First hour: Ex-CIA asset & 9/11-Iraq whistleblower Susan Lindauer, author of Extreme Prejudice: The Terrifying Story of the Patriot Act and the Cover Ups of 9/11 and Iraq. As part of a CIA team dealing with the fallout of the Lockerbie bombing, Lindauer knows from personal experience that Col. Qaddafi was framed and that the real story involved CIA drug-runners killing CIA whistleblowers. We'll discuss the Lockerbie case, which I haven't discussed in detail with Susan during previous interviews, and compare opinions about the ongoing Arab revolutions.
Second hour: Four Arrows (Don Jacobs) teaches at Fielding Graduate University. He is the co-author with Jim Fetzer of American Assassination: The Strange Death of Senator Paul Wellstone, which has just been made into a great new movie that you can watch free courtesy of Snowshoe Films.
Four Arrows is the author of Teaching Virtues and several other books.
It turns out that Four Arrows and I have something in common: We were both hounded out of academic jobs due to our support for 9/11 truth (and in his case, the truth about Wellstone's death). In fact, the level of harassment Four Arrows experienced not only drove him out of a job at Northern Arizona University, but out of the country! He reflects on the importance of 9/11 truth in a new essay entitled "Orwellian Aspects of Domestic Terrorism: Acceptance of the 9/11 Fiction as a Failure of Critical Education" which he submitted to the University of British Columbia's journal Critical Education. An excerpt:
By failing to question the official account of the events of September 11, 2001 in light of overwhelming primary and secondary source data that refutes this account, educators across grade levels and academic discipline have become complicit in entrenching a falsifiable 9/11 story that serves state hegemony and terrorism. The lack of independent research and critical thinking on this vital topic furthers Orwellian social conditions for which education as “obedience to truth-seeking” may be the only antidote. This has not happened in the case of 9/11, and time for so doing is rapidly waning. This article presents a sampling of reasons why moving the 9/11 truth movement into high schools, colleges and universities, is a vital goal, one that is stifled by a kind of “hegemonic hypnosis” that prevents teachers of all persuasions to tread these waters.