Chapter
3:
TAKING
THE "PSYCHE"
OUT
OF PSYCHOLOGY
Among the
basic studies consulted
by Rockefeller-funded
scientists and others
interested in social
control at the beginning of this century were those of the official Prussian state psychologist
Wilhelm Maximilian Wundt, professor of psychology at the
University of Heidelberg.
It's fascinating that
Wundt's grandfather is mentioned
in the Illuminati
Provincial Report from Utica
(Heidelberg) of September
1782, as being the member known as
"Raphael." [1]
During the
period before Wundt's
ascendancy in the
field, psychology was considered
to be, simply
enough, the study of the
soul or mind
(psyche). Wundt was
to change all
that, defining and propagandizing for
the materialistic viewpoint
that would disinform the
work of successors
like Pavlov, Skinner, and Watson.
Wundt took
a chair in
philosophy at the
University of Leipzig in
1875, establishing the
world's first psychological
laboratory, creating the psychological
journal Philosophical Studies,
and redefining psychology for
this century. Wundt
stated with characteristic modesty,
"The work which
I here present
to the public is
an attempt to
mark out a
new domain in
science." Wundt was to remain at the University of
Leipzig until his death in 1920.
Wundt's doctrine
might be characterized
as science meets the
Hegelian sturm und
drang. One of
the primary under- pinnings of
the New World
Order is that
its strategy for
world conquest originates in
the philosophy of
Hegel. Hegel was a professor of
philosophy at the University of
Berlin, and his works
formed the basis
for both Marxist
dialectical materialism and fascist Statism.
Hegel's stated
belief was that
Man is subordinate
to the State, and
only finds fulfillment
in obedience to the
diktats
of the State. As
he said, "The
State is the
absolute reality and
the ndividual himself has
objective existence, truth
and morality only in
his capacity as
a member of the State."
This philosophy can be
and has been
used for the
justification of any
number of atrocities committed
upon the human
race, and provides
an unexamined sub-stratum to
the philosophies of
many politicians today. If
only the omelette
(the State) is
important, what does
it matter if we
lose a few
million eggs (humans)
in the process
of cooking up the dish?
Hegel was
the originator of the theory
of the "dialectic," the idea
that conflict determines
history. According to Hegel,
a force (thesis) dictates
its own opposing
force (antithesis). These forces
in conflict result
in the creation
of a third
force: a synthesis. Out
of this synthesis
the process begins again.
Marx later revised the
theory of the
dialectic, insisting that
only material events were
relevant, and that
the dialectic was inherent
in matter, thus
divorcing the idea
from metaphysics, at least to his own satisfaction.
From the
theory of the
dialectic comes the
realization that the creation
of conflicts can
create determined outcomes,
or syntheses. Those who
promote the New
World Order, again
and again, are seen to be using the theory of the Hegelian dialectic to bring it
about. They are
manipulating events, creating
conflicts, creating wars, and
destroying the lives of
untold millions in the
bargain. The New
World Order is the desired
synthesis of the controlling forces operant in the world
today.
Naturally, the
Hegelian system goes
completely against the grain
of most people,
particularly in the
West, who view the individual as
the true sovereign.
Thus the real
enemies are not America
vs. the Soviets,
or the political
Left vs. the
Right, but those who would
manipulate the yin and yang of history.To
return to Wundt:
Like Marx, he
maintained that unless
a thing could be
scientifically quantified, there
was no point in considering it
or including it as
a factor in
scientific investigation.
All psychological studies
should be based
upon physiology: body reactions. Wundt
essentially redefined psychological studies
as studies of the brain
and nervous system, and
redefined man as an animal
without a soul,
thus legitimizing at least for
his associates and
their employers the treating
of man as such.
This, no doubt,
was a welcome
rationalization for the
controllers who could now happily slaughter whomever theypleased without
fear of ultimate
spiritual retribution or accounting.
Wundt said,
"it truly appears
to be a
useless waste of energy to
keep returning to
such aimless discussions
about the nature of the
psyche, which were
in vogue for
a while, and practically still are,
instead, rather, of
applying one's energies
where they will produce real
results."
