Facing victory in AmRev2/WW3: my book to brief Brothers, Sisters, and Posterity for Our Star Trek-like Divine future: Teaching "The Great Awakening"

The following are my cover letter to literary agents, book introduction, and table of contents with links to my ~1,000 articles and ~1,000 interviews/podcasts since 2009 (~50 million total views from web data).


I previously released this information in 2021 in case I was targeted as a leading public school teacher for challenging our NorCal school district’s “health” “orders.” I do so now again, well, just in case.


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Teaching

The Great Awakening


Earth’s ResQ





A leading US public school teacher’s 22 years documentation + humor to teach AmRev 2.0, WW3, and The Galactic Federation to students of all ages










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Teaching The Great Awakening

Earth’s resQ


“One of the smartest guys I’ve ever known.”

~ Professor Emeritus Jim Fetzer as my interview introduction.


Dear (literary agent),


The general public are discovering that everything important “reported” from “official” sources in government, finance, media, public “education,” “health” “care,” “his-story,” and more were all Orwellian lies. 


The general public now want the truth, for themselves, and for all future generations.


Essential to Earth’s victory, independent scholars explained, documented, and proved “official” lies and crimes of the Deep State that annually killed millions, harmed billions, and looted trillions. 


We are ready to share our Lives’ works :)


With 49 years active engagement, I’m among the warrior-scholars documenting The Great Awakening/Great Choosing, American Revolution 2.0 (AmRev2)/World War 3. As a professional historian, I’ve applied my academic and professional attention to the greatest human rescue mission in Earth history as it happened. 


Since 2004 I’ve written ~1,000 public essays on the topics affecting the most people with the greatest impact on quality of life, receiving ~50 million page-views measured from publishers and SimilarWeb, and likely multiples more from reposts on other websites (despite ongoing censorship).


My two-year professional documentation as a public school teacher of forced experimental “medical products” on employees and students, and the tragic-comic objective lies we were “mandated”  while “leaders” refused to answer the most basic questions/challenges is worth book and movie contracts alone.


I’ve also had ~1,000 interviews on television/radio/podcasts (highlighted by Need to Know News ongoing since October 2020), published academic research via The Claremont Colleges, and professional consideration of ET/UFO involvement in Earth history through my 2023 57-minute public presentation of AmRev2/WW3, 2024 56-minute presentation, and 53-minute video: AmRev2/WW3: 2026 status in historical context.


My written works in independent media are among the most concise and precise to clearly explain, document, and prove “official” lies and crimes, as well as the Star Trek-like future opening before us. As a scholar, I addressed many former “conspiracy theories” being disclosed now as historical facts:

The power of digital warriors’ synergetic work was to attack and expose Orwellian-illegal policies, such as Wars of Aggression started with known lies proven by our own government’s most authoritative documents. 


Scholarship is just one aspect of such Service to rescue humanity from evil. Humanity was saved by those who stood for truth working in militaries, politics, economics, science, social media, spirituality/religion, health, the arts, and more. 


All of us who engaged global “leaderships” with real-world breakthroughs and/or practical solutions discovered that Earth’s Orwellian “leaders” actively attack and destroy real-world solutions. Since President Kennedy’s 1963 assassination, US Presidents propaganda-promised everything virtuous, and delivered nothing but ongoing illegal neo-colonial rogue state empire.


Earth needed a breakthrough (unimaginable, unpredictable) and “friends in high places” to end the empire.


Of course, AmRev 2.0/WW3 is in context of The Galactic Federation’s mission to liberate this star system from invasive extra-Dimensional AI-infected evil ET species. That is a perspective we’ll all work our way up to!


Although Earth’s psychopathic, parasitic, puppetician public-serpents and media “leaders” were Emperor’s New Clothes obvious in lies, looting, and enslavement of We the People, ~98% of humans were mind-controlled to repeat “official talking points” in stupefied obedience. Massive and ongoing crimes were bullshitted and normalized by corporate media programming, and then solidified through “public” “education” texts.


As you know, Americans need and seek clear professional voices to explain this world they never knew existed. They need expert teachers with broad world and extra-planetary view to communicate so everyone can understand, not just specialists speaking and writing among themselves. 


I’ve prepared my entire life for this opening we knew would come.


I have provided an abundance of choices in the preliminary table of contents, and noted what seems to be among my best work. 


This book has three types of essays: 

  • “Academic Enlightenment” for essential facts about the US illegal rogue state empire, with obvious solutions.
  • “Interviews” with important historical figures providing analysis on American Empire. 
  • Satire. 

The “interviews” and satire might be best for popular interest, similar to Mark Twain’s social commentaries embedded in stories. Please explore those titles in the Table of Contents, and read what most attracts you. The power and marketability of this book is its academic strength, along with artistic story-telling in “interviews” and satire that smooths harsh truths into relatable stories. 


That said, my nine-part series should be translated into an audio book I’d love to voice, and major studio movie for children of all ages to be briefed and empowered: American Revolution 2.0 2020: PATRIOTS vs. LOYALISTS = ‘We the People’ vs. murderous War Criminals, bankster looters, Big Pharma ‘health’ ‘care’, corporate media liars + useful idiots 


This book will help satisfy what will become unprecedented demand from parents to help their children learn critical thinking skills from the victors of AmRev2.0/WW3 rather than from Earth’s previous enslavers. As far as I can see, this book is likely the best available to teach the depravity of empire in context of the beauty and power of our cosmic community. 


My background informing this book:

  • Degrees from U.C. Berkeley and Harvard.
  • 49 years of academic training, real-world applications, independent and collaborative research among the brightest minds of The Great Awakening, 
  • 38 years of professional practice teaching public middle and high school Social Science (World/US Histories, US Government, Economics) and Mathematics, including National Board Teacher Certification (top national teaching honor), and certified as a Coach to all candidates. The last 14 years includes work with ~2,000 Advanced Placement Economics and AP US Government teachers as a leading contributor on the College Board’s AP Teacher Community. Two Los Angeles Mayors recognized my teaching as among the very best in Central Los Angeles: a population of ~10,000 teachers.
  • Leadership in the citizens’ lobby RESULTS.org to end domestic and global poverty for 18 years (1980-1997). I helped RESULTS grow to 100+ US communities, 7 countries, and we were leaders to create two UN summits for heads of state (again: 1990 World Summit for Children and 1997 Microcredit Summit). I helped craft and deliver ~300 policy briefs to Members of Congress.
  • Over 10,000 hours of academic research, and over 10,000 hours practice of spiritual/religious/philosophical work. You are discovering the truly evil nature of our opponent, and how and why spiritual/religious/philosophical training was required for victory over this previously-unimaginable horrific Evil.
  • 22 years as a writer to crystalize my learning into powerful prose.
  • The last 2 years of my teaching career engaging with Hayward Unified School District to challenge “Covid “health” “orders.”

