Archive for the Responsibility Category

Ringen er sluttet – volden i skolerne

Posted in European Integration, Experimental psychology, History, Ideological Construction, Responsibility with tags , on September 14, 2009 by jantippe

Ringen er

sluttet

Vi har modtaget følgende om skolevold og sætter det ind i rette sammenhæng, uden hvilken ingen substans forstås:

Vold og mobning af en hidtil uset grovhed florerer frit i de danske skoler. Voldtægt, grov vold, pengeafpresning og psykisk tortur er i dag ikke ualmindelige foreteelser i en dansk skole. Børn og unge føler sig mange gange magtesløse over for de kriminelle overgreb. Foretages de uhyggelige overgreb eksempelvis af elever, for hvem sådanne forbrydelser er en naturlig del af den kulturelle baggrund, anklager lærerne med glæde voldsofret for selv at være problemet – fordi den pågældende elev ved sit nødråb forsøger at modarbejde voldsforbryderens (voldsforbrydernes) naturlige udfoldelsesmuligheder.

Forældrene til voldsramte børn står sig ikke meget bedre over for det Politisk korrekte skolesystem. Det oplevede en århusiansk mor på egen krop, da hendes datter, der gik i tredje klasse, blev udsat for voldelige overfald og grove trusler af en dreng fra sjette klasse. At voldsforbryderen i denne sag ikke frit skulle kunne følge sine lyster, var naturligvis aldeles uacceptabelt for skolens politisk (og pædagogisk) korrekte lærerstab. Skolens personale vinklede sagen, så moderen til den voldsramte pige selv fik en dom for vold, alene fordi hun havde klaget over den ældre drengs vold mod sin lille pige.

Det er ikke SKOLEVOLD.DK’s opfattelse, at de statsfinansierede medier (f.eks. DR) og de statsstøttede medier (f.eks. de landsdækkende aviser) gør tilstrækkeligt for at sætte kritisk lys på den igangværende udvikling. SKOLEVOLD.DK er derimod ikke bange for at tage parti. Vi mener klart, at der kan skelnes mellem godt og ondt – “Er man gammel nok til at begå grov vold, så er man også gammel nok til at tage sin straf.” – en uges bortvisning fra skolen er på ingen måde tilstrækkelig til at udgøre en acceptabel straf for forbrydelser af en sådan grovhed.

Med venlige hilsner
Karsten Holt Larsen, ansvarlig redaktør, SKOLEVOLD.DK

Metoden omdanner børnene til dyr – De kalder det at skabe et nyt menneske
Den Danske Folkeskole er i dag fuldstændig gennemsyret af den moderne pædagogik: Bl.a. samtalen på tilsyneladende lige fod med læreren, rollespil og tilsyneladende–attituder, frit valg (men vælg rigtigt) og tilsyneladende ingen krav, men alligevel skal alt (selvom det ikke er meget) afrundes med en social dimension. Så finder man sin plads, som pioner eller som undersåt, ingen sanktioner (men: repressiv tolerance), derimod samtalen og kontrakter: ”Hvis du nu ikke slår Henriette i 14 dage, så samler klassen 10 kroner ind til dig”. ”Hvis I ikke kan møde i skolen til tiden, så kan I få fleksible mødetider.”

Der er også andre valgmuligheder. Hvad vælger I?

Det hele tager udgangspunkt i Jean-Jacques Rousseau’s (gode) Emil og andet føleri i slutningen af 1700-årene, som toppen fandt det umagen værd at satse på for at afskaffe det skabte menneske. Mennesket skulle skabes/formes af ”den jordiske formgiver”. Rousseau havde i øvrigt cirka 5 børn uden for ægteskab med forskellige kvinder. Den skotske filosof, præst og økonom David Hume tog tre af disse børn i pleje, da han fandt dem på en parisisk børneinstitution. Rousseaus syn på barnet har domineret blandt reformpædagoger og Politisk korrekte skolelærere, siden reformpædagogen Sofie Rifbjerg (Klaus’ faster) i 1921 indgik en international aftale i Calais med New Education Fellowship (N.E.F.).

http://www.lilliput-information.com/deja.html

1800-tallets metoder i denne sammenhæng gik mest ud på at skabe/uddanne de psykologer og andre pionerer, der skulle gå forrest i kampen for verdslig-skabelsen af det nye menneske. Doktor Wilhelm Wundt’s eksperimentelle psykologi afløser berliner-filosoffen G. W. F. Hegel, absolutismens skaber i 1800-tallet.

Resultaterne aflæses tydeligt i dag.

Ansvaret på dansk jord er blevet præcist placeret i bl.a. følgende bøger:

Kampen mod kundskaber, Henning Fonsmark, Gyldendal, København 1996

Historien om den danske utopi, Henning Fonsmark, Gyldendal, København 1990

Prøv den samlede gennemgang bortset fra Fonsmarks emner – der i øvrigt blev anmeldt på Radio Saxen i ”Kampen mod kundskaber”– 13-05-96 – 60 min. Nr. 31 på : http://www.lilliput-information.com/band.html

Der er yderligere oplæg fra IoD bl.a. via: http://www.lilliput-information.com/gru.htm

På amerikansk jord:

Baggrunden i sin helhed findes i en fin dokumentation for den amerikanske uddannelsesreform og dens dårlige resultater i : ”Education Reform: The Silent Weapon”, Spotlight: Vores offentlige skoler er blevet hjernevaskningscentre, hvor hjernerne på vores børn korrumperes i forhold til de traditionelle værdier til fordel for en helt fordrejet dagsorden sat af vore globale mestre. Den amerikanske forfatter Shirley Basarab, Seattle, Oregon, beskriver de fuldstændig fremmede begreber, der gennemsyrer de amerikanske skoler i dag. Vi har ikke bogforlaget og det præcise udkommelsesår; men den kan findes i enhver velassorteret søgemaskine på Nettet, når der søges på forfatterens navn. De amerikanske skolebørn blev tilfangetaget før 2. verdenskrig, hvorimod Skandinavien først blev indtaget med 1970-ernes aktive reformpædagoger.

Det europæiske tænkeskema skal man finde hos den tyske filosof Jürgen Habermas:
Habermas: Nogle biografiske noter af Thomas Gregersen – hentet fra http://www.habermasforum.dk
Der er afgjort interessante punkter indimellem:

1929 – Født 18. juni 1929 i Düsseldorf. Opvækst i Gummersbach. Faderen melder sig i 1933 ind i NSDAP.

1944-45 – Medlem af nazi-organisationen Jungvolk.

1949-54 – Universitetsstudier Göttingen og Bonn. Bliver ven med Hans-Otto Apel, som på afgørende måde har inspireret H. Læser bl.a. Heidegger.

Se videre på http://www.habermasforum.dk/index.php?type=contribution&text_id=28

Én af de meste interessante er:
2003 Prodi udpeger Habermas til tænketank om et bæredygtigt Europa.

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Der kører en debat på http://www.folkeskolen.dk. Deltag i den.

Anbefal denne side

Mere om baggrunden og aktørerne: Most generally, abandonment of Enlightenment confidence in the achievement objective human knowledge through reliance upon reason in pursuit of foundationalism, essentialism, and realism. In philosophy, postmodernists typically express grave doubt about the possibility of universal objective truth, reject artificially sharp dichotomies, and delight in the inherent irony and particularity of language and life. Various themes and implications of postmodern thought are explored by Foucault, Derrida, Lyotard, Rorty, Haraway, and Cixous.

Xantippe

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Vold og Trusler mod Lærere – Integrationen og Reformpædagogikken har spillet fallit

Posted in Experimental psychology, History, Ideological Construction, Responsibility on March 31, 2008 by jantippe

 www.berlingske.dk:

Vold og trusler er noget hver anden

lærer har oplevet i københavnske skoler.

Volden er steget med 57 pct. på to år i

skolerne.

——————-

Volden steg i Danmark generelt fra 3.716 til 4.600 tilfælde på ét år  (23,8 pct.) jvf:  http://danmark.wordpress.com/2007/06/14/kriminaliteten-er-voldsomt-stigende-ikke-mindst-voldskriminaliteten/ 23,8 pct. pr. år svarer cirka til 57 pct. på to år.

Vold mod offentlig myndighed f.eks. steg i antal fra  705 til 873 på ét år (23,8%), i de første tre måneder fra 2006 til 2007. Dette svarer cirka til udviklingen over de to år i skolerne.

Vi er nødt til at supplere med indvandringsspørgsmålet – når vi ikke må få det oplyst i mainstream-medierne, fordi der ikke er trykkefrihed og ytringsfrihed -, når vi ved at 82 pct. af kriminaliteten blandt unge under 18 år i København udførtes af indvandrere og efterkommere i 2004. Vi har absolut ingen grund til at formode, at andelen er faldet i andet end en forfalsket statistik.

Når østtilstrømningen fra især Polen og Baltikum fraregnes er der i 2007 tale om en stigning i tilstrømningshastighe-den fra 11.086 til 13.225 eller en hastighedsstigning på 19,3 pct. efter tilstrømningen fra ikke-vestlige områder også steg i 2006 såvel som i 2005.
 

Nu begynder nye segmenter at forstå baggrunden, hvis vi måske lige supplerer med indvandringen af ikke-vestlige i den kritiske periode. Desværre har medierne mundkurv på i dette spørgsmål, der er direkte koblet til den egentlige problemstilling.

Ikke-vestliges antal er blevet 10-doblet siden 1985 i Danmark.
 

I 2oo5 var her:

219 manddrab og forsøg på manddrab. 5 gange flere manddrab og forsøg på manddrab over 20 årsperioden 1985 til 2005, medens danskernes antal gik tilbage.

http://www.information.dk/155715 : “Da reformpædagogikken blev for meget af det gode”

[…]

“…Den første fase handler om det første og radikale brud med den disciplinerende pædagogik. Det sker i 1950′erne, hvor skolens opgave bliver at fremme mulighederne for at børn kan vokse op som harmoniske, lykkelige og gode mennesker. Det er ikke eleven og kundskaber, som er i centrum, nej det er barnet som et selvstændigt og lykkeligt menneskebarn, som ligger pædagogikken på sinde…”

———————

På denne baggrund skulle det ikke være så vanskeligt at få øje på løsningsrummet:

Vend indvandringen til udvandring, og stands den totalt fejlslagne reformpædagogik. Der er ikke brug for nye ideer eller påhit til den ideologiske vogn; der er udelukkende behov for at gøre brug af allerede indhøstede erfaringer.

Ringen er sluttet

Den Gode Stat, Det Nye Menneske

Fills your school child with amphetamin

Posted in Black Witchcraft, European Integration, Experimental psychology, Genocide, History, Ideological Construction, Responsibility on January 4, 2008 by jantippe

 

 

Fills your school child with amphetamin to control it

 

 

The consumption of ritalin used on those Danish school children, who have difficulties to find the “right role to play in NWO-pedagogy” that means transformation of children to social, unified, creatures, who run with the herd, has increased with 40% in just one year.

This follows (indirectly) from DR-Texttv-News14-12-2000
You can read articles (in Danish) on the search subject (ritalin) on:
www.politiken.dk
and on
www.berlingske.dk
defending the use of ritalin, of course:
Click for example the newest articles directly:

http://www.politiken.dk/VisArtikel.sasp?PageID=36546 http://politiken.dk/VisArtikel.sasp?PageID=21522 http://berlingske.dk/artikel:aid=70795 http://berlingske.dk/artikel.aid=70301 and in the periodical Folkeskolen (The Folk School): www.folkeskolen.dk/1999/05/anmeldelser/anm05.htm A Polish-Danish psycologist/physician named Gideon Zlotnik is the only one I have seen on TV distance himself from ritalin given to children (often 13-15 years).
If you search on e.g.
www.northernlight.com with the word ritalin, you will find several relevant and also critical articles on the matter outside Denmark.

BUT HOW DID ALL THIS BEGIN? Read below
ARE THERE OTHER INITIATIVES CONTRIBUTING TOO? YES!
EU? YES! UN? YES!

HISTORY AND PRESENT read below
(suddenly ritalin is mentioned as a mean in the new pedagogy very early in the dismantling/development – read below) How was ritalin introduced
1814-2000 ..it’s a long period of time, From the end of
Napoleonic Wars to the end of the Second newer Balkan War.

HOW NWO MADE OUR CHILDREN AND GRANDCHILDREN GODLESS, INTERNATIONALISTIC INSTRUMENTS, “SOCIAL ANIMALS”, ONE OF THE RESPOSIBLE ORIGINATORS LEE THORNDIKE CALL THEM …read below.

 

Education Reform: The Silent Weapon, Supplied by the book store of Spotlight.
Our public schools have become nothing more than brainwashing centers, corrupting the minds of our children against traditional values for the twisted agenda of the masters of the global plantation. The American Author Shirley Basarab outlines the totally alien concepts that now thrive in our schools in USA.
What about Europe? Read below. You will be shocked. Distribute it , show it to whomever you wish, send copies, etc….let the world know what is in store for our children.