According to
researcher Paolo Lionni,
"For Wundt, will
was the direct result
of the combination
of perceived stimuli,
not an independent, individual
intention as psychology
and philosophy had, with some notable exceptions, held up to that
time."
Wundt's rejection
of the intangibles
of life, such
as soul, mind, and
free will, have
influenced psychiatry and psychology up to
the present day.
And now you
know why shrinks look
so weird and often
have nervous tics.
They have been
taught that they do not have a
soul. [2]
According to
one chronicler of the
history
of psychology, after Wundt's
theories became popular,"Naturally
Leipzig became the Mecca of
students who wished to study the
'new' psychology—a psychology that wasno longer a branch of
speculative philosophy, no
longer a fragment
of the science of
physiology, but a novel and
daring and exciting attempt to
study mental processes
by the experimental
and quantitive methods common
to all science.
For the psychology of
Leipzig was, in
the eighties and nineties, the
newest thing under the
sun. It was
the psychology for
bold young radicals who believed
that the ways
of the mind
could be measured
and treated
experimentally—and who possibly
thought of themselves, in their
private reflections, as
pioneers on the
newest frontier of science,
pushing its method
into reaches of
experience that it had
never before invaded.
At any rate
they threw themselves into their
tasks with industry
and zest. They became trained introspectionists and,
adding introspection to
the resources of the
physiological laboratories, they
attempted the minute analysis of
sensation and perception.
They measured reaction- times, following
their problems into
numerous and widespread ramifications. They
investigated verbal reactions,
thus extending their researches
into the field
of association. They measured
the span and
the fluctuations of
attention and noted some of
its more complex
features in the
'complication experiment,' a laboratory
method patterned after
the situation that gave
rise to the
astronomer's problem of
the 'personal equation.' In their
studies of feeling and emotion they recorded pulse-rates, breathing
rates, and fluctuations
in muscular strength, and
in the same
connection they developed methods of recording
systematically and treating
statistically the impressions observed
by introspection. They
also developed the psychophysical methods
and in addition
made constant use of
resources of the
physiological laboratory. And
throughout all their endeavors
they were dominated
by the conception
of a psychology that
should be scientific as
opposed to speculative; always they
attempted to rely
on exact observation, experimentation, and
measurement. Finally when
they left Leipzig and worked
in laboratories of
their own—chiefly in American or German universities—most of
them retained enough of the Leipzig
impress to teach
a psychology that,
whatever the subsequent development
of the individual's
thought, bore traces of the
system which was recognized at Leipzig as orthodox." [3]
The essence
of Wundt's research
was that man
was a machine, albeit
a soft one.
Wundt also went
along with the Hegelian
axiom that man
was simply a
cog in the
greater machine of the
State. Was it
just a coincidence
that Wundt and his
cohorts, funded by
and working with
the Prussian military and
political establishment, provided
the justification for treating
humanity as individual pieces
of nearly valueless machinery, to be tinkered with or
destroyed at will?
Wundt, along
with other Hegelians,
rejected the moral equation in
dealing with mankind—thereby putting
man in a test
tube—and by doing
so opened the
door to many
of the atrocities that followed
in this century,
including the horrors
of mind control. Another
mainstay in the
arsenal of elitist mind
control research was the
work of Ivan Petrovich Pavlov,
who studied physiology at Leipzig
in 1884, five
years after Wundt
had a laboratory there,
and first worked
at the St.
Petersburg Military Medical Academy
in Russia. In
1906 Pavlov cut
holes in dogs' cheeks and
inserted tubes to
measure salivation. A
bell was rung just before food was given to the dogs,
and after aperiod of time it was observed
that the ringing
of the bell
alone would increase the rate of the dogs' salivation.
The observation
that responses could
be so precisely conditioned was
then brainstormed to
apply to the
mental processes of humans—and
Pavlov's successors, the
shrinks and social controllers,
have continued ringing
their bells, selectively keeping us drooling ever since.
