The Global Deception

By Walter Hensley

Probably the most common reason for not finding truth in our lives is that we think we have already found it. Regardless of one's inclination to ponder a possible world-conspiracy, there is likely not a person on Earth who has not felt cheated and lied to by the powers that be. This book is for those intellectually honest readers who, in the light of proper evidence, are not afraid to admit to themselves that they have been duped on a massive scale. Reading this book will allow one to explore a number of gigantic conspiracies that have unfolded over the past few millennia and culminated in a large part of what we know as "modern science" and everything important that came of it. By learning of such conspiracies, one will get to face some of the ultimate truths of our world and will be rewarded with the discovery of a new, more wholesome and comprehensible view of the world. This new, drastically improved worldview has been right inside of us since the moment we were born, but it was suppressed by the lies of powerful political forces. Therefore, the readers of this book will have the weight of these lies lifted from them and they will enter a more enlightened state than most would think possible. Although the book may have a rather serious tone for the most part, there should be no doubt that anyone will find it just as entertaining and exciting as it is educational.

• Language: English
• Publisher: Walter Hensley
• Release date: Mar 30, 2024
• ISBN: 9798224830107

Book preview

Walter Hensley

The Global Deception

How a String of Lies Reshaped Our World

Copyright © 2024 Walter Hensley

Cover design byWalter Hensley

All rights reserved.

A world of lies

Webster’s dictionary defines deception as the act of causing someone to accept as true or valid what is false or invalid. In today’s world, many of us have recognized that this is a tool frequently used by oppressive governments, multinational corporations and oligarchs in order to gain more power, wealth and control over the average people. However, there is also a less well known, but increasingly prominent use for it; namely to aid pseudoscientists when they need to make their activities, which could otherwise in no way be called scientific, in fact appear scientifically credible to the public. This is generally done in such a way that only those with the utmost discernment can even hope to see through it, and yet, it affects all of our everyday lives on a fundamental level.

Many may be familiar with this quote - increasingly used nowadays - from the period between the two world wars: "If you tell a big enough lie and keep repeating it, people will eventually believe it". Indeed, the small lies tend to get caught sooner or later, while the truly great ones often become the new undisputed truth. The one who had written those words must have known quite well what he was talking about when he used them to describe the propaganda methods of his enemy at the time. Of course, not much has changed even to this day - both in regards of the methods and the enemy itself. It is said, and is quite well observable, thatlies spread just as fast as actual knowledge, but lies are more pervasive than truth. Therefore, the greatest liars always aim to lie so much and so shamelessly that eventually even the truth appears to people to be a lie, simply because they can no longer distinguish between fact and fiction.

This is especially true in our modern world, whether it comes to history, certain branches of science or even entertainment. With the rapid advances in technology over the last century, it is indeed becoming increasingly difficult to discern whether some of the things we see or hear are in fact real or only exist virtually.

Such tools of mass manipulation were already being perfected during the First World War. The President of the United States at the time, Woodrow Wilson, asked his chief propagandist Edward Bernays - a nephew of Dr. Sigmund Freud -, also known as the father of mass manipulation, to persuade his populace to support and assist him in intervening in the war. Since the majority of the American citizens did not see the need to participate, he thought that it would be necessary to convince them to obey the government’s will - even at the cost of spreading lies and deceit among them. So the lie-factory was set in motion, with posters flooding American cities depicting the whole of the so-called enemy forces as bloodthirsty beasts and inhuman war criminals. Although these wild claims had little to do with reality - as was later admitted even by largely biased pro-American sources - the method worked brilliantly and soon had its effect; American men rushed to the draft offices with increasing enthusiasm to travel across half the world and fight the thought to be wicked, evil-minded foes they have only ever met through propaganda posters. Bernays wrote about mass manipulation in his book Propaganda as follows (p. 9.):

The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country. (...) We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of. This is a logical result of the way in which our democratic society is organized. Vast numbers of human beings must cooperate in this manner if they are to live together as a smoothly functioning society. (...) In almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are dominated by the relatively small number of persons...who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the public mind.

Then, referring to the war propaganda, Bernays later said the following in an interview:

When I came back to the United States, I decided that if you could use propaganda for war, you could certainly use it for peace. And propaganda got to be a bad word because of the Germans using it, so what I did was to try and find some other words so we found the word counselor of public relations."

And if that were still not enough to illustrate our vulnerability to one power or another, here are the words of the newly installed director of the insidious mass manipulation organization known as the CIA in 1981, William J. Casey, at his first staff meeting:

„We’ll know our disinformation program is complete when everything the American public believes is false."

