Kindle Clippings

The New Oxford American Dictionary
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The New Oxford American Dictionary Contents
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Contents
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About this book The Dictionary·A–Z Key to the
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Kindle DX User's Guide (Amazon.com)
9.2 Managing Your Kindle on Amazon.com
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Kindle DX User's Guide (Amazon.com)
9.2 Managing Your Kindle on Amazon.com
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The Magic Catalog of Project Gutenberg E-Books (MOBI Edition) (Jim Adcock from P
roject Gutenberg Catalogs)
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The King James Bible (Various)
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God, 6:2 Of the doctrine of baptisms, and of laying on of hands, and of resurrec
tion of the dead, and of eternal judgment. 6:3 And this will we do, if God permi
t. 6:4 For it is impossible for those who were once enlightened, and have tasted
of the heavenly gift, and were made partakers of the Holy Ghost, 6:5 And have t
asted the good word of God, and the powers of the world to come, 6:6 If they sha
ll fall away, to renew them again unto repentance; seeing they crucify to themse
lves the Son of God afresh, and put him to an open shame. 6:7 For the earth whic
h drinketh in the rain that cometh oft upon it, and bringeth forth herbs meet fo
r them by whom it is dressed, receiveth blessing from God: 6:8 But that which be
areth thorns and briers is rejected, and is nigh unto cursing; whose end is to b
e burned. 6:9 But, beloved, we are persuaded better things of you, and things th
at accompany salvation, though we thus speak. 6:10 For God is not unrighteous to
forget your work and labour of love, which ye have shewed toward his name, in t
hat ye have ministered to the saints, and do minister.
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Civil Disobedience 2 (Gale)
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The moment the parent, the representative, the minister goes into dialogue—to find
common ground with those who resent obedience to authority i.e. seeking to find
unity with those who resent a patriarchal paradigm—they abdicate the office of au
thority they serve in, under God (you preach and teach truth, which is certain,
you dialogue opinions, which are uncertain). Class consciousness is the child pe
rceiving himself as being equal
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with the parent, and the parent preventing that equality. If the parent accepts
this perception by the child as valid, the parent instantly overthrows his own f
oundation, i.e. the office of authority he occupies, and the power he has, while
serving in it. For the parent to have empathy with the child's rebellion agains
t the office of authority, he must accept his own resentment towards the office
of authority as valid. In this way the office of authority is destroyed, while t
yranny remains in place (only now, both the child and the parent become partners
in the praxis of tyranny—called a "win-win" situation). With the office of author
ity overthrown, tyranny is no longer perceived as tyranny but rather as "freedom
," or liberation from the office of authority. According to dialectical "logic"
(i.e. what the Apostle Paul called "so called science" 2Timothy 6:20), this is t
he formula which grant's mankind, guided by a dialectical spirit, access to "wor
ld peace"—mankind liberated from the office of authority, under God . Again, the p
arents are not perfect, sometimes, if not
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perfect. Destroy the office, you destroy the cornerstone of civil government, an
d an understanding of God and his word.]
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[While children "blindly" obeying parents, empowers parents, adults dialoguing t
o consensus with the "village" empowers the one world system, which in turn cons
iders any who do not dialogue to consensus—expecting their children to "blindly" o
bey them—as an alien and hostile force. Satan was empowered in the Garden in Eden
though the woman's praxis of dialogue (Genesis 3:1-6), making God an alien and h
ostile force to mans natural, his desires, and his reasoning abilities. Satan wa
s dis-empowered in the wilderness when Jesus refused to dialogue, instead using
the praxis of preaching and teaching (Matthew 4:1-9; Luke 4:1-10), identifying J
esus as an alien and hostile force to Satan and his kingdom. Satan is on the sid
e of human nature, God is not.]
