We are happy to announce that Dr. Brian E. Ostrowski, Ph.D., who teaches World History at Troy University, is going to contribute a monthly page for us on issues relating to how the subjects of extraterrestrial intelligence and exopolitics can best be integrated into the twenty-first century education system.





13th August 2015


Introduction: I would like to sincerely thank all the Connecting Consciousness readers who have generously shared their thoughts and insights on the issue of “Exopolitics in Education” over the past week.  Quite clearly, this issue strikes a chord in many individuals. As the Disclosure process continues to unfold, the ideas we are developing together here will become increasingly relevant to society.  Please use the comment form below to add your voice to the discussion - Brian



“The idea of a University originally was to come to know our place in the Universe.”

Connecting Consciousness reader,

Retired teacher Luanna Hale



Among the many challenges confronting progressive educators, particularly those who appreciate the relevance of extraterrestrial agencies in human affairs, is learners’ psychological resistance to the exopolitical worldview. Students typically enter university only after twelve or more years of having been inoculated by the mainstream media and education system against grasping truths dangerous to the ruling elite.  The mind programming has been subtle, elegant, and effective.  Among the taboo truths that have been systematically kept from young people’s serious consideration are those relating to extraterrestrial intelligences.


To overcome this programming, students need to understand early in university life the goals, tactics, and actors involved in the war on their minds.  For this type of instruction to be effective, students ideally need to “deprogram” under conditions that promote physical and mental health – for indeed, purposeful dulling of the intellect and weakening of the body have been key elements in the effort to “dumb down” our youth.  New efforts to introduce meditation, (genuine) nutritional science, and auric stability into the learning environment all have a role to play in helping students reach a point where they can realize the possibility of turning away from the elite mind control agenda and toward a path of integral human fulfillment.


As the exopolitically-conscious education movement takes shape, it may be helpful to think in terms of ideal learning situations which, though they may be impractical to implement at the moment, nonetheless point the way to a more sane learning environment and inject the web of consciousness with sound ideas which are sure to pop up again in unexpected places.


One of these ideal educational situations would be for first-year university students to attend a “freshman seminar” course (1) which would encourage students to interrogate the agenda and methods of the thought control system that has systematically marginalized the ET topic in media and education.  Such a course would need to be interdisciplinary, approaching the topic from the standpoints of (at least) psychology, history, political science, media studies, and sociology.  The key to such a course would be to invite – but not coerce – students to re-evaluate the information they have been fed, and how they’ve been fed it, in their pre-college years.  I’d like to reserve a more detailed discussion of such a course, including the question of whether it ought to be mandatory or optional, for a later article.


Those who have worked in the ET studies field for any length of time are well-acquainted with the importance of meditation in daily life.  Meditation not only helps the learner to see intuitively through information that has been presented with a malicious attempt to deceive and cajole; it also allows the learner to connect more deeply with the web of consciousness where progressively higher truths are discovered.  To this extent, meditation would serve to support students’ effective study in the freshman seminar proposed here.  It is a sign of the times that meditation is beginning to find a place in the everyday educational experiences of an increasing number of students.


In Hanoi, Professor Lê Khánh Bằng has had great success teaching English as a second language in a manner that integrates meditation throughout each class session.
















One of the reasons meditation may be helping foreign language students is that  it is known to decrease the learner’s dominant brain wave frequency from the beta range down to the alpha or even the theta range, just as with the use of binaural beats.  Because learners seem to remember, connect ideas, and empathize more easily when in the alpha and theta states, it makes sense that meditation would assist in learning a new form of communication such as a second language.


Generally speaking, meditation tends to develop communication abilities in the learner tending towards telepathy. Professor Sheri Wells-Jensen’s course on Extraterrestrial Language at Bowling Green State University (2001) speculated that telepathy may play a key role in human-ET interactions and thus future “xenolinguistics” courses may wish to integrate a meditation component.


Two notable efforts to introduce meditation into the classroom are those of Vanderbilt University and the non-profit organization MindSpace. Vanderbilt University’s Center for Teaching has developed an impressive set of resources to help educators introduce “Mindfulness in the Classroom”, which it describes as a kind of “contemplative pedagogy.”  The Center points to the 2008 research of Shapiro, Brown, and Austin that “meditation is noted as contributing to enhanced cognitive and academic performance (including attention and concentration), management of academic stress, and the development of the ‘whole person’.”


Alongside the efforts at Vanderbilt, MindSpace has made available educator resources including meditation scripts for creating “calmer classrooms” and meditations aimed at relieving stress for students preparing to take examinations.  Resources are available for using meditation with learners as young as six.  Students who are introduced to meditation at school often end up making it a lifelong habit – and perhaps this is one of the greatest tools a school could impart to a learner.


