SBE’s *Amended* Resolution About MSU
The Michigan State Board of Education just released their AMENDED resolution about the MSU Deaf Education program. The new addition is at the bottom of the text. Thank you, to the State Board of Education, especially John Austin, for doing this!
—–
State of Michigan
State Board of Education
Resolution
Michigan State University Deaf Education Teacher Preparation Program
WHEREAS, The Deaf Education Teacher Preparation Program at Michigan State University’s College of Education is one of only two in the State of Michigan, and the only teacher preparation program in the State that prepares teachers for bi-lingual (American Sign Language/ASL and English) programs and services; and
WHEREAS, the proposal by the College of Education to terminate this program as well as the ASL program has significant negative consequences for the State of Michigan, its public schools, and students who are Deaf or Hard-of-Hearing as well as the supply of teachers; and
WHEREAS, Michigan students who enroll in Deaf Education programs in other states are less likely to return to Michigan after completion of such programs, thus increasing the exodus of Michigan citizens; and
WHEREAS, the loss of nationally prominent faculty at Michigan State University who created this federally recognized Deaf Education Program will negatively impact the training of higher education faculty in Deaf Education as well as teachers of students who are Deaf and Hard-of-Hearing in Michigan; and
WHEREAS, Michigan identifies over 3,000 students as Deaf or Hard-of-Hearing and eligible for special education services annually, all of whom are entitled to special education programs and services; and
WHEREAS, the consequences of the termination of this program and the ASL program will disproportionately impact signing Deaf, Deaf-Blind, and multiply impaired students in Michigan; and
WHEREAS, not only Deaf and Hard-of-Hearing persons, but also Hearing persons without verbal language learn through the use of sign language; and
WHEREAS, the State Board of Education and the Department are dedicated to ensuring that teachers and other personnel serving children with disabilities are adequately prepared and trained; and
WHEREAS, the State Board of Education, serving as the Board for the Michigan School for the Deaf, has a Constitutional responsibility to provide leadership and general supervision over all public education, including special education services; now therefore be it
RESOLVED, that the State Board of Education and Michigan Department of Education request Michigan State University’s College of Education reconsider the decision to terminate the Deaf Education Teacher Preparation and ASL Programs, and be it finally
RESOLVED, that if MSU terminates its program, that Michigan State University work with the Michigan Department of Education to determine how Michigan can best continue to provide high quality diverse teacher preparation programs to train teachers to serve Deaf and Hard-of-Hearing students in Michigan.
Thank You – But It’s OUR Cause
I would like to thank John Egbert for his blog post expressing support for my efforts to keep the Deaf Education program open at MSU. However, I wanted to emphasize that this is not my cause. This is our cause – the Deaf Community’s cause. Five thousand of you sent in emails and letters to the State, which most likely played a great role in the State Board of Education’s resolution.
Thank you to the 5 thousand persons who sent in emails!
There are also numerous individuals who are at the front lines of this situation and they deserve our thanks as well. I cannot list them all, but I would like to recognize these particular individuals and organizations:
- Freida Morrison, the chair of the Michigan Deaf Community committee and the Membership Coordinator of Michigan Deaf Association;
- Melissa Rich, Region 1 Representative of MDA and committee member of MDC;
- Brenda Cartwright, Director of the Lansing Community College Interpreter Training Program
- Marta Belsky
- Jacque Thompson, Director of Special Education and Early Intervention
- Katie Hosmer, Founder of the Facebook Group “Keep Deaf-Ed Major At MSU!” and coordinator of the rally;
- The National Association of the Deaf for allowing me to blog about this on their website;
- The State Board of Education for listening to our concerns and issuing their resolution
Despite the SBE’s resolution, the fight is not over. MSU still can and may decide to stick with their decision to close the Deaf Education program. We must keep on watching and pushing to ensure that no matter what happens, there will be a program in Michigan that trains teachers to use American Sign Language with deaf children.
If you have not sent in a letter yet, please send one to the MSU president, provost and Board of Trustees. Their contact information can be found here.
Thank you for all of your support!
MI SBE Asks MSU To Reconsider
The Michigan State Board of Education [SBE] has made a resolution to ask Michigan State University to reconsider its decision to close the Deaf Education program in its memo dated December 1, 2009. The SBE’s resolution will be on the MSU Board of Trustee’s agenda this Friday.