 

PART I
Information of Denmark American education in the first quarter of the1900s becomes Danish and European pedagogy, marketing and the like in 1970s
In the following a short reading that is founded centrally on the well-documented facts of the ‘The Leipzig Connection’ by Lance J. Klass and Paolo Lionni, published by The Delphian Press 1978, Sheridan, Oregon, USA. Some of the experiences of my own:
Having taught economics for twelve years at Commercial College, first in Copenhagen later on in Aarhus, there was a general experience that I often thought of, it never caused my wonder, but something was lacking in the picture, some pieces were missing in the puzzle.
The foundation that the students showed in the beginning had become more and more humble, and the difference between the foundation of a few stood in an increasing contrast to the foundation of the most of them, when they began their education.
It was not seldom I ascertained that nearly illiterated had got a Danish General Certificate of Education A-level, and more and more could not express a thought, if a subordinate sentence was required to secure the meaning. It was not youthful uncertainty or inferiority complexes, on the contrary.In return the most were very opened and benevolent to learn new.
Sometimes I could doubt, if they were the most qualified for the purpose.
Something was totally wrong, when you leave out of account a few of the young people.

75-150 students every year for 12 years are many, and regardless it is some kind of a random sample, when the teams of lecture were random put together. Other teachers made the same experiences.
The effects could be seen on the mark lists with which the corridors of the schools were papered every summer.

The worst were those that had Certificate of Education A-level, and were taught in the hours of the day. In the evening hours the lectures were given to the little older ones but still young people. The last mentioned worked for a carrier at same time that they were taught economics in the evenings.

Early in the 1970s I to met shop-employees that could not manage a simple sales-service, more and more often they were not apple to count the money correctly, and give the right sum in return. Hundreds of other examples showed the same. Something was terribly wrong.

What had happened?

I knew it, I could see from my original explanations to criminality (read below). 1968-romance became serious, the new-totalitarians inspired by among others Habermas, Marcuse, Sartre and Marx.
I who had started at the University of Aarhus in 1969, ought to know. Yes, at this time we were a large number of students which laughed of these new actors.
We should not have laughed, the rulers gave them the visible power, and the number of laughing ones reduced a great deal, when they started their carrier.

The Leipzig Connection:
The Danish Georg Brandes visited Berlin on his journey in 1870-1871, but with poor results for himself, and he had to be helped by influent people at the University of Copenhagen to come home and to enter upon a post at the university.

The so-called ‘Modern Breaking Through’ in the Danish intel-lectual life in 1870s started, when he returned. Oh, I remember the intellectual arrogance of this man (his readings). The head-master of the Gymnasium of Svendborg tortured us with this author nearly every day in the period 1967-1969. At last I thought (as a country boy) I was not apple to learn anything, perhaps I could not even understand anything essential of what was needed, especially in the disciplin literature.

Georg Brandes repaid the missing results (perhaps just his karma) to write to his family: “I hate Christianity to the marrow of my bones”. The head-master did not tell us this. Now I understand a little better, and I am apple to correct a little of, what I learnt in fear by heart by looking in ‘Explanation of Literature’ by Politiken.

“Wilhelm Maximilian Wundt was born 1832 in a little town in southern Germany. At university in Tübingen, when he was 19 years old, transfered to Heildelberg after half a year and appointed to doctor of medicin at the university in the year 1856. He stayed in Heidelberg for the next 17 years. At first was employed as a professor assistent, later on he was appointed professor in psychology. At this time the word psychology meant the study (ology) of the mind (psyche).

In1874 Wundt left Heidelberg to take over the charge as professor of philosophy at University of Zürich. He stayed there for only a year, as he agreed to tak over the chair in philosophy in Germany at the University of Leipzig . He stayed in Leipzig for the rest of his academic carriere i Leipzig, eventually to be appointed to Prin-cipal of the university. Wundt died in 1920.

The period of Wundt. How was this?

After the defeat of the Prussians (Germans) by Napoleon at the battle of Jena in 1806, it was decided that the reason why the battle was lost was that the Prussian soldiers were thinking for themselves on the battlefield instead of following orders. The Prussian philosopher Johann Gottlieb Fichte (1762-1814), described by many as a philosopher and a transcendental idealist, wrote “Addresses to the German Nation” between 1807 and 1808, which promoted the state as a necessary instrument of social and moral progress. He taught at the University of Berlin from 1810 to his death in 1814. His concept of the state and of the ultimate moral nature of society directly influenced both Von Schelling and Hegel, who took an similarly idealistic view.

Using the basic philosophy prescribing the “duties of the state”, combined with John Locke’s view (1690) that “children are a blank slate” and lessons from Rousseau on how to “write on the slate”, Prussia established a three-tiered educational system that was considered “scientific” in nature. Work began in 1807 and the system was in place by 1819. An important part of the Prussian system was that it defined for the child what was to be learned, what was to be thought about, how long to think about it and when a child was to think of something else. Basically, it was a system of thought control, and it established a penchant in the psyche of the German elite that would later manifest itself into what we now refer to as mind control..

End of part one

PART II

The educational system was divided into three groups. The elite of Prussian society were seen as comprising .5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn “harmony, obdience, freedom from stressful thinking and how to follow orders.” An important part of this new system was to break the link between reading and the young child, because a child who reads too well becomes knowledgable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you’ve got to remove the power of most people to make anything out of available information. This was the plan. To keep most of the children in the general population from reading for the first six or seven years of their lives.

Now, the Prussian system of reading was originally a system whereby whole sentences (and thus whole integrated concepts) were memorized, rather than whole words. In this three-tier system, they figured out a way to achieve the desired results. In the lowest category of the system, the volkschuelen, the method was to divide whole ideas (which simultaneously integrate whole disciplines – math, science, language, art, etc.) into subjects which hardly existed prior to that time. The subjects were further divided into units requiring periods of time during the day. With appropriate variation, no one would really know what was happening in the world. It was inherently one of the most brilliant methods of knowledge suppression that had ever existed. They also replaced the alphabet system of teaching with the teaching of sounds. Hooked on phonics? Children could read without understanding what they were reading, or all the implications.

In 1814, the first American, Edward Everett, goes to Prussian to get a PhD. He eventually becomes governor of Massachusetts. During the next 30 years or so, a whole line of American dignitaries came to Germany to earn degrees (a German invention). Horace Mann, instrumental in the development of educational systems in America, was among them. Those who earned degrees in Germany came back to the United States and staffed all of the major universities. In 1850, Massachusetts and New York utilize the system, as well as promote the concept that “the state is the father of children.” Horace Mann’s sister, Elizabeth Peabody (Peabody Foundation) saw to it that after the Civil War, the Prussian system (taught in the Northern states) was integrated into the conquered South between 1865 and 1918. Most of the “compulsory schooling” laws designed to implement the system were passed by 1900. By 1900, all the PhD’s in the United States were trained in Prussia. This project also meant that one-room schoolhouses had to go, for it fostered independence. They were eventually wiped out.

One of the reasons that the self-appointed elite brought back the Prussian system to the United States was to ensure a non-thinking work force to staff the growing industrial revolution. In 1776, for example, about 85% of the citizens were reasonably educated and had independent livelihoods – they didn’t need to work for anyone. By 1840, the ratio was still about 70%. The attitude of “learn and then strike out on your own” had to be broken. The Prussian system was an ideal way to do it.

One of the prime importers of the German “educational” system into the United States was William T. Harris, from Saint Louis. He brought the German system in and set the purpose of the schools to alienate children from parental influence and that of religion. He preached this openly, and began creating “school staffing” programs that were immediately picked up by the new “teacher colleges”, many of which were underwritten by the Rockefeller family, the Carnegies, the Whitney’s and the Peabody family. The University of Chicago was underwritten by the Rockefellers.

The bottom line is that we had a literate country in the United States before the importation of the German educational system, designed to “dumb down” the mass population. It was more literate that it is today. The textbooks of the time make so much allusion to history, philosophy, mathematics, science and politics that they are hard to follow today because of the way people are “taught to think.”

Now, part of this whole paradigm seems to originate from an idea presented in The New Atlantis, by Francis Bacon (1627). The work described a “world research university” that scans the planet for babies and talent. The state then becomes invincible because it owned the university. It becomes impossible to revolt against the State because the State knows everything. A reflection of this principle can be seen today with the suppression of radical and practical technologies in order to preserve State control of life and prevent evolution and independence. The New Atlantis was widely read by German mystics in the 19th century. By 1840 in Prussia, there were a lot of “world research universities”, in concept, all over the country. All of them drawing in talent and developiong it for the purposes of State power and stability.

Leipzig-forbindelsen – fortsaettelsen paa dansk

Posted in Eurabia, Euro-Arabic Axis, European Integration, Experimental psychology, History, Ideological Construction, Responsibility on December 20, 2007 by jantippe

HER HISTORIEN OM HVORLEDES DET BEGYNDTE MED DEN NYE MENNESKESKABTE SKABNING

OG EU OG FN ER MED I DAG:

The Leipzig Connection

(=Leipzig Forbindelsen eller Leipzig Konnektionen oversat til dansk af blindelærer Arne Praestgaard Brix, 1979):

“Wilhelm Maximilian Wundt blev født i 1832 i en lille by i det sydlige Tyskland. På universitetet i Tübingen, da han var 19 år, overførtes til Heidelberg efter et halv års forløb og blev udnævnt til medicinsk dok-tor fra universitetet i året 1856. Han blev i Heidelberg i de næste 17 år, idet han først arbejdede som professorassistent for senere at blive professor i faget psykologi. På den tid betød ordet psykologi studiet (ologi) af sjælen (psyke) eller sindet.

I året 1874 forlod Wundt Heidelberg for at overtage stillingen som professor i filosofi ved Zürich Universitet. Han blev der kun ét år, idet han indvilgede i at overtage en stol i filosofi i Tyskland ved Leipzig Universitet. Han forblev i Leipzig i resten af sin akademiske løbebane, eventuelt for at blive udnævnt til rektor for universitetet. Wundt døde i 1920.

Næsten sådan kan man læse om ham i de vigtigste opslagsværker. Derimod oplyses mindre hyppigt, at han blev grundlæggeren af eksperimentalpsykologien og drivkraften bag dens udbredelse ud over hele den vestlige verden……

Statsfilosoffen Georg Wilhelm Friedrich Hegel holdt sine forelæsninger i Berlin i 1820-erne, hvori historien skulle blive til et videnskabeligt studium”.

Hegel var søn af rentekammersekretær med titlen ekspeditionsråd. Hegel afsluttede sin teologiske eksamen fra universitetet i Tübingen 1793. Jena, Heidelberg og Berlin blev stederne på hans vej til karrierens tinder i 1820-erne. Hegel nød hele den prøjsiske stats bevågenhed og beundring.

Efter den prøssiske hærs nederlag til Napoleon i slaget ved Jena 1806, besluttede man sig til, at grunden til nederlaget skulle findes i, at de prøssiske soldater tænkte for selvstændigt. Filosoffen Johann Gottlieb Fichte (1762-1814) beskrevet af sine tilhængere som både filosof og idealist var lærer ved Universitetet i Berlin 1810-1814. Hans ideer om staten og hans ultimative (samfunds-) moralbegreber var inspireret af bl.a. von Schelling og Hegel. I perioden 1807-1808 arbejdede Fichte intenst på at overtale den prøssiske stat til at tage nogle intiatiativer, der virkeliggjorde netop hans tanker.

Basis-filosofien hos Fichte og hans tilhængere samt nævnte samtidige var især “forskrifter om statens pligter” kombineret med englænderen John Locke’s synspunkt om, at børn er blanke som (ubeskrevne) tavler (1690). Rousseaus lære om “at skrive på tavlen” blev taget ind, og Prøssen begyndte etableringen af tre-strenget uddannelsessystem (1807), som blev opfattet som værende af en videnskabelig natur. Nu begyndte man et system (færdigt til ibrugtagning 1819), der som udgangspunkt definerede, hvad der skulle læres og indøves, hvad der skulle tænkes. Grundlæggende var det et system om tankekontrol, og heri skal man formentlig finde den svaghed i den tyske elite, der senere manifesterede sig i det, vi i dag kalder Mind Control eller sindelagskontrol.

Et central del af dette system gik ud på en adskillelse mellem det at læse og så selve barnet, fordi hvis barnet læser for godt, bliver det måske vidensbegærligt og dermed uafhængigt af det instruerende uddannelses- og dannelsessystem, og måske kunne et sådant barn eller opvoksende individ finde på alt muligt. Helt afgørende var det at have en politik-lavende klasse og en underklasse. Det var nødvendigt fjerne magten fra de fleste folk, magten til at foretage sig noget som helst på egen hånd på grundlag af den tilgængelige information. Således planlagde man i den prøssiske stat derefter.