38 years of teaching gave me decades of practice to communicate now-vindicated “conspiracy theories” in rational presentations of the physical evidence, documentary evidence, and testimonies for students to compare “official” “his-stories” to the evidence to determine for themselves if the “official” stories were supported by the evidence. 


There’s a huge audience of readers who want competent briefings on our most important topics, both for themselves and for their children. 


My dear awakening literary agent: previously-published “experts” connected to the illegal rogue state are now only useful to explain how they successfully lied, looted, and killed. Their “expertise” shielded parasites to feast upon unsuspecting human-hosts generation after generation. Those formerly-promoted voices used Americans as “human resource” livestock, and are now either discredited propagandist shills or exposed “useful idiots” for the now-destroyed evil empire. 


Any recognized “expert” who did not demand .01% arrests was either a CIA propaganda Operation Mockingbird tool, or blind to the satanic empire dominating Earth’s inhabitants. 


Any ordinary citizen or expert who did see the crimes and lies was blacklisted and censored by corporate media and Deep State-controlled academia. This is neither overstating nor understating the facts.


Rebel leaders like me fought while ~98% of people were literally spellbound by the evil. 


We stood for Truth, Justice, and the American Way of inalienable rights in a war that would have cost everything if we did not win.


We led this war for decades, paid heavy costs as targeted enemies of the state, and have game-changing and inspirational stories. 


Below is the bio I provide with my essays, followed by the book’s introduction, then table of contents.


In synergy,

Carl Herman

Carl_Herman@post.harvard.edu

(phone number omitted)


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I make all factual assertions as a National Board Certified Teacher of US Government, Economics, and History (also credentialed in Mathematics), with all economic factual claims receiving zero refutation since I began writing in 2008 among Advanced Placement Macroeconomics teachers on our discussion board, public audiences of these articles, and international conferences (and here). I invite readers to empower their civic voices with the strongest comprehensive facts most important to building a brighter future. I challenge professionals, academics, and citizens to add their voices for the benefit of all Earth’s inhabitants.


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Carl Herman worked with both US political parties over 18 years and two UN Summits with the citizen’s lobby, RESULTS, for US domestic and foreign policy to end poverty. He can be reached at Carl_Herman@post.harvard.edu 


Note: My work from 2011 to October 2017 is on Washington’s Blog, which the owner closed from Internet censorship in 2019, and here since. Work back to 2009 is censored by Examiner.com (blocked author pages: here, here). This means that some links in essays are inactive. If you’d like to see those articles, go to http://archive.org/web/, paste the expired link into the search box, click “Browse history,” then click onto the screenshots of that page for each time it was screen-shot and uploaded to webarchive. 

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Teaching The Great Awakening

Earth’s resQ


A leading US public school teacher’s 22 years’ documentation + humor to teach AmRev 2.0, WW3, and The Galactic Federation to students of all ages





Introduction


The Great Awakening/Great Choosing, 2nd American Revolution (AmRev2), and WW3 are related operations that together are the greatest rescue mission in Earth’s known history. 


Our victory ends a war to determine if human beings were to remain as livestock to concealed wanna-be “masters,” or be free among Galactic Family offering love, truth, and synergy. In this war, almost all humans felt something was massively wrong with “leaderships” in government, money, and media, but almost no humans could articulate this was a war meant to further dominate a slave race by targeting, weakening, then culling 90%+ of humanity. 


Earth’s psychopathic “leaders” viewed We the People as owned “human resources” to extract the greatest amount of energy, and most effectively lock-down in servitude. Without warriors battling behind the scenes as literal and figurative “friends in high places,” humanity would have been crushed in merciless defeat. 


Humanity, as we know it, would have become an extinct species. 


And this would not be the first such civilization-ending defeat.


Scholars (formal and informal) synergistically documented the war humans didn’t know they were in. The essays in this book were my good-faith professional works as an historian to communicate the most important issues affecting the greatest number of lives in AmRev2/WW3. 


As a scholar and citizen activist, I’ve engaged in The Great Awakening since 1977, beginning with work for the end of poverty (including two UN Summits for heads of state). As a professional historian, I’ve documented AmRev2 and WW3 since 2004. 


Humans were saved by Patriots who stood for truth over decades in all fields, including military, politics, economics, science, social media, spiritual/religious, health, and the arts. Soon we will also know of fractal branches of our Great Awakening Dimensions above and below with partners on this Journey, who have their own fascinating histories. 


This was a Cosmic clean-up.


I wrote ~1,000 public Internet essays from 2009 through 2026 to: 

  • Explain, document, and prove the existence of a criminal-evil neocolonial “Deep State” that REQUIRE arrests of “leaders.” 
  • Call to arrest those .01% “leaders.”
  • Demonstrate basic solutions for a world that works for everyone with no-one left out.

According to available web-traffic data, these essays had ~50 million direct page views. That said, with official censorship and statistic-manipulation to discourage those of us challenging the Deep State, this is only an estimate. I also estimate that most leaders in The Great Awakening directly read some of my work; and all were/are influenced by the synergy of our connected and organic scholarly growth. 


My essays are in three general categories:

  1. “Academic Enlightenment” making the case for The Great Awakening/2nd American Revolution/WW3.
  2. “Interviews” with “people” like Socrates and President Kennedy.
  3. Satire.

I appreciate the contributions of professional clear scholarship and artistic communications of facts in fictional settings. Most of my articles have video content of news and/or artistic expression, and invite you to watch (for those not still censored). In addition, “interviews” and satire allow humor that seems required to accept God’s allowance for such robust evil to dominate Earth and all inhabitants. 


Perhaps this perspective inspired Mark Twain’s satire (to the extent even such recent history is accurate).


I started writing this Introduction in September 2019 in anticipation of Earth’s victory, and public demand for good-faith historical documentation. I consider my reporting of facts to AmRev2 Patriots similar to Committees of Correspondence reporting facts to Patriots in AmRev1. 