Meditators are well familiar with the relationship between food/drink and higher states of consciousness. Fresh, organic foods are full of life energy and support effective meditation and learning. Old, processed, genetically-modified, and chemical-laden foods retard meditation and learning. The basic principle is simple.  There is, indeed, great diversity in the quality of school lunches in the K-12 system as well as in the foods made available in university dining halls. Sadly, in much of the world (including so-called “developed” countries), it is the wrong kind of food that predominates.  How can we expect students to become superior learners if we are damaging their DNA, acidifying their bodies, and calcifying their pineal glands day in and day out?


Just as vanguard educators are beginning to introduce meditation into the classroom, we see many recent efforts underway to promote organic gardening among students. Australian Organic Schools is a non-profit organization that is working to promote school gardens, in which students learn the value and methods of organic agriculture as they grow produce which is then consumed at school meals. Such efforts need not be limited to rural schools. In Brooklyn, a large public school is installing a rooftop hydroponic garden. Community organization NY Sun Works is aiming to have 100 hydroponic gardens installed in New York schools by 2020.


The importance of getting students to be largely self-sufficient in terms of wholesome food for school meals is hard to overstate.  Not only are they learning a valuable life skill, but they are taking responsibility for providing nutrients for their own bodies without the added toxicity of industrial foods.


New Energy science has shown that an important element in both organic gardening and daily diet is energized water, also known as structured or imploded water. The Pollack Laboratory and Dan Winter emphasize that water need not simply be a random soup of H20 molecules – that water can form intricate crystalline structures of varying sizes, with important consequences for both human and plant health.  Many meditators have found that consuming structured water assists in maintaining mental coherence and a contemplative state. In an era where schools are plagued by “attention deficit disorder”, structured water is a must.


Connecting Consciousness readers will probably find it easier than most academicians to accept that humans are largely non-physical and that our thoughts, knowledge, desires and memories exist primarily in our non-physical aspect.  One effect of taking an organic diet and drinking structured water seems to be that it enhances the coherence and overall health of our non-physical aspect. (I will leave it to others to tell us whether we ought to think of it as an aura, an energy body, a set of “anti-Meissner harmonics”, or something else.) Because the human non-physical aspect appears to be, at least in some ways, electromagnetic in nature, progressive classrooms of the twenty-first century  must also take steps to minimize the damaging effects of electromagnetic field (EMF) interference in the learning environment.


EMF interference is bombarding both students and teachers round the clock. Cell towers, wi-fi routers, mobile devices, smart meters – all of these are serving to disrupt the natural and effective operation of the learner’s non-physical aspect, and minimizing these disruptions needs to be seen as a priority in schools.  The key question I’d like to pose for the Connecting Consciousness community this week is how we can best minimize EMF disruption in the learning environment; I hope you will share your thoughts in the comment box below. Some have proposed systems which block or in some way transmute the EMF interference; others propose ceasing the use of mobile technology altogether.  This is a real conundrum for our community because on one hand, the Disclosure movement has been greatly assisted by the introduction of the Internet; yet on the other hand, EMF pollution has until now been an unavoidable consequence of the Internet/wireless revolution.


At a minimum, schools need to find a way in which mobile devices are used very, very sparingly in the classroom, and preferably switched off.  How to accomplish this task with students’ consent and cooperation is an open and difficult question, for many young people – though they may find it difficult to articulate the freedoms enumerated in their country’s constitution – consider the 24/7 use a smart phone to be a fundamental human right.  The zombification caused by smart phones and round-the-clock Internet use is one of the largest obstacles progressive educators face when trying to help students liberate themselves from the straightjacket of the traditional mind control system.


While the foregoing discussion of meditation, diet, and EMF pollution may appear slightly off-topic in an exopolitics forum, the goal here has been to suggest some of the elements of an optimal learning environment in which students can engage revolutionary ideas which challenge their existing worldview. Extraterrestrial intelligence is related to many issues which present such a challenge.  Therefore, exopolitically-conscious educators need to be thinking in terms of how to create “mindful/contemplative classrooms” and what can be done to strengthen students in both their physical and non-physical aspects.  Of course, there are many other aspects to this quest not discussed here: Fluoride and vaccines are two issues that may be considered in future articles on this page.


It is perhaps not irrelevant that, if the testimony of contactees is accurate, many extraterrestrials have specifically encouraged Earth humans to pay more attention to taking a clean, organic diet if they wish to participate more fully in the galactic community.


If you have any suggestions or comments to share regarding the issue of minimizing harmful EMF radiation in schools, or on any other subject pertaining to exopolitically-conscious education, please use the contact form below.


  1. Freshman seminars are commonly offered at universities as opportunities for newly-matriculated students to explore a topic in depth in a small class, usually not exceeding 20 students. Examples of freshman seminars currently offered at Duke University are available at https://trinity.duke.edu/fall-2015-seminars and at UC Berkeley, http://fss.berkeley.edu/freshman.lasso.