Listening to this young lady’s discourse, one hears a narrative all too familiar: her ‘psychiatric issues’ began in the throes of early adolescence, a period often considered the most stressful in a human’s life due to the tumultuous transformation of the body and the pressure of school.

However, upon closer examination, the ‘hallucinations’ she describes, seemingly characteristic of schizophrenia, are simply cinematic images appropriated from horror films, are they not?

Enormous Stress > Fear > Terrifying Cinematic Images

Then, we arrive at a crossroads: where mainstream ‘science’ interprets these ‘hallucinations,’ merely images from horror movies, as symptomatic of an ‘illness’ – her brain is deemed diseased because it conjures terrifying images that ‘should not be there’ (but why shouldn’t they? In situations of severe stress, viewing such images might be a symptom or a release valve). Thus, a disease is crafted out of these ‘symptoms’, and with enough people presenting such ‘symptoms’, a confirmation bias towards the reality of the diagnosis occurs.

In truth, this was merely a girl under immense stress, whose mind resurrected images from horror movies in an attempt to alleviate the strain.

By bombarding the human mind with thousands upon thousands of classifications (‘rote learning’), we risk reducing the multi-dimensional, living quantum computer that is the brain to a poorly functioning pocket calculator, capable only of perpetually creating new classifications without seeing the broader correlations. Twenty years of this indoctrination, coupled with the hastening of the pace as puberty sets in, inevitably generates ‘problem cases’ who fail to blend seamlessly into the collective. For this group, there are classifications and corresponding addictive drugs that ultimately destroy their brains and contaminate the environment through waste.

We must cease the drugging of our youth because they cannot ‘keep up’ with an insane system. Instead, we ought to teach them that everything is merely a ‘narrative’, that these classifications only become real when we start to put energy in them, when we start to emphasize them.

The real question

In my estimation, philosophy commences with the posing of fundamental queries, the essence of which is embodied in the following question:

When we allude to alternative dimensions, such as ‘parallel dimensions’, do we refer to dimensions existing within our 4 or 5 dimensional ‘reality’, or are we contemplating dimensions that dwell within our consciousness?

The significance of this question is immense. If the latter proves to be true, and an almost infinite number of parallel universes are harbored within our consciousness, then our mathematical pursuit to locate these within physical dimensions seems a fool’s errand, and deeming them as ‘hallucinations’ appears as a precarious political maneuver. Should the brain be indeed a multidimensional quantum machine, to confine it to a ‘despondent reality’ dictated by its overlords is a transgression of the gravest order.

Consider this: what if the constriction that limits us to three dimensions is precisely the result of a parasitic cultivation process? Individuals with unaffected brains, activated by a DMT layer, will have no requirement for television or any form of centralized control, and as such, these brain functions were hastily dismissed as ‘hallucinations’ by the servile proponents of a slave-driver ethos. We should be urged to confront the fear of our own minds, rather than being terrorized into servitude by a rapacious system.

What is this slave-driver spirit? It is a spirit that thrives in parasitism, exploiting the toil of others. War, for instance, is a perverse creation of this parasite: too indolent to labor in the fields, they instead choose to raid their neighbors. A disparity in skin color, and one is promptly deemed a commodity. The spirit of classification. A spirit functioning through checkboxes and categories, a mechanistic spirit incapable of discerning superior associations.

Money is a contrivance of this parasite, as is multiplication. Through the employment of interest, the overpopulation of this planet has transformed into an objective in its own right.

The subsequent step is to impose rigid control over this immense human ranch by ushering them into Mr. Zuckerberg’s META-dimension; traveling, from now on, is a luxury retained for the wealthy under the pretext of ‘ecological’ fallacies. The culmination is the realization of their ultimate aspiration: a gargantuan bio-farm teeming with low-energy, fear-laden beings in pursuit of digital carrots, being force-fed directly from the supermarket. And for those who find this scenario intolerable, tranquilizing substances are always at hand.

Let schools reign over our imagination!

Another casualty of our educational system was my mother, forced into a domestic sciences track simply because she was a woman. At that time, such a path was ‘customary’, and the state facilitated and sponsored such practices. Consequently, my mother was left grappling with lifelong frustration, a frustration she ultimately displaced onto me.

Yet another victim of our educational system was my sister, subjected to such relentless torment at school due to her perceived differences that it remains unclear whether the severe Asperger’s Syndrome she developed occurred naturally.

In summary, the educational system has wreaked havoc on my entire family. Hence, it comes as no surprise that I harbor a deep sense of unease at the thought of the government controlling literature through schools. However, my argument extends beyond personal experience. In the Piranha, I provide further arguments as to why it is a disastrous idea to let education steer literature, which is fundamentally a competitor of education. The underlying principle of literature is that anyone, regardless of their societal position, has the opportunity to ascend to the highest echelons purely based on their intellect. This pathway is sabotaged when the reigns are handed over to poor educators, who always significantly outnumber the good ones.