That war got hot in 1775 at Lexington/Concord when our government attempted to confiscate communities’ armories (similar to recent history of government/media attacks on the 2nd Amendment). The Committees began in Boston 11 years earlier with Patriot leaders publicly discussing tyrannical and illegal acts of government to dictate Americans’ use of British currency and precious metals with the 1764 Currency Act. Consider my 2012 Claremont Colleges economics conference paper of Ben Franklin and Thomas Jefferson’s testimonies among my “Top 10” list of leading historical Americans who discerned the Bank of England and Federal Reserve systems are mathematically and mechanically certain to cause exponential debt growth, and concentrate power to a “ruling” class such as we witnessed in 2023 with the top 1% owning more assets than the 99%, among similar damning data of We the People kissing our assets goodbye to lying sacks of spin public serpent asset-holes. Americans suffered under inflation three times the reported rate before system collapse/transformation.  


During the war, I chose topics most easily recognizable to the general public and within personal areas of academic training and professional experience, such as lie-started and Orwellian-illegal Wars of Aggression, bankster-looting in the tens of trillions, and the easily-provable lies of corporate media and public education texts to “cover” those crimes. My best overarching walkthroughs: 

I also reported on Q since 2017, with constant reminders in my public essays with our Need to Know News show:


“I’m at 95% certainty that White Hats are in control of AmRev2/WW3, with the single best evidence being a 49-minute summary of Charlie Freak’s epic 7-hour presentation of verifiable facts (censored multiple times, and in 4 parts here). More strong briefings:

My dear friend and colleague, Professor Emeritus Jim Fetzer, began Need to Know News in 2020 as a Monday through Friday podcast, with me as one of several rotating commenters. When Jim upgraded to host on Republic Broadcasting Network radio shows to larger audiences, Jim promoted me to producer and host in 2023. We’ve had 3 shows every week with commenters structural engineer Joe Olson, patriot Chris Weinert, and private investigator Brian Davidson for a total approaching 1,000 shows.


I included dozens of high importance topics that I researched but lack academic training and professional/personal experience to comprehensively address, such as vaccines and general health issues, poisons and manipulations of what sheeple are fed for “food,” chemtrails and Directed Energy Weapon (DEW) fires for depopulation, free energy breakthroughs, and more.


Importantly, I completely omitted the slaveries of animal and plant kingdoms to this soul-crushing and torturous system of dominating evil. This will become a significant area for correction as human beings recognize We Are All Connected in diverse experiences and expressions of Life. The extent human beings were poisoned, tortured, and mind-controlled into destructive agents of evil is beyond imagination to 98%+ of humanity as I write before victory.


As a professional historian, I felt the human condition analogous to The Emperor’s New Clothes: a tragic-comedy we could see and end if only scholars’ voices were clear and powerful enough to have ordinary people look for themselves at naked empire parading right in front of them. A scholar is anyone educated to communicate game-changing facts in any of the 100+ critical areas within The Great Awakening. A scholar also uses art to effectively communicate, as a sharp meme can effectively summarize 1,000 words.


In synergy with also being a professional mathematician, I quantify data for the greatest clarity of what objectively exists in the most important areas to measure and upgrade reality. This is simple counting, and what we all do to understand sports/game statistics, money, time, and other easily-understandable data to improve what we care most about. For example, after Pennsylvania’s State Legislature held a hearing that claimed an “official” 2020 “vote” “count” post ~3AM “emergency” stoppage of ~600,000 “votes” for “Biden,” and ~3,000 for Trump, I calculated the odds that a ~200:1 ratio compared to the rough assumption of 1:1 proved election theft and criminal fraud with probability 0f 1,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000 to 1. This magnitude of a number is impossible to grasp, but it’s more likely you’d win 3 consecutive Powerball jackpots than for that result to be truthful.


I observed that most of us who worked in good-faith effort for victory felt guilty about the limited contributions we made, and “failures” to cause breakthroughs of “leader” arrests (an arrest is the appropriate lawful tool to stop apparent crime(s) in progress). With all respect for humanity’s capture and torture by Satanists, we found our interactions with the general public similar to Plato’s Allegory of the Cave, with ~98% of people believing the lies told by “leaders,” corporate media, and “public” “education,” so that we Truthers were only powerful enough to offer choices as Messengers. 


Given the limitation that only about one person in 50 could reasonably consider factual data we communicated about The Great Awakening, we did the best we could imagine to resonate with and document crucial truths in good-faith professionalism (we found no way to not upset some people, either from their cognitive dissonance and/or naive allegiance to evil as useful idiots). My two-year professional documentation as a public school teacher challenging “health” “orders” of forced experimental “medical products” on employees and students, and the tragic-comic objective lies we were “mandated”  while “leaders” refused to answer the most basic questions/challenges is a worthy case study.


I feel obligated as an historian to provide the following autobiographical context. If personal history of the messenger is irrelevant to the message, please feel free to move directly to the essays. And that said, historical context is always important to most accurately frame messages.


Autobiographical context:


I write personal history in attempt to frame my work and learning contributing to The Great Awakening. My interest is to present events that might have shaped the messenger for the essay’s messages. I report on “spiritual” or otherwise inexplicable events without objective data what they mean, and share those events as accurately as I can.


I was born in 1960 without memory of who I was or where I came from; blank-slated likely just as you. My first memory is President Kennedy’s 1963 funeral as I was sitting on my mother’s ironing board. I felt a sadness I knew was not coming from just my mother, as her tears hit the hot board and rose in steam. I also strongly felt that I was born to fix the condition I was watching, and needed to grow-up quickly for this responsibility.


In 1968 my parents were watching the June California Primary Election on our ~24-inch black-and-white grainy television (a large screen for the time). Although I had no knowledge or interest at age 8, I felt strongly there was something I must see, and asked my parents if I could watch past my 7:30 PM bedtime. They looked at each other in wonder, and accepted. At 9:30 I was so sleepy that I could no longer watch, but knew I hadn’t seen what I was supposed to witness. I crawled under the table next to the couch, and kept my face toward the TV in case I woke up (my parents had gone to bed). My father must have taken me to bed, as I awoke there the next morning. I had missed the assassination of Robert Kennedy, who would have been US President with promise to end the Vietnam War. 


I later interpreted from the two Kennedy assassinations that my personal capacity for political leadership could not be expressed in existing world conditions of evil having control over Earth. 


I was attracted to the new television series, Star Trek, and felt I was on such a team for cooperation and discovery among diverse and beautiful beings. I was also attracted to James Bond stories, as I felt I was somehow a kind of spy acting like a normal person conducting usual business, but having a larger important and dangerous mission.