Hegel udviklede den absolutte idealismes statsfilosofi, og dermed fik historien helt sin egen logik, også fremtiden, selvfølgelig.

Hans påstand er, det er selve den dialektiske proces, der fører til den absolutte viden. Der findes ikke en viden om empiriske (erfaringsmæssige) forhold; det er ikke sådan “viden”, derfor, der sætter os i stand til at forudsige, hvad der vil ske.

Hvad er da viden?

Viden er bevidsthed om den dialektiske logik (=”Guds bevidsthed før skabelsen”) ved hvis hjælp man forstår den logiske struktur af virkeligheden og strukturen af den historiske (filosofiske såvel som den politiske) udvikling.

Charles R. Darwins (1809-82) såkaldte storværk “On the Origin of Species by Means of natural Selection”, 1859, (“Arternes oprindelse”, på dansk) skal der i denne forbindelse bestemt ikke ses bort fra selvom Darwin selv indrømmede sent i sit liv, at han havde skrevet for tidsånden. Videnskab eller myte. “Den stærkeste overlever” og herreracen. Kunne du forestille dig debatter om sociale og offentlige politiske emner i perioden fra 1870 til og med 1910-erne med en følsomhed og indlevelse til at understrege sine egne udtryk kunne være foregået uden brug af Darwinismen. Én ting er at argumentere (som bl.a. Robert Young), at “den Darwinske videnskab” var ideologisk fra begyndelsen, noget andet er at demonstrere, at videnskaben i virkeligheden blev presset tilbage for at tjene det ideologisk formål. Kapitalismen (ingen isme da den ikke bygger på nogen ideologi – iøvrigt defineret og navngivet af Karl Marx (måske Albert Pike, der inspirerede Marx altomfattende) mod Guldalderen-forsvarerne af det frie markeds mekanismer, individualisme og laissez faire (såkaldt konservativ, men i virkeligheden liberal efter standarden i midten af 19. århundrede) svarede yderst sjældent i prosaen igen på påstanden om at den skulle en have særlig forkærlighed for Darwinisme, og i alt fald aldrig som beskrevet i de konventionelle gennemgange. New-deal-forsvarerne i 1930-erne (som karakteriserer/kritiserer laissez faires kunne have klaret sig uden Darwinisme), Ny-Marxismen i 1970-erne og Ny-liberalismen i begyndelsen af 1980-erne vel næppe.

Hegel efterfulgtes af stræbsomme studerende som Karl Marx, der ved misbrug fik blandet bl. a. mangelfuld klassisk økonomisk teori og sociologi til “en slags filosofi” om “dialektisk materialisme”. “Herbert og Fechner anvendte matematiske principper i indlæringen. Müller og Helmholtz transplanterede fysiologien til adfærden; Fritsch og Hirtzig anvendte elektriske påvirkninger på hjernen for at bestemme forholdet mellem hjernefunktioner og individets opførsel: Mennesket dyrkedes naturvidenskabeligt. Under revolutionerne og opstandene omkring 1848 opstod Socialistisk Internationale”.

Kulturen og videnskaben blomstrede, som man vil forstå….

Tyskland var omkring midten af 1800-årene simpelthen centrum for civilisationen. Men kammede den over, kunne man spørge?

Den danske Georg Brandes gæstede Berlin på sin rejse i 1870-1871, dog med ringe resultat for sig selv og måtte hjælpes hjem til en stilling af de ledende i den københavnske universitetsverden.

Det (såkaldte) Moderne Gennembrud i dansk åndsliv i 1870-ernes Danmark startede ved hans hjemkomst. Denne mands åndsarrogance plagede rektor på Svendborg Statsgymnasium os med i det evindelige i årene 1967-1969. Jeg troede tilsidst som ung gynasiast fra landet, at jeg ikke havde evner for at forstå noget som helst, endsige begribe det fornødne på dette felt.

Georg Brandes kvitterede med – det fortalte rektor ikke – på rejsen at skrive hjem til sin familie:

“Jeg hader kristendommen ind til marven i mine ben”.

Nu forstår jeg bedre og kan korrigere lidt af, hvad jeg dengang lærte lidt i frygt udenad efter Politikens Litteraturforklaring.

Den store Wilhelm Wundt stillede og besvarede spørgsmålet:

Hvad er vilje? “For Wundt, således som det skulle udvikle sig, var vilje det direkte resultat af foreningen af oplevede påvirkninger, ikke en uafhængig hensigt af et årsagssammenhængende individ”.

“Han satte sig for at bevise, at mennesket er en sum af dets oplevelser, af de påvirkninger, som trænger sig på hans bevidsthed og ubevidsthed”.

“Hvad bestemmer forskellen i reaktionstiden i påvirkningerne mellem individ og andet”. “Hvorfor oplever nogle mennesker påvirkninger forskelligt fra andre”? ….”For den eksperimentelle psykolog bliver opdragelsen den proces, som giver “meningsfulde” oplevelser til individet for at sikre korrekte reaktioner…”

“Wundts lærersætning lagde den filosofiske basis for principperne, der senere blev afgørende for udviklingen af Pavlovs dyreforsøg og amerikanske adfærdspsykologer; …desuden afgørende for udviklingen af skolebørn, som blev orienterede mere mod socialisering end mod barnets udvikling af intellektet med henblik på fortsættelsen af kulturen, derimod til fordel for væksten af et samfund, der mere og mere hengiver sig til tilfredsstillelsen af sanselige ønsker på bekostning af ansvarsbevidsthed og stræben efter fuldkommenhed”.

De unge amerikanere, som havde studeret hos Wundt, vendte tilbage og oprettede afdelinger for psykologi ud over hele deres eget land.

Alle fik de hurtig succes og blev ansete i indflydelsesrige stillinger, især ved de amerikanske universiteter. Hver og en uddannede de store mængder af studerende til en amerikansk doktorgrad i psykologi.

Nye tidsskrifter, foreninger og publikationer skød op, og hver psykolog blev straks trukket ind i et andet fagområde også; og her blev så åbnet for den nye påtrængende tyske psykologi.

De to første amerikanske studerende hos Wundt var G. Stanley Hall og John Dewey.

Den første blev kendt for mange ting, som storinspirator på John Hopkins Universitet, grundlagt efter tysk forbillede, og han blev kendt som grundlægger af American Journal of Psychology.

Efter oplæring hos Hall igennem et år på John Hopkins Universitetet skulle Dewey igang med en usædvanlig dybtgående påvirkning af den amerikanske undervisningssektor. I 1886 udgav Dewey den første amerikanske lærebog i psykologi, med samme titel. I 1895 blev han opfordret til at slutte sig til fakultetet i det af Rockefeller støttede Chicago Universitet, som leder af afdelingen for filosofi, psykologi og pædagogig.

I 1904 udgav han sit mesterstykke:

Opdragelse:

Dens psykologi og dens forhold til fysiologi, antropologi, sociologi, sex, forbrydelse, religion og uddannelse.

Med Dewey’s egne ord:

Opvækst består i enten at bruge ens egen kraft i en social retning eller også i evnen til at dele andres erfaringer og således udvide den individuelle bevidsthed til racens bevidsthed (Dewey, John, “Lectures for the First Course in Pedagogy”, unpublished, No. 1 (1896), p.1)

..”Det største problem i al opdragelse er at koordinere de psykologiske og sociale faktorer…koordinationen kræver…at barnet er i stand til at udtrykke sig selv, men på en sådan måde, at det i virkeligheden afrunder en social afslutning.”

Først fra slutningen af det 19. og i begyndelsen af det 20. århundrede begyndte der at ske gennemgribende omvæltninger af det amerikanske undervisnings- og opdragelsessystem.  

“Ordet “opdragelse” hos Wundt betød, at man “fodrer” erfaringsmæssige data ind i de unge hjerner og nervesystemer – men man indfører dem ikke i udviklingen af et dygtigt, indre åndsliv, opdrager ikke med den hensigt at forædle intellektet”.

“Læreren har en helt anden opgave, d.v.s. en anden rolle, han er blevet en slags vejviser til barnets socialisering. Han leder enhver ung til at godtage den særlige opførsel, som forlanges af ham i den hensigt at få ham til at følges med gruppen. I den udvikling var også bestræbelserne på at ujævne individuelle forskelle for at opnå en ensartet samling af studerende, som befinder sig i uvidenhed om indlæringens teknikker, at udtænke fremtidens sociale mønstre, at skifte læseplaner og metoder ud efter behag”.

“James McKeen Cattell nød ikke æren at være Wundts første elev, men Wundts første assistent. Han blev født 1860″.

Efter kort i 1880 at have fået en kandidatgrad på Lafayette Universitetet, hvor hans fader var Rektor Magnificus, tog han over til Wundt i Leipzig og bad om at blive hans assistent. Her fik han doktorgraden hos Wundt i 1886.

“Han blev især kendt for sine fantastiske studier af emnet læsning og stavning”.

…”enkeltpersoner kan genkende ordene uden at have lydstavet eller bogstaveret. Ud fra dette ræsonnerede han, at ordene ikke læses ved at sammensætte bogstaverne, men bliver opfattet som “hele ordbille-der” …. Resultatet blev, at man udelukkede lyd- og stavemetoder ved indlæringen af læsning og erstattede disse med ordbilledmetoden”.

Landsdækkende udbredelse af sine “banebrydende resultater og nye forslag” blev befordret af Teachers College ved Columbia Universi-tetet.

Cattell startede senere et nyt tidskrift, The Psychological Review, og erhvervede fra Alexander Graham Bell ugeskriftet “Science”, som senere udvikledes til at blive American Associations for the Advancement of Science. I 1900 startede han Popular Science Monthly, fra 1915 var han også udgiver af School and Society.

Han steg til de øverste højder i videnskabelige kredse og sørgede for, at “den ny videnskab”, eksperimentalpsykologien, fik udbygget sine sikre bastioner overalt i den amerikanske universitetsverden. Der var flere af slagsen – læs endelig Leizig Konnektionens langt mere fuldstændige og rigt dokumenterede gennemgang af dette og meget andet i denne forbindelse.

James Earl Russel på Columbia Universitetet havde ligeledes erhvervet doktorgraden hos Wundt i 1894. Han arbejdede nært sammen med Cattell på den hurtige udvidelse af tysk laboratoriepsykologi i U.S.A. Teachers College på New York Universitetet blev stedet, hvorfra påvirkningen “stjernede sig ud” over det ganske land.

Edward Lee Thorndike blev ligeledes en førende skikkelse – også bag dansk overordnet marketingtankegang, ganske vist noget senere (se nedenfor).

Han interesserede sig især for dyreforsøg. “Han definerede psykologi således:

psykologi er videnskaben om intellektet, karakter og om dyrs opførsel, mennesket indbefattet.

Thorndike var den første psykolog, som studerede dyrs opførsel i et eksperimenterende laboratorium.” Han brugte den samme teknik over for børn og unge.

“Som resultat heraf udgav han i 1903 bogen “Educational Psycholo-gy” (undervisningens psykologi)”. Og det forblev bestemt ikke herved.

Hensigten med opdragelsen er, hævdede Thorndike:

“Opdragelse interesserer sig først og fremmest for de almindelige indbyrdes forhold mellem mennesket og hans miljø, som gør det muligt at opnå en bedre tilpasning af den menneskelige natur til omgivelserne”.

Mennesket er et socialt dyr.

Thorndike leverer andre nok så interessante bidrag til det amerikanske undervisningssystem:

“…Efter traditionen har grundskolen først og fremmest været viet til undervisningen i de grundlæggende færdigheder: læsning, skrivning, regning og nært beslægtede discipliner…kunstige øvelser som træning af lyd, multiplikationstabeller og formelle skriveøvelser, som bliver brugt på en ødelæggende måde. Færdigheder som regning, sprog og historie omfatter indhold, som er af ringe værdi…”

“Thorndikes gennemgående synspunkt er, at børn er som dyr. De skal blot gives de korrekte påvirkninger og oplevelser, forstærket med tilførsel af fornøjelser.

Hvis halvdelen af eleverne i en klasse får det tilfredsstillende udbytte, skal eksperimentet betragtes som en halv succes. At den anden halvdel ikke lærer noget er selvfølgelig ikke lærerens fejl, da denne halvdel har hørt det samme og været udsat for de samme påvirkninger. Da er der noget galt med den anden halvdel af klassen. psykologiske prøver skal afgøre, hvori fejlene hos halvdelen består”.

En anden pionær ved navn Frederick Taylor Gates fik som rådgiver for John D. Rockefeller Junior, i samarbejde med dr. Wallace Buttrick, John D. Rockefeller Senior, til at gå ind i finansieringen i stor stil, også for at friske forretningsomdømmet op.