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The use of social crisis to destroy private rights. Replacing "Inalienable right
s" (specific rights which limits governments control over citizens and the famil
y to maintain culture under God's authority), with "human rights" (ambiguous rig
hts which empowers government to control citizens and the family in an effort to
destroy culture under God's authority). To have "human rights" (consensus, soci
al rights, public rights) you can not have inalienable
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they name
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incorporated
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able to incorporated God
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authority, calling themselves and their works good). God is holy, the land is Go
d's (the earth is the Lords and the fullness thereof). Holiness, and property ri
ghts are in him, not in those who use the land, even using it "in his name" (it
is still thievery, thievery not only of his property but also of his name). They
deceived themselves into thinking they were doing it in his name while they wer
e really doing it in their own name, for their own glory. (Just see how liberal'
s treat others who use their labels and profit by promoting their product, calli
ng it "good," and identifying themselves by their "good works," promoting themse
lves as agents for the product.) For no man can work the land, in the Lord's nam
e, and be holy apart from him. (If the Lord Jesus Christ does not know you, if h
e has not sent you, you are not holy and your works are not of him, you are not
one of his and your work is only good for the moment, maybe good for the tempora
l but not the spiritual, eternally good for nothing). Only God is good, only God
is great. Apart from him all goodness and greatness is but a feeling, fleeting,
and not the truth, eternal. He is truth. What many "preachers" do not realize,
or refuse to recognize, is that you do not dialogue the truth. In dialogue there
is no certainty (you can only turn the truth into uncertainty when you bring it
into dialogue, treat it as an opinion or a theory). By bringing truth alongside
that which is not true, you're making it appear as just another opinion, i.e. m
aking it appear you work for the farmer, doing his work, when in truth you are a
thief, doing it for your own vain glory, calling yourself good (making your fee
lings, i.e. your senses, and your thoughts, i.e. your reasoning ability, the eva
luator of what is "good"), and calling your works good (in this world that can o
nly be social cause good), deceiving yourself and others who trust in you, getti
ng them to trust in "your" words, and "your" works, so you can receive praise of
men, even
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all in the same boat, so lest all join in
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row in the same direction" (wherein, instantly, if you don't join in and row, or
especially if you question the rowing, you are suspect of causing division, i.e
. you are prejudice, you are the enemy.) This praxis is foolishness before God:
Romans Chapter 1:16-32.
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“Shew me that age and country where the rights and liberties of the people were pl
aced on the sole chance of their rulers being good men, without a consequent los
s of liberty?” Patrick Henry
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God in partnership with man so that man came come into partnership
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Paul Tillich's Dialectical Humanism) In this way the God of deism (the one)
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'social' harmony (public-private, individual-social 'felt' needs satisfaction)—neg
ating the negative (resisters to change) is referred to as 'negation of negation
'. Once the dialectical process is accepted as the paradigm to live by, the buyi
ng and selling of the souls of men commences." Dean Gotcher
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Personalism: "Every form of objectification results in alienation." (Stephen Eri
c Bronner Of Critical Theorists and their Theory) "The life which he has given t
o the object [the parent or God] sets itself against him as an alien and hostile
force." (Karl Marx MEGA I/3, pp. 83-84) "Humanism elevates man to the rank of G
od. Tillich‘s message is that God is man, mankind,
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happen, the assumption is then, you may not be with us if you don't talk and wal
k the "dream," willingly—under threat of social rejection or incarceration you mus
t "willingly" part with your hard earned money and volunteer your time for the "
cause"). The deceit was that the city
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(antithesis) results in Desegregation (synthesis). While on the surface things m
ay appear to change (synthesize), the heart of man remains the same (wicked and
deceitful). Wicked and deceitful leadership come into power because the people w
ant leadership which thinks and acts according to (reflect) their wicked and dec
eitful hearts desires. Using the unregenerate heart, for the causes of social ha
rmony and world "peace," only further segregates the truth from both man and soc
iety, leaving man with a heart full of vendetta, i.e. hostilities against
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his fellow man covered up in the perception of social transformation, i.e. "I've
got my just dues coming." Social harmony is only an illusion being accepted as
a reality, necessary for the few to control the many. Did O. J. Simpson overcome
(circumvent) the sin issue (right vs. wrong, the truth) through the use of the
race issue (social prejudice, men's opinion)? If he could do it, then men in hig
h places, with their "miracle teams" (think tanks), can do it to, for the "goodn
ess" of social cause. If you justify the wickedness of a man because of his soci
al worth, i.e. you turn your head the other way, you justify wickedness, i.e. yo
u condemn yourself to his wickedness and therefore have no right to complain
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when his wickedness comes your way to destroy you.
