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The Destruction Of American Morality -- Leading To The Corruption of Today

Source

Originally published on another of Karl's web sites.

Note: The links on this page will take you off this web site, onto the original site of publication

Source:  Original Article by Karl Loren

It is easy to accept that one person, Jesus Christ, ignited a flame of hope and salvation that spread across the planet and has guided billions of people over thousands of years.  Man is willing and able to look at "goodness" far more easily than he looks at "badness."  We admire love, not hate!

It is hard to accept the reality of how our society could be damaged so much by a single person, or two!  Who could be the person capable of causing so much harm?  Who might belong on the stage of public inspection along side Jesus Christ?  Could there be anyone who was as bad a person, as Jesus was good?

This article is intended to ignite the flames of outrage rather than hope and salvation.  I leave to the capable Christians the  job of proclaiming Christ.  Surely the harm done by two humans, described in great detail in this article, and in the many supporting pages -- that harm is not as great as the goodness created by Christ those thousands of years ago.  In that we are fortunate.

But isn't it entirely possible that the very virtue of Christianity, to love, has made it difficult for Christians to see evil?  It is one thing to call something evil, but much more to cast it out.  Even Jesus threw the money-changers out of the temple.  Should those of strong religious faith do any less for the evil men who have hidden themselves inside the body of civilized society?  According to Bible students, this is the only example of Jesus ever using force!  Is not His example worthy of us today?  (click here for biblical story)

Who is this man, evil incarnate, who can take a position of such power against the word of God?

Morals, in a very early historical sense, were mostly propounded by religious figures.  When Jesus spoke of "good behavior" he was not setting statutory laws into existence. Rather he was setting up rules for achieving spiritual salvation.  These rules may still be bright and hopeful in some souls, but from the headlines and prison population we can see that man is becoming less moral, not more moral!

Before Wundt, the subject of psychology was largely philosophical in nature and dealt with the spirit, soul and mind. Wundt 's activity "redefined psychology as a physiological rather than a philosophical subject." Basically, everything previously considered to be a fundamental part of man - spirit, mind, soul, feelings, will, intention, hopes, and ideas - came to be ignored and explained as only being a response to external stimuli and physiology. Per Lionni, "What was will? For Wundt, will was the direct result of the combination of perceived stimuli, not an independent, individual intention as psychology and philosophy had, with some notable exceptions, held up to that time".   (Source -- Chapter 1)

This has the appearance of a pretty dry debate of the technicalities of the isness of "id!"  Doesn't sound very practical, like a new way to fix the furnace!  Turns out that these dry theories have tremendous impact on our lives today -- specifically the life of the school child.  More basically it could be said that WUNDT was the one who made it possible for morals to disappear from schools, and society.  We have come to a Godless age where moral corruption is still a headline but hardly a surprise!

"Wundt established the new psychology as a study of the brain and the central nervous system. From Wundt's work, it was only a short step to the later redefining of the meaning of education. Originally, education meant the drawing out of a person's innate talents and abilities by imparting the knowledge of languages, scientific reasoning, history, literature, rhetoric, etc. - the channels through which those abilities would flourish and serve. To the experimental psychologist, however, education became the process of exposing the student to "meaningful" experiences so as to ensure desired reactions:

" ...learning is the result of modifiability in the paths of neural conduction... The situation-response formula is adequate to cover learning of any sort, and the really influential factors in learning are readiness of the neurons, sequence in time, belongingness, and satisfying consequences.

"If one assumes (as did Wundt) that there is nothing there to begin with but a body, a brain, and a nervous system, then one must try to educate by inducing sensations in that nervous system. Through these experiences, the individual will learn to respond to any given stimulus, with the "correct" response."

"Wundt's thesis laid the philosophical basis for the principles of conditioning later developed by Pavlov (who studied physiology in Leipzig, in 1884, five years after Wundt had inaugurated his laboratory there) and American behavioral psychologists such as Watson and Skinner; for lobotomies and electro-convulsive therapy; for schools more oriented toward the socialization of the child than toward the development of intellect; and for the emergence of a society more and more blatantly devoted to the gratification of sensory desires at the expense of responsibility and achievement."  (source)

Before I go on to say more about Pavlov, did you get that last paragraph.  Education based on conditioning, based on modern psychology, simply requires that you offer various rewards or punishments  -- to achieve learning. So, we have now had several generations of our population whose only goal is to earn enough money to buy food, sex and drugs.