I 1917 tilbyder Abraham Flexner fra General Education Board (den generelle uddannelseskommission) at udvide aktiviteterne i Teachers College. Han var videnskabelig forsker ved the Carnegie Foundation for Advancement of Teaching i New York City. Samtidig var han i god kontakt med diverse skattefrie fonde med galaksestore skattefrie formuer.

“Medens Flexner var ved Carnegie Foundation blev han anmodet om at foretage omfattende undersøgelser af de medicinske skolers afdelinger i U.S.A. og Canada”.

En kombination af tysk, kemisk medicin og den wundtske psykologi på amerikansk opdragelse blev udviklet af en gruppe videnskabsfolk ved John Hopkins Universitetet med støtte fra Generel Education Board. Topmålet var nået i 1963 ved “at de påviste det bæredygtige” i at bruge amfetaminer som Dexetriner og Ritalin for at “behandle” børn, som blev anset for “besværlige” eller var for aktive. Dokumentationen findes i “The Myth of the Hyperactive Child, and Other Means of Child Control” (Myten om det overaktive barn og forskellige midler for kontrollering af barnet), skrevet af Divoky og Schrag.

“Den moderne skole”, som Flexner plæderede for fra 1916, ville ikke fuldstændig afskaffe litteratur og historie, men der skulle nye metoder til på disse områder. Formel engelsk grammatik skulle afskaffes og klassisk litteratur skulle betragtes, som den ikke eksisterede.

De nye metoder sejrede allerede i midten af 1920-erne. Dewey’s discipel Harold Rugg udtalte:

“… igennem verdens skoler vil vi udbrede en ny opfattelse af regeringen, en, som vil omfatte alle fællesmenneskelige aktiviteter; en som vil pege på nødvendigheden af videnskabelig kontrol og bringe økonomiske aktiviteter til udførelse i alle folks interesse”.

Rugg foreslog tre måder, efter hvilke dette kunne blive opnået:

“Først og fremmest ved udviklingen af en ny filosofi for livet og opdragelsen, hvilket vil blive helt overdraget til den nye socialistiske orden; for det andet ved udviklingen af en passende plan for til vejebringelse af en ny race af uddannede arbejdere; for det tredie ved udarbejdelse af nye aktiviteter og emner for kurser”.

Der var mange flere af samme eller ‘endnu mere overbevisende slags’.

Omkring 1953 var den wundtske psykologi nået ud fra Teachers College og ind i enhver skole i U.S.A.

Af dansksprogede veldokumenterede redegørelser om den særegne åndelige misudvikling kan jeg henvise til ‘Klokke Roland’ af Johannes Jørgensens, udgivet og forlagt på V. Pios Boghandel (v/Povl Branner) 1916. Heri redegøres særdeles veldokumenteret for bedraget fra 93 tyske kulturpersonligheder, misinformation til offentligheden om Den Første Verdenskrigs gang i “Opråb til Kulturverdenen”. På side 155 i ‘Klokke Roland’:

‘Hvad har en Beethoven, Goethe at skaffe med dem, der brændte Louvain og bombarderede Rheims. Og så Kant – “Kants Vermächtniss” vover man at påberåbe sig – Kants Testamente til verden. Men en Eucken, en Wundt (mit: 2 af de 93 navngivne) må dog vide, at Kants testamente, Kants fremtidsprogram var Europas forenede stater og den evige fred!’ (citat slut)

Uanset dokumenterer Johannes Jørgensen sin beretning om, hvad der skete, og hvad folkeslagene i Europa blev fortalt officielt om Den Første Verdenskrig.

Men der andre sikre kilder. I 1961 udgav den tyske historiker Fritz Fischer det monumentalværk “Griff nach Weltmacht”, hvori han uhyre minutiøst og grundigt klarlægger årsagerne til første verdenskrigs udbrud samt de tyske krigspolitiske mål med krigen.

Et program for den europæiske samling har ligget klart længe før kul- og stålunionen og EF og EU.

Et første skridt på vejen var Belgien med dets adgang til havet, dets store forekomster af Campinekul og marked og industri i det hele taget. Hertil kom drøftelser af en egentlig deling af Belgien, så Wallonien gik til Frankrig, Flandern til Tyskland. I 1915-16 lod den tyske besættelsesmagt en række belgiske sproglove udarbejdet i førkrigstiden træde i kraft til gunst for Flandern. Mest betydningsfuld var indførelsen af flamsk sprog i Flanderns folkeskoler. Den tyske kansler Bethmann Hollweg udtalte 5. april 1916, at det var et klart tysk mål, at sikre flamlænderne “kulturel autonomi” i Belgien.

Det betyder et slavebundet folk i folkedragter.


Som øjenvidne og førstehåndskilde kunne den danske digter Johannes Jørgensen berette om, hvad som skete i Belgien under 1. verdenskrig, og hvad der dengang officielt meldtes fra Berlin til Europas borgere med de øverste og mest anerkendte i rollerne som nyttige løgnere for magthaver.

Organiseringen på europæisk og på verdens plan i dag

The leipzig Connection – the destruction of your children continued

Posted in Eurabia, Euro-Arabic Axis, European Integration, Experimental psychology, History, Ideological Construction, Responsibility on December 20, 2007 by jantippe


The Leipzig Connection

But did this civilization overstep the mark, you might ask?

The Danish Georg Brandes visited Berlin on his journey in 1870-1871, but with poor results for himself, and he had to be helped by influent people at the University of Copenhagen to come home and to enter upon a post at the university.

The so-called ‘Modern Breaking Through’ in the Danish intellectual life in 1870s started, when he returned.

Oh, I remember the intellectual arrogance of this man (his readings). The headmaster of the Gymnasium of Svendborg tortured us with this author nearly every day in the period 1967-1969. At last I thought (as a country boy) I was not apple to learn anything, perhaps I could not even understand anything essential of what was needed, especially in the disciplin literature.

Georg Brandes repaid the missing results (perhaps just his karma) to write to his family: “I hate Christianity to the marrow of my bones”. The headmaster did not tell us this. Now I un-derstand a little better, and I am apple to correct a little of, what I learnt in fear by heart by looking in ‘Explanation of Literature’ by Politiken.

“Wilhelm Maximilian Wundt was born 1832 in a little town in southern Germany. At university in Tübingen, when he was 19 years old, transfered to Heildelberg after half a year and appointed to doctor of medicin at the university in the year 1856. He stayed in Heidelberg for the next 17 years. At first was employed as a professor assistent, later on he was appointed professor in psychology.  At this time the word psychology meant the study (ologi) of the mind (psyke).

In1874 Wundt left Heidelberg to take over the charge as professor of philosophy at University of Zürich. He stayed there for only a year, as he agreed to tak over the chair in philosophy in Germany at the University of Leipzig. He stayed in Leipzig for the rest of his academic carriere i Leipzig, eventually to be appointed to Principal of the university. Wundt died in 1920.

The period of Wundt. How was this?

After the defeat of the Prussians (Germans) by Napoleon at the battle of Jena in 1806, it was decided that the reason why the battle was lost was that the Prussian soldiers were thinking for themselves on the battlefield instead of following orders. The Prussian philosopher Johann Gottlieb Fichte (1762-1814), described by many as a philosopher and a transcendental idealist, wrote “Addresses to the German Nation” between 1807 and 1808, which promoted the state as a necessary instrument of social and moral progress. He taught at the University of Berlin from 1810 to his death in 1814. His concept of the state and of the ultimate moral nature of society directly influenced both Von Schelling and Hegel, who took an similarly idealistic view.

Using the basic philosophy prescribing the “duties of the state”, combined with John Locke’s view (1690) that “children are a blank slate” and lessons from Rousseau on how to “write on the slate”, Prussia established a three-tiered educational system that was considered “scientific” in nature. Work began in 1807 and the system was in place by 1819. An important part of the Prussian system was that it defined for the child what was to be learned, what was to be thought about, how long to think about it and when a child was to think of something else. Basically, it was a system of thought control, and it established a penchant in the psyche of the German elite that would later manifest itself into what we now refer to as mind control.

The educational system was divided into three groups. The elite of Prussian society were seen as comprising .5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn “harmony, obdience, freedom from stressful thinking and how to follow orders.” An important part of this new system was to break the link between reading and the young child, because a child who reads too well becomes knowledgable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a subclass beneath it, you’ve got to remove the power of most people to make anything out of available information.

This was the plan. To keep most of the children in the general population from reading for the first six or seven years of their lives. Now, the Prussian system of reading was originally a system whereby whole sentences (and thus whole integrated concepts) were memorized, rather than whole words. In this three-tier system, they figured out a way to achieve the desired results. In the lowest category of the system, the volkschulen, the method was to divide whole ideas (which simultaneously integrate whole disciplines – math, science, language, art, etc.) into subjects which hardly existed prior to that time. The subjects were further divided into units requiring periods of time during the day. With appropriate variation, no one would really know what was happening in the world. It was inherently one of the most brilliant methods of knowledge suppression that had ever existed. They also replaced the alphabet system of teaching with the teaching of sounds. Hooked on phonics? Children could read without understanding what they were reading, or all the implications.

In 1814, the first American, Edward Everett, goes to Prussian to get a PhD. He eventually becomes governor of Massachusetts. During the next 30 years or so, a whole line of American dignitaries came to Germany to earn degrees (a German invention). Horace Mann, instrumental in the development of educational systems in America, was among them. Those who earned degrees in Germany came back to the United States and staffed all of the major universities. In 1850, Massachusetts and New York utilize the system, as well as promote the concept that “the state is the father of children.” Horace Mann’s sister, Elizabeth Peabody (Peabody Foundation) saw to it that after the Civil War, the Prussian system (taught in the Northern states) was integrated into the conquered South between 1865 and 1918. Most of the “compulsory schooling” laws designed to implement the system were passed by 1900. By 1900, all the PhD’s in the United States were trained in Prussia. This project also meant that one-room schoolhouses had to go, for it fostered independence. They were eventually wiped out.

One of the reasons that the self-appointed elite brought back the Prussian system to the United States was to ensure a non-thinking work force to staff the growing industrial revolution. In 1776, for example, about 85% of the citizens were reasonably educated and had independent livelihoods – they didn’t need to work for anyone. By 1840, the ratio was still about 70%. The attitude of “learn and then strike out on your own” had to be broken. The Prussian system was an ideal way to do it.

One of the prime importers of the German “educational” system into the United States was William T. Harris, from Saint Louis. He brought the German system in and set the purpose of the schools to alienate children from parental influence and that of religion. He preached this openly, and began creating “school staffing” programs that were immediately picked up by the new “teacher colleges”, many of which were underwritten by the Rockefeller family, the Carnegies, the Whitney’s and the Peabody family. The University of Chicago was underwritten by the Rockefellers.

The bottom line is that we had a literate country in the United States before the importation of the German educational system, designed to “dumb down” the mass population. It was more literate that it is today. The textbooks of the time make so much allusion to history, philosophy, mathematics, science and politics that they are hard to follow today because of the way people are “taught to think.”

Now, part of this whole paradigm seems to originate from an idea presented in The New Atlantis, by Francis Bacon (1627). The work described a “world research university” that scans the planet for babies and talent. The state then becomes invincible because it owned the university. It becomes impossible to revolt against the State because the State knows everything. A reflec-tion of this principle can be seen today with the suppression of radical and practical technologies in order to preserve State control of life and prevent evolution and independence. The New Atlantis was widely read by German mystics in the 19th century. By 1840 in Prussia, there were a lot of “world research universities”, in concept, all over the country. All of them drawing in talent and developiong it for the purposes of State power and stability.

Experimental Psychology

The great Wilhelm Wundt asked and answered the question:

What is will?

“To Wundt, as it developed, ‘will’ was the direct result of the collection of experienced influences, not by a independent intention of an individual of causal relations”.

“His intention was to prove that the human being is a sum of its experiences, of the influences that push his consciousness and unconsciousness..”

“What decide the difference in time of reaction between indivi-dual and other things?” “Why do some individuals experience the influences different from others?”… To the experimental psychologist education is the process which gives meaningful experiences to the individual to secure correct reactions…”

“Wundt‘s thesis laid the philosophical foundation for the prin-ciples that later on became deciding to the development of Pavlov‘s animal-experiments and to American psychologists of behaviorism… in addition decisive to the development of school-children, who were orientated more towards socializa-tion than to-wards the development of the intellect of the child with the intention to continue the culture, but in favor of the development of a society that more and more submit to the satisfaction of sensual wishes on behalf of conscientiousness and endeavor for perfection.”

The young Americans who had learnt by Wundt, returned and established departments of psychology all over their own country. All of them were successful and they got respected on influential posts, especially at the American universities. Each of them educated big crowds of students to the American doctor’s degree in psychology.