Through childhood education I tested at the far end of the bell curve in multiple academic proficiencies, and was recruited by the Jet Propulsion Laboratory (JPL) for an advanced program in science and math (I declined, as I felt something evil from the JPL reps). Socially, I was fascinated by how clever most other people were to “invent” topics to talk about. People saw me as “shy” as I had little interest to discuss opinions that weren’t constructively targeted to get something done or explore interesting topics. I enjoyed leadership roles for projects, scholarship, and to write, direct, and act in theater arts.


By my Junior year in high school, I was no longer willing to trust teachers and adults who I determined were uninspiringly uncreative and/0r fundamentally confused about reality. I would continue to get straight “A” grades in school, but was no longer willing to be led by adults with overall competence observably less than required to produce inspirational lives. 


My friends and I concluded that even if we learned absolutely everything these types of adults could offer, our lives would still be unattractive and weak. 


I tried to remain polite and respectful, but not waste my time.


In the summer of 1977 I accepted my parents’ invitation to attend a Hunger Project event with Werner Erhard and Buckminster Fuller, two pioneers of The Great Awakening. This event introduced me to inspirational adults. Inspiration is generated by experience and expression of virtue, with directed projects to upgrade quality of life. Just before my Senior year in high school at the end of that summer, my younger brother and I accepted our parents’ invitation to take the est training based upon the noticeable breakthroughs in happiness and inspirational self-expression from them, and our older brother’s strongly positive review.


For the next 20 years I took 50+ seminars and courses from est (today’s Landmark Education), with about equal time in volunteer work to produce those events for the public. I am still fascinated and inspired by the art and science to say and stand for what one wills, along with ongoingly-occurring “miracles” of previously-unimaginable openings and insights to upgrade thoughts, words, and actions to experience and express virtues. “Miracles” are unpredictable breakthroughs that solve problems and/or open new areas of Life. Conversely, these insights mean one disempowers internal and external conversations one can identify as vicious in any way; conversations that dishearten, diminish, or harm virtuous creative actions. 


This is one pathway to become responsible (response-able) for what one thinks, says, and does. That is, any “upsetting” condition is within human power to transform upon our attention to recognize disempowering ontology (study of who one is being at any given moment), ponder/meditate/pray for what is possible as upgrades, then to exercise a higher perspective in real-life. 


These experiences include “miraculous” synchronicities I found as powerful evidence of a connected/fractal Life I could tap into, and receive guidance for growth otherwise inaccessible from ordinary and previously-existing worldviews/ontology. This is exactly the experience you, dear reader, have now found comparing previously unimaginable disclosures of reality, along with the unimaginable adventures of our emerging Star Trek present and future. 


Beginning in 1977 and for the next 20 years I also participated to end poverty through volunteer work, creating a UC Berkeley academic major, and helping grow the citizens’ lobby RESULTS for ending poverty through US domestic and foreign policies. I initiated RESULTS in NorCal, and helped us grow to over 100 US communities and established in 7 countries. We played leadership roles to create two UN summits for heads of state (1990 World Summit for Children and the 1997 Microcredit Summit). 


The choice to work for the end of poverty was reinforced the summer after high school by my wondering where to direct my attention for a college major. I really didn’t know what I should do with apparent intellectual gifts. I prayed for guidance, and our home phone rang immediately after. I answered to a Hunger Project leader asking if I’d like to volunteer. I interpreted this as a direct answer.


Both est/Landmark and working to end poverty exercised my passions to upgrade the world around us through more competent relationships to the real physical world, and to better connect with our Brothers and Sisters. As a young man I was inspired by these possibilities in assumption that other people would join to solve crucial problems, and unleash human creativity in breakthrough synergies. This inspiration continued, but with expectation to evoke widespread public participation gradually degrading.


A first area of discovery was no professor showed any interest at UC Berkeley for ending world poverty, and a few apparently in opposition. This shocked me, and was despite my presenting supporting research from the 1976 Presidential Commission on World Hunger, The National Academy of Sciences, and what I was learning with RESULTS from leading experts in connected technologies. I was among the leaders to organize a 1982 California Senatorial Candidate debate specifically on the topic of ending domestic and global poverty. I helped create a Bay Area softball tournament at UC Berkeley to educate the public to support the end of global poverty. Despite having data more current and comprehensive than my professors, and working directly in applications with global experts and public policies to end domestic and global poverty, the usual grade my academic work would receive was “C-.” Their “reasons” were that political lobbying and civic activism for implementation of current technical solutions to end poverty were somehow weak arguments compared to emphasis for further research on technical solutions, despite their presenting no arguments how improved technical solutions were better than existing and sufficient solutions.


My professors did not respond to empower my work despite finding no errors in the central data that all global poverty could be relatively easily solved within 20 years. Rather than being embraced as an emerging partner for a shared goal, I was attacked by these “academic” “leaders.” I came to stand with Rene Descartes:


“But now, after having once and for all put to the test the judgments of men, I here again approach these same questions regarding God and the human mind, and at the same time treat the beginnings of the whole of first philosophy, but in such a way that I have no expectation of approval from the vulgar and no wide audience of readers. Rather, I am an author to none who read these things but those who seriously meditate with me, who have the ability and the desire to withdraw their mind from the senses and at the same time from all prejudices. Such people I know all too well to be few and far between. As to those who do not take care to comprehend the order and series of my reasons but eagerly dispute over single conclusions by themselves, as is the custom for many-those, I say, will derive little benefit from a reading of this treatise; and although perhaps they might find an occasion for quibbling in many spots, still it is not an easy matter for them to raise an objection that is either compelling or worthy of response.”

~ Rene Descartes, Meditations on First Philosophy, 1641, “Preface to the Reader.” Descartes is a founder of modern philosophy, analytical geometry (which led to calculus), and the Scientific Revolution. His work was condemned by the Roman Catholic Church in 1633, with his publications put on their Index of Prohibited Books in 1663. The University of Utrecht condemned his work in 1643, where he had previously taught.


The opposition and apathy among UC Berkeley professors was so pronounced that I proposed to my parents that I drop out so as to no longer waste my time with people unable to think about such important work. My father talked me down that even if my conclusion was true, I needed a college degree for personal income, credibility, and progress.  I was disappointed that my academic scholarship had apparently ended, as there was no opening for further formal academic work as a “C-” student with no recommending professors.