The concept of "morality" is now on the fringe of thought and society.

This is "me too" era of our times.  Gratification comes first because the absence of any moral rules, and the belief that man is an animal -- these give one little reason to adopt any spiritual values.  "Life for the day!"

The Russian Pavlov was a student under Dr. Wundt, and later became famous for his experiments with dogs.  Most people have heard of Pavlov ringing a bell to "condition" the dog to salivate. What most people don't know is that Pavlov also used torture and electric shock to condition the dog.  In other words he used by punishment and reward to condition the dogs.  In Russia they mostly used his punishment approach to rule the people.  In the US business has tried the reward approach to motivate workers, but neither one works when it is a conditioning, with no understanding of the mind.

You notice this use of the word "condition."  In fact the Wundt approach to education was, simply to condition the child to react properly to certain stimuli!  The picture on the left is one of Dr. Pavlov performing surgery on the brain of a dog!  The others in the photo are psychiatrists, hoping to learn from the Master Pavlov!

Here's Wundt's pupil, Pavlov:

One of Pavlov's most important findings was exactly what happens to conditioned behavior patterns when the brain of a dog is "transmarginally" stimulate by stresses and conflict beyond its capacity for habitual response. He could bring about what he called a "rupture in higher nervous activity" by employing four main types of imposed stress. The first was, simply an increased intensity of the signal to which the dog was conditioned; thus he would gradually increase the voltage of the electric current applied to its leg as a food signal. When the electric shock became a little too strong for its system, the dog began to break down. (source)

You may already see where this is leading?  More modern psychologists insert electrodes into the brains of living animals, and then send electricity into the brain -- looking for ways to "teach" the cat???

If you can control man with electrodes, or chemicals, then there is no need for a moral code.  All you have to do is "decide" what behavior you want, consider that man is an animal, and control man with behavioral psychology.

Modern psychiatry is the new source of control -- with drugs that, they say, "correct the chemical imbalance in the brain!"

The photo on the left is a living cat with electrodes inserted through the scull, into the brain.  When this is done delicately, it appears that the cat is not affected -- until the electricity is turned on!

Can children be far behind?  Is it being done, already, perhaps outside the US?  Can we "teach" this way without the electrode?

Let's see!

The Appendices to BLUEBIRD provide full proof of the fact that the Manchurian Candidate is real, and has been created by the CIA and military. The documented mind control research includes putting brain electrodes in children as young as 11 years old and controlling their behavior from remote transmitters; giving 150 mcg of LSD per day to children age 7-11 for weeks and months at a time; building safe houses where CIA personnel watched prostitutes turn tricks with customers - the prostitutes gave their customers LSD without the customers' knowledge; wiping out memories with electric shock, and using animals with implanted brain electrodes as delivery systems for chemical and biological weapons.  (source)

The image on the right, above, is presented as humorous, but the truth of brain electrodes can be hidden by making a joke of the truth.

In today's society these activities seems far away, and unbelievable.  But if you click on the link in the above paragraph, and then chase down all the other related links, you'll find a very believable story.  The beginning of the theory behind such behavior was Dr. Wundt.  The continuation of his theories, having passed through the violent experiments of the past 40 years, have entered a time of greater secrecy, and possibly less violence.  The influence is now more covert and thus more insidious.

But, if these violent invasions into humanity don't get publicity any longer, their more subtle cousins continue.

Our modern education system, in virtually all public schools, is based on theories of the mind achieved by assuming that man is an animal and needs "conditioning." Since those words are not very politically correct, they are now suppressed, but that is still the philosophical basis for American education -- and most other countries around the world.

Dr Wundt, as you see, influenced Pavlov to start his own experiments. But many others went to sit at the feet of Wundt.