I am encouraging those who are attending, to emphasize that the SBE is asking them to reconsider, and for those who are not able to attend – to continue emailing the MSU adminstration and BoT, and remind them about the SBE’s resolution.
Below is the SBE Memo, and here is the link to the memo itself – State Board of Education’s Resolution About MSU Deaf Ed Program – so everyone can see it is official.
Resolution
Michigan State University Deaf Education Teacher Preparation Program
WHEREAS, The Deaf Education Teacher Preparation Program at Michigan State University’s College of Education is one of only two in the State of Michigan, and the only teacher preparation program in the State that prepares teachers for bi-lingual (American Sign Language/ASL and English) programs and services; and
WHEREAS, the proposal by the College of Education to terminate this program as well as the ASL program has significant negative consequences for the State of Michigan, its public schools, and students who are Deaf or Hard-of-Hearing as well as the supply of teachers; and
WHEREAS, Michigan students who enroll in Deaf Education programs in other states are less likely to return to Michigan after completion of such programs, thus increasing the exodus of Michigan citizens; and
WHEREAS, the loss of nationally prominent faculty at Michigan State University who created this federally recognized Deaf Education Program will negatively impact the training of higher education faculty in Deaf Education as well as teachers of students who are Deaf and Hard-of-Hearing in Michigan; and
WHEREAS, Michigan identifies over 3,000 students as Deaf or Hard-of-Hearing and eligible for special education services annually, all of whom are entitled to special education programs and services; and
WHEREAS, the consequences of the termination of this program and the ASL program will disproportionately impact signing Deaf, Deaf-Blind, and multiply impaired students in Michigan; and
WHEREAS, not only Deaf and Hard-of-Hearing persons, but also Hearing persons without verbal language learn through the use of sign language; and
WHEREAS, the State Board of Education and the Department are dedicated to ensuring that teachers and other personnel serving children with disabilities are adequately prepared and trained; now, therefore, be it
RESOLVED, that the State Board of Education and Michigan Department of Education request Michigan State University’s College of Education reconsider the decision to terminate the Deaf Education Teacher Preparation and ASL Programs, and rededicate its Land Grant mission to meet expectations not only as a great research university but also meet expectations as a great teaching and service university, with a focus on the needs and priorities of the citizens of the State of Michigan, including those who are Deaf or Hard-of-Hearing.
My MSU Rally Speech
Approximately 50 to 70 people showed up to today’s rally at Michigan State University’s Rally for Deaf Education. The weather was terrible – 25 degrees with a fierce wind, so most stayed home, unfortunately. However, there was a long list of speakers, and it lasted for approximately a hour and half, which is excellent, considering how cold it was! We stood outside the administration building and interpreters voiced our speeches through a bullhorn directed at the building. I would like to thank Katie Hosmer in particular, for organizing this rally to protest MSU’s decision to close the Deaf Education program.
Here is the speech that I gave at the rally.
~ A Deaf Pundit/Jeannette Johnson
No Harm Done, Right?
I’m Jeannette Johnson, an undergraduate student at Grand Valley State University studying Government and Nonprofit Administration. I’m also the blogger of The Deaf Edge. I am speaking here today as a private citizen.
It was 1880, at an international deaf education conference in Milan, Italy, where educators voted to ban sign language from deaf education, sparking a 129 year long war on deaf education methodology. MSU’s decision to close the Deaf Education program is just the latest front of this war.
Let me tell you about this war. Ever since 1880, hearing people have been in charge of educating the deaf. American Sign Language [ASL] has been shunned in favor of oralism. Then when it was declared to be a failure in the early 1970’s, the hearing invented their own gestures, Signed Exact English [SEE]. After all, ASL, the native, genuine language of the Deaf and today is the third most used language in the United States, just simply could not be considered equal to English. And hey, no harm done, right?
Ever since 1880, the sad statistic has barely changed – the average 18 year old deaf person reads at 4th grade level. But hey, No harm done, right?
Now, let’s consider this one simple fact: MSU is the ONLY program in the state that offers the option of training teachers of the deaf to use ASL with deaf students. EMU offers ONE class in “manual” communication. One class, and it’s not even clear whether it’s ASL or not. But hey, no harm done, right?