I likely encountered Deep State gate-keepers to stop students with inspirational promise, and protect the lies veiling ongoing illegal rogue state empire.


In the middle of this academic discovery in the summer of 1981, I had a fascinating and unique spiritual experience while volunteering at an est event. I had developed the practice to ask other people about their most important interests so I could better understand human beings, find useful areas to learn, and contribute important learnings. Asking what’s most important also generates the most engaging conversations. This one day after asking a random person a form of the usual question, “So, what are you up to that most interests you?” I participated in the following conversation (as best I recall):


Other: Oh, I went to this great talk last night. This guy talked about the return of the Christ and ascended Masters. 


Me: Really? That’s interesting! Please say more.


Other: The guy’s name is Benjamin Creme. He said all the evil in the world is coming to a head, and will end as we enter a cosmic “Golden Age.” These “Masters” are like us, but have fully developed the powers we’re learning about through directed attention. Creme was right-on with understanding the world’s biggest problems.


Me: Wow. I’d like to hear this guy. When’s he talking next?


Other: You missed it. Creme’s from London. It was one night only. I don’t know when he’ll be back.


(I immediately dismissed this conversation as no longer worth pursuing, as it seemed this was not an open door for me, and in 1981 before the Internet allowed that area of research. Then, for the first and only time in my life, words came out of my mouth that I did not speak. I was already looking what other topics might be of interest, and these words strongly were spoken outside of my control.)


Me: Where is he speaking next?


Other: (not knowing it wasn’t me asking) I think he said San Diego.


Me: (shocked, waiting to see if more words came; they did not) Really! I’m in San Diego next week!


I went to Creme’s public talk in San Diego, and felt a strong and warm sensation over my heart that I also never experienced before. Creme recommended interested people practice group “Transmission Meditation.” As I was moving up to UC Berkeley from Los Angeles soon, I thought I didn’t need to pursue this uncomfortable information of an arriving “Christ” with “Masters,” but called and asked if anyone was performing this group meditation in Berkeley. I was informed a group existed within a mile walk of where I was living in Berkeley, so I went to check it out.


Before my first session of Transmission Meditation, the woman who led the group at her house told me that the “energies might be too strong for me because I’m young.” I didn’t know what that meant, but when the meditation started, I had another first experience of feeling a pressure in the middle of my forehead that instantly caused me to fall asleep. This experience continued for months of being literally unable to stay awake at the start of this meditation. I continued to practice, as there was something of interest and importance happening. As a result of the meditation, I seemed to gain a paradox of greater intensity of focus along with more calmness. 


This 2-year experience (as a transfer student to UC Berkeley from Pasadena Community College) of focused intensity translated onto the basketball court where I became such a dominating player on main-gym pickup games, that JV/Club team members requested the coach watch me play, with resultant invitation to join the team as an apparent starting shooting guard who could also play point. This was a breakthrough from being an uninspired benchwarmer in high school. I graciously accepted the invitation under the condition that I must competently manage my academic work (that included RESULTS, The Hunger Project, Transmission Meditation, est seminars, and supplementary reading). After two weeks with the team, I informed them that I could not manage my responsibilities with the added 2 hours of basketball/day + the additional hour of sleep I found necessary with such intense physical work.


This supplemental reading would amass to ~20,000 pages of mostly spiritual teachings, including all of Alice Bailey’s Ageless Wisdom books. I struggled to understand as much as I could, thinking that I might become a sort of ambassador to bridge the gap between ordinary human understanding with this apparently essential knowledge of what a human being is, where we are going, and how to best manage one’s Self incarnating without memory of origin or purpose (the usual condition).


In the paradox of frustrations and inspirations, I helped grow RESULTS by interacting with policy proposals and lobbying. We became a leading voice to create the largest meeting of heads of state in world history (1990 World Summit for Children), and were the leading voice for the 1997 Microcredit Summit (small loans for the poorest of the poor, whose founder was honored with the 2006 Nobel Peace Prize). After the 1997 summit, the Clintons and Democratic Party leadership joined Republican/Bush Sr. Leadership by reneging on all promises (public and private) for policy support. I informed my colleagues at RESULTS that I needed to shift my “volunteer time” away from lobbying in order to “follow the money,” with research into who’s making money from not ending poverty. 


The updates I provided over the next 20 years were not responded with any interest from my RESULTS colleagues.


After college in 1983, I predicted that I would be absorbed into the political process to realize the end of poverty with either a government agency or either willing political party because the overwhelming benefits of ending poverty would be embraced by real leaders. To solve the problem of having a job, I took my mother’s suggestion to teach. This led to teaching math for 5 years, social science the next 20, and back to math the last 9 (plus 1 year at Harvard, 1 year with rejected Ph.D applications, and 2 years unemployed after being fired 4 times without cause [with my last district attempting a 5th firing five times before placing me on permanent paid administrative leave for questioning their “health” “orders”]; those stories included). I assumed teaching would be temporary until obvious solutions for ending poverty were recognized sufficiently to cause request for my direct participation. At that time, I had no idea the US was a lying, looting, illegal rogue state empire, and thought political leadership and corporate media suffered from outdated ideas cemented to Cold War mentality that must evolve.


My optimism for a bright future while engaged in real-world applications of math, government, economics, and history connected to ending domestic and global poverty, along with clear explanations and assignments to my students, allowed my teaching to shine. Two Los Angeles Mayors honored me as among the best teachers from ~10,000 inner-city teachers. Among the dozen schools I taught at in my career, students voted me as the school’s best teacher more years than not where those elections were held. 


I engaged in projects to improve teaching and learning, but met resistance by administration and district “leaderships.” For example, I discovered LAUSD (Los Angeles Unified School District) reported my inner-city high school (Jefferson HS at Compton Ave. and 41st St.) as having a 75% graduation rate, but only having 25% of incoming 9th grade students actually graduating. I found out LAUSD chose to declare a 75% graduation rate by only counting the percentage of Seniors who graduated on time, and omitted all previous grades’ dropouts. Colleagues and I found no cooperation when we looked for genuine improvement from where we actually were.