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feel good, or promises to make you feel good, you will follow. Thus they own you
through their control of the environment which shows the potential of "satisfyi
ng" your "felt" feelings. All this is done in the name of removing slavery and i
ts dregs from society. Don't get me wrong, I
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Human Relations and Curriculum Change (Gale)
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faculty and parents generate more light and less heat?
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No hypothesis in this body of writings has been fully tested. Nor will it be tes
ted fully until it has been used widely in thoughtful experimentation with actua
l social changes. The school offers an important potential laboratory for the de
velopment of a truly experimental social science. Experimentally minded school w
orkers can develop and improve the hypotheses suggested in these readings as the
y put them to the test in planning and evaluating changes in the school program.
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Human Relations in Curriculum Change describes the process of behavior modificat
ion, the process of socialization, conscientization, democratization, etc. Using
group dynamics, the pressure of peer rejection or approval, to generate tension
between what one believes, his prior standards, and his desire to participate i
n group activities. This "oppressed knowledge" is given permission to be express
ed, "liberation" before the group, and once expressed, if approved by the group,
through dialogue, producing a "dialogical consciousness." Trust in "oppressed k
nowledge" liberates each individual from their prior cultural standards, re-educ
ating them to the group life, group think experience, called brainwashing.
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Using a theory of "human motivation," a facilitator is able to change the purpos
e and method of education while changing a person's paradigm. Curriculum change
is just a subtle way of saying paradigm shift. Motivation, according to this the
ory, is based on "needs satisfaction." The use of environmental forces can be us
ed to "augment", encourage, or "reduce," discourage, specific behavior. Through
the use of group recognition or depreciation (group dynamics) each individual le
arns quickly what behavior is accepted and which is not.
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According to Douglas McGregor, changes in three aspects of personality, in knowl
edge,
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"philosophy", and skill, (value outlook) "must be accomplished if teachers or pr
incipals or parents or students are to change their conduct." Kurt Lewin saw the
re-education process as "a correct sequence of steps, correct timing, and a cor
rect combination of individual and group treatments." Without cultural changes i
n personnel, "reasonable" practices and theories in the school system will be re
sisted and rejected as "absurd and impractical." Therefore before cultural chang
e can take place some form of "mapping and estimating the strength of 'all' forc
es supporting and 'all' forces resisting a given change in the school program" m
ust be identified. A change in the relationship between "leadership" and the led
(authority/national vs.. democratic/globalist system) depends upon the environm
ent developed for the purpose of needs satisfaction. By making the object need s
atisfaction, in other words mankind and his desires, rather than obedience towar
d authority, participants shift their way of thinking from absolutes and soverei
gnty to relativism/humanism/socialism.
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Otherwards before brainwashing a person thinks as an individual, respects author
ity and approval depends upon knowing the difference between right and wrong and
doing what is right. After brainwashing a person thinks "group think," disrespe
cts authority, and resents right, wrong thinking in favor of ambiguous, situatio
nal standards. Thirdly brainwashing (re-education) "affects motoric action, invo
lving the degree of the individual's control over his physical and social moveme
nts" according to
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Note the similarity to the chart found in the training manual for police, Basic
Facilitation skills for Law Enforcement, 1998 Kurt Lewin is given credit in the
book for this chart.
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"... democratic change must be anti-authoritarian."
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"Common actions need to be based on common persuasions."
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Identifying Paradigms part 1 (Gale)
ignorant of his devices," i.e. not ignorant of Satan's devices ( devices: nohma,
way of thinking or purpose) , and thereby do not participle in Satan's Heresiar
chal Paradigm (in his rebellion against God, justifying himself in his own eyes)
, in his vendetta of hate against obedience to God's authority. The hate of the
Father
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Interest). In this way law, which is to restrain evil, is now changed to justify
it,
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heresiarchal paradigm seeks to negate the law, i.e. which comes from above, i.e.
from the patriarchal paradigm, i.e. the "negative field of force," which condem
ns human nature. By simply focusing upon mercy and grace, i.e. identified as God
's unconditional love for 'humanity,' simply nullifies mercy and grace, which ar
e meaningless without the law. Hegel rejected this truth, putting it this way:
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How Evil Works: Understanding and Overcoming the Destructive Forces That Are Tra
nsforming America (David Kupelian)
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not you. You could say there are two of you: with the real you being the observe
r who is chagrined over the dark thoughts and feelings rising from the deep. Wat
ching those thoughts and feelings honestly leads to repentance and real change.