[4]
Shortly after
Pavlov was driving
dogs crazy in
Russia, John B. Watson
at Johns Hopkins University—the Hegel hotbedfor the United States—was
doing the same
thing to humans.
Watson, the founder of
what is known
as the behaviorist
school of psychology—but is
really only research
following in the dark shadow of Wundt—believed that complex
forms of behavior could be
programmed into humans.
He conducted one
experiment in which a young boy,
"Little Albert," was given a white rat to play with. After the boy
became accustomed to the rat, Watson would beat
on the floor
with a steel
bar every time
the rat was
brought in. The boy
was understandably terrified
by such lunatic behavior, and
eventually reacted with terror
every time the
rat was given to
him, and finally,
whenever any small
furry animal was around him.
Dr. Watson
himself drooled over
the possibilities of
this kind of mechanical
conditioning of human beings: "Give me the baby, and I'll
make it climb
and use its
hands in constructing buildings of
stone or wood...
I'll make it
a thief, a gunman
or a dope fiend.
The possibilities of shaping in
any direction are almost
endless... Men are
built, not born."
Watson later became a
highly successful advertising
executive, although there are no
records available of what happened to Little Albert. [5]
In the
late 1930s, Harvard
psychologist Burrhus Frederick (B.F.) Skinner,
an unapologetic student
of Wundt's theories,
and a member of U.S. Army intelligence, fine-tuned the
art of human control into what
he termed "operant
conditioning," becoming a
guru to generations
of mind shapers
that followed. His
simple (and quite familiar,
by this time)
notion was that the
reinforcement of a
repeated negative stimulus
(punishment) orpositive stimulus
(reward) formed the basis for learned behavior Skinner's early
experiments produced pigeons
that could dance, do
figure eights, and
play table tennis.
His experiments did not stop with pigeons.
Skinner's most
famous invention, aimed
at producing a
"socialized child," was
the environmentally controlled
"Skinner box," a crib-sized
container into which
he put scores
of children, including his
own. His ultimate
aim was not
only to control the
behavior of isolated
persons, but to
gain insights into how to control society as a whole. [6]
Skinner's most
explicit statement of his philosophy, ultimately one
of world control,
is contained in
his book Walden Two.
written in 1948.
The book describes
a perfect communist utopia run along behaviorist lines.In Walden
Two society is run by
Frazier, a straw
man designed to dramatize Skinner's beliefs about human conditioning. Below
Frazier in the
pigeon-pecking order are
six Planners, who in
turn run Managers,
who are held
responsible for the "controlees" who
perform the menial
tasks of daily
life. Members of the Walden Two society follow a puritanical "Code
of Conduct," that applies to virtually every aspect ofday-to-day life, including the
forbidding of midnight
snacks. Education is a subset of
"human
engineering," and children
are turned over
to the group by
the parents. "Home
is no place
to raise children," drawls Frazier,
his philosophy one
that has seemingly
been adopted by many current-day shrinks and social workers.
The essence
of Walden Two is the
application of positive
and negative reinforcement to
create a smoothly
running state, free of such
unwanted encumbrances as crime and choice.Skinner followed
up his vision
of Walden Two
in 1971, with his
vastly hyped nonfiction
book Beyond Freedom
and Dignity, awarded the honor
of being the
most important book
of the year by
the New York
Times. "What is needed is
more control, not less," Skinner reminded us. [7]
It may
be revelatory that
throughout his life,
Skinner was interested in
mechanical contraptions, even
working for years on a
perpetual motion machine.
His view of
the composition of human
beings was no less mechanical—a
vision which characterizes the
philosophies of most psychiatrists
to this day.
This atheist/materialistic viewpoint,
again, provides a justification for
the atrocities which are daily
committed in the name
of science: How
can it be
unethical to tinker
with, or even destroy a human, if in fact he is really
only a machine? With B.F. Skinner,
the philosophy of
psychosocial control was finely
honed. Although many
psychologists today insist
that the behaviorist's vision
of a controlled
world is crude and
outdated, and that a
docile society cannot
be engineered by
science, they protest too
much. The behaviorist
doctrine—forecast by Hegel, invented by
Wundt, and fostered
by a legion
of followers in science and education—is firmly in place in
the halls of academia and in the
offices of population-shaping worldwide, and are being
applied at every
level of society.