This is in line with what another organisation with a similar function, the then Director of the FBI, J. Edgar Hoover, said in 1956:

„The individual comes face-to-face with a conspiracy so monstrous he cannot believe it exists. The American mind has not come to a realisation of the evil which has been introduced into our midst. It rejects even the assumption that human creatures could espouse a philosophy which must ultimately destroy all that is good and decent."

This claim points in the same direction as do the words of John Fitzgerald Kennedy, who was - presumably because of his overly sincere nature - assassinated about two years after these lines were said in front of the American Newspaper Publishers Association in April 1961:

„The very word secrecy is repugnant in a free and open society, and we are as a people inherently and historically opposed to secret societies, to secret oaths and to secret proceedings. We decided long ago that the dangers of excessive and unwarranted concealment of pertinent facts far outweighed the dangers which are cited to justify it. (...) And there is very grave danger that an announced need for increased security will be seized upon by those anxious to expand its meaning to the very limits of official censorship and concealment. That I do not intend to permit to the extent that it is in my control."

However, journalism itself, as the only written means of mass communication in the old days, has for centuries not been primarily about providing credible information at the top levels, but rather about spouting political narratives and in many cases outright demagoguery. Thomas Jefferson, the third President of the United States, wrote the following about this rather worrying phenomenon in a letter to John Norvell in 1807:

The man who never looks into a newspaper is better informed than he who reads them, inasmuch as he who knows nothing is nearer to truth than he whose mind is filled with falsehoods and errors. He who reads nothing will still learn the great facts, and the details are all false.

And for those who might still have doubts about the reason for these statements, these words from William Blum, former U.S. State Department worker and journalist’s book Rogue State: A Guide to the World’s Only Superpower, which are known as the Watergate laws of American politics, are surely worth considering as well (p. 22.):

No matter how paranoid or conspiracy-minded you are, what the government is actually doing is worse than you imagine. As well as: Don’t believe anything until it’s been officially denied.

Similarly important words of wisdom have been also written by him in his book America’s Deadliest Export as follows (p. 33.):

Propaganda is to a democracy what violence is to a dictatorship.

But before we were to think that all the misinformation is exclusive to the United States or even the Western world, we should remember that in most cases we can see exactly the same kinds of programmes and news on television, hear them on the radio and read them in the newspapers and websites as they do just about everywhere in the world - even if perhaps not always at the same intensity. However, it is quite obvious that - as the only superpower in the present time - it is primarily the government of the United States that determines the direction in which the whole of the West, and more increasingly also the rest of the world is heading. This is, of course, also true in the case of the information to which the average person anywhere has access as well, unless having done extensive research by deliberately looking up unofficial sources to unveil what’s actually true of the official narrative. Unfortunately, most people nowadays seem to be either too busy, lazy or possibly lethargic to do such research and would rather just reluctantly believe and accept what the authorities tell them, even when they do have at least a faint suspicion that it might be wrong. I offer this book, therefore, not to tell the reader what to think, but rather how to do so in a way that can prevent them from ever falling for otherwise transparent deceptions again. In this book, one will find no conspiracy-theories whatsoever, only provable facts. Furthermore, all of the quotes that appear in it can be looked up on the Internet by anyone within seconds – certainly at the time of writing, at least. However, my goal with this book is not to simply share information that anyone can find online even by accident, but instead to reveal certain important but less known facts and use them to actually connect such dots that otherwise would remain invisible. This will allow the reader to see a much bigger picture of how the world truly functions than most could ever hope to see throughout their entire lives. Another important thing I aim to teach all readers is a new way of thinking; one without any dogma. That is why I urge everyone not to simply accept anything written by others - or even myself -, but instead think it all through logically. And, if doubt should ever arise, I want them to feel free to cross-examine the information received with any number of different sources and thus make sure that it indeed corresponds to observable reality – for one cannot afford to trust blindly in others when it comes to truth.

They teach it in schools so it must be true?

In today’s world, most people seems to think that the answer to this question is obviously yes. When sitting in the classroom, especially as a child, we tend to think that whatever the teacher tells us, we can rest assured it’s nothing but the truth. It is rare that the layman would ever dare to question the knowledge or credibility of any teacher who jumped through all the hoops in order to become an educator in a school. It also seems reasonable to most to assume that whatever is included in the curriculum has already been through the steps necessary to validate all the information transferred to us through them and that only the most accurate and unmistakably correct data can be put into our textbooks and exercise books. The majority may also deem it fair to assume that, within their own subject of expertise, pedagogues know considerably more about a given topic than the average layman.