New periods and other publications, new societies and clubs emerged, and every psychologist was pulled into another subject too at once, and here there was opened for the new urgent German psychology everywhere.

The first two American students at Wundt‘s institute were G. Stanley Hall and John Dewey.

The first were known for a lot things, as a great inspirator at the John Hopkins University that was founded on the German mo-del, and he were known as the founder of the American Journal of Psychology.

After he had been taught by Hall for a year at the John Hopkins University, Dewey should start an exceptionally intensive and deep influence of the American sector of education. In 1886 Dewey published the first textbook of psychology with the same title. In 1895 he was invited to join the faculty at the Chicago University that was supported by Rockefeller. He became the leader of the department of philosophy, psychology and peda-gogy.

In 1904 he published his master work:

Upbringing: Its psychology and its relation to physiology, anthropology, sociology, sex, crime, religion and education.

With Dewey’s words:

“Upbringing consists of either to use ones own force in a social direction or in the ability to share the experiences of others, and in that way expand the individual consciousness to the con-sciousness of the race” (Dewey, John, “Lectures for the First Course in pedagogy”, unpublished, No. 1 (1896) pg. 1)

…”The biggest problem in all upbringing is to coordinate the psychological and social factors…the coordination claims… that the child is apple to express itself,

but in such a way that it in reality rounds off a social closing.”

Not until the end of the 19th century and in the beginning of the 20th century thorough upheavals began in the American system of teaching and upbringing.

“The word ‘upbringing‘ meant to Wundt that you ‘feed’ experiential data into the young brains and nerve systems – but you do not introduce them to the development of a skillful, interior mental life, you do not bring up with the intention to ennoble the intellect”.

“The teacher has quite another purpose that means another role, he has become some kind of guide to socialization of the child. He leads every young boy and girl to accept that special behavior, which is ordered by him with the purpose to get the young ones to follow the group. In that development were also the efforts to equalize individual differences to get an uniformed collection of students, which do not know anything about the techniques of the teaching, to think out social patterns of the future, to change courses of study and methods as he likes.”

“James Mckeen Cattell did not have enjoy the honor to be the first student of Wundt, but he was Wundt’s first assistant.

He was born 1860.”

After having got a university degree at Lafayette University, where his father was Rector Magnificus, in 1880, he went abroad to Wundt in Leipzig and asked to be his assistant. Here he got the doctor degree in 1866.

“He was especially known for his fantastic studies of the theme ‘reading and spelling'”…”Single individuals can recognize the words without having spelled. From this he concluded that the words is not read by composing the letters, but is being perceived as ‘whole word-pictures’…The result was that sound- and spellmethods in the teaching of reading were excluded and replace with the word-picture-method”.

Country wide spreading of his pioneering results and new pro-posals was promoted by Teachers College at the Columbia Uni-versity.

Later Cattell started a new period, The Psychological Review, and acquired from Alexander Graham Bell the weekly magazine ‘Science’, as later was developed to American Associations for the Advan-cement of Science. In 1900 he started Popular Scien-ce Monthly, from 1915 he was the publisher of School and Society.

He advanced to the highest heights in scientific circles and got ‘the new science’, the experimental-psychology, extended with secure bastions all over the American university-world.

There were more of this kind – read ‘The Leipzig Connection‘ that is a much more complete and well-documented reading of this and many other subjects tied related to this problem. 

James Earl Russell at the Columbia University had acquired the doctor degree in Leipzig in 1894.

He worked closely to Cattell on the quickly expansion and  Ger-man laboratory psychology in USA Teachers College at the New York University became the place, from which the influence spread out over the whole country.

Edward Lee Thorndike was also a leading figure – also behind Danish, perhaps European, marketing-thoughts too, but that was later on. See parts 3, 4 and 5. He was especially interested in animal-experiments. “He defines psychology in this way:

Psychology is the science about the intellect, character and about behavior of animals, the human being included.

Thorndike was the first psychologist who studied the behavior of animals in an experimental laboratory. “He used the same tech-nic with children and young people”.

As a result of this he published the book ‘Educational Psycholo-gy’ in 1903. And it did not remain by that.

The purpose of the upbringing is, maintained Thorndike:

“Upbringing is interested first of all for the common relations between the human being and his environment that make it possible to obtain a better adaptation of the human nature to the environment.”

The human being is a social animal

Thorndike deliver other very interesting contributions to the American education system:

“… Following the tradition the primary school has primary been dedicated the teaching the fundamental skills: Reading, writing, arithmetic and near related disciplines…artificial exercises as training sound, tables of multiplication and formal writing-exercises which are used in a destructive way. Skills as arith-metic, languages, history include things which are of low va-lue…” “Thorndike‘s thorough point of view is that children are like animals. They should be given the right influences and excitements, strengthened with supply of pleasures. If the half of the pupils in a school class get a satisfactory result, the experiment must be considered as half a success. That the other half do not learn anything is certainly not the fault of teacher, when the other half have heard the same, and they have been influenced of the same things. There is something wrong with the other half of the class. Psychological tests must decide where the faults of the other half exist.”

Another pioneer named Frederick Taylor Gates got as adviser for John D. Rockefeller Junior, in cooperation with dr. Wallace Buttrick John D. Rockefeller Senior to participate in the finan-cing also to freshen up the business reputation.

In 1917 Abraham Flexner from General Education Board sup-plied a extension of the activities in Teacher’s College. He was a scientific researcher at The Carnegie Foundation for Advance-ment of Teaching in New York City. At the same time he had a good contact to more tax-free foundations with galaxy-large tax-free fortunes.

“While Flexner worked at Carnegie Foundation he was requested to make some investigations of the departments of the medical schools in USA and Canada.”

A combination of German, chemical medicine and the psychology of Wundt on American upbringing was developed by a group of scientific researchers at the John Hopkins University supported by the General Education Board. The heaped measure was reached in 1963 in that ‘they proved it solid” to use amphetamines like Dextrines and Ritalin to ‘treat’ children that were considered ‘difficult’ or too active. The documentation is found in ‘The Myth of the Hyperactive Child, and other Means of Child Control’ by Divoky and Schrag.

‘The modern school’ that Flexner was pleading for from 1916 would not totally abolish literature and history, but new methods were required in these areas. Formal English grammar should be abolished and classical literature should be considered, as if it did not existed.

The new methods triumphed in the mid-1920s. Dewey‘s disciple Harold Rugg said:

“… through the schools of the world we shall spread out a new understanding of the government, one that will include all joint human activities, one that points at the necessity of scientific control and brings economic activities to performance in the interest of all peoples.”

Rugg proposed three ways after which this could be achieved:

“First of all by the development of a new philosophy for the life and the upbringing, which will be totally transferred to the new socialistic order, second by the development of a suitable plan to establish a new race of educated workers, third by elaboration of new activities and subject for courses.”

There were a lot more of the same or of ‘an even more convin-cing kind’.

Around 1953 the psychology of Wundt had reached every school in USA via Teachers College.

Schools have you for all of your most formative years. John Taylor Gates calls them vast laboratories of behavioral modification. Much of the world ‘order’ rests on this foundation stone of ensuring conformity and efficiently preventing too much critical awareness or interest in what is really going on.

Of other most well-documented readings I must mention ‘Klokke (Bell) Roland’ in Danish by Johannes Joergensen, published by Pio’s Book-Shop, Copenhagen 1916. In this most special reading 93 German personalities of culture are exposed. They certainly did not tell the truth to the public about World War I in ‘Proklamation to the world of culture’, when they said they did so. Johannes Joergensen proves this mostly with himself as a primary source.

On page 155 in ‘Klokke Roland you can read:

‘What do Beethoven and Goethe have to do with those, who burnt Louvain and bombarded Rheims. And also Kant – ‘Kant’s Vermächtniss’ you dare to allege – Kant’s Testament to the world. But an Eucken, a Wundt (mine: 2 of the 93 named) must know that Kant’s Testament, Kant’s Perspective was the united states of Europe and the eternal peace (mine: naive,but), Johannes Joergensen wrote in 1916. (unquote)  Never mind Johannes Joergensen verified and told the truth about, what was happening in contrast to what the peoples all over the world were told about the World War I.

Jeanne

Europa paa faste gaenger

Posted in Eurabia, Euro-Arabic Axis, European Constitution, European Integration, Experimental psychology, History, Responsibility on December 9, 2007 by jantippe

Eurabia bringes på faste gænger

– Informationsstrømmen og ytringerne skal styres nykulturelt i Eurabia

Indhold:
1.Øjenvidne fra kredsen deltog i konferencens første møde
2.Kulturen skal bestemmes af international konvention
3.Skolen og pædagogikken er længe blevet manipuleret af samme kræfter uden konvention
4.Europæisk Arabiske dialog
5.Jürgen Habermas udpeges til EU kommissionens tænketank for bæredygtigt Europa
6.Nord-Syd Dialogen fra 1968
7.Dansken vej til ror og magt

Omkring et år efter den borgerlige regering påbegyndte sin første regeringsperiode i Danmark i 2001, skete der noget interessant på mediefronten i Europa. Der var indtruffet adskilligt andet bemærkelsesværdigt i en længere periode forinden, som vi skal se. Følg hvorledes der tilsyneladende på mystisk vis var taget for højde for den kommende udvikling længe forud.
”Når en lang række eksperter fra ind- og udland den 23. Februar 2005 samles til konference på Københavns Universitet for at drøfte ytringsfrihed og forskningsfrihed (mere end et år før muhammed-krisen) sker det under særlig politibeskyttelse. Det er konsekvensen af det overfald på en lektor fra universitetets Carsten Niebuhr Institut i oktober 2004, som i øvrigt gav anledning til konferencen…”
Linket til Kristeligt Dagblads fulde artikel 24. Februar 2005:
http://www.kristeligt-dagblad.dk/artikel:aid=244400

1. Øjenvidne fra kredsen deltog i konferencens første mødeFra: http://www.lilliput-information.com/konf.html

”Af deltagerens referat:
Jeg deltog i formiddagens møde. Første taler var en kvindelig professor fra Marokko. Hun talte på arabisk, som jo er gud Allahs eget sprog. Der blev oversat til dansk. Hun gennemgik forskellige islamiske retsvidenskabelige og teologiske forhold uden overhovedet at berøre dagens emne, overfaldet på universitetslæreren, som læste op af koranen. Jeg rejste mig, og spurgte om hun havde kommentarer til dagens emne. Hun fortsatte med sin teoretiske belæring om det fredelige og tolerante islam, hvor man kun anvender vold i nødstilfælde. Jeg greb mikrofonen igen, og spurgte, om hun tog afstand fra overfaldet. Her greb ordstyreren Jakob Skovgaard-Petersen ind, og sagde at dette var besvaret, så damen slap for at svare. Det vil sige, at Københavns Universitet lod mødet starte med besættelsesmagtens udlægning af teksten, og man forhindrede at propagandisten fik stillet ubehagelige spørgsmål. En journalist fra Information ville vide, hvem jeg var. Han havde nok ikke set sådan en før. Damen fra TV2 spurgte, hvem der havde inviteret mig…”
*) Lektoren havde til brug i undervisningssammenhæng læst nogle korte afsnit op fra Koranen.

Ole Gerstrøm

2. Kulturen skal bestemmes af international konvention

Kender du UNESCOS nye Kulturkonvention, som blev vedtaget d. 20.10.2005?Den blev dagen efter rost som et stort fremskridt af kulturminister Brian Mikkelsen. Se hans pressemeddelelse på Dansk Center for Kultur og Udviklings hjemmeside.
Vil du kende lidt til indholdet af denne konvention, skal du læse videre her?
”…Der skal blandt meget andet i denne forbindelse oprettes en international pengefond til at fremme og beskytte multikulturen. Med hensyn til selve multikulturen er den nye tekst måske endnu mere explicit i sine krav end den forrige. Der skal gøres store indsatser for at fastholde og udvikle diversiteten (forskelligheden) nationalt og internationalt – herunder sprogene . Den offentlige sektors “strategiske og management” kapacitet skal øges gennem professionel og interkulturel udveksling.
Coop-produktioner skal tilstræbes, U-landenes kulturprofessionelle og “practitioners” (bl.a. vel imamer) skal have fortrinsstilling osv. Hvilket altsammen er integrationens modsætning…”
Fire måneder forinden:
Politisk aftale ’Ny Chance til Alle’ med socialdemokraterne lige før sommerferiens eller lige efter dens begyndelse (18. juni 2005) , så glider den nemmere ned, medens tankerne hos tingets medlemmer er andre steder henne: ”Nu skal vi integrere”, ”Nu skal vi sikre flerkulturen”, ”Nu skal vi have nogle flere”, ”Det bliver vel ikke til terror”
[…]
Tilbage til kulturkonventionen:
”…Kulturen omfatter materielle og åndelige frembringelser: tro, sprog , strukturering af pluralistisk statsborgerskab m.m.
Generalsekretæren udnævner en 12-mands-gruppe (“Advisory Group”- AG), der rådgiver generalsekretæren. Den giver selv regler til at effektivisere “Den kulturelle diversitet” (KD) samt egne procedureregler. Til AG skal så en “Overnational Kommitté” (OK) rapportere . Den består af 18-24 medl. – som er udnævnt af en “General Assembly of States” (GAS), som OK også informerer. OK skal fremme Konventionens hensigter samt udstede retningslinier for gennemførelse og anvendelse af Konventionen. Og tage passende skridt, hvis det derunder rangerende “Cultural Diversity Observatory” indberetter, at multikulturen er truet i et eller flere medlemslande. Medlemslandene skal regelmæssigt indrapportere fremskridt i beskyttelsen og fremningen af KD. Hvis der opstår trussel mod KD, kan ethvert land indberette det. Og OK tager så stilling til hvad der skal ske. I slemme tilfælde drages GAS og AG til råds, og det kan ende med international intervention. Det synes ikke principielt udelukket, at f.eks. Sverige i hellig nidkærhed må indklage f.eks. Danmark.
Demokratiet har her mistet al mening. Det enkelte medlemsland modtager sine kulturpolitiske retningslinier fra OK. Det enkelte medlemsland kan ikke selv afgøre stridigheder i kulturanliggender – f. eks. indvandring og integration. De skal forelægges en særlig mæglingskommission…” […]
Kilden til ovenstående har været følgende:
http://portal.unesco.org/culture/admin/file_download.php/Eng-Prelimi, men den er fjernet.

