Danmark

14. juli 2006

Den Nye Verdensorden (NWO) har sine ofre


Forbruget af Ritalin på de skolebørn, der har vanskeligheder med at finde ”den rigtige rolle at spille i NWO-pædagogikken”, d.v.s. at transformere børn til sociale, ensrettede skabninge som følger flokken, steg med (!) i 40 % i år 2000.

Dette fulgte indirekte af DR-Teksttv-Nyheder 14-12-2000. Du kan finde artikler på dansk ved søgeordet ”ritalin”, f.eks. på www. Politiken.dk og på www.berlingske.dk. De forsvarer næsten alle sammen ritalin, selvfølgelig:

Den 26. maj 1996 bragte TV 2 en udsendelse om en skoleklasse i Danmark, hvori halvdelen af eleverne går til skolepsykolog.

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 (dette link er blevet annuleret)

 

og i fagbladet Folkeskolen

www.folkeskolen.dk/1999/05/anmeldelser/anm05.htm (dette link er blevet annuleret)

En polsk-dansk psykolog/læge Gideon Zlotnik er den eneste jeg har set på danske tv-kanaler lægge afstand til Ritalin, som især gives til 13-15 årige skolebørn. Hvis du søger på f.eks. www. northernlight.com med ordet ritalin, vil du finde adskillige relevante og også kritiske artikler om forholdene udenfor Danmark.

Der er mange børn at redde i skolerne – der er adskillige i vor  egen kreds af kritiske, som jeg kender. De vil få diagnosen ”dampbørn”, i USA (ADHD) Attention Deficit Hyperactivity Disorder, og der skal udskrives sindsændrende narkotika til dem. Dette onde vokser eksponentielt og dermed tragedierne, hvis historier efterhånden kommer til offentlighedens kundskab.

Denne pseudo-psykologiske raket er en stor forretning. Salget af farmaceutika til behandling af ADHD voksede til 758 mill. dollars i år 2000 (i USA) og viser ingen tegn på at standse sin vækst. Imidlertid bliver flere og flere forældre skeptiske overfor diagnoserne og tvangsmedicineringen af deres børn med narkotika. Ansporet af tragedierne er der nogle der sætter sig til modværge.  

Lawrence Smith i Michigan og Vicky Dunkle of Pennsylvania mistede begge deres børn til psykiatrisk narko ordineret til behandling af ADHD. Mr. Smith’s 14 år gamle søn, Matthew døde af et hjerteanfald, som han fik medens han skateboardede. Retsmedicineren bestemte hans død til at skyldes langtidsbrug af stimulans ordineret til ham gennem hans skole. Tidligt sidste år døde Mrs. Dunkle’s datter Shaina i sin moders arme efter krampeanfald i sin læges konsultation. Hun var bare 10 år gammel.

Lawrence and Vicky, der forbundet af en fælles tragedie, sætter sig til modværge. De er fast besluttede på af afsløre bedraget omkring ADHD og den tvangsnarkotisering, der foregår af normale børn. Problemerne begyndte for begge forældre, da de blev kontaktet af skolens socialarbejdere og psykologer. De blev fortalt, at deres børn var for aktive, ”hyper-aktive”, ”lette at distrahere” og at de ”talte uafbrudt”. Lawrence og Vicky afviste disse diagnoser som simple normaltræk blandt energifyldte unge.    

Så kom regeringens jernnæve

Smith fik at vide: “hvis vi ikke overvejede at give vores søn den foreskrevne medicin efter skolen havde diagnosieret ADHD, kunne vi blive anklaget for at forsømme at opfylde vores barn uddannelsesmæssige og udviklingsmæssige behov. Hvis vi ikke var blevet presset af skolesystemet, ville Matthew stadig have været i live i dag.” Mrs. Dunkle er enig. ”Hvis jeg havde fulgt mit hjerte i stedet for de ’professionelle  rådgivere’, der troede de kendte min datter bedre end jeg gjorde, ville min dyrebare Shaina have været i live nu.”    

Hvad er det, der sker? Hvornår er regeringens (i USA) skoler kommet ind i en metier med tvangsbestemt sindsændrende narkotika imod forældrenes vilje.   