However, this comfortable position of simply assuming the best of any figure of authority that was placed above us has not always been the case everywhere. For example, just think of the period before the fall of communism in the eastern half of Europe, where it was common knowledge that the official curriculum contained a significant amount of propaganda of interest to the powers that be, as well as the distortion of facts deemed necessary to maintain their power. Therefore, it is clear that, at the very least, history lessons often become the victims of those in power, and especially the victorious superpowers of the world that wish to write - and often times rewrite - history. What much fewer people know is that this distortion of the truth was in fact never exclusive to the content of history textbooks, granted that those are probably the easiest to find and reveal even as a layman.

Over the past decades, the curriculum has essentially become the same all over the Western world and even large parts of the East. If you ask the average civilized person how they think man came into being, you are almost guaranteed to get some form of evolutionary theory as an explanation, just as you are likely to get an industrially produced answer to the question of how the world came into being in the form of the Big Bang theory. At best, when these concepts are mentioned, they will know that they are merely theories - and not in the scientific sense -, while at worst they will boldly declare that the theory of evolution and Big Bang now stand as proven facts. However, it is interesting to see that even in the latter case, after a few sentences of questioning, granted that we are sufficiently well-informed, we often get the confession: "it’s all just a theory anyway. During my research, I have also learned that many people asked their primary school biology or science" teacher what is the evidence that man or the universe came into being in this way, and in many cases they were simply told I don’t really believe it either, but I have to teach it.

So it would be fair to say that often even our educators themselves don’t believe integral parts of what they teach us, yet students are always expected to learn and accept it as fact - preferably without a question. However, what’s even more worrying is the fact that if, let’s say, the knowledge of another teacher who has taught that one is inherently wrong, the same faulty knowledge will be passed on for generations upon generations with everyone thinking it’s all correct. This is precisely how it’s possible that in most parts of the world, entire generations have now gone through an education system in which certain dogmatic subjects are not even allowed to be questioned or reviewed.

The British writer Dresden James once summarized this phenomenon as follows:

When a well-packaged web of lies has been sold gradually to the masses over generations, the truth will seem utterly preposterous and its speaker a raving lunatic.

Unfortunately, all this means that we come out of the classroom with half-truths, incomplete fragments of knowledge and misconceptions, just as our teachers did, since they learned from books written from the same sources. Therefore, there is no such thing as an all-knowing, infallible pedagogue whose every word can be trusted without any doubt - even if we would like to think so when we go to school or send our children there.

I personally consider myself one of the lucky ones, since my high school history teacher regularly, regretfully remarked in class: If I could one day truly tell you everything, you guys wouldn’t believe the things I’d have to say... All this happened in a relatively developed and supposedly free Central-European country, almost two decades after the regime change and the fall of Communism in the region. Although it may have been boring and somewhat disappointing to hear her say this all the time, it was probably thanks to these musings of her that I was able to embark on the bumpy road of developing and applying critical thinking and searching for the truth above all else from a young age.

Dogma versus critical thinking

Currently, the goal of public schooling in most parts of the world is simply to drum as much knowledge as possible - whether real or invalid - into the heads of students who are generally completely at the mercy of the educators and don’t know any better than to unconditionally trust their words. This method of schooling is supposedly a heritage of the Prussians who may well have considered rigour and obedience to authority some of the greatest virtues. However, this way of educating young minds can - and in most cases does - lead to the creation of a population with a follower’s mindset that is completely at the mercy of it’s leaders and therefore easy to control, manipulate and even enslave. This deficiency of individual freedom is the almost inevitable result of continuously withholding real information and feeding propaganda to the public.

Therefore, if we are to build a truly free and self-reliant society, it’s crucially important that the public school system is either completely overhauled or entirely replaced with better alternatives. In addition to providing only scientifically validated information, teaching what basic human rights are and preparing students for their actual life as an adult, it would be just as vital to teach encourage critical thinking as opposed to the unquestioning, robotic memorization of data. If there is anything that one can currently learn excellently while sitting in a school these days, regardless of the curriculum, it is to always obey the authorities and the powers that be, to always trust them to the utmost and believe that every word and action of their loyal servants is also in society’s very best interest. The public education system in the overwhelming majority of the world can only give the students subjected to its torture a few basic skills - and usually not enough of that either - in terms of knowledge that can be considered useful, which could all be easily acquired within merely a few months through alternative methods of education anyway. This, of course, also means that in the additional more than a decade of primary and secondary schooling, we are unlikely to learn anything that will be of real use to us for the rest of our lives, therefore it ends up being nothing more than a huge waste of time.