The elite could
not be happier if the whole world
was placed in a Skinner box.
NOTES:
1. Sutton,
Antony C., America's
Secret Establishment, (Liberty
House Press, Billings, Montana,
1986); Lionni, Paolo,
The Leipzig Connection. (Sheridan,
Oregon: Delphian Press, 1988)
2. "Hegel,
Georg Wilhelm Friedrich." New
York: Funk &
Wagnalls New Encyclopedia, 1973;
Lionni
3. Heidbreder,
Edna, Seven Psychologies.
(New York: D. Appleton- Century Company, Inc., 1933)
4. Lionni;
Bowart, Walter, Operation
Mind Control. (New
York: Dell Paperback, 1977);
"Pavlov, Ivan Petrovich," The Encyclopedia Americana,
(New York, Americana Corporation, 1963)
5. Watson,
John B., quoted
in Bowart; Packard,
Vance. The People Shapers. (New York: Little, Brown,
1977)
6. Bowart;
Packard; Judge, John,
"The Secret Government," Dharma Combat number 10
7. Packard;
Skinner, B.F., Walden
Two. (New York:
Macmillan Company, 1962)
Chapter
4:
HEY
TEACHER, LEAVE
THOSE
KIDS ALONE!
One of
the major world
arenas in which
Hegelian philosophy and the
materialistic anti-psychology of
Wundt has been
applied is that of education. In
1819 in Prussia
the first compulsory
schooling for children was
instituted. According to
educator John Taylor Gatto, society
in Prussia was
divided "into children
who will become policy
makers; children who
will become assistants
to policy makers (the
engineers, architects, lawyers,
and doctors); and the children
who will be the vast, massed, used.
"Prussia sets
up a three-tier
school system, in
which one half of
one percent of
the population is taught to
think. They go to school called
academie. Five and
a half percent
of the population go
to Realschulen, where
they partially learn
to think, but not
completely, because Prussia
believed their defeat at the
hands of Napoleon
was caused by
people thinking for themselves at times of
stress on the
battlefield. They were going
to see to
it that scientifically this
couldn't happen. The lowest
94%, (that's some
pyramid, right?) went
to volkschulen, where they
were to learn
harmony, obedience, freedom
from stressful thinking, how
to follow orders.
They worked out a system that
would in fact
guarantee such results.
In the volkschulen, it
was to divide
whole ideas (which
really simultaneously
participate in math,
science, social thinking, language and
art) into subjects
which hardly had
existed before, to divide
the subjects further
into units; to
divide the time
into small enough units
of time. With
enough variations in
the course of a day, no one would
know what was going on." [1]
In the
middle of the
last century a
member of the
secret Skull and Bones society, following in the Prussian tradition,
setin motion an
American educational revolution
that has subverted the
entire system toward
the goals of
the New World Order.
That man
was Daniel Coit
Gilman, first president
of Johns Hopkins University and
of the Carnegie
Institution. Gilman studied
Hegelian philosophy at
the University of
Berlin in 1854- 55.
Also at the
University of Berlin
during this time
was the earlier mentioned
Wilhelm Wundt, who
was key in
applying Hegelian-styled psychology to the world.
Gilman came
from a family
of Bonesmen and,
after hereturned from
Germany, in 1856
became treasurer of
Skull and Bones. Simultaneously, Gilman
became assistant librarian
at Yale, and was
appointed to the
position of head
librarian two years later. During the
same period Skull and
Bones covertly took
over the administration of
Yale University, with
the presidency of the
school from that
period forward turned
over to a
succession of illuminized Bonesmen.
According to The
Iconoclast (October 13, 1873),
"They
have obtained control
of Yale. Its
business is performed by
them. Money paid
to the college
must pass into their
hands, and be
subject to their
will. No doubt they
are worthy men in
themselves, but the
many whom they looked
down upon while
in college, cannot
so far forget
as to give money freely
into their hands.