In reality, schools are brainwashing centers, where one is subjected for twenty years to the manipulation of their own mind, bereft of any free choice. Our minds, innately, are akin to magical quantum computers, phenomenal devices capable of perceiving and traversing multiple dimensions. Subject such an apparatus to twenty years of fluorescent light, bombard it with compartments, place it in a room with people with whom it shares no commonalities, and impose everyone to group dynamics. By the time adolescence begins, disrupt its entire network (predator) and place it in a foreign environment, resulting in an enormous heap of stress that triggers various issues. As a predator, you are ready to ‘help’ them with a predefined identity box: you’re schizophrenic, you’re an ADHD sufferer, you’re depressed! And presto, you’ve found a lifelong market for your sedative drugs.

Big Pharma and Bad Education

Freud wrote:

Our interest is particularly piqued by the mental state of expectation, which mobilizes numerous mental forces that profoundly influence the onset and cure of physical diseases. The fearful anticipation is certainly not without impact on the outcome. It would be crucial to ascertain whether it exerts as significant a bearing on falling ill as is assumed; for instance, whether it’s true that during an epidemic, those most fearful of contracting the disease are in the greatest peril. The opposing state of mind, where expectation is tinged with hope and faith, is an effective force we must reckon with, strictly speaking, in all our treatment and healing endeavors. Otherwise, we could not account for the peculiar results we find produced by medicaments and therapeutic procedures.

Expectations serve as a sort of cage, poised to become a self-fulfilling prophecy. The conditioning of such expectations then becomes the primary tool of political propaganda. If enough people anticipate something, the power of that expectation is so potent that the individual has no choice but to follow suit.

It’s the secret of hypnosis. Incidentally, Germany is also the country that profits the most from pharmaceuticals. Germany’s GDP heavily relies on this industry. Thus, giving them a leading role in the pandemic crisis is clearly a case of setting a cat amongst the pigeons.

And yet, everyone pretends its natural that Germany who has giant financial interests in these matters would get a leading role in this.

The ‘veil of normality’ is precisely the hallmark of a hypnotic state.

The psyborg reduction

Growing up with someone with fairly severe Asperger’s, I have a clear understanding of what autism is and what it is not. In a rather malevolent bid to extend its pharmaceutical reach, psychiatry began treating everything as a ‘spectrum disorder’ – resulting in virtually everyone labeling themselves as autistic, because they’re on the spectrum! But alas, it’s not so simple: the characteristics of what I refer to as the psyborg reduction do have some overlaps with autism, but it is not the same creature. In practice, it’s quite clear why: someone like Rutte is very much a psyborg, but he is not autistic at all, given his extraordinary communicative skills.

According to my definition, which is largely based on Baudrillard’s philosophies of hyperreality, humanity has transitioned from a magical being with a multidimensional quantum computer in its head to a semi-mechanical being with reduced brain functions, which I’ve named the psyborg.

A psyborg is an individual defined by three brain nodes, the Talk node, the Think Node, and the Visual Cortex node – between which a digital reality is created that bears no relation to actual reality, and this entity is remotely controlled by ‘Central Command’, nowadays pretty much Big Tech.

An autist, on the other hand, is rather someone in whom the installation of the psyborg failed.

Baudrillard’s concept of hyperreality, the inability to distinguish reality from a simulation of reality, particularly in technologically advanced postmodern societies, is strikingly relevant in the analysis of the psyborg reduction. In his seminal work “Simulacra and Simulation”, Baudrillard proposed that in our current age, simulations have replaced our understanding of the real world. This theory could indeed be extended to the psyborg’s lived experience.

The psyborg, like a character from Baudrillard’s hyperreal narrative, functions within a digital reality disconnected from the actual world. The autonomy of thought and action in this hyperreal existence are replaced by remotely received signals. Baudrillard wrote, “The territory no longer precedes the map… it is the map that precedes the territory,” suggesting that in a hyperreal world, the simulation is more significant than reality itself. Thus, in the case of the psyborg, the digital simulation – the map – becomes the entity’s perceived reality.

Moreover, Baudrillard’s concept of “The Precession of Simulacra” corresponds to the psyborg’s reduced cognitive ability, where reality is not merely represented but replaced by symbols and signs. Psyborgs, who primarily function through their three brain nodes, perceive the world not as it is, but as it is represented within their programmed framework.

The idea of the failed installation of the psyborg in an autistic individual adds another layer to the discussion. Autistic individuals, often found to be resilient to societal conditioning, may represent a resistance to the simulation, a refusal to surrender to the hyperreality, thus, preserving a connection with the actual world that psyborgs lack.

Baudrillard’s hyperreality provides an insightful framework for understanding the psyborg reduction. It forces us to question the nature of our reality in the digital age, illuminating the impact of technology and simulation on our perceptions and identities. It also prompts us to consider those who resist this paradigm, those like the autists, and ponder the value and necessity of such resistance in an increasingly simulated world.

Martinus Benders, 12-07-2023