My life was busy: work, seminars, meditation, and playing sports (tournament tennis, softball, and some basketball). I explored spoon bending, walking on fire, cloud busting (breathing in and disappearing targeted small “cotton ball” clouds), and how focus might translate into sports performance. I concluded that rules in ordinary physics could be bent, but that I didn’t understand much of how to do so. Bending spoons was easier in a group, cloud busting was easier with another person, fire walking too scary to really work with, and sports performance rose to relative excellence but nothing consistently dominating. For examples, my softball batting average over my last four seasons was ~.700 (I played with my two brothers), I became the #4 ranked tennis singles player in all SoCal in the division just below Open (5.0 rank today), and with my older brother became the #1 doubles tennis team in that division for the San Gabriel Valley winning USTA age-ranked tournaments in the 30s and 35s, one 5.5 tournament, and the Pasadena Open in the top “Open” division. I enjoyed, and still enjoy, athletic competition. That said, all my spiritual discipline seemed to allow just moderate improvement over others who practiced with similar dedication. 


At age 26 in 1986, I decided my life would be better in synergy with a wife to share commitment for a world that worked for everyone. This marriage would be different because I wouldn’t have children until all Earth’s children were out of poverty (I targeted the year 2000 at age 40 to win that game), and I must continue learning and serving with seminars, meditation, volunteer work, and sports (sports as essential health and energetic self-expression to balance so much mental work). I had two marriages in that agreed context; each with two years before and during marriage, so a total of 8 years (1986-1990, then 1992-1996). I parted as friends with best wishes with women who discovered they preferred a husband for family participation rather than world service. They discovered the path they accepted was lonely. 


I concluded I must continue on my path to do what I could for this ongoing and normalized emergency poverty-murdering a million children each and every month; ~30,000 every day.


During a tennis tournament ~1995, my opponent gave me a VHS tape when I told him I taught high school government and economics: Bill Still’s excellent The Money Masters. This became the first of ~30 VHS tapes to come that included Professor Jim Fetzer's top 10 reasons JFK was assassinated by our own government, Pulitzer-winner Gary Webb explaining the CIA’s connection to California drugs and gangs (with powerful confirmation from LAPD officer Michael Ruppert), and all in context that alternative media was required because corporate media was propaganda actively suppressing truth. My video collection would summit at ~100 DVDs on various topics of The Great Awakening (Alex Jones’ movies, 9/11 topics such as Loose Change, and the great late Jim Marrs), and ~50 courses I took from The Great Courses centered in history, government, economics, and mathematics. 


At age 37 after the second summit at the UN for heads of state that reneged all promises, and I shifted my volunteer focus from ending poverty to “following the money,” I also declared myself willing to try marriage again for the synergy that could be possible. I met my current wife in 1997 on match.com, who encouraged my getting a Ph.D to allow school improvement projects to gain stature, and that we should have our own family. We moved to Framingham, MA so I could attend Harvard’s Graduate School of Education, and eventually adopted our daughter from China. Because ending poverty by age 40 was no longer possible, we concluded saving one child from an orphanage was a bright alternative.


I found my work at Harvard similar to Berkeley, with zero support of any professor to explore any project to genuinely improve inner-city teaching and learning with ideas not already understood. That is, while I appreciated my professors for their contributions in their areas of research, I found they had zero curiosity to hear anything they didn’t already know. What I emphasized (that my professors seemed not able to appreciate) is that my small-scale “pilot program” experience of award-winning teaching and learning was worth amplifying: teach children in the context for a world that works for everyone, with no one left out. Bucky Fuller’s ideas and ideals were a practical foundation to inspire children to participate in a global revolution to end poverty, unleash technology, and explore a future of unprecedented human creativity.


My experience was that my colleagues and professors would tune-out from seeing the world as it is with respect to poverty facts and solutions, despite the overwhelming success teaching those facts had for breakthrough successes in student academic performance and inspiration.


My best example of this lack of imagination was taking a finance course for school districts. I didn’t know about school district finance from personal teaching experience, so had to apologize in person and papers to only being able to report on what we were told and what I learned in the readings. Because my information was so limited, it seemed I was only capable of working within what the professor wanted us to know, which I performed in good-faith. 


This professor was so impressed with my understanding that he introduced me to the Superintendent for New York City public schools with recommendation he hire me to help manage their finances. I had to reply that while I appreciated the recognition, I didn’t know anything about this topic compared to 14 years’ experience in teaching and learning breakthroughs for inner-city students, and had no interest to shift my professional contribution when I had so much apparent success with teaching. Neither of those two professionals responded further other than hearing “No thank you.” The results in other classes where I felt I had experience and contributions to offer resulted in the new lowest possible grade due to grade inflation: “B-.”


What I continuously witnessed with people in positions of leadership being blind or oppositional to advances was a control system by ~1% minions to “gate keep” ideas that might threaten those power structures, and ~98% of human beings expressing themselves as sheeple with crippled capacity to process paradigm-changing data unless expressly told by authority.


I received an Ed.M from Harvard, but two years of Ph.D applications were rejected by six leading schools despite (or because of) breakthrough teaching and learning with inner-city students connected to their engagement with real-world poverty problems and solutions. 


We adopted our daughter from China in 2002, as I continued teaching high school classes of World History, US Government, and Economics. By 2004 I no longer could keep track of the lies and crimes connected to expanding post-9/11 US wars, so I began writing a White Paper to explain and document. This paper eventually circulated among interested Members of Congress courtesy of Congressman Kucinich’s staff for impeachment attempts of President W. Bush and Vice President Cheney (here, and included in this book). I also took my wife’s advice to write a book that connected my real-world learning as a professional teacher to producing superior student learning. This produced over 100 literary agents’ silent rejections, with only two kind enough to inform me that while my writing was clear and important, I had no name recognition or job platform for any publisher to consider my work. 


In 2004 I wanted to teach the full factual evidence on JFK’s assassination, and began Internet searching for what I could professionally present to students and share with parents. I found compelling contrasts between “official story” claims and apparent contradicting areas of evidence, with this research opening several other doors. I prepared a similar unit for students to compare the 9/11 “official story” to apparently refuting evidence. I emailed other researchers, and began writing for examiner.com at the invitation of my new friend, Fred Burks (of www.wanttoknow.info), then wrote for WashingtonsBlog at the invitation of that site’s anonymous owner (anonymous from death threats to his family, including two young children). 


I found that my new scholarship was almost universally rejected by family, friends, and teaching colleagues. They would begin listening, then communicate through body language that these topics were uncomfortable and outside their interests. Some topics, such as 9/11, assassinations, and corporate media lying evoked psychological projections that I must be ignorant, hateful, or unable to discern objective fact from baseless “conspiracy theory” fantasy.