I 1965, ændrede betænkningen om Elemantary and Secondary Education Act (ESEA) uddannelsessystemet grundlæggende. Frøene blev lagt til den massive restrukturering fra akademikere til adfærds-påvirkere. Psykologien var i højsædet. Antallet af uddannelses-psykologer steg fra 455 i 1969 til 16.146 i 1992. I 1994 var der næsten flere børnepsykologer, psykiatere og rådgivere og speciallærere i det offentlige skolesystem i USA, end der var skolelærere.

Fra centralregeringens side belønnede man skolerne med $400 årligt for hvert barn, der fik diagnosen ADHD, og der blev tilrettelagt landsdækkende screenings. Antallet steg selvfølgelig.

I dag er mere end 7.000.000 børn blevet bragt ind under betegnelsen og registreret som sådanne, permanente patienter i skolesystemet. 10-12 procent af alle børn mellem 6 og 14 i USA er blevet diagnosticeret som værende lidende af ADHD.

Én ud af hver 30 amerikanere mellem 5 og 19 år har fået ordineret Ritalin. Psykologerne har aldrig haft det så godt.

Med mere end  halvdelen af disse 7.000.000 børn på ordineret Ritalin, er aktiemarkedsværdien af dens fremstillingsvirksomhed, den svejtsiske medicinalvirksomhed Novartis, røget tilvejrs. Nu arbejder dette firma og andre på at introducere en vært for et nyt narkotika i skolestuen, bl. a. Prosac og Luvow, som netop er blevet godkendt ved The Food and Drug Administration til pædiatrisk brug.

Industrien er på vej efter endog større vækst, når pille-brigaden prøver at ramme førskole-rollingerne. Brugen af psykotropisk narkotika, ligesom anti-depressive midler og stimulanter på 2 til 4 årige er mere end fordoblet mellem 1991 og 1995.  

4. november 2002: http://www.sygeplejersken.dk/sygeplejersken/default.asp?intArticleID=445  
Meget slemme børn, matematik-forstyrrelser, tilpasnings-forstyrrelser, afhængighed af nikotin eller kaffe, er blandt de psykiske lidelser flere amerikanere hvert år får diagnosticeret. Og antallet af psykiatriske diagnoser er stigende. Kritikere ser tendensen som et forsøg på at gøre menneskelige lidelser og livsproblemer til et medicinsk problem – godt hjulpet af medicinalindustrien – mens fortalere fremhæver, at nye diagnoser netop kan afværge, at psykiatere giver forkert medicin.

Medens denne sygelige praksis fortsætter ukontrolleret, og der ikke rejses spørgsmål bliver flere og flere børn narkotiseret ind i sløvsind, og i værste fald dør børnen

Dokumentation for amfetamin og hjerneskader: https://danmark.wordpress.com/2006/06/16/om-droger-och-hjarnan/

Den danske skole i dag: https://danmark.wordpress.com/2006/05/29/folkeskolen-er-brudt-sammen/

 

Sonia

Fills your school child with amphetamine


Fills your school child with amphetamine 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-News 12-14-2000

You can read articles (in Danish) on the search subject (ritalin) on:http://www.politiken.dk/ and on http://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. http://www.nlsearch.com/ with the word ritalin, you will find several relevant and also critical articles on the matter outside Denmark.

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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)

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Kind (Ritalin free) Regard
Joern E. Vig, Denmark


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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 GRANDCHIL-DREN GODLESS, INTERNATIONALISTIC INSTRU-MENTS, “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

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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 Del-phian 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 foun-dation 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..
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End of part one

PART II


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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 real schulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn “harmony, obedience, 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.

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 individual 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 principles that later on became deciding to the development of Pavlov’s animal-experiments and to American psychologists of behaviourism… in addition decisive to the development of school-children, who were orientated more towards socialization than to-wards the development of the intellect of the child with the intention to continue the culture, but in favour 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 model, 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 pedagogy.
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 consciousness 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 behaviour, 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 propo-sals was promoted by Teachers College at the Columbia University.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 Advancement of Science. In 1900 he started Popular Science 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-psy-chology, 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 German 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. Read parts 3, 4, 5.
He was especially interested in animal-experiments. “He defines psychology in this way:
Psychology is the science about the intellect, character and about behaviour of animals, the human being included. Thorndike was the first psychologist who studied the behaviour of animals in an experimental laboratory. “He used the same technic with children and young people”.
As a result of this he published the book ‘Educational Psychology’ 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.