Men in Wall
Street complain that the
college comes straight
to them for
help, instead of
asking each graduate for
his share. The reason is
found in a remark made by one of Yale's and America's
first men: 'Fewwill give but Bones men, and they care far more for their societythan they do for the
college.' The Woolsey Fund
has but a
struggling existence, for kindred
reasons... Here, then,
appears the true reason
for Yale's poverty.
She is controlled
by a few
men who shut themselves
off from others,
and assume to
be their superiors..."
Gilman met
with Frederick T.
Gates, who ran
Rockefeller's foundations,
and he implored
him to set
up the Southern Educational Board,
merging the Slater
and Peabody funds. Gilman
called the foundation
the General Education Board—signaling his
intentions. The organization
was later renamed The Rockefeller
Foundation. [2]
Gilman was
the first president
of Johns Hopkins
University, and he carefully
chose for the
faculty members from the
Skull and Bones and
other groups of the
Hegelian stripe. Among those was G. Stanley Hall, the first of
Wundt's American students to make a mark. Hall's training in Leipzig was
paidfor by a loan from a member of Scroll & Key, sister society to Skull
and Bones at Yale. In
Leipzig, Hall immersed
himself in Hegelian-inspired psychological studies
taught by materialist
psychologists like Hartmann, Helmholtz,
and his greatest
influence, Wundt. Returning to
America in 1883,
he took over the psychological laboratory at
the new Johns
Hopkins, and started
the American Psychological Association
and the American
Journal of Psychology.
According to
Hall, "The psychology
I taught was
almost entirely experimental and
covered for the
most part the material that
Wundt had set
forth in the
later and larger
edition of Physiological Psychology." [3]
In 1889
Hall was chosen
as the first
president of the
newly established Clark University
in Worcester, Massachusetts. Hall was the mentor of one of the most
influential namesin American education of this century: John Dewey.
Dewey studied
under Hall at
Johns Hopkins, moving
on to teach at
the universities of
Michigan and Minnesota.
Another major influence upon
Dewey was the Hegelian philosopher George Sylvester
Morris, who had received his
doctorate from the University
of Berlin. According
to Dewey, echoing
the sentiments of his Prussian mentors,"There is
no god, and
there is no
soul. There are
no needs for the props of
traditional religion.
"With dogma
and creed excluded,
then immutable truth
is also dead and buried."There
is no room
for fixed, natural
law or permanent
moral absolutes." [4]
Dewey published
the first American
textbook on Hegelian philosophy as
applied to the
Wundtian psychological
innovations in his book
Psychology. In 1895
he joined the
faculty at the Rockefeller-funded University
of Chicago, heading
the philosophy, psychology, and
teaching departments, and establishing an
education laboratory called
the Dewey School, later
known as the
Laboratory School of
the University of Chicago.
Dewey followed
the Wundtian example
in his insistence
that education was not
the teaching of mental skills
such as reading and
writing, but in
the channeling of
raw experiences to the
evolving mind of
the child; a
sort of psychic
Skinner's box version of
education. The traditional
role of the
teacher as educator was replaced by the teacher as
shrink, socializer, eugenicist and
herald of the coming world superstate.
Dewey believed
that the purpose
of public schools
was to "take an
active part in
determining the social
order of the future...
according as the
teachers align themselves
with the newer forces making for
social control of economic forces." [5]
Dewey also
remarked that "The
school is primarily
a social institution.
Education being a social process,
the school is simply
that form of
community life in
which all those
agencies are concentrated that
will be most
effective in bringing
the child to share
in the inherited
resources of the
race, and to use his own
powers for social
ends. Education, therefore,
is a process of living and not a preparation for
future living."[6] For Dewey, the
issue was always
how the child
related to the State, rather than how the State related
to the child.
Another student
of Wundt, who
was to prove
to be perhaps the
most successful popularizer
of the new
psychology that abolished the
psyche, was James McKeen Cattell.