Not to mention the fact that, if someone is forced to study a subject for years that is not only useless to them but also not interesting at any level, that will only make them resent it for a lifetime. Unfortunately, however, all the signs are that this is exactly what most schools are intended to do. This fact is probably most striking in the teaching of mathematics (at least in the case of countries where the education system is considered strong), a subject which, in upper primary and secondary schools, is gradually becoming more and more difficult, quickly becoming extremely complex and a great challenge for most to understand and thus very demanding, and requiring a great deal of practice over many years. Overcoming all this and mastering the expected knowledge naturally takes up a considerable amount of energy even for the most talented students.

Not to mention the bitter struggles of those pupils who have no inherent affinity for the subject and can thus find it very difficult to even achieve a passing grade in it. As a result, these unfortunate children often suffer lifelong psychological trauma, which even decades later, in adulthood, causes them to experience frequently recurring, exceptionally realistic and therefore very unsettling nightmares. All of which then goes on for years or even decades, as their minds make them continuously relive the crushing stress and hardship of their former classes in a feeble attempt to process them. Such a level of psychological trauma will usually have a negative impact on these people’s daily lives, well-being and even physical health as they lose sleep night after night, indefinitely. Of course, this can also be the case for any other complex subject, or even just one where the teacher is especially strict and demands perfection. All this hassle is done in order to make the students acquire unnecessarily complex, exhausting knowledge which, of course, the vast majority of them will never, ever need after getting graded on it by way of a test. So a question arises, and it is one that all parents and teachers concerned should probably reflect on: is it worth causing potentially permanent psychological damage to someone just for a chance to perhaps make them believe that they have not wasted their childhood? The answer would seem obvious, but alas, not in today’s society.

A further problem is that in public education, the knowledge to be imparted is broken down into small segments through the subjects, so that the student will never see the bigger picture of the world, which, if delivered in a complete yet concise and to the point way, would contain an infinitely exciting, interesting and extremely useful body of knowledge. Currently in most public schools, even in the event that students are given information in which they even show a degree of interest, a loudly ringing bell interrupts their scant three-quarters of an hour’s train of thought as a Pavlovian reflex, signalling that a completely different lesson is about to begin, to which they will have to tune in after a short break. Intellectual interest and the ability to think for oneself are thus curbed, so as to produce more docile, robotic, easily programmable personalities. Rather than rewarding clever questions and ideas, the only value perceived is to be able to repeat as accurately as possible what one has heard, even if one is not even able to interpret it.

So, instead of developing good logic, broadening the intellect, nurturing creativity, and teaching a healthy way of thinking, only one’s memory is being developed, just as it would be for a robot. This is not surprising, however, when one considers that the governments overseeing these institutions in many cases work in close collaboration with a number of multinational corporations. Which, in some places, have even taken control of the school canteen, giving them the opportunity to freely promote their own brands and thus create lifelong brand loyalty among the unsuspecting and defenceless students. Clearly, it is hardly in the interests of these corporations to have the most intelligent and resourceful individuals come out of the classroom, as they would obviously have no desire to find competition among them. And certainly not seeing any of them raise his knowledge so much that he may be the creator of a revolutionary innovation or invention that could make their existence obsolete and run them out of business.

An excellent example of this kind of brainwashing can be found in an article that was written by Ethan Siegel on the website of the prestigious Forbes magazine on July 30, 2020, under the title You Must Not ‘Do Your Own Research’ When It Comes To Science. The essence of this rather lengthy article is probably best captured in the following paragraph:

„(…) Even those of us with excellent critical thinking skills and lots of experience trying to dig up the truth behind a variety of claims are lacking one important asset: the scientific expertise necessary to understand any finds or claims in the context of the full state of knowledge of your field. It’s part of why scientific consensus is so remarkably valuable: it only exists when the overwhelming majority of qualified professionals all hold the same consistent professional opinion. It truly is one of the most important and valuable types of expertise that humanity has ever developed."

Despite the fact that the author of the article is clearly trying to stand up for the glaringly obvious logical fallacy that underpins it (Appeal to consensus), there could be some truth in some of what he says, since experts can often actually know more about their field than lay people. However, if we look a little deeper into the issue, we’ll find that the following problems arise:

- Experts are just as human as anyone else, which means that they can also make mistakes and be wrong about things.

- Just like the average layperson, they live off money, which means they can be corruptible, not to mention that the scientific studies they conduct must also be supported financially by one or more people with what often seems to be a questionable agenda. Whether it is the state, a company, a private individual or even a so-called charitable foundation, they will often have certain expectations regarding the results achieved by the researchers in return for their funding. Unfortunately, in many cases this results in a situation where only ostensibly-scientific work is being done in these institutions and the results are to be used as a tool to advance a political narrative.