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END OF PART II

PART III:


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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 arithmetic, languages, history include things which are of low value…” “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 financing also to freshen up the business reputation.
In 1917 Abraham Flexner from General Education Board supplied a extension of the activities in Teacher’s College. He was a scientific researcher at The Carnegie Foundation for Advancement 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 a ‘even more convincing 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 behavioural modification. Much of the world ‘order’ rests on this foundation stone of en-suring 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 ‘Proclamation to the world of culture’, when they said they did so.
Johannes Joergensen proves this mostly with himself as an 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 Ver-mächtniss’ 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 Joer-gensen 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.

Footnotes:
1. Quotations from the mentioned reading in Danish translation (see the table of literatur) are put in quotation marks. The original American version can not be found in the Danish libraries (anymore).
2. Made possible by the law of 22th December 1913. The 16th amendment to the American Constitution that made it possible for a few to direct the money-emission in U.S.A.
End of quotations from the Leipzig Connection.

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Information of Denmark:


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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 subtitled ‘A scientific-theoretical analysis, A humanistic alternative’ 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 Athena”.

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.


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End of part III

PART IV

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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 interpreted 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 existentialists, 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 behaviourists”.
“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 conversation 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 behaviourism”, 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 behaviour. 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 behaviour of the human being to the managed influence on behaviour.

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 behaviour in this connection and the correlation including the influence of businesses on the surroundings and the commissioner’s influence of behaviour 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 numbers. 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 an 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, functionality, 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-Effect”, 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 needed…you know(?)


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End of the PART IV.

PART V

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An example from Denmark is The Water Environment Plan. Price 17 Bill. 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 philo-sophical society-thinkers. They describe, interpret and seek under-standing. With this starting point causal-models are getting insuf-ficient, 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 behaviour 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 manslaughter:”

“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 suc-ceeded in 1990. In several decades there has been made progres-ses to reform the way of spelling (1961-1965, 1976/1977), experiments which has failed – the French did not alter their way of spel-ling in according to the official instructions, compare among ot-hers 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 humanitarian 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 EEC/EU, 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 educa-tion that is making their entry in the schools of EU-nations for instance, are written on the basis of a considerable material of offi-cial 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 promo-tion of the “New World Order”, and to export psychological 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 behaviour 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 unconsciousness of the pupils that it is, and where unwanted skep-ticism is analyzed and removed, is called practice of communi-cation (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 who-le 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 behaviour 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, Bernardin writes and refers to the reports of the Euro-pean Counsel. This breach with the old understanding 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 uni-versitaire 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 constitution (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 education-reform, thought out by UNESCO and others, because knowledge 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’.

In 1991 I wrote the explanations which can be seen on another, a little longer version http://www.lilliput-information.com/engm.html 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 towards the roots of the evil, and look at the whole root-net in time and space.


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END OF THE STORY – NOW YOU KNOW AND THAT IS PERHAPS BETTER THAN NOT TO KNOW

26 kommuner har brudt loven


TTV3 13. juli 14:46

26 danske kommuner har sendt ledige i ulovlig aktivering de seneste år. Syv af dem er fra i år, og flere klagesager er på vej. Kommunerne kan ikke finde ud af at følge reglerne for, hvordan man sender ledige i aktivering uden, at det går ud over normal arbejdspladser og private firmaer. Det skriver Fagbladet 3F, efter Brønderslev Kommune er den seneste i rækken, hvis aktiviveringsprojekt er kendt konkurrenceforvridende.

Sonia

PS: Og kommunerne vil snyde i skat: https://danmark.wordpress.com/2006/07/04/nu-vil-kommunerne-snyde-i-skat/ 

Du skal kende reglerne og mere til: https://danmark.wordpress.com/2006/07/07/ostracized-dissident-du-er-skyld-i-historiens-gentagelser/ 

Afbrudt aktivering – dissidenter kan vinde selvrespekten:

https://danmark.wordpress.com/2006/07/21/afbrudt-aktivering-i-1996-dissidenter-kan-vinde-og-sikre-selvrespekten/