With family, I adapted to only share such information upon some form of request, such as “What are you up to, Carl?” Otherwise, I wouldn’t offer, and family invitations became remarkably absent.


While almost all high school students were enthusiastic to receive such game-changing data such as teaching about 9/11, JFK’s assassination, economic reforms, and ongoing illegal US Wars of Aggression, this produced opposition from adult colleagues I only discovered when informed I was being fired without cause. 


No oppositional teacher ever attempted any discussion on the facts. 


And I offered. 


This lack of response was astounding to me until I accepted the abundance of data that even professional educators with passion for learning exactly the subjects I offered were somehow so damaged and afraid, they would not look beyond what they were dictated by “experts.” This, despite teaching the courage and insight of American Revolution Founders, and often having classroom pictures celebrating the leaderships of Gandhi, Dr. King, and other revolutionaries.


I was removed/fired from four schools for “not being a good fit” and “not producing student learning” despite anonymous student surveys at the end of semesters giving me an average grade of “A+” for my teaching, National Board Certification (the highest recognized national teaching standards) and being certified to coach candidates in any topic for National Board Certification, and fellow Advanced Placement teachers in US Government and Economics repeatedly volunteering that they knew of no other high school teacher with my level of applied experience. No colleague ever found fault in my assessments. My classes almost always covered the most content standards among colleagues. Despite my students earning a class GPA of over 3.00 and such glowing reviews that highlighted how relevant I made the content to real-world objective examples that included all our school counselors’ reports I was the most-requested teacher among their students, administrators consistently documented their subjective opinion that excluded test data, high attendance, and student evaluations. 


My subjective opinion is that administrators couldn’t recognize the disconnect between what they understood of history, government, and economics from the real-world examples I showed students. 


Example: in 2012-2013 I taught 4 sections of US Government and Economics to high school Seniors at one of the top-performing schools and districts in California (San Ramon Valley High School), and among the most expensive real estate in the Bay Area. This school had a tradition for Seniors to honor teachers who contributed the most to their learning in their 4-year high school career. There were five categories of Senior students making those selections: athletes in football, basketball, baseball, cheer, and those in fine/performing arts. Even though I just met everyone at the school in my first year there, and only part-time teaching 4 classes instead of 5, I was the only classroom teacher honored in all five categories. I was fired (non re-elected) based on the principal’s testimony that my students “weren’t learning enough,” and that the class conversations on all students’ semester research project (in 6 parts: 1, 2, 3, 4, 5, 6)) should “allow debate and vote on which side is right” rather than students presenting good-faith comprehensive facts, their analysis of meaning, then allowing questions and whatever other analyses students cared to share. When I challenged the principal how her observation could be true given anonymous survey data, Seniors recognizing my teaching as the best they received in their four years at the school, and the method of discussing research mirrored global experts we worked with at RESULTS, she answered: “Students only like you because you give them good grades.” Analysis: the principal claimed the state’s top-performing students within the most affluent families at the end of their high school careers confuse “A+ rated” and “best at school” teaching from “teaching so far below standards we must fire the teacher” because these successful students reject real learning and only care about grades in a jaded and hypocritical system. The district went on to fire me so illegally, SRUSD eventually settled out of court to pay me a year’s salary to go away. I offered they could keep the payment if they hired me back under future fair and independent assessment of my work. The district preferred giving me your tax money to permanently remove me. I think some our Dark opponents were responsible, and not solely cognitive dissonance of “experts” experiencing something outside their expertise. 


Shocking or unbelievable that such contrast is possible by an “official system” of the former American empire? I, too, couldn’t imagine that such inversion from reality was possible, especially when I was there to point to data, not opinions about data. What I couldn’t imagine was a form of mind-control for managers to require measurable excellence in known and obvious data categories, yet to replace all hard data with a factless and data-refuted narrative to terminate me as a teacher. Yet, for the American empire to endure, such a system was required to recognize and terminate threats, then bullshit with virtue-signaling narratives to ongoingly hide empire from public recognition. 


I have three similar stories of being fired without cause and five more failed attempts, along with dozens more “non-firing” examples that demonstrate the condition of people so programmed and controlled that breakthroughs were not possible in any way I could discover in public education. To offer another example, here is the full 2-year documentation of “official” tragic-comic evasions, lies, and obfuscations of HUSD when I challenged “Covid” “health” “orders” in the 2020-’21 and ’21-’22 school years. If you’ve never witnessed “official” bullshiting, the two full years of emails definitively demonstrate how the system operated in public education, which I’m sure is similar to other public agencies.


But this is an introduction to a book about The Great Awakening, not an autobiography or analysis of public education. And that said, the SRVHS and HUSD examples show the general condition that shaped this book’s messenger.


I conclude all messengers go through an experience of discovering Earth was run by the evil. It took me until age 60 to conclude all contests of importance cannot be won while the evil is allowed to rule, and the purpose of engagement is to offer choice to humanity to discern good from evil. I did have the advantage of offering choice to teenagers before they got too crushed by living on a planet run by Satanists. Among teachers, perhaps only 2% were interested in the topics you’ll read in this book, choosing instead to believe what they taught in textbooks while spreading ad hominem and straw-man gossip about me (best example here). 


Despite over 200 teaching applications after the San Ramon firing, I could not get hired to teach US Government, Economics, US or World History again. These interviews were fascinating, as I’m sure these colleagues never met any other candidate with more effective applications of education for real-world improvements, honors of teaching success, degrees from Berkeley and Harvard, being a National Board Certified Teacher (the US top recognition for teaching excellence), at that time having delivered a published paper at a Claremont Colleges’ international economics conference in 2012 (another in 2015), and such high approval from students. I found in these interviews that Social Science Department Chairs and administrators would “glaze over” when I attempted to connect superior student learning with my sharing what I was still learning and applying in research. I concluded these people had stopped learning for themselves, and much of what they thought they understood about government, economics, and history was being directly and threateningly challenged by my own learning about poverty, economic reforms, and US wars. I tried to keep my answers as simple as possible in purpose to explain how my students performed so well in curricular topics, and their satisfaction with my teaching.