3. Skolen og pædagogikken er længe blevet manipuleret af samme kræfter uden konvention
Uddrag af:
http://www.lilliput-information.com/euune.htm
” ”Hvorledes udviklingen er fastholdt, kan der læses i en fransk bog med titlen “Machiavel Pedagogue” ou le ministere de la réforme psychologigue” af Pascal Bernardin, forlag: Editions Notre-Dame des Graces 1994 eller 1995.
Sindelagskontrol og hjernevask i Europas skoler. Er skolevæsenet ved at blive en ny overvågningsfaktor for Europas borgere?
Pascal Bernardins bog, der behandler de undervisningsreformer, som er ved at holde deres indtog i bl.a. EU-landenes skoler, er skrevet på basis af et omfattende materiale af officielle dokumenter, herunder rapporter fra særlige afdelinger under (FN’s) UNESCO og Europarådet, hvis opgave det er at lave videnskabeligt udarbejdede handlingsprogrammer til fremme af den “nye verdensorden” og eksportere psykologiskemanipulationsteknikker til FN-medlemslandene. Bogen behandler en helt ny form for undervisning bestående af udspekulerede psykologiske overtalelsesmetoder, som har til formål at ændre elevernes værdinormer og adfærd. Dette sker f.eks. gennem rollespil eller arrangeret gruppepres på den enkelte (stadig gennem leg). En sådan bearbejdning af elevernes underbevidsthed, som der her er tale om, og hvor uønsket skepsis analyseres og fjernes, kaldes kommunikationsøvelser (i kodesprog) og svækker forholdsvis hurtigt barnets evne til at udvikle selvstændig stillingtagen, og får det til at reagere lydigt på bestemte propagandastimuli. Men ikke nok med det.
Skal vi tro Bernardin, bliver resultatet af den slags undervisning registreret for hvert barn på en edb-central for hele Frankrig som et led i den sindelagskontrol, der føres med borgerne…”
———–
If you find it worth while to investigate some of the considerations made by UN officials on the subject “Fertility, Work Force and Future Welfare in Europe”, you could go to: http://www.unece.org/pau/epf/ndr.htm
[there are also specific considerations about Denmark, Italy og Germany perhaps
made in the respective countries, but without the peoples knowing what will
come]

4. Europæisk – Arabiske dialog
Here you have the entire documentation of Euro-Arab-Dialog since the meeting in Amman, Jordan in 1966 : http://www.medea.be/index.html?page=11&lang=en&idx=0
I 1978, under socialdemokraten Anker Jørgensens regering, underskrives i Damaskus Den Europæisk- Arabiske Dialog, bl.a. med henblik på at fremme “udbredelsen af kendskabet til arabisk sprog og kultur i Europa” (EF Bull. 5-1976, EF Bull. 12-1978, side 25). Reelt er det en aftale om fremme af Islam i Europa.
Europa og den arabiske verden er allerede begyndt at arbejde sammen økonomisk, som det var blevet forudskikket i Nord-Syd-Dialogen fra 1968 og i den Europæisk-Arabiske dialog fra 1966. Egypten, Jordan, Marokko og Tunis besluttede sig sidste år for at sætte frihandelszone i gang. Egypten forventes fuldt optaget i frihandelsgruppen. Imidlertid har EU forhandlet med 12 Middelhavslande som led i den såkaldte Barcelona-Proces om kooperation mellem EU og dets naboer omkring Middelhavet mod syd.

Endemålet med denne Barcelona-Proces er at etablere tættere bånd vedrørende handel og sociale spørgsmål så vel som politiske. Dette skal føre til skabelsen af Euro-Middelhavs-Frihandels-Zonen bestående af 27 lande i 2010. Frihandel er blevet et camouflage-udtryk i politikernes retorik, når de taler om integration/ samling, sociale spørgsmål (her løsrevet fra den politiske i signalgivningen) kan relateres til indvandringen.
Spørgsmål om EU’s løfte til arabiske lande om EU-medlemskab gjorde hende mundlam.

Mødet holdtes d. 19.05.06 på Københavns Universitet. Arrangeret af Konservative Studerende. Ordstyrer: Lykke Friis. Margot Wallström, EUs 1. viceformand/kvinde og øverste kommunikationsansvarlige, holdt åbningstalen ved 1. Euro-Mediterranske parlamentsforsamling i Cairo 14.3.05.

WALLSTRÖMS TALE
Margot Wallström holdt smilende og venlig en tale på et kvarter. Deri udtrykte hun, at EU efter det franske og hollandske nej har betydelige problemer, og at man ikke i nær fremtid vil fremsende et nyt eller lappet traktatudkast. Og slet ikke det forkastede. “Det ville simpelt hen blive forkastet igen”. Hun havde som årsag til EU-skepsisen ved rundspørger blandt EU-borgere fået anført frygt for sociale forringelser, tab af arbejdspladser og for, at man ikke ville tage sig nok af problemer som f.eks. miljø. Hun tilføjede, at man godt var klar over, at borgerne i EU er stærkt bekymrede for følgerne af indvandringen.
Hun fortalte, at man nu i EU satsede på at vinde borgernes tillid. “Derfor har vi nu en tænkepause, hvor vi lytter til borgerne. “Det danske “Borgernes Dagsorden” er det bedste initiativ, vi har set. Vi skal ikke først lave politik og så derpå gå i dialog med borgerne om denne politik. Vi skal lytte til borgerne først – og så lave politik. Derfor er vi efter afstemningsforkastelsen i Holland og Frankrig ikke gået over til plan B. Vi er gået over til plan D, som står for “Dialog, Debat og Demokrati”! Og så ville hun gerne høre auditoriets spørgsmål.

SPØRGSMÅL OM EURO-MEDITERRANIEN
Jeg fik ordet som den første og sagde:” Dialog, debat og demokrati”! Det er jo alt det, som EU netop ikke står for.” Wallströms pæne smil forsvandt og hun blev lang i ansigtet – og var det under resten af mit indlæg. “De har i Deres tale ikke med et ord nævnt Euro-Mediterranien-projektet, skønt det nu har stået på i 10 år! Og De er jo dog frem for nogen eksponenten for Euro-Mediteranien. Men heller ikke Deres politiske kolleger har fortalt os noget om Euro-Mediterranien. Og medierne er hermetisk tillukkede om emnet.
Derfor kender ingen i dag Euro-Mediterranien eller dets propagandaapparat, Anna Lindh Foundation og det danske udenrigsministerielle Dansk Center for Kultur og udvikling, som er i fuld gang med at fjerne vores kultur og religion, som de kalder stereotypier og fordomme.
http://www.dccd.dk/DCCD/cku.nsf/doc/olafg.hansensspeechjune2005rabat?OpenDocument
Samtidig er man så gået i gang med gennem medierne at trække islamisk kultur ned over os – som I snart skal få at se igennem “Images of The Middle East”, der er en gigantisk islamisk kulturfestival, hvor man i tiden 12. august til 20. september vil bombardere os med islamisk kultur i alle medier og i alle større danske byer.”
Ordstyreren nikkede samtykkende til mig. Men pludselig råbte en kulturradikalt udseende mand fra salen: “Kom nu til spørgsmålet”. Herved blev jeg naturligvis afbrudt i udviklingen og måtte sige til ham:” Da der er absolut tavshed om Euro-Mediterranien ved ingen – heller ikke her – noget derom. Derfor må jeg fortælle lidt derom. Ellers forstår man jo ikke mine spørgsmål”.
Ordstyreren vinkede afværgende ad manden og sagde til mig: Fortsæt! Hvorpå jeg
stillede mit 2. spørgsmål:
Hvorfor hersker der blandt politikere og i medierne absolut tavshed om Euro-Mediterranien projektet? Tror I, at en sådan fortielse er vejen til at vinde EU-borgernes tillid?
Hvad er formålet med Euro-Mediterranien?
“Det var da klare spørgsmål”, sagde ordstyreren. Men Wallström stod blot himmelfalden – mens jeg ventede på hendes svar, som ikke kom. Hun stod dybt alvorligt og mumlede hen for sig: “Jamen Euro-Mediterranien er jo blot et hjælpeprojekt til vore naboer. Jeg forstår ikke, hvad spørgsmålsstilleren har imod Euro-Mediterranien projektet!” Hvorpå jeg tog ordet igen og sagde: “Jeg har det imod Euro-Mediterranien-projektet, at I på Napoli mødet d. 28. november 2003 har lovet de 9 islamiske deltagerstater foruden Israel EU-medlemskab med EUs 4 fundamentale rettigheder – herunder fri bevægelighed for mennesker!” (Hvilket jo betyder åbning for de muslimske sluser til Vesten)
http://ec.europa.eu/comm/external_relations/euromed/conf/naples/index.htm

VIDERE SPØRGSMÅL
Man gik nu videre i spørgerunden. Næste spørger var manden, som havde afbrudt mig. Han præsenterede sig som redaktør for bladet “Nyt Europa” og kom nu med et indlæg, der var længere end mit, hvori han efterlyste mere EU-dynamik i retning af at få gennemført udvidelser af EU.
Da jeg kom hjem slog jeg “Nyt Europa” op på internettet. Det viser sig at være et blad, der tilsyneladende med Steen Gade som frontfigur repræsenterer centrum-venstre synspunkter om EU inden for EU – i modsætning til Junibevægelsen og Jens Peter Bondes parti. Man har følgende vision: vore forgængere skabte det nationale demokrati. Vi skal skabe det grænseløse europæiske demokrati. Vore børn og børnebørn skal skabe det globale demokrati. Altså Gorbatjovs, Rockefellernes og Council On Foreign Relations ønskedrøm: Én-verdensstaten uden grænser.
Man samarbejder meget tæt med Margot Wallström om dette – i øjeblikket med at skabe tæt kooperation mellem centrum-venstrepartier på tværs af Europas grænser.
http://www.nyteuropa.dk/
Det store mål er at vinde EU-parlamentsvalgene i 2009 for så at kunne gennemføre denne dagsorden. Idet man dog mener, at højre-partierne er så enige, at man sagtens kan samarbejde herom med dem.
De følgende spørgsmål gik på, om ikke EUs bureaukrati hindrer EU i at opnå de synlige resultater, som de så gerne vil præsentere borgerne for?
Et spørgsmål om service-direktivet blev betegnet som et eksempel på misinformation i medierne. En ønskede sammenfaldende datoer for fremtidige EU-afstemninger. Til sidst spurgte en om islams rolle i det fremtidige EU.
Hertil sagde Wallström, at vi jo allerede har taget imod mange flygtninge. Men hun var bekendt med, at der var stor bekymring herover i befolkningerne. Hun håbede dog stærkt, at Tyrkiet kom ind i EU. Men der var store vanskeligheder – og det ville ikke ske de første 10-15 år. “Vi håber derved at kunne hjælpe de moderate kræfter til at dominere over de fundamentalistiske, som ellers vil sejre og skabe konflikter”, sagde hun.
Der var stort bifald til Margot Wallström.
Efter mødet står det mig klart, at Euro-Mediterranien-projektet virkelig er en kilden sag for EU. Samt at EU har krammet på medierne.Wallström havde her virkelig lejlighed til at informere os, men undlod at svare på stillede spørgsmål. Og det står mig klart, at man i EU-kredse ønsker at hemmeligholde Euro-Mediterranien-projektet – for i stedet lige så stille at manipulere det ned over os. Især efter at man har set, hvilken utilfredshed udsigten til optagelsesforhandlinger med det 1. Euro-Mediterranienland, Tyrkiet, har udløst f.eks. i Frankrig og Holland. At sælge hele Euro-Mediterranien på sædvanlig demokratisk vis til befolkningerne ville være en alt for stor mundfuld.
Wallströms nære samarbejdspartner fra “Nyt Europa” forsøgte næsten desperat mod al god skik at komme Wallström til hjælp og få fejet Euro-Mediterranien væk.
Anders Bruun Laursen

5. Jürgen Habermas udpeges til EU kommissionens tænketank for bæredygtigt Europa
Daværende EU Kommisionsformand Romano Prodi udnævnte Jürgen Habermas (JH) til europæisk tænketank i 2003 inden sin fratræden. JH er nøglefigur i hele den sindelagspolitiske ideopbygning og udvikling, der siden 1960-erne først i Europa har ført til den senere såkaldte globale politiske korrekthed – den er ensbetydende med en totalitær ordning.