However, many people are not sincere. And these types of thoughts, and the dark
forces behind them, come to dominate their lives, albeit unconsciously. And that
is why, without being a Saddam Hussein, but just being a prideful, selfish, den
ial-based person, you can do terrible things to other human beings—deceive them, b
etray them, enslave them. You can destroy lives and civilizations. This, then, i
s exactly why we have limited government in America: because power corrupts, and
now we know why. By the way, what we’re talking about here—the tendency for governm
ent to be dishonest and predatory—didn’t start with Karl Marx. It has ever been with
the human race. More than two thousand years ago, the great orator and statesma
n Marcus Tullius Cicero is said to have foretold the decline and fall of the Rom
an Empire with these words, which exquisitely described the ravages wrought by l
ying politicians: A nation can survive its fools, and even the ambitious. But it
cannot
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You might well wonder what kind of person could be so deranged that he or she wo
uld create a phony crisis for the purpose of exercising power over others. But t
his shouldn’t be hard to comprehend. For one thing, lots of us are so troubled and
insecure that we develop an unhealthy need to be needed by others. It’s a very co
mmon syndrome. Consciously or unconsciously, we tempt or corrupt people into bec
oming dependent on us, so as to fulfill our unhealthy need to be needed. Moreove
r, consider that if you are consumed by pride—in other words, if you’re a big egoman
iac—you actually have a subconscious need or desire for other people to fail. Why?
Because your own sense of worth is based on comparing yourself with other peopl
e, and particularly with cultivating others to look up to you. Unfortunately, a
politician’s need for adulation can be fulfilled only if he weakens and fools othe
r people into depending on him for their sustenance and happiness.
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So, if you’re a dishonest, ambitious, and manipulating politician like so many, ev
en though you haven’t murdered anyone, haven’t committed genocide, haven’t put people
feet-first through a plastic-shredder like Saddam Hussein, you’re still spreading
evil and misery throughout the land. If this syndrome describes you (whether in
politics or in your marriage or at your workplace), you may not be aware of the
forces working through you. Oh, you may occasionally catch a fleeting glimpse of
it, but you quickly escape from this painful, humiliating realization. For a fr
action of a second you see
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William Penn said it all: “If man is not governed by God, he will be ruled by tyra
nts.” Freedom apart from God is just an illusion of pride. This is because when we
are at war with our conscience, something has to sustain our denial, our secret
war against the still, small voice of Truth within—hence our need for lies. And g
overnment, in the form of other prideful human beings, is only too happy to obli
ge.
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“Our Constitution was made only for a moral and religious people. It is wholly ina
dequate to the government of any other.”
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Benjamin Franklin expressed the same vital reality this way: “Only a virtuous peop
le are capable of freedom. As nations become corrupt and vicious, they have more
need of masters.”
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“Where the Spirit of the Lord is, there is Liberty” (2 Corinthians 3:17).
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Somehow, no matter how malevolent the enemy, no matter how insane, widespread, a
nd vicious his deeds, some of us mysteriously come around to siding with him. Wh
y? Of course there’s more than one answer to that question. Some people are just p
lain rotten, and so they quite naturally sympathize, openly or secretly, with th
e evil in others (which they view as good). There’s not too much we can do about t
hat, except expose it. However, there’s another reason
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them into submission. This, however, is where narcissistic leaders like Jimmy Ca
rter and Barack Obama go astray, vainly imagining they can sit down with people
totally possessed by evil and charm them with their empathy, superior intellect,
and sheer personal magnetism—and negotiate peace. In reality, anything short of o
verwhelming, paralyzing, courage-destroying strength is perceived by terrorists
and tyrants as pathetic weakness and an engraved invitation to commit more atroc
ities.
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people—for example, Mao Zedong’s China or Pol Pot’s Cambodia—could so easily and quickly
be converted from relative freedom to a toxic and destructive worldview like Ma
rxism? That process is exactly what we’re talking about here.