I therefore shifted to return teaching mathematics; a teaching area of short supply. The last data for my students is learning literally at the 99.99th percentile of expected results for my district in Algebra 1, a lower-performing NorCal Bay Area district in Hayward (HUSD’s Academic Performance Index when I was hired in 2015 was 2/1: overall state rank was 2/10, and among similar schools as 1/10, meaning the second lowest overall academic performance and the very lowest when compared with districts of similar income and education). Each and every other teacher averages ~50% failure rate with mine ~5%, and the data of my ~3.00 class GPA compared with ~1.00 as a district average means that my average first-year algebra student learns ~four standard deviations above the mean: about at the 99.99th percentile of expected algebra learning for HUSD students. This miraculously superior learning includes ongoing student survey data of my average grade from them as “A+” as a teacher. 


Instead of recognition and interest from district, administrators, and colleagues, my presence seemed to evoke discomfort and avoidance to address the normalized emergency of half our students failing this required course to graduate. Worse, my colleagues heard snippets of how I apply math to understand the world around us, and then complained to administration that I must not be teaching “math” because I include such topics as war, economics, and related histories. In example, my current principal emailed me after at least two of those complaints with “Stop telling students math is unimportant.”


My last district attempted to fire me in 2018 in my third year of teaching (and therefore unable to fire “without cause” as they could by law in the first two years of teaching), and I think only stopped because they predicted a public and independent hearing would make them look ridiculous and evil with the lies they offered in order to fire an algebra teacher producing such breakthrough teaching/learning on peer-reviewed and approved tests. I don’t know if this source to fire me was Deep State minions or overwhelming cognitive dissonance. If this attempt had been successful, I would have become a real estate agent (I studied and passed the California test to do so in 2020). This NorCal district placed my on paid administrative leave in January 2022 to “investigate” how and why I was asking questions about their prima facie-illegal “health” “orders” rather than answer those questions.


I imagine my experience is similar to Socrates asking obvious questions and pointing to obvious facts, only to receive the harshest resistance. “Socrates” has been the top “person” I’ve “interviewed” in my work, with 13 of those essays to date.


I expanded scholarship to ET topics, and in 2017 semi-retired from news reporting on wars, money, and assassinations after 40 years’ of civic activism. I enjoyed continued writing of “interviews” and satire I share with you, as I’ve shaped my self-expression to at least be interesting for me. 


Vincent Van Gogh has been an inspiration to produce my best work, with leading colleagues’ admiration and respect as sufficient reality-check of effectiveness. Indeed, in my last work to challenge our school district and teachers’ union about prima facie-illegal “health” “orders,” I stood alone among ~100 teachers, with no other teacher interested.


Yes, I have been frustrated working relatively alone, being perceived as “believing” “crazy conspiracy theories” despite my excellent scholarship, and becoming nearly unemployable despite provable breakthroughs in teaching and learning. I have found with Socrates that the more I learn along with greater ability to communicate, the less I’m heard.


I have been proud to serve in the greatest human rescue mission in Earth’s history, especially because this work has been so challenging. 


I am now proud to share my scholarship to explain, document, and prove game-changing facts for the topics I found most important to reveal and end the Emperor’s New Clothes conditions of parading evil empire. 


Thank you for your attention for a future on Earth brighter than we humans are currently capable of imagining. 


I wish you the best on our shared journey as Brothers and Sisters, inspired by what’s possible to create together in unleashed virtue among Galactic family.


Table of Contents


I ordered chapters by what I predict will be the most popular and helpful for students of all ages. If you prefer more enjoyable and lighter education, I recommend the chapters of “interviews” and satire. The chapters on “public education,” wars, poverty, and bankster looting are fascinating, dark, relatively dense, and include what I consider my most important and summative essays. The chronology of works include video podcasts of breaking news/scripts from 2020 through 2026, and all of my ~1,000 public essays. 


* Introduction


1. AmRev2/WW3 within galactic space opera

2. “Public” “education”

  • US public education: Bullshit to train stupefied work animals. Introduction: defining ‘bullshit,’ demanding comprehensive, objective, and independently-verifiable factual accuracy everywhere in Life, along with freedom to authentically respond (1 of 12)   
  • Challenging our public school district’s obedience to county ‘health’ ‘orders’: My reflections after 2 years of tragic-comic district refusals to answer BASIC and REQUIRED questions, Orwellian lies, ‘official’ obfuscations + colleagues’ ‘taking a knee’ to propaganda = humanity’s need for ‘friends in high places’ to prevent massive child sacrifices to psychopathic prima facie-criminal ‘public serpents’ (59 of ?)   
  • Essay to ~100 teacher colleagues for “red-pill scholarship” to explain, document, & prove Evil totalitarian global scamdemic   
  • Teaching critical thinking to high school students: connecting with parents (1 of 6) 

3. “Interviews”

4. Satire

5. Wars, rumors of wars, and soul-crushing poverty

6. Follow the “money”

7. Chronology of works


Note: most of my public essays have repeated endings summarizing the requirement of .01% arrests if Americans are to live in a constitutional republic under limited government rather than ongoing lying, looting, Orwellian-illegal rogue state empire. My choice was to empower readers, new and old, with the largest context for responsible citizenship.


Academic Enlightenment: making the case for The Great Awakening:


Carl B Herman blogspot (2017 to present 2026):

Washington’s Blog (2011 to 2017). The site was ended October 2019 from censorship and defunding. My author pages followed by a few of the essays: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114; 115, 116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148, 149, 150, 151, 152, 153, 154, 155):

examiner.com (2009 to 2012). Censored author pages here, here from 2009 to 2012, and a few essays:

**

I make all factual assertions as a National Board Certified Teacher of US Government, Economics, and History (also credentialed in Mathematics), with all economic factual claims receiving zero refutation since I began writing in 2008 among Advanced Placement Macroeconomics teachers on our discussion board, public audiences of these articles, and international conferences (and here) with published research. I invite readers to empower their civic voices with the strongest comprehensive facts most important to building a brighter future. I challenge professionals, academics, and citizens to add their voices for the benefit of all Earth’s inhabitants.


**

Carl Herman worked with both US political parties over 18 years and two UN Summits with the citizen’s lobby, RESULTS, for US domestic and foreign policy to end poverty. He can be reached at Carl_Herman@post.harvard.edu 


Note: My work from 2011 to October 2017 is on Washington’s Blog, which the owner closed from Internet censorship in 2019, and here since, with 1,000+ public essays and 300+ video interviews to 50+million views. Work back to 2009 is censored by Examiner.com (blocked author pages: here, here). This means that some links in essays are inactive. If you’d like to see those articles, go to http://archive.org/web/, paste the expired link into the search box, click “Browse history,” then click onto the screenshots of that page for each time it was screen-shot and uploaded to webarchive. 


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