“New Left Review 11, September-October 2001
Germany’s leading philosopher argues that further development of the European Union requires both a mobilizing political project- positively differentiating the Old World from the New – and a formal Constitution, submitted to a popular referendum…”
JÜRGEN HABERMAS
WHY EUROPE NEEDS A CONSTITUTION
“…Eurosceptics reject a shift in the basis of legitimation of the Union from international treaties to a European constitution with the argument, ‘there is as yet no European people’. [14] According to this view, what is missing is the very subject of a constituent process, the collective singular of ‘a people’ capable of defining itself as a democratic nation. I have criticized this ‘no-demos’ thesis on both conceptual and empirical grounds…”
[…]
“…Today, moreover, the European nation-states are being brought together by the challenges which they all face equally. All are in the process of becoming countries of immigration and multicultural societies…”

6. Nord-Syd Dialogen fra 1968
“Den Skjulte Magt” af Anthony Sampson, tidligere sekretær ved Willy Brandt Kommissionen, der stod for den såkaldte Nord-Syd Dialog mellem udviklings-landene og industrilandene.
“…the Europe that is shaping now is temporary the Europe of the banks, its heros are Rothschilds and Rockefellers, and a entire new hagiographi has grown up to fête them”, Anthony Sampson wrote in 1968 in ‘The New Europeans’. Hodder & Stoughton. England 1968. Anthony Sampson was secretary of Willy Brandt Commmission.

7. Dansken vej til ror og magt
Dette ideologiske projekt skal styres ved at undersåtternes sindelag styres:
Den danske TV-chef Bjørn Erichsen er blevet chef for EBU fra 1. januar 2002. Bjørn Erichsen – eller Asbjørn som han egentlig hedder – startede sin karriere som VS´er og sekretær i bevægelsen ”Vietnam 69”. I 1971 udpønsede 3 VS-aktivister i villa ”Maos Lyst” i Hellerup en plan om at oprette en rød højskole. De 3 var Hans Jørgen Kløvedal Svendsen, Ivan Mortensen og Asger Boertmann. Det var imidlertid lettere tænkt end gjort, selvom man i den midlertidige bestyrelse havde navne som Harald Munk Plum, Gunvor Auken, Tage Hind, Henning Tjørnehøj m.fl. og bl.a. hjælp af Amdi Petersen, Poul Jørgensen og Ejvind Larsen.
Det kneb med pengene og med enigheden. Det endte med at foretagendet blev kuppet ved et møde 19. august 1972, idet Kløvedal Svendsen med støtte af Bjørn Erichsen kom med ca. 70 mand og overtog skoleprojektet, oprettede ny bestyrelse med Erichsen som formand og fik skolen i gang. Bjørn Erichsen gik over til DKP og i løbet af få år havde DKP overtaget højskolen.
Bjørn Erichsen blev medlem af DKP´s centrale skolingsudvalg, ligesom han underviste på Marxistisk Oplysningsforbund (MOF), ledede studiekreds om marxisme på Krogerup Højskole o.l. Oplysning, undervisning, propaganda gennem massemedierne og skoling af både børn og voksne er som bekendt en meget vigtig ting i et samfund. Bliver den ensidig, bliver samfundet ensidigt, og sådan blev det. Mens fagene historie og litteraturhistorie næsten helt forsvandt fra skoleskemaet, foregik indoktrineringen for fuld udblæsning i 70´- 80´erne. Alt dette og mere til kan man læse om i den nylig udkomne bog ”Den stille Krig” (2001).
Fra 1981 kunne Bjørn Erichsen fortsætte sin kommunistiske belæring i DR-TV som programmedarbejder ved undervisningsafdelingen. Desuden skrev han bog ”Om Arbejderbevægelsen” og fremførte sine kommentarer i ”Social Revy”, det marxistiske kartel BUPL´s blad ”Børn og Unge” m.m.
Han deltog naturligvis også i den sovjetstyrede fredsbevægelse, idet han sammen med Lene Bredsdorff og Lars Engels redigerede udsendelsesrækken ”Slip Freden løs”, skrevet af Jesper Jensen – de husker ham nok, ham psykologen, der ødelagde folkeskolen med sin ”lille røde bog for skoleelever” og bandlysning af al disciplin. Noget skolerne stadig døjer under. I samarbejde med Ebbe Reich Kløvedal og Poul Vitus Nielsen nåede Bjørn Erichsen i 1987 at lave TV-serien ”Nu dages det Brødre”, inden muren blev styrtet.
Nu (2002) er Bjørn Erichsen så udnævnt til chef for det store TV-selskab EBU – European Broadcasting Union, som har 70 TV-selskaber som medlemmer i 31 forskellige lande i Europa, Nordafrika og Mellemøsten. EBU´s hovedkontor ligger i Geneve. Ligesom andre 68´ere nåede Erichsen til tops gennem den kommunist- fascinerede ærtehalm
og ensidighed.

Sonia
“if your heart is filled use your brain”

The Destruction of Our Children Is Done Systematically

Posted in Black Witchcraft, Experimental psychology, Genocide, History, Responsibility with tags , , , , , , , , , , , , , , , , , , , , , , , , , , , , , on November 22, 2007 by jantippe

Superior philosophy behind marketing and pedagogy in 1980s

I can not tell about the superior reference-framework, thoughts and philosophies or psychologies behind the Danish educational system. I know too little about that.

May 19th 1996 a short feature in DR TV Avisen (the News from the Danish channel DR) told that (Flexners) amphetamines had been taken into use against Danish children and young people that do not fit into the systems in our country. It was not presented in that way.

May 26th 1996 TV 2 brought a transmission from a school class in Denmark, in which one half of the pupils had to consult the school psychologist.

I have taught as I found was right, as the students wanted, and according to the responsibilities I knew or felt I had in relation to the claims of examination, and also to transform some experience to the young people. The priorities were in reality mine. A lot of courses were supplied.

I imagined that marketing- or concern-directors in Denmark and in Europe today did not have much in common with socialism-conscious pedagogues uniformed in lilac nappy as headgear in Denmark in the 1970s.

This imagination was a delusion.

Until the mid 1980s a book titled ‘Marketing’, and subtit-led ‘A scientific-theoretical analysis, A humanistic alter-native’ was included in the compulsory curriculum of the education HD, Marketing (a special education of economics like Master of Business Administration at the Commercial Colleges in Denmark).

The authors were Stig Ingebrichtsen and Michael Pettersson, the publisher Samfundslitteratur, Copenhagen 1979. The illustration of the book-cover has been made from a copperplate founded on the Raphael’s “The school in Athe-na”.

This reading tries pretty coherent, but in the beginning a little hesitating, to state for different frames of reference, and to make a debate about an expanded paradigm – as it is called – to the learning of marketing in Denmark.

It explains shortly or refers to different philosophical views, and the frames generally, and specifically the frames of marketing.

The authors explain their paradigm or superior view on the pages 23 and 24. This is quite all right. Then we should know where we are. This view is something about “fundamental understanding of the world and the peoples or a real meta-language”. All in all they start with J. Bärmark’s method of an analysis of the works of Abraham Maslow, compare J. Bärmark’s ‘Wärldbild och vetenskabsideal. Naagra ledande temata hos Abraham Maslow’, Göteborg 1976 (rap. No. 84). They use the framework of Bärmark to analyze Maslow and his works, they choose to use his method. This is fine.

The central model of Maslow to describe ‘needs’ illustrates with a pyramid physiological needs (as food, warmth and housing), at the next level safety- and social welfare-needs are placed, at the level above you find recognition- and prestigeneeds, and at the highest level in the pyramid the self-expression-needs. I wondered why my students already tried to express “need” theoretically.

The model is without central importance in this connection, but in order not to create confusion just the mentioned.

The authors also try to describe their own “external and internal” ethics in relation to, what they have written in the reading. Ethics is not the right word. Responsibility in relation to their colleagues, and in relation to their “world-project” is more precisely. Here I noticed one thing included in the reading, I suppose about the “external ethic”: “The responsibility consists in that what we produce here contribute to that ideal of a society (mine: internationalism), and the corresponding grounding view of human being. We have noticed the problems that may emerge in relation to the ideal of society on behalf of the global satisfaction of needs and our responsibility in this connection”.

I do not hope the authors have sleeping-problems.

They mention that a few of their references concerns some writings that they have not quite understood.

After this I was just calm.

Now you have to understand that such a reading has been coded or characterized by what they have been coded with themselves. In this way they try the hide what they have in view, and in this way nothing are very clear to unauthorized.

We get in more than one way a review of Hegel, Wundt, Dewey, Thorndike and several other epigones of which Lewin (Gestalt-theory), Wertheimer (field-theory) and Goldstein (Holistic neurophysiology) in the experiments to manage the marketing-function optimally from above in private businesses, non-profit-organizations, state-organizations, political parties, media.

Here they try with help from Bärmark to place Abraham Maslow, eventually to get his pyramid laid down on the side, as they outline in an illustration, and to get the topical (1979) marketing-paradigm moved or widened after their need in this connection to get a more existentialistic way of thinking included.

Existentialism is very short connected to at group of philosophers, most speculative (or speculators if you wish), which maintain that “the existence comes before the essence” (before the thinking).

In relation to marketing: When the real existence is the continuos choice of the individual itself under a total-interpretation, the needs for anything must be inter-preted as partly coordinated, and not as Maslow maintains – the authors maintain – in a hierarchy and built as a pyramid.

The world-famous Danish Soeren Kierkegaard is mentioned in a sentence by the way among these leading existentialists, overall leading among the leaders, I have to mention as a matter of form that Kierkegaard points out the paradox:

“Life is lived forwards, but it is only understood backwards, and there has to be chosen under risk. Only if you are so cautious that you construct a system with the ethics in, you manage, because you then get a system, where you have everything, everything else, and have left out the only needfully”, Soeren Kierkegaard wrote in the “Phases on the Way of Life”.

Especially Jean-Paul Sartre has had the interest of the Marketing-authors in relation to the mentioned Abraham Maslow.

Page 77: “We support the focusing on Maslow, on the individually, on the characteristics and the individuality of the human nature, although we much more than Maslow want to take the development of the personality into an interplay with the factors of the outside world, that means institutions, structures of the society ans. The one thing is not created as a function of the other. The development takes place as a process of reciprocal action. But we agree with Maslow in that view of human being can find its philosophical basis by the existen-tialists, but in such a way that the inner of the human being (its self) can not be recreated entirely and all the time through the choice of the person himself”.

The authors wrote.

Abraham Maslow: “On the way to a psychology of existence”, Copenhagen 1976 (in the original from 1962): “There are existential psychologists that accentuate the self-creation of the self too one-sided”…”This is naturally in its extreme form an exaggeration, that is in direct inconsistency with the theory of heredity and the constitutional facts (mine: the ruling) of the psychology. In reality it is just foolish”. “This extreme point of view is known to us primary through Sartre (for example in: J.-P. Sartre’s: “Existentialism is humanism”, Copenhagen 1968, original 1946).

“Maslow’s focusing on the interior human being must be seen as a reaction to the clear emphasis of the meaning of the environment of the behaviorists”.

“Maslow has – following the authors – chosen to believe on the natural goodness or neutrality, which for Maslow means that the self-actualizing people ought to rule the country”, the authors then write at the beginning of page 77. Do not let us wander off into a lot of nonsense.

You see, Maslow belongs to the so-called “Third Power”, after the existing till now, and the pure marxistic alternative. The “Third Power”, trend or wave, they work in metaphors especially for the mystery.

This is the Internationalism.