Through these students, the Leipzig Laboratory exercised an immense influence on the development of psychology. It served as the model for the many new laboratories that were developed in the latter part of the nineteenth century. The many students who flocked to Leipzig, united as they were in point of view and common purpose, constituted a school of thought in psychology.  (source Chapter 2)

Some only "heard" about these new theories of man's development and developed their own ideas.  It seems that when a man has an evil, ungodly streak in him he will look for ways to prove that man is an animal and can be controlled like an animal is controlled -- with rewards and punishments.

Vladimir M. Bekhterev (1857-1927)
He extended to humans the same pattern of thinking that Pavlov had developed in his work on conditioned reflexes in dogs, Bekhterev was another forerunner of behaviourism.
 

 Independently of Pavlov Bekhterev developed a theory of conditioned reflexes, studying both inherited an acquired reflexes in the laboratory. He also accumulated a considerable volume of data on skeletal reflexes that was later applied in neurology.

Bekhterev's interest was the motor conditioning response (i.e., the application of conditioning to the muscles). Bekhterev concluded that the reactions were reflective rather than a result of mental processes. He argued in favor of a purely objective psychology void of the use of mentalistice terms and concepts.

Ten years after the Bolshevik Revolution, in December 1927, Joseph Stalin called the 70-year old Bekhterev to the Kremlin. Three years after the death of Lenin, Stalin was engaged in the final stages of the struggle for power. Stalin felt depressed. There was nothing strange in his turning to Bekhterev, for the latter was the undisputed psychoneurological authority in the Soviet state and he had also rendered the Revolution "exceptional services." In 1923, the ailing Lenin had twice sent for him. It is unclear, as perhaps it will always remain, what then ensued. Persistent rumors in the Soviet Union have it that Bekhterev diagnosed Stalin as suffering from "grave paranoia." The same day he had visited the Kremlin he suddenly died (some say a couple of days later). According to the rumors, Stalin had him murdered, this being the patient's revenge for the diagnosis. Perhaps, however, the death may have had some connection to Behkterev's acceptance of women and Jews (as students and colleagues) at a time when they were excluded from Russian universities. (source -- external)

The so-called great philosophers had preceded Wundt -- laying the groundwork.  These included Emmanuel Kant who had no faith in any spiritual goodness to man.  He did believe that "God" was necessary as a regulatory mechanism -- to keep man in check.  Kant, thus, prepared man for Dr. Wundt's later "science"

His image is to the left.  He wrote:

      "I have long been settled in my own opinion, that neither Philosophy, nor Religion, nor Morality, nor Wisdom, nor interest, will ever govern nations or Parties, against their Vanity, their Pride, their Resentment or Revenge, or their Avarice or Ambition. Nothing but Force and Power and Strength can restrain them."  (source)

Is this Kant saying that neither morals nor God will prevent man from being an animal?  You may still wonder where this is leading?  As we come closer to America's shores, and closer to present time, we find some famous American names and theories.

This approach has reared it's ugly head in recent times as the "look-see" method of reading. It never works and

Directions to the Teacher - Say to the child, pointing to the first picture, "What is that? Do you know his name? I wonder if he has a name? Suppose we call him Frank. O there is his name right under him," pointing to the whole word, Frank, but not to the letters. Nothing is yet to be said about letters. "Here is his name again. And here it is again. And here it is once more. What is that?"," pointing to the other picture. "Perhaps it is Frank's sister. What is her name? O here is her name. It is Jane. Can you show me her name again? - again - once more." Repeat till the child can tell the words readily.  (source)

 the result is always impaired reading ability of students, yet the education establishment demands it's use and prohibits the more successful phonics approach to reading. The problem is simple.

Of course grown adults don't sound out words - Cattell tested adults in his study. Adults have long since learned the sound of words and have associated these sounds and meaning with the "picture" or "shape" of the word. But when they were learning to read they did sound out words using traditional phonics methods, and only later learned the visual "total word picture" through repetition and experience.

Using the look-see method, the student has absolutely no tools to figure out how to say new words, and his vocabulary is limited to the words he has specifically been taught and memorized. Leave it to psychologists to "deduce" 5 year old children and grown adults perceive and read the same way.

It would be laughable if the results weren't so disastrous to the children. This is only one example of many where their gross dullness and stupidity camouflages itself with such catch words as "science", "innovative" and "progressive". (source -- Chapter 3)

Dr. Cattell, one of Wundt's first students, had a massive influence on American education -- all of it bad.

