like a corporation, the cosmos has billions of regions called galaxies. Each region has billions of divisions called solar systems. Each division has production centers called planets. Guiding the cosmos is a CEO. Like in all corporations, the absolute main job of the CEO is to allocate resources and look for new growth opportunities. Society has labeled the cosmos CEO as God. In typical hierarchical structure, below the CEO is a leadership team comprised of numerous levels of executives and managers. Society has labeled that cosmos leadership team as angles. Below the leadership team are the workers. Society has labeled those cosmos workers as sentient beings. A corporation exists to produce a diverse product offering. In turn, the cosmos also exists to produce a diverse product offering called New Information. So the business purpose of the cosmos is to continually produce New Information.

Within the cosmos, all sentient life resides in the Milky Way galaxy. But of all the planets in the Milky Way, the botanical and biological life on Earth has the highest level of: challenge, diversity, conflict, competition, and adaptation. In total, Earth has the highest density/intensity level of life (i.e. physical challenges). On Earth, a blade of grass will crack concrete in its push towards the sun. Life is able to exist in the depths of freezing oceans to the depths of volcanic lava. Life on Earth also has the highest density/intensity level of thought/emotion (i.e. cognitive challenges). Humans have the highest level of cognitive aspects, which includes the entire emotional duality spectrum from: rage to tranquility, bonding to rejection, hate to compassion, despair to elation, intolerance to empathy, and failure to success. This immense thought/emotion range gives a human the potential to kill millions of others or to sacrifice themselves for millions of others, and all levels of action in between. In societal terms, humans have the most potential to commit the highest evil to the highest good. Consequently, our immense emotional and physical challenge spectrum gives human interaction the highest potential to produce the most New Information. More in depth explanation on:  AntonKrutz.com/physics

Whichever organization implements the new paradigm outlined within this site first will attain an unmatched competitive advantage within their business or science ecosystem.

The Cognitive Components Of The Mind

voice-on-ivory-physics-alt

Through history mankind’s innovation was based on gaining an understanding of how aspects of nature function. For artificial intelligence to become truly revolutionary, neuroscience must first understand what the cognitive mind actually is.

The traits of personality, intuition, emotion and thought cannot originate from a brain cell. The breakdown of a cell goes to molecules, atoms, subatomic particles and all the way down to quantum planck length frequencies. Furthermore, the brain cell dies every 12 years. Consequently, there is simply no capacity within the construct of matter to harbor the cognitive mind. In essence, the mind and brain are two distinct constructs of one system. In computer terminology, the brain is like an adaptive biological motherboard while the mind is the operating system that runs and restructures the brain.

But the cognitive mind itself is also composed of multiple components. That is why when Jean-Paul Sartre was analyzing Descartes’s statement “I think therefore I am.” had this observation of his own: “The conscious that says ‘I am’ is not the conscious that thinks.”  So here are the terms that will be used decades from now to describe these cognitive components:

Microconscious             (Self – entity humans sense themselves to be)
Conscious                      (Soul – creative thoughts)
Subconscious                 (Ego – reactive thoughts)
Mind Consciousness      (Rational – impartial thoughts)

Here are the processes for these cognitive components that will be understood decades from now:

The Conscious, Subconscious and Mind Consciousness offer choices to the Microconscious in the form of thoughts. But thoughts always come with emotion and action attached. So Thought-Emotion-Action (TEA) units are available to the Microconscious as choices to select from. Presently, ‘free will’ of a Microconscious is limited to those multiple sources. This until the Microconscious evolves the ability to create its own Original Thought. Evolving this ability is accomplished within a process where the Microconscious uses multiple sources of TEA to attain an experience involving diverse viewpoints and competition – two fundamental conditions required to create Original Thought.

A balanced level of Subconscious TEA is the strongest catalyst in the process to create Original Thought. Also, a balanced level of Subconscious TEA is responsible for humans having the very important trait of skepticism. But a dominant Subconscious TEA leads to what is termed in society as ‘suffering’. An extreme influence of Subconscious TEA leads to what is termed in society as ‘evil’. To achieve a productive society, ‘religious’ cultural immersion has been the external mechanism used to date in guiding the Microconscious to regulate and co-opt the influence of Subconscious TEA.

So our reality is itself an AI matrix set up to train the Microconscious to attain Original Thought. All the drama of diversity, conflict and intense competition within humanity exists for the purpose of creating new experiences and eventually, Original Thought. More in depth explanation on: AntonKrutz.com/physics

Whichever organization implements the new paradigm outlined within this site first will attain an unmatched competitive advantage within their business or science ecosystem.

A New Paradigm On Biology


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Viruses, bacteria and parasites are biological smart devices. They are just like mechanical smart devices (like smart phones for instance), which only act ‘smart’ because they source information from a separate physical infrastructure to function. In turn, the biological smart devices only act ‘smart’ because they also source information to function. But instead, they source it from a separate virtual infrastructure, that contains billions of future years of stored information.

That is why biological smart devices have the ability to constantly adapt to most every aspect of nature and space, as well as most every human created ‘cure’. In essence, even though they’re microscopic, they act with the intelligence of a huge supercomputer. That is why human created cures are just triggers for the biological smart devices to access a higher level of information and adapt. This aspect of our matrix exists to provide humans with physical and mental resistance and challenge.

However, scientists do not understand this paradigm. So hundreds of billions of dollars are wasted on inconsequential and counterproductive medical experiments. This is because researchers are mistakenly analyzing the interface of our matrix and not its information based nature. Further explanation on: AntonKrutz.com/thought-leadership.

Developing Breakthrough Innovators in U.S. Education

https://www.youtube.com/watch?v=9Ep9XcJbnk8

Breakthrough innovators throughout history have described their work as a process of discovery, always sensing a final vision of what they eventually manifested. Within this process all past and future breakthrough innovation has always existed conceptually, ready to be sourced by breakthrough innovators. It was possible for breakthrough innovators to do this because they were coincidentally positioned in their fields along with having brains that were naturally wired with developed algorithms, to be able to source the innovation.

Since there is a process to discover breakthrough innovation, there is therefore a process to develop future breakthrough innovators. This process takes the form of LED accelerator, a dual system program within U.S. Education. LED accelerator will accelerate how breakthrough innovation is discovered and then beneficially allocated within society. The select adolescents within this program will grow up to be leaders within the private, public, military and religious sectors of this exceptional nation. In turn, the future core of American Exceptionalism to lead the world, will run through this program.

More in depth explanation is found on: CreateLEDaccelerator.com