NASA’s Psychological Targeting of Children
NASA-Funded Study Shows Children Naturally Believe in a Flat Earth
This video reveals a NASA-funded study conducted through the National Science Foundation aimed at reshaping how children perceive the Earth. The study, published in 1990, involved elementary school students from both the United States and Greece. Before being influenced by scientific instruction, children in both countries overwhelmingly believed the Earth was flat, stationary, and centrally located in the cosmos. Rather than respecting these natural, observational beliefs, the study was explicitly designed to “change these concepts to make them conform” to the “currently accepted scientific notions.” In other words, NASA used taxpayer money to override children’s instinctive understanding of their world with globe-based dogma. The findings expose how early education is weaponized to replace common-sense reality with indoctrination. By their own admission, NASA wasn’t interested in discovering the truth—only in ensuring future generations believe what they’re told.
Detailed Summary: NASA-Funded Study on Children’s Earth Perceptions
Background & Source of the Study
The document discusses a 1990 academic paper titled “Children’s Conceptions of Earth, the Sun, and the Moon: A Cross-Cultural Study” funded by the National Science Foundation (NSF), which the narrator claims is a branch of NASA. The narrator suggests this funding indicates NASA’s covert interest in psychological manipulation, particularly shaping how children perceive Earth from a very early age.
Purpose of the Study
The official purpose of the study was to investigate how children conceptualize Earth’s shape, position in space, gravity, and celestial phenomena like the day-night cycle. Researchers sought to understand how children’s “naive” mental models (formed before formal education) transition toward scientifically accepted models through schooling.
However, the narrator asserts that the true agenda was not educational but psychological: to discover how to systematically override a child’s innate perception of a flat, unmoving Earth and replace it with belief in the heliocentric, spherical Earth model taught in schools.
Sample and Methodology
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The study involved 150 children:
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90 from Greece
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60 from the United States
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Ages ranged from kindergarten to 6th grade
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Methods included:
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Verbal interviews
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Drawing exercises
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Hands-on use of models (like styrofoam spheres) to gauge understanding
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Children were asked to describe Earth’s shape, explain how day turns into night, and locate Earth in relation to the Moon and Sun.
Key Findings of the Study
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Children’s views evolved with age and grade level.
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Kindergarteners and 1st graders often thought Earth was flat, rectangular, or disk-shaped.
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Many children viewed Earth as the center of the universe or fixed in place.
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The idea that the Sun moves around the Earth was common, even among older children.
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Words like “sphere” and “round planet” were adopted more frequently by older students, particularly after formal instruction.
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Interestingly, American 5th graders did not often use the word “sphere” even though that was considered the “correct” scientific answer.
Researchers identified three major “naive models” that children typically hold before accepting the spherical model:
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Flat Earth model
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Dual Earth model (people live on two sides of a flat disc)
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Hollow Earth model (people live inside a sphere)
Researchers’ Framing of Results
The researchers referred to children’s initial conceptions as:
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Naive theories
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Erroneous ideas
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Misconceptions
They emphasized the need to “replace” these models with the scientifically accepted globe-earth paradigm and explored how schooling and media exposure contribute to this shift.
Critical Interpretation by the Narrator
The narrator views the study as clear evidence of institutional indoctrination. The criticism is twofold:
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Natural Perception Suppression:
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Children, based on real-life observation and sensory experience, overwhelmingly believe the Earth is flat and still.
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The narrator argues that the system works hard to dismiss and override these natural insights, labeling them “wrong” and replacing them with unobservable, abstract theories.
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Manipulative Language and Agenda:
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The repeated use of terms like “naive,” “misconceptions,” and “replacement of prior models” reveals an intent to program children’s thinking.
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The narrator likens the educational system’s goals to a covert psychological experiment with an agenda, driven by NASA, to reshape reality perception starting in early childhood.
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Observed Trends by Grade (Highlights from Table 3)
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Greek kindergarteners: Majority said Earth is “triangle,” “square,” “flat.”
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Greek 3rd graders: Answers shifted toward “round.”
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Greek 6th graders: “Sphere” becomes the most common answer.
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American 1st graders: “Circle” was a popular answer.
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American 5th graders: Rare use of “sphere,” showing a disconnect between instruction and conceptual adoption.
Final Warning by the Narrator
The narrator concludes with strong warnings:
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NASA’s interest in children’s Earth beliefs is not innocent.
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It represents a long-term psychological operation designed to mold belief systems from the earliest stages of cognitive development.
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The narrator urges readers to wake up to this manipulation, suggesting this study is one of many tactics used to entrench belief in a globe Earth and dismiss flat Earth observations as childish or ignorant.
Summary Statement:
“This paper is not about science. It’s about mind control, plain and simple. NASA wants to know how best to erase your child’s natural understanding of reality and replace it with a belief system that matches their own agenda.”