"In 1887, he left the country again to lecture at Cambridge, where he met and was deeply impressed by Charles Darwin's cousin, the English psychologist Francis Galton. Galton's theories held that "a man's natural abilities are derived by inheritance, under exactly the same limitations as are the form and physical features of the whole organic world." Cattell quickly absorbed Galton's approach to eugenics, selective breeding, and the measurement of intelligence. Cattell was later to become the American leader in psychological testing, and in 1894 would administer the first battery of psychological tests ever given to a large group of people, testing the freshman and senior classes at Columbia University."

"In 1891, Cattell joined the faculty of Columbia University as professor of psychology and head of Columbia's new psychology department, a critical position for the union of psychology and education." (source)

By this time another influential man, Thorndike, fell under the sway to this "new psychology" and since he was in charge of dictionary definitions, we find that "psychology" began to mean something different than it had -- in his dictionaries.  Thorndike's photo is on the right.

As briefly stated by Thorndike himself, psychology was the science of the intellect, character, and behavior of animals, including man.  (source -- Chapter 4)

Thorndike went on to write literally hundreds of books and papers, including some of the most influential in all of American education.

In The Principles of Teaching based on Psychology (1906), Thorndike proposed making "the study of teaching scientific and practical." This is his definition of the art of teaching:

... the art of giving and withholding stimuli with the result of producing or preventing certain responses. In this definition the term stimulus is used widely for any event which influences a person, - for a word spoken to him, a look, a sentence which he reads, the air he breathes, etc., etc. The term response is used for any reaction made by him, - a new thought, a feeling of interest, a bodily act, any mental or bodily condition resulting from the stimulus. The aim of the teacher is to produce desirable and prevent undesirable changes in human beings by producing and preventing certain responses. The means at the disposal of the teacher are the stimuli which can be brought to bear upon the pupil, the teacher's words, gestures, and appearance, the condition and appliances of the school room, the books to be used and objects to be seen, and so on through a long list of the things and events which the teacher can control.  (source)

How much of the educational method of 2002 is still based on this theory?

As brilliant as Thorndike was, and as influential as may have seemed to be, his influence would have never caused the havoc it did without a powerful thrust of money to cram it down the throats of American shools.

"As every school child used to know, Rockefeller created one of the largest monopolies of his time. He began in the oil business in 1863, and by 1880 had won control of 95% of U.S. oil production. He controlled the drilling for oil, the refineries, the prices, and the transportation of crude and refined oil through an intricate tank car system. He sabotaged his competitors, hired spies to infiltrate the businesses of his enemies, and squeezed out independent operators by carefully conceived secret contracts. By 1910, when a glass of beer cost a penny and a loaf of bread less than a nickel, when a three-room apartment went for five dollars a month and a good pair of shoes for a dollar, Rockefeller had assets of over $800 million (in 1980's buying power, that equates to over $10 billion)! [Karl Note:  Now more than $80 billion]  Rockefeller liked to make money. At age 41, he was quoted as saying, "I have ways of making money you know nothing of and later attributed his money-making powers to a gift from God:  (source -- Chapter 5)

Rockefeller devised a plan to give away his money in such a way that he could "have" it in even greater amounts -- and at the same time, for good measure, destroy American education and also destroy the American health system --- then based almost exclusively on "homeopathy."

The game plan was simple: here was all this Rockefeller money, and here was Mr. Rockefeller being constantly badgered, scrutinized, and hauled into court; why not set up a monopoly on philanthropy, funnel into it large sums from the fortunes of Rockefeller and the other industrial barons, and distribute the money in a way guaranteed to ensure Mr. Rockefeller the respect and admiration of those elements of society which had castigated him most? In other words, it was time to launder the money.  (source -- Chapter 6)

Here is, finally, where money flowed toward Wundt's protégés, and Wundt psychology began to overtake American education and culture.