Cattell was Wundt's assistant
in Leipzig in the years
1883-86, receiving his Ph.D.
from the grand
old man in 1886. Lecturing
in Cambridge in 1887,
Cattell met and
was converted to
Social Darwinism by Darwin's
cousin, the English
psychologist Francis Galton,
the man responsible for
the popularization at
the beginning of
this century of the science of eugenics and selective breeding.
In 1887
Cattell established at the University
of Pennsylvania a psychological laboratory of the Wundtian
mold, thenmoved on in 1891 to head
the new psychology
department at Columbia University. Cattell
was tremendously influential
in disseminating the new overtly
materialistic psychology, and
did so by establishing a
host of magazines, including
The Psychological Review, Science,
Scientific Monthly, and
School and Society. He also
published reference works
including American Men of
Science, Leaders in
Education, and The
Directory of American Scholars, an
effective strategy for screwing Wundtian-school psychologists into the
mainstream of American thought.
Another of
Cattell's questionable feats
was the abolition
of the use of
phonics methods for
teaching reading. Cattell
popularized the
"Look-Say" method of
teaching reading, a
technique that according to
some sources had
been invented by
Thomas Hopkins Gallaudet for teaching the deaf. Although Gallaudet was not
a member of Skull and Bones, two of his sons attended Yale and were initiated into the secret
society.
Following upon
the insight of
Gallaudet in teaching the
deaf, Cattell came to the conclusion that the direct memorization of words would
increase literacy if applied to
normal students. Experience in
subsequent years has not proven
this to be the
case, obviously, and
one byproduct of
Cattell's advocacy of the
"Look-Say" theory is
that as we
approach the 21st
century millions of American adults cannot read or write atall.
The whole
story about Gallaudet
may in fact
be a sanitization of what
actually happened. Educator
John Taylor Gatto attributes the
"Look-Say" method to
the Prussian system
of schooling, where this
system of not-teaching-reading was
used essentially to disadvantage
all but the
privileged class. Gatto says,
"So they figured
out that by replacing the
alphabet system of teaching
reading we teach
sounds. (The Prussian
System was a whole
sentence system, rather
than a whole
word system. You memorize
whole sentences.) If
they could get
the kids and
keep them from reading
well for the
first six and
seven years, then
it didn't matter after
that. They had
broken the link
between printed information." [7]
Possibly the
most effective Trojan
horse for injecting
the Wundtian theory of
man-as-machine into the
American educational
establishment was an
individual, James Earl
Russell, who studied under and received
his doctorate from
Wundt in 1894. Russell
became dean of the New
York College for
the Training of Teachers,
which he would run
for thirty years while heavily
weighting its faculty
with practitioners of the
Wundtian school, at the
same time turning
it into the
largest institution for the
training of teachers in the country.
Another luminary
in the shrink-wrapping of
American education was Edward
Lee Thorndike, who studied
with Wundtians Armstrong and
Judd at Wesleyan
University, graduating in
1895. Thorndike moved on
to Columbia University, where he
specialized in studying
animals in "puzzle box" mazes, finally finding his niche at Teachers College
underRussell.
According to
Thorndike, teaching was
"The art of
giving and withholding stimuli
with the result
of producing or preventing certain responses.
In this definition the
term stimulus is
used widely for any event which
influences a person,—for a
word spoken to him,
a look, a
sentence which he
reads, the air he
breathes, etc. etc.
The term response
is used for
any reaction made by him, —anew thought, a feeling of interest, a bodily act, any
mental or bodily
condition resulting from
the stimulus. The aim
of the teacher
is to produce
desirable and prevent undesirable changes
in human beings
by producing and preventing certain responses. The means
at the disposal of the teacher are the
stimuli which can be brought
to bear upon
the pupil, —the teacher's
words, gestures, and
appearance, the condition and
appliances of the
school room, the
books to be used, and objects to be seen, and so on
through a long list of the things and events which the teacher can
control." [8]
Thorndike further stated, "Studies of
the capacities and interests of
young children indicate the
advisability of placing
little emphasis before
the age of six
upon either the
acquisition of those
intellectual resources known as
the formal tools
—reading, spelling, arithmetic, writing, etc. —or upon abstract
intellectual analysis...