- There can be many standpoints among a group of experts, but the vast majority of the mass media typically present only one of them and expect the consumer to accept it as the only absolute truth. It is often the case that the same experts are regularly heard to speak on certain issues, but if their opinion on another issue, also within their field, no longer fits a certain expected narrative, they will present someone else’s position instead, immediately depriving the uninformed individual of a significant amount of available information, which may be critical to forming an educated opinion.

- Even in the case of supposed experts who are mostly an integral part of the consensus manufactured by the powers that be, they may often contradict each other, or even their own former words after a certain period of time, which generally indicates that their claims in question were most likely not at all based on scientific studies, but were simply part of commissioned propaganda and demagoguery.

With all this in mind, we can conclude that it is actually very much worthwhile to question the official position in all cases and to do the necessary research on any subject ourselves as thoroughly as possible.

However, we have to realize that the powers that be around the world are often willing to do almost anything to prevent this and even try to convince their own people that knowing more is not in their best interest, but trusting strangers blindly is. It is a sad fact, but one of the main aims of public education institutions today is clearly to separate children from their parents and, thanks to age segregation, also from their siblings, for as long as it’s physically possible. Then there is the homework, which in most cases serves only to repeat what students have already heard at school and to prevent them from spending the rest of the day doing something that would prove to be more beneficial to them – which wouldn’t be hard to do. Not to mention that it can also often be a source of conflict within the family, as students who are overworked and worn down at school are forced to carry on at home this way, which can create a lot of tension, especially in the higher grades, where, tragically, it is not uncommon for them to escape to suicide as they break under the overwhelming pressure of increasingly unreasonable expectations. In view of all this, it is perhaps not surprising that, in the absence of appropriate external stimuli, most of them become little more than submissive sheep or well-trained parrots, partially or totally alienated from their families once the public school system has finished indoctrinating them. Thus, it will only be those students who have resisted this evil system at least to some extent that may be able to retain some capacity for independent and critical thinking – in spite of popular belief.

Of course, all this was not made the way it is by coincidence. Nor is it a coincidence that the political elites who create it typically send their own children not to institutions with the structures they have created, but to ones where they can learn real problem-solving, to see the historical context and thus anticipate future events, and, by learning to be resourceful and innovative, become confident in an ever-changing world. So they are, of course, taught different things in different ways. State power never needs citizens capable of thinking for themselves and questioning orders, but only obedient tax slaves who exist as easily controlled biomasses. The current system of public education throughout the world serves this purpose perfectly well, and there is also a great deal of political propaganda, especially in the West, by which governments unilaterally and biasedly try to impose their views on the masses of vulnerable students. Then the more tyrannical ones will also make sure that anyone who protests is immediately branded with a pejorative epithet, often one that’s considered so bad that it holds the threat of ostracism from society.

However, since in most cases we would not even think of assuming that we are being taught incorrect knowledge in these institutions, we do not typically ask questions, let alone do extra research in a particular subject to verify the veracity of what we hear. And if this is the case, what guarantee is there that we have received only the correct information when we sit at the school desk? I would ask this question with particular trepidation in the case of teaching materials that contain data which, for one reason or another, not only the average student but also a much more able adult would not be able to verify. This category includes all data that would require either considerable financial resources – amounts that typically only governmental institutions (and in many cases not even them) possess - or an investigation of the world long gone. Of course, the average citizen would not even think of undertaking such a task, since he trusts the opinion of specialised scientists and knows full well that it would be virtually impossible for him to do anyway.

In order to truly understand the extent of our vulnerability, it is worth considering the views of Nikola Tesla on this issue, possibly the greatest scientist of the 20th century, who, in 1934’s July’s issue of the magazine Modern Mechanics and Inventions, wrote the following about the pseudoscientific community that was already rampant at the time:

"The scientists from Franklin to Morse were clear thinkers and did not produce erroneous theories. The scientists of today think deeply instead of clearly. One must be sane to think clearly, but one can think deeply and be quite insane. Today’s scientists have substituted mathematics for experiments, and they wander off through equation after equation, and eventually build a structure which has no relation to reality.

Unfortunately, the situation in this area has only gotten worse since then, and extremely so. Although mathematics can be a useful tool to help science, it cannot, by its abstract nature, explain or prove causal relationships by itself, so it is important to treat it as such and never base a scientific theory solely on mathematical equations. Sadly enough, this important rule is increasingly being broken, which is why the situation in much of the world is now so tragic that young people who have been deceived and duped by schools, deprived of a genuine childhood, will only be able to think healthily