Due to large Rockefeller funding, Columbia Teacher's College was able to 1) "invent" an entirely new subject (educational psychology), 2) hire numerous German-educated Wundtian psychologists, 3) spread the word of this "new science", 4) maintain a virtual monopoly on the subject for many years right up until present time, and 5) implement, in many areas of society, destructive theories and practices based on a) mere opinion parading as science, b) German racist ideas (genetics, eugenics), and c) invalid notions of "man" and how to "control" him. (source -- Chapter 7)

While Wundt laid down the principals, some American talent had to put their own names on it, and give it an "American flavor."  These are the people usually recognized as the fathers of modern American educational systems.

To Dewey and Thorndike, the schoolroom was a "great laboratory" in which to do their research and refine "the modification of instincts and capabilities into habits and powers." Yet there was no large laboratory school at Columbia, no institution filled with willing or unknowing subjects for the great psychological experiments of the Wundtians at Teachers College - not until 1917, that is, when an offer to establish such a laboratory school came from Abraham Flexner of the General Education Board.    (source -- Chapter 8)

I, Karl Loren, regard Professor Wundt as a brilliant man whose writing logic is almost impossible to refute for the typical scientist, or educator. These would be people whose life and work are not based on much understanding of things spiritual, and often whose lives and works are based on "science" that can be proven with objective measurements.  Dr. Wundt, in the very Introduction of his large work, says this:

The title of the present work is in itself a sufficiently clear indication of the contents. In it, the attempt is made to show the connexion between two sciences whose subject-matters are closely interrelated, but which have, for the most part, followed wholly divergent paths. Physiology and psychology cover, between them, the field of vital phenomena; they deal with the facts of life at large, and in particular with the facts of human life. Physiology is concerned with all those phenomena of life that present them selves to us in sense perception as bodily processes, and accordingly form part of that total environment which we name the external world. Psychology, on the other hand, seeks to give account of the interconnexion of processes which are evinced by our own consciousness, or which we infer from such manifestations of the bodily life in other creatures as indicate the presence of a consciousness similar to our own.  (Source)

As you read this, it seems very reasonable.  Dr. Wundt takes note that there is a subject called "psychology" and another called "physiology."  It is even reasonable to indicate that these two subjects, alone, may well be all that is needed to encompass the "facts of human life."  He simply STATES that he is going to combine these two subjects into "something" which will be capable of measurement.  It seems reasonable that his "measurement" will be objective and scientific.  You hardly notice that he does not admit that he is unable to measure mental activity directly, and that he therefore feels it is sufficient to measure the BEHAVIOR of a person. He assumes that the behavior is caused by some mental activity.  If he cannot measure your "thinking" directly, he can measure your behavior. THEN, giving up on any true mental activity, he starts putting electricity into the brain in order to cause certain behaviors.  That, in a nutshell, is what his whole life's work is about.

The final result of this "brilliance," of course, is the death of learning.

Unblushing materialism finds its crowning triumph in the theory of the modern school. In the whole plan there is not a spiritual thought, not an idea that rises above the need of finding money for the pocket and food for the belly ... It is a matter of instant inquiry, for very sober consideration, whether the General Education Board, indeed, may not with the immense funds at its disposal be able to shape to its will practically all the institutions in which the youth of the country are trained. (source -- Chapter 9)

American schools have failed miserably in teaching reading. There is an exact reason, described here:

A tragic failure of American education in this century has been a failure to teach children how to read and write and how to express themselves in a literary form. For the educational system this may not be too distressing. As we shall see later, their prime purpose is not to teach subject matter but to condition children to live as socially integrated citizen units in an organic society - a real life enactment of the Hegelian absolute State. In this State the individual finds freedom only in obedience to the State, consequently the function of education is to prepare the individual citizen unit for smooth entry into the organic whole. Skull & Bones Society: How The Order Controls Education - The Look-Say Reading Method

Nothing seemed to breed success as much as failure.  The teacher of teachers was obviously not successful, but there were money reasons behind lower level teachers being so eager to accept this foreign philosophy.