Transcript
Transcript
NASA’s Psychological Targeting of Children
NASA is not trying to figure out the shape of the Earth. They know the shape of the Earth. NASA is not trying to explore outer space. NASA has a much more sinister purpose, and that purpose is programming. It is brainwashing. It is total, satanic mind control. One of the areas where this becomes most apparent is in the study I’m about to share with you today. This is a study that was funded by NASA and the National Science Foundation, and it was published in 1990 in the journal Science Education. You can look it up for yourself if you want to. The title of the paper is Children’s Conceptions of Earth, the Sun and the Moon: A Cross-Cultural Study by Michael K. Philippides and John Vosniadou. This paper is extremely revealing and gives us a window into the dark agenda of NASA and its handlers.
The purpose of this study was to examine how children learn and develop their beliefs about the world. But not just to understand—it was to manipulate and to reprogram those beliefs. They took 90 children from Greece and 60 children from the United States and they asked them questions like, “What is the shape of the Earth?” and “Where are we on the Earth?” and “What causes day and night?” and “Can you fall off the Earth?”
What they found is that nearly all the children—especially the younger ones—believed the Earth is flat or shaped like a disc. Many of them believed the Earth is stationary. Many thought the Sun and the Moon move around the Earth. This is what the children naturally concluded based on their own experience and senses.
And NASA and the National Science Foundation called this a problem. They called these “naive theories” and said they had to be “replaced.” The paper is filled with that kind of language. Children’s beliefs must be “replaced.” Their mental models must be “reconstructed.” Their “naive theories” must be “overwritten.”
Here is a direct quote from the paper:
“The process of knowledge acquisition in astronomy involves a radical conceptual restructuring, requiring that children abandon the perceptual and intuitive knowledge that they acquire in everyday life and replace it with new ideas that are often counterintuitive.”
In other words, children are naturally seeing the world as it actually is—flat, stationary, with the Sun and Moon moving overhead—and this must be destroyed. The truth must be replaced with lies.
Another quote:
“Even after years of formal instruction, many students still maintain the same erroneous ideas they had before they entered school.”
Erroneous ideas. That’s what they call it when children believe their own eyes. That’s what they call it when children trust their own senses. The paper laments the fact that even after years of being taught the globe model, many children still privately believe the Earth is flat.
They refer to this as “incomplete internalization.” Let that phrase sink in: incomplete internalization. It means the brainwashing isn’t working. It means the indoctrination isn’t complete. It means some kids still aren’t buying the lie.
The paper outlines how educators can better program children to believe the heliocentric model. They say we need to use “hands-on activities” and “visual aids” and “repetitive instruction.” In other words, they need to bombard children with propaganda from as early an age as possible. They need to show them styrofoam balls and call them planets. They need to spin globes in front of them and tell them it’s reality. They need to repeat the lie over and over again until it finally sinks in.
Here’s another quote:
“To help students replace their naive beliefs, instruction should include the use of models, diagrams, and repeated explanations.”
This is not education. This is not science. This is psychological warfare.
Let’s look at some of the actual answers the children gave. One Greek kindergartener said the Earth was “like a triangle.” Another said it was “flat like a sheet.” One said it was “like a square.” One said it was “like a ball but with a flat part where we live.” A first grader in the United States said the Earth was “a circle.” Another said “round, like a plate.” Another said, “it’s like a straight line.”
A third grader in Greece said the Earth is “round like a ball” but added “we live inside it.” Another said “we live on the top part of the ball.” A sixth grader in Greece said “it’s like a sphere.” But when asked what keeps us from falling off, he said “maybe there’s a magnetic force.”
These are not wrong answers. These are thoughtful, honest answers from children who are trying to make sense of the world around them. And NASA wants to erase all of it.
The paper even admits that children are consistent in their reasoning. They are not just guessing. They are observing and thinking. But NASA calls this “systematic error.”
Systematic error. That’s what they call independent thought.
This is the agenda: to destroy your ability to think. To destroy your ability to observe. To replace it with memorized dogma. To overwrite your natural senses with artificial models. That is the purpose of the school system. That is the purpose of NASA. And that is the purpose of this study.
Here’s one more quote:
“The purpose of this study was to investigate children’s spontaneous representations of Earth and to determine how these change as a function of school instruction.”
Did you catch that? They’re not interested in discovering what children believe. They’re interested in how those beliefs change after programming. They want to monitor how effectively they can erase the truth from your child’s mind.
This is satanic. This is evil. And it’s happening all around us. It’s happening in your schools. It’s happening on your TV. It’s happening every time someone says the word “planet.”
They are trying to erase the truth. They are trying to overwrite reality. And they are starting with your children.