As a public institution, MSU and other institutions have a legal obligation to serve ALL populations, whether they’re low or high incidence. However, Dean Ames has told the State Superintendent, and I quote from her email: “Eastern Michigan has a much larger special education program but also low enrollment in Deaf Education and they will accept more. … Because most children who are born deaf are born to hearing parents, because deafness is identified at birth, because cochlear implants are recommended–the oral/auditory programs have much more viability in terms of teacher preparation.
And she closes her email with this statement: We are not abandoning special education and in fact, we want to build those areas (especially autism) where the incidence is high and the demand is high.”
Ah, I see. Let’s ease our budget woes by shutting out the low incidence populations. No harm done, right?
Where are the statistics that shows that the cochlear implants will help deaf children acquire language, knowledge and understanding? That’s part of the goal in education, after all. Dean Ames, who has a Ph.D, cites no statistics or studies… but I, an undergraduate university student, can cite a study.
Candida C. Peterson at the University of Queensland did a study in 2004 that shows the deaf children with cochlear implants test results of self concept and understanding, which is a crucial component of language, was equal to those who wore hearing aids, those who used sign language and even with hearing children who have autism.
Why is this so? I’ll tell you why – because cochlear implants are a TOOL, which Dean Ames and MSU apparently fails to understand, and our language, American Sign Language deserves respect that is given to English and other languages. We also deserve to be served by public institutions on an equal and fair basis that is accorded to everyone else. And finally, I am here today to tell all of you, that it is time for the ‘no harm done, right?’ ‘tude to FINISH!
NO DEAF CHILD LEFT BEHIND!
MSU’s Rationale For Closing Deaf Ed Program
I am aware that DeafRead does not publish posts that have emails in it – but this is an extraordinary situation, and this is an email between two public officials, which can be FOIA’ed [Freedom of Information Act]. This is a public record, and illuminates MSU’s TRUE rationale for closing the Deaf Education program. So I am asking DeafRead to please publish this post for these reasons.
From: Carole Ames [mailto:cames@msu.edu]
Sent: Tuesday, December 01, 2009 9:36 AM
To: Flanagan, Mike (MDE)
Subject: Closure of Deaf Education
Mike,
I know you are getting copied on lots of emails protesting the
recommended closure of our deaf education certification program and
ASL courses. I have attached a document that outlines our rationale
for discontinuing deaf education as a certification area. Basically,
the enrollment is low, Eastern Michigan has a much larger special
education program but also low enrollment in Deaf Education and they
will accept more. The philosophical difference between deaf
education that is ASL based vs. oral/auditory based is playing a
major role in this protest. Because most children who are born deaf
are born to hearing parents, because deafness is identified at birth,
because cochlear implants are recommended–the oral/auditory programs
have much more viability in terms of teacher preparation.
There are many institutions in MI that offer ASL and many train
interpreters and translators so there is no shortage in this area.
In MI as well as 38 other states, there is not a shortage of teachers
certified in deaf education.
All of this is outlined on the attached document. I just wanted you
to have the information. Please let me know if you have any
questions or need clarification. Cass is also available to answer
questions.
FYI–there will be a sizeable rally at the administration building at
MSU this Friday. I don’t know how all this will play out but wanted
you to know.
We are not abandoning special education and in fact, we want to build
those areas (especially autism) where the incidence is high and the
demand is high.
Thanks.
–
Carole Ames
Dean
College of Education
Michigan State University
East Lansing, MI 48823
———–
It is my personal opinion that Dean Ames’ email reeks of audism, and many of her claims are false. I find it ironic that she claims there’s an increased demand for ASL interpreters, then turns around and claims there’s also an increased demand for AVT teachers. That is completely contradictory, not to mention irrelevant.
There still is, and ALWAYS will be a need for teachers of the deaf who are proficient in ASL. and I dare Dean Ames to provide statistics to show there is NOT a shortage of deaf education teachers who are proficient in ASL!
I am asking all of you, the readers, and all deaf organizations across the nation, to please, if you are able to, attend this rally tomorrow on MSU’s campus in East Lansing, Michigan. It is at the Hannah Administration Building from 10 am to noon, but it may run longer than 2 hours – depending on how many people show up and the rally speakers.