The Lincoln School, despite its inability to teach its students how to read and write, created broad effects on American education. Discarding the traditional course of study, it developed the core curriculum and merged the study of history, geography, and civics into what it called the "social studies." To a generation of teachers and administrators educated at Teachers College, the Lincoln School was a model for the type of school they were to create back home. To thousands of visitors, it was a showplace for the new psychology and Progressive Education. For the Rockefeller forces, it was a demonstration of the humanitarian intentions behind the Rockefeller fortune. Yet it was not, however large, the sum of all the Progressive Education activities at Teachers College. Nor did it represent the thousands of ways in which a now affluent Teachers College was forwarding the steady overhaul of American education. There is little in the way of change in our educational system and our society to which the professors at Teachers College didn't apply themselves.  (source -- Chapter 10)

Sanity and enlightenment were built into American education in the late 18th century by the likes of Benjamin Franklin or the Quaker settlers who established important schooling systems throughout the midwest. The seeds they and others planted produced a vast and advanced network of schools and teacher training institutions throughout the U.S. This network did not reach everyone and there were flaws, to be sure, but the foundations were in place for an unprecedentedly effective national education program. What the country needed was bold educational policy that built on those foundations - what it got was an ideological takeover.  (source -- Research Notes)

There you have the essence of it -- the destruction of American education by the ideas of Wundt put into force and use by the billions from Rockefeller.  As parents also came to have less and less time to guide the development of their children's' moral codes, and as schools have abandoned teaching morals, we have left == today's children, tomorrows adults -- without any moral compass.

You may wonder about AIDS -- a disease that depends on something called a "virus" being alive.   You can see, now, that if man arose from mud, a virus (which is not alive) can be considered the cause over something that is alive.  I have a major article on that HERE.

That article includes references to the terrible epidemic of AIDS in Africa -- the world's last place where drug companies can kill people, with abandon, in the name of saving them from AIDS.  One country, Botswana, is predicted to become extinct if the AIDS problem is not "solved."  But, the solution being sought is more drugs -- these will kill the people who take them.   These drugs are created based on a concept that you can "kill a stone" -- and that is what Dr. Wundt's "science" has gotten us into.

Man came from the mud and a virus can be cause -- two very false beliefs that have taken over in the world just now -- it can be reversed -- this foolishness.  But, it will take you and more like you to come to know this truth, in detail.  That is the mission I lay on you -- spread the word -- get others to visit these pages.

The damage to health from the  Rockefeller/Wundt duo is far greater than the "mere" destruction of Africa.

The story goes on as to how this same evil duo went further to also destroy the American Health System.

References

The Leipzig Connection:  Sabotage of the US Educational System --Introduction

The Leipzig Connection:  Sabotage of the US Educational System -- Chapter 2

The Leipzig Connection:  Sabotage of the US Educational System -- Chapter 3

The Leipzig Connection:  Sabotage of the US Educational System -- Chapter 4

The Leipzig Connection:  Sabotage of the US Educational System  -- Chapter 5

The Leipzig Connection:  Sabotage of the US Educational System  -- Chapter 6

The Leipzig Connection:  Sabotage of the US Educational System -- Chapter 7

The Leipzig Connection:  Sabotage of the US Educational System -- Chapter 8

The Leipzig Connection:  Sabotage of the US Educational System -- Chapter 9

The Leipzig Connection:  Sabotage of the US Educational System -- Chapter 10

The Leipzig Connection:  Sabotage of the US Educational System -- Research Notes

The Definition of "Psychology"

THE CASTING OUT OF THE MONEY CHANGERS

WUNDT:  Classics in the History of Psychology

WUNDT:  Principles of Physiological Psychology -- Introduction

Part I. The Bodily Substrate of the Mental Life

WUNDT:  Principles of Physiological Psychology -- Chapter 1

WUNDT:  Principles of Physiological Psychology -- Chapter 2

Chapter 3. Physiological Mechanics of Nerve Substance

Chapter 4. Morphological Development of the Central Organs

Chapter 5. Course of the Paths of Nervous Conduction

Chapter 6. Physiological Function of the Central Parts

Mind Control:  In The Beginning -- Thanks To Wundt

Animals Being Tortured In The Name Of Psychology -- Conditioning

How Many Angels Can Fit On The Head Of A Pin?

Skull & Bones Society: How The Order Controls Education - The Look-Say Reading Method

Electrodes Implanted Into The Brains Of Children

Man, The Animal, Needs LAWS For His Own Good  -- Immanuel Kant

James McKeen Cattell -- Early Wundt Student