"Despite rapid
progress in the
right direction the
program of the average
elementary school is too narrow
and academic in character.
Traditionally the elementary
school has been primarily devoted
to teaching the
fundamental subjects, the three
R's, and closely
related disciplines... Artificial
exercises, like drills on
phonetics, multiplication tables,
and formal writing movements, are
used to a
wasteful degree. Subjects
such as arithmetic, language,
and history include
content that is intrinsically of
little value. Nearly
every subject is enlarged unwisely to
satisfy the academic
ideal of thoroughness.
That the typical school
overemphasizes instruction in
these formal, academic skills
as a means
of fostering intellectual resources...
is a justifiable criticism...
Elimination of unessentials
by scientific study, then, is one
step in improving the curriculum." [9]
The emphasis
by Thorndike and
his fellows on the
"socialization" of the
student—in fact the
subjugation of the student
to the social
order—as opposed to
the teaching of specific
skills, is another
factor that has
led to a
general breakdown of literacy
in the United States,
while at the
same time providing no
noticeable increase in
the ability to socialize—in fact, obviously the contrary.Thorndike believed
that, "Education is
interested primarily in the
general interrelation of man and
his environment, in all
the changes which
make possible a
better adjustment of human nature to its surroundings."
This is
another important aspect
of Thorndike's and all
of the other latter-day
Wundtians' philosophies. Man
is an animal who must
adapt to the environment, that is,
the social system
and political regime, rather
than adapting the
environment to his own
vision. Man is
to be conditioned
to accept the circumstances that
he finds himself
in, not learn
to change them. Again, the
controlling elite haveno qualms about changing
society or the
environment to conform
to their own whims—even if
it takes 'dozing
a rainforest—it is
only the rebellious public-schooled who
must have the
devastating defect of individuality
brainwashed out of them. The
socialization tech-niques used by
the Wundtians create robots, not sociable people.
Working out
of the Teachers
College at Columbia
University and the
later-established Lincoln School,
and dependent upon a
steady infusion of
Rockefeller money, the
major lights in the
field of
Wundtian psychology, including
Thorndike, Cattell, Russell, and
Dewey, kick-started "educational" psychology, remaking the
face of American schooling.
And many of
these disciples of Wundt
were very straightforward in
proclaiming that the purpose of
educational psychology was the creation of a New World Order.
By the
1950s the Teachers
College was indisputably
the most powerful force
in education in
America, with approximately
one third of all
school presidents and
deans, and one
fourth of all American
teachers accredited there.
It must have
been reassuring to the
Rockefellers and their
ilk to see that materialistic psychology
and education had
won, and was now accepted as the norm in American school
systems.
NOTES:
1. Gatto,
John Taylor, "Origins
& History of
American Compulsory
Schooling," an interview
conducted by Jim
Martin, Flatland magazine
number 11
2. Sutton,
Antony C., America's
Secret Establishment. (Billings, Montana: Liberty
House Press, 1986);
Mullins, Eustace, The
Curse of Canaan. (Staunton, Virginia: Revelation
Books, 1987)
3. Hall, G. Stanley, Cited in Sutton
4. Dewey,
John. Cited in
Ralph A. Epperson.
The New World
Order. (Tucson, Arizona: Publius Press, 1990)
5. Lionni;
Sutton; Dewey, John.
Quoted in Allen,
Gary, "Hands off our Children!," American Opinion, volume
XVIII, No. 9, October, 1975
6. Dewey, John, My Pedagogic Creed, cited in
Sutton
7. Gatto
8. Thorndike,
Edward L., The
Principles of Teaching Based on Psychology. (New York: A.G. Seiler, 1925)
9. Thorndike,
Edward L., and
Arthur I. Gates,
Elementary Principles of
Education. (New York: Macmillan, 1929)
CONTINUE.....
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