According to the pyramid of Maslow the Russian Alexander Solsjenitsyn tells in ‘The Gulag Archipelago’ that a substantial, edifying conver-sation or a tracking down, where you make notes all the time, can take place in one of the small, French train compartments with room for six persons – used in The Soviet Union – when twenty people had been squeezed into it. Even if your feet could not reach the floor, and you have not got anything to eat for several days.

But this was at that time, but it can not be a lie. KGB was offered all the income from the sale of the book the Western World, if it found just one error of facts in the book. They have not found any, as far as I know.

Well, we can very well lay down the pyramid, if the gentlemen and the ladies in the sectors of marketing in the so-called free Western World want so.

On page 105 the authors of ‘Marketing’ write:

“Out of the potential alternatives it has been our intention to emphasize the existentialism as one alternative psychological movement to the “the behaviorism”, with the believe on that inspiration can be brought from the existentialism to create an alternative understanding of the human being in the marketing-theory and theory of behavior. One of the authors is working with this problem (Pettersson)” (unquote).

The big jump of the theories of economics and society happens at the transition from the phase, where you can or can not explaine and foresee the behavior of the human being to the managed influence on behavior. The corresponding model of the explanation and forecasting of the human being suites the underlying so-called empirism later on positivism, which model-apparatus uses the model of causal-interpretation that needs the past to explain the presence and the future. The experience, the past and also the cause are not acknowledged, and this is perhaps quite legitimately to maintain, when models show themselves not to apply to the outside world, even if you have made an effort with all possible interpretations, especially those of the language expressed in mathematical symbols.

And it is of special interest, when we for a moment concentrate our thinking a little on just another circle of subjects – which has not been discussed anywhere else:

Environment, ecology, stratosphere, menaces to the globe, effects on heath, influence of individual behavior in this connection and the correlation including the influence of businesses on the surroundings and the commissioner’s influence of behavior on the producer. Taken in a random order, which is the custom in this subjects.

In the treatment of these subjects it is fully correct to show “coherence including causality” between this and that. This is often done by using the so-called statistical, quantitative methods.

They use phenomenons that can be described using num-bers. I can assure the reader that two of the used methods, Regression and the Chi-test among others have been used many times to obtain the wanted coherence or the wanted causality from the model.

The methods are very fine mathematics, but when you use them, it is very easy to 1. Interpret the problem wrong, 2. To choose a nonsense-coherence or, 3. To select the wrong method, 4. To use the methods wrong, 5. Interpret the results obtained from the model wrong, 6. To make a wrong conclusion on the basis of the results of model and transmit these results to be results of the real world.

Finally you can give the material to an unsuspecting, but “very understanding” journalist at a powerful medium.

As you perhaps might understand, there are several possibilities and especially a lot of impossibilities.

One of these is (read 1. above):

Because two phenomenons appear at the same time, there do not have to light a clear and imperative coherence between them. If for example the number of couples of storks in Denmark in the summertime has increased from 12 to 25 couples in the last two years, this is not a sure indicator of a so-called boom of babies among the Danes. This was just a clearifying example.

On these stratetic subjects, the fear for the unknown, for the distant, for the unchallenged till now, for the unexamined, where refined methods of measuring often effect the observation, very much can be shown and very much can not be refused – on the other hand to prove is something else. There are plenty of current phenomenons, plenty to undertake. And then the career.

It is interesting that the cause very easy can be used here, even though equivalence, unambiguity, functio-nality, really are serious scientific problems, which often are overlooked, even though these problems are rather determining.

You have to understand: The end justifies the means – especially for many ambiguities ones among the ‘The Jesuits of the Time’ for the salvation of the world. This was just a little disgression, but not without importance.

A total statement about this theme ought to have a reading of its own.

If the fourth power (after or at the same time as the third power) should not be found exactly around these new so-called “scientific-like causal-shows” I should wonder a great deal. The witchcraft at least can contribute to, what David Icke calls the “Something-Have-To-Be-Done-Ef-fect”, which precisely matches Hegel’s Tese-Antitese-Syntese planning-model.

It can happen at the same time that essential facts are totally overlooked – the cause can be used, when need-ed…you know(?)

An example from Denmark is The Water Environment Plan. Price 17 Mia. DKr. Several facts were completely overlooked in spite of the fact that you could have learnt in Holland, and could have learnt a little more inorganic chemistry too. This was shown in Jyllands-Posten by our famous patriot from World War II Flemming Juncker.

From causal-models the transition first went towards the philosophical society-thinkers. They describe, interpret and seek understanding. With this starting point causal-models are getting insufficient, because the personality can not objectively analyzed.

‘Marketing’ deals with much more, which is not very central to this reading, the authors also find the market structure monopoly very convenient, if the concerned businesses accordingly work within an international objective.

The theory of behavior is powerful, generally also in the Danish HD-education, and first-rate men lead the arrangement, the lectures, the problems, the seminars and the examination. One of these Professor Flemming Hansen wrote publicly November 21st 1989 and November 6th 1992 that 15 millions ought to live in Denmark. Of these 15 millions – we have near 5,3 millions inhabitants for the moment on our 43. 850 square-kilometers – only half of them need to be individuals which have been born in Denmark, he wrote.

The first big transition is to experimental-psychology and Wundt. Wundt was not the end. We have to look at Sartre’s view on the human being, as proposed by the authors of ‘Marketing’.

Let us see, if that’s the point, judge yourself:

“The anti-racistic racism is not new. It is connected to the intellectual clime of the 1960s and its leading figures, especially Jean-Paul Sartre. With Sartre’s foreword to Frantz Farnon’s book (‘The damned here on Earth’), 1961, “the antiracistic” ideology has been created. Without the background in Sartre “antiracism” of today can not be understood in its specific mechanisms and interior identifications. From Sartre there are a straight line to “SOS-Racism with Bernard-Henry Lévy as an intermediate”, Monica Papazu wrote in Tidehverv No. 8 68th volume, October 1994.

Monica Papazu continued: “When Sartre in the foreword to Franz Farnon’s book expresses his “antiracistic” opinion, he happens to show, how the “anti-racism” turns out to be opposite racism, how in take over the contents of the racism. The starting point and the intellectual reasons of Sartre are here “the fight against the racism”, i.e. against “the racism of the whites”. But instead of being pointed against the racism of the white race, the fight is pointed against the white race.

What Sartre is representing as contrast to the racism is simply another racism, which in every respect imitates the first one. Contempt corresponds to comtempt, colonization corresponds to colonization, violence corresponds to violence, manslaughter to manslaugh-ter:”

“Yesterday you were, Europeans, the masters over the zombies, but “everybody have their turn (…) (today) you are the ones, that are zombies”(p. 13)”…First there only is the violence of the colonialist, but soon their own (the Non-European), that is: the same violence is being thrown back on us, like our reflected image is meeting us, when we walk towards a mirror”(p.16).” …Earlier we were the creators, and now other create history with us as the substance”(p. 24)”…It is our turn, step by step, to set foot on the way that leads to the ‘native’ level. But to become natives, our earth have to be occupied by former colonized” (p. 25)”…We were human beings on his expence, he (the Non-European) make himself a human being on our expense. Another human being: of higher quality” (p. 21).

In the reflected image everything return, even the hierarchy of the races will rise again in reverse order, with the European as the inferior race, and The Non-European as a superior race: a human being “of higher quality”.

“It is the hate of the races Sartre through a general damnation of the whites (all whites are guilty) explicit urge to. The European colour of the skin (“this fat, pale continent” – p. 22) can not be regarded without hate, when you follow his text”.

The sense impression inspires an irresistible hate that only can find its release in the manslaughter: “to shoot an European is to kill two birds with one stone” (…)”: one dead man and one free man are left” (p. 20).

This is Sartre’s internationalism.

“After many years The Language-Reform-Project in France succeeded in 1990. In several decades there has been made progresses to reform the way of spelling (1961-1965, 1976/1977), experiments which has failed – the French did not alter their way of spelling in according to the official instructions, compare among others Journal Officiel, a Report about the way of spelling at The Highest Tribunal of Language directly under The Premier Minister of France”.“The language is not a meaningless element in the people’s life. It is the people’s life. The question about the language is a question about the nation and its spirit, it is a question about the tradition, and the keeping of the tradition, it is also a question about the new generations, culture and education, the school, it is a question about the relation between nation and the immigrants, and it finally is a question about the character and the borderlines of the political area” (unquote).

Monica Papazu wrote so in her pioneering essay about a new ideology of totalitarian kind, which is ruling in Western Europe today: “Anti-Racism”. Under a humani-tarian facade the contents of the two main ideologies in modern times is reformulated in a peculiar mixing: racism and communism. The essay investigates its sources, basic themes, it forms of organization, and its relations to the institutions of the community. The tittle of the essay: The West-European taboo: The National”.

EU- and UN-pedagogy in the year 1996:

You can read how the development has been continued in a French book with the title: “Machiavel Pedagoque” ou le ministere de la réforme psycologique”, by Pascal Bernardin, Edition Notre-Dame des Graces, Paris 1996.

French-readers can buy the book in the book-shop:

La Joyeuse Garde – 5, rue Fondary – 75015 Paris – France.

That there is no chance that this book will be translated to Danish, and be published by an established Danish publisher should following from:

Bitten Kirsti Nielsen, a former translater in EF, wrote this review:

Mind Control and brainwash in the European schools. Is the school-systems becoming a new watch-factor for the European citizens?

Pascal Bernardin’s book, which deals with those reforms of education that is making their entry in the schools of EU-nations for instance, are written on the basis of a considerable material of official documents, among those reports from special departments under (UN’s) UNESCO and the European Counsel, which object it is to make scientific readings of programs for actions of promotion of the “New World Order”, and to export psy-chological technics of manipulation to the UN-members of countries.

The book deals with a quite new shape of education including cunning psychological methods of persuasion that have the purpose to change worth-norms and the behavior of the pupils. This happens through role-playing or arranged group-pressure on the single pupil (still through play). Such a working up of the unconsci-ousness of the pupils that it is, and where unwanted skepticism is analyzed and removed, is called practice of communication (in the language of codes), and it weakens the ability to develop the independent attitude of the child relatively quickly, and it gets the child to react obedient on certain stimulus of propaganda. But there is more.

If we shall believe Bernardin, the result of these kind of education is registered for every child in France on an EDP-Central for whole France as a link in that mind control of the citizens that is undertaken .

These technics of manipulation that especially have been tested in USA, have proven very effectively, as they can totally change the behavior of children and get them to react in diametrical contrast to what would be naturally for their religious, moral and political opinion.

There is in this abasement of the individual, an introduction of quite new criteria of good and evil, right and wrong that represents itself as being scientific (mine: even scientific like physics and mathematics, as we saw by Wundt and his epigones), and after which the child impart to a new international, multicultural identity in the new society of the world, where the collective comes before the individual. The new worths (of UNESCO, EU and others) shall be promoted, but this is not the only thing. The morals and the worths that were leading the former generations, and that the parents naturally will try to pass on to their children must be blocked, Bernar-din writes and refers to the reports of the European Counsel. This breach with the old under-standing of right and wrong – the understanding of the parents is exposed to the child, and it is explained away – naturally have to create an transition with moral and social chaos, but from this there will emerge a new order again (as it is quoted in the book from an UNESCO-report) controlled by the state and the international organizations.

The book also describes the teaching, that the teachers receive on specially established colleges of teachers in France “Institute universitaire de formation des maître”, which selects teachers that are fit and teaches them in the new norms of worth and psychological technics of manipulation.

This comprehensive adaptation of the mind in the schools has crowded out the literary subjects, but also in their area there has been a changing of the teaching methods and the material of teaching. The teaching must no longer be marked by national attitudes, but it has to follow the UN’s standard instructions. This has as you probably know effected the teaching in history that now as a random representation of sporadic events in world history must encourage the cosmopolitan spirit. History must even be rewritten, so that the roots to the past is being cut, and there must be taught in the understanding of internationalism, disarmament, and human rights (my comment: The World’s holy human rights in contrast to the civil rights of freedom that also are called human rights, when they have been written in a good constitu-tion (more below)), as undisputed elements in the new community-supporting ideology. And they also work for a new language.

As mentioned is the objective representation of the education substance far from enough in the new educa-tion-reform, thought out by UNESCO and others, because know-ledge is not deciding any more.

The exposures of the book are frightening and it is obvious to ask questions, if it really is accidentally, when young people today leave school without the ability to read and write, or it is the result of the effort to adjust them in the so-called the ‘New World Order’.

I wrote in 1991 the explanations which can be seen on another, a little longer version To my explanations in 1991 especially to the development of criminality. I hope the reader understand now that all of us may be wiser by opening our eyes and ears and direct our still unspoiled senses not just towards the symptoms, but directly against the roots of the evil, and look at the whole root-net in time and space.

Complement: http://danmark.wordpress.com/2006/07/14/fills-your-school-child-with/

How did this begin?