If you cannot attend, then please send emails to the following people (and those who are in MI, please also email your legislators):
presmail@msu.edu – Dr. Lou Anna K. Simon, MSU President
kwilcox@msu.edu – Dr. Kim Wilcox, MSU Provost
cames@msu.edu – Dr. Carol Ames, MSU College of Education Dean
dbyrum@byrumfisk.com – MSU Board of Trustees
FLANAGANM@MICHIGAN.GOV– Mike Flanagan, Superintendent of Public Instruction
PDF List of MI Board of Education Members’ Emails
Find Your Michigan Representatives
Blog posts about this topic:
Closure of MSU’s Deaf Education Program
National Shortage of Deaf Ed Teachers Exacerbated
Rally To Keep Deaf Education Program & ASL Classes @ MSU
Message From MSU Student On Deaf Education Rally
Closure of MSU’s Deaf Education Program
Michigan State University’s Deaf Education program, the only one in the entire state that incorporates ASL and the bi-bi philosophy in their training of Deaf education teachers, is going to close fully in 2012. The Deaf Education program’s dean notified the co-chairs, (Dr. Harold Johnson and Dr. Claudia Pagliaro) that there will be a freeze on future admissions and that current students will be required to finish their coursework and internship before the end of spring semester 2012. The word is also that all ASL classes will be terminated as of the spring of 2011.
From the letter I was forwarded announcing this, I cannot find any real reason why this is happening. No Nothing about financial difficulties, a reduction in admissions or anything like that, is mentioned as a cause.
Closing MSU’s Deaf Education program will have a deeply adverse impact on the deaf education programs across the state – we already have a shortage of teachers who can sign proficiently in ASL, and Michigan has tremendous difficulty recruiting Deaf community professionals in all areas.
This is indeed sad news, and it leaves me and I’m sure, many others in the Deaf community feeling bewildered and frustrated. We deserve at the very least, an explanation of why this is happening.
To Aidan Mack
ASL Version:
English Version:
I saw your Re: LABELS vlog, which was a response to my previous vlog, LABELS. I thought it was great that you imitated me. Really, imitation is the sincerest flattery. I considered it a compliment, and I left a comment under your vlog on DeafVideo.TV, complimenting you on your vlog.
Much to my surprise, my comment was removed. I was further surprised at your accusation that I have had removed your comments under my vlogs on DVTV. Could you please name the vlog of mine, where I removed one of your comments on DVTV? This seems to be a misunderstanding, because I don’t ever recall removing any of your comments under my vlogs on DVTV.
Again, I thought your Re: LABELS vlog was great. I am seriously flattered by the fact that you imitated my vlog.
Thank you.
Permalink Comments Off
The Audism Revolutions: Freedom
For those who haven’t taken the red pill or seen the Matrix, please see my two previous posts here and here.
“Let me tell you why you’re here. You’re here because you know something. What you know you can’t explain, but you feel it. You’ve felt it your entire life, that there’s something wrong with the world. You don’t know what it is, but it’s there, like a splinter in your mind, driving you mad.” – Morpheus, The Matrix
This quote was in response to Neo declaring he didn’t believe in fate because he didn’t like the idea of not being in control of his life. As deaf human beings, some of us have that splinter in our minds. But what is it, exactly?
*leans in close and whispers* That splinter in our minds is … audism.
The flawed schema and social construct imposed upon us by human beings who share the notion that deaf human beings are not equal to hearing human beings, and thus are treated accordingly.
Flawed schemata are essentially known as stereotypes and they are generally defined as “unreliable, exaggerated generalizations about all members of a group that do not take individual differences into account” (pg. 18, Schaefer). Keep in mind stereotypes can be both positive and negative. What we term as a negative stereotype is called a prejudice. *looks back and forth at audism and prejudice, then nods*
By acting upon our prejudices, this leads to what is called discrimination. “The behavior that deprives individuals and a group of certain rights and/or opportunities because of prejudice or for other arbitrary reasons” (pg 41, Schaefer). This can be on an individual basis, or on a collective basis.
When enough people share a schema, this turns into a social construct, which is necessary for a culture to exist. Let me break it down even further: individual thoughts can lead to collective thoughts, which in turn becomes part of a culture. And since thought typically leads to behavior, this means members of a culture will behave similarly.
Generally, this isn’t bad but it can lead to problems, like Morpheus explains in the first film, “The Matrix is a system, Neo. That system is our enemy. But when you’re inside, you look around, what do you see? Businessmen, teachers, lawyers, carpenters. The very minds of the people we are trying to save. But until we do, these people are still a part of that system and that makes them our enemy. You have to understand, most of these people are not ready to be unplugged. And many of them are so inured, so hopelessly dependent on the system, that they will fight to protect it.”
In short, it’s a feedback loop. Audism → institutionalized audism → internalized audism.
And if one resists the attempt to internalize audism and it in general, they become like Trinity, Morpheus and the others in the Matrix movies. The freedom fighters for the deaf people, to destroy the idea that deaf are inferior to the hearing. But just how do we destroy audism, and how do we become like Neo, the best freedom fighter of them all?
One key aspect of what made Neo the way he was, is that he understood the Matrix so well that he was able to look at a program and understand how it was constructed. Trinity, Morpheus and the others could do this, but only up to a point. But what made him able to understand the Matrix so well? The first answer is that he knew the programming language of the Matrix. Remember, he was one of the best hackers out there, and that is one of the main reasons why Morpheus contacted him. But despite being one of the best hackers out there, he still struggled to discover the full extent of his abilities.
A main portion of the film is us watching Neo discover the extent of his abilities, and starting to truly believe in himself. There are extraordinary moments where we catch glimpses of his abilities, such as the now infamous bullet-time sequence on the helicopter pad when he goes to rescue Morpheus. But it wasn’t until the end of the first film that Neo was finally able to do this.
In other words, Neo self-actualized. The brief definition of self-actualization is to fully realize your potential, as I mentioned in my first blog post, but this doesn’t give a full picture of the concept. So, let’ s look at Maslow’s concep
t of self-actualization – see right for the image of the pyramid showing the hierarchy of needs. Two things happened nearly simultaneously for Neo at the end of the film. He finally believed in himself, therefore gaining the needed self-esteem, and found love and belonging when Trinity told him that she loved him.
When this happened, it led to several things – instead of denying the truth, he accepted it and ultimately, himself. Neo also stopped his prejudices from controlling him. This is significant, because he serves as an example of how even among the best of us, we can and do hold prejudices against our oppressors, and that is one major reason of what holds us back.
*leans in close and whispers with a nod* Reverse audism.
Mahatma Gandhi understood this, and this is what he meant when he declared that we had to be the change we wished to see in the world.
Now, the problem of reverse audism is also compounded by what I call reverse horizontal audism, and this is also illustrated well in the last two films of the Matrix Trilogy. In the Matrix Reloaded film, we meet Commander Lock, who is a natural born – born in Zion, the last bastion of free humans, therefore he does not have a jack in the back of his head. Lock doesn’t understand the Matrix as well as those who were born into the Matrix. He’s also quite prejudiced against Morpheus and his allies because of two main reasons: Morpheus is not natural born like Lock is, and Morpheus repeatedly flouts Zion’s rules.
*looks around innocently* I don’t know about you, but this sure does seem familiar….
Fortunately, there are wiser heads who prevail and allows Morpheus and Neo to proceed on their mission, overruling Commander Lock’s objections and wishes to take the fight completely outside of the Matrix. Because of this, ultimately, Neo and the artificial intelligence reach somewhat of a truce, because Neo’s arch-nemesis, Agent Smith (which is what we could consider to be institutional audism) is such on a rampage that he threatens to take down both the artificial intelligence and the humans. So, Neo successfully takes down Agent Smith, and both intelligences live in somewhat of a peaceful co-existence afterwards.
They finally came to the realization that neither one could exist without the other.
So what does this mean for us? *puts on sunglasses* I think it means you have to know thyself, and of course …
FREE YOUR MIND!
—-
Acknowledgments: I wish to thank MishkaZena and Amy Cohen Efron for the countless hours of dialectic explorations into Deaf Culture, American Sign Language, the psychology of oppression, and Deafhood. And of course, I wish to thank all of the commenters who stop by my blog, especially those who respectfully disagree with me, thereby forcing me to understand my principles and point of views better. This would not have been possible without you. ![]()
References:
Racial & Ethnic Groups, 11th Ed. Richard Schaefer, DePaul University. 2008.
The Matrix, 1999.
The Matrix Reloaded, 2003.
The Matrix Revolutions, 2003.
Wikipedia: Maslow’s Hierarchy of Needs
Seeing The Matrix: Audism
For those who haven’t taken the red pill yet, please see my previous blog post in this blog series. Caution: this blog post is heavily technical, but I feel it’s necessary to understand my following posts. The next blog posts will be in layman terms, I promise!
Audism as defined by Dr. Tom Humphries is “the notion that one is superior based on one’s ability to hear or behave in the manner of one who hears.”
As all other words, audism has also evolved in its definition, to reflect the institutionalization of audism. Dr. Harlan Lane wrote, “..the corporate institution for dealing with deaf people, dealing with them by making statements about them, authorizing views of them, describing them, teaching about them, governing where they go to school and, in some cases, where they live; in short, audism is the hearing way of dominating, restructuring, and exercising authority over the deaf community. It includes such professional people as administrators of schools for deaf children and of training programs for deaf adults, interpreters, and some audiologists, speech therapists, otologists, psychologists, psychiatrists, librarians, researchers, social workers, and hearing aid specialists.”
I personally believe that both definitions are accurate, and I will try to prove to you how these definitions are accurate. I am also going to put forth the radical proposition that audism is a product of the Matrix, but it also has become part of the Matrix. Not only that, but there’s more than one Matrix!
Call me crazy, but let’s look at the premises and see if enough of us can agree on these premises or not. So, what is the Matrix? Unfortunately, at this current stage of our human evolution, we cannot directly see the Matrix. But we can indirectly by stepping outside of ourselves, and looking within. More specifically, looking within our minds.
Our minds are poorly understood, but that doesn’t mean it’s not understood at all. There’s a process of our minds that is called schema (schemata is the plural), and that processing helps us collect and organize our knowledge so we can retrieve it later on. I quote from the linked wiki: Schemata are an effective tool for understanding the world. Through the use of schemata, most everyday situations do not require effortful processing— automatic processing is all that is required. People can quickly organize new perceptions into schemata and act effectively without effort. For example, most people have a stairway schema and can apply it to climb staircases they’ve never seen before.
Now, since we human beings are imperfect, our schemata is as well. Without adequate information and knowledge, our schemata takes shortcuts and lumps information into categories, without making any further distinctions, and/or making sub-categories. This is a key way of how stereotypes and prejudices come to be. Every single human being has biases and stereotypes. If they tell you that they don’t, they’re lying.
There is another factor in how our minds work, and that is the Sapir-Whorf Hypothesis, also known as the Linguistic Relativity Principle. The basic concept of this theory is that our languages influence our thoughts and behavior. Hence, a person who uses English will think and behave differently than someone who uses Spanish, etc. To what extent language influences our thoughts and behavior is questioned, but nowadays academics agree it does have some effect.
This ties in well with the concept of schemata and I believe this article from Newsweek provides the perfect illustration of this: In Australia, the Aboriginal Kuuk Thaayorre use compass directions for every spatial cue rather than right or left, leading to locutions such as “there is an ant on your southeast leg.” The Kuuk Thaayorre are also much more skillful than English speakers at dead reckoning, even in unfamiliar surroundings or strange buildings. Their language “equips them to perform navigational feats once thought beyond human capabilities,” Boroditsky wrote on Edge.org.
If we have the proper words for something, a concept or an object, we understand it better and are able to react accordingly. This answers the question that was raised on the v/blogs of why the word audism should be used instead of merely using the words discrimination or oppression. Once we have a word for a specific kind of discrimination, the better we can start understanding it, therefore being better able to work around our faulty schemata that causes us to have biases and stereotypes.
Now, obviously language is not individualistic. It is a driving force of a culture, as a matter of fact. This leads to the theory of social constructionism. From Wikipedia: A social construction (social construct) is a concept or practice that is the creation (or artifact) of a particular group. … Social constructs are generally understood to be the by-products of countless human choices rather than laws resulting from divine will or nature.
A major focus of social constructionism is to uncover the ways in which individuals and groups participate in the creation of their perceived social reality. It involves looking at the ways social phenomena are created, institutionalized, and made into tradition by humans. Socially constructed reality is seen as an ongoing, dynamic process; reality is reproduced by people acting on their interpretations and their knowledge of it.
So what does all of this mean? It means, my dear friends, essentially as Walt Kelly said in his comic strip, Pogo, “We have met the enemy … and he is us.”
We are prisoners of our own creation, the Matrixes.
In the next post, all of this is broken down in layman terms, and the issue of horizontal and reverse audism is addressed, in addition to my theory of how to free yourself from the Matrixes.