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so accomplished more than end the war with Japan. It broke Japan. It confronted
the “evil spirit” that had possessed that nation—a totalitarian, emperor-worshipping m
ilitary cult obsessed with expansion—and violently exorcized it. Having neutralize
d the evil that had captivated Japan, America became that nation’s friend and help
ed massively reconstruct it, ultimately turning Japan into the civilized, succes
sful, First World economic power it is
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said years ago: we must create in the enemy “a psychology of defeat, to beat them
every time and to beat them so decisively that they would develop the conviction
they could never win.” Remember, moral weakness—appeasement—whether in individuals or
nation-states, always encourages violence. Just as with communists and Nazis, t
oday’s Islamofascists regard goodwill gestures and concessions as contemptible wea
kness and an irresistible invitation to take advantage.
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implemented, at least for starters. Call it tough love on a national scale. But
that in turn requires two things in short supply today: courage and moral clarit
y.
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out said in public, “He knows less than any president I’ve every known.” Anthony Lewis
of the New York Times claimed he had only a
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Now consider the villain: communism, the utopian super-cancer that seduced and e
nslaved large parts of the world. More than 100 million people were killed durin
g the last century because of this Marxist fantasy enforced by
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“Overseas Contingency Operations.” Once again, the denial and deference we display t
oward forces intent on destroying us is actually great weakness—evidence of our lo
ss of courage and moral clarity—disguised as
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virtue.
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Worldwide totalitarian movements—the terrible isms of communism, fascism, Nazism,
and Islamism, which have seduced millions with insane ideologies wedded to great
hatred—have something in common: they share the will to utterly dominate other hu
man beings and enslave nations, to impose their rule indiscriminately, to subjug
ate, and to do so through utter ruthlessness. Human life means nothing. Hundreds
or even millions can be sacrificed to further the particular totalitarian ism.
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antidote we’re all looking for: the ability to withstand cruelty and craziness
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And what exactly is “narcissistic personality disorder”? According to the Mayo Clini
c, it’s “a mental disorder in which people have an inflated sense of their own impor
tance and a deep need for admiration. They believe that they’re superior to others
and have little regard for other people’s feelings. But behind this mask of ultra
-confidence lies a fragile self-esteem, vulnerable to the slightest criticism.”8
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most dangerous thing about having a narcissist in a position of power is his unw
illingness— perhaps his inability—to ever admit error… . Obama
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sociopath—extreme delusions of grandeur, near-total lack of empathy for others, co
nstant demand for adulation, and so on. However, as with all such
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Evidently, God has gone to a lot of trouble creating us, so it’s certainly fair to
ask why He did it: What is our purpose? Actually, we all know the answer, even
though part of us reflexively doubts or denies it. We all intuitively know we’re h
ere to be obedient to our Creator, who cares enough to enfold within each of us
a tiny bit of Himself, to light our way, to be a “lamp unto our feet.” We’re literally
designed for this purpose—to discover how to follow the moment-to-moment faith im
pulse God imparts to us from within, in an unbroken chain of service to him. In
return, He gives us direction, purpose, energy, and genuine and lasting happines
s, which means, among other things, we no longer crave the vain reassurances of
other troubled souls.
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meaning of pride, which is nothing less than a private war with God.
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and learn to live in obedience to the “still, small voice” of conscience, or he can
ignore his conscience and lamely attempt to be his own god—seeking those who will
worship him (craving and demanding ego support), judging the unrighteous (hating
and punishing anyone who offends him), and so on. It’s ugly when we play god.
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every child knows naturally: we all have a “good side” (conscience) as well as a “bad
side” (sin nature). And we need to be careful which side we heed. If we listen to
the wrong side, terrible consequences follow.
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“A fight is going on inside me. It is a terrible battle—between two wolves. One wolf
represents fear, anger, pride, envy, lust, greed, arrogance, self-pity, resentm
ent, lies, and cruelty. “The other wolf stands for honesty, kindness, hope, sharin
g, serenity, humility, friendship, generosity, truth, compassion, and faith. “This
same fight is going on inside you, and inside every other person, too,” he added.
The grandson reflected on these words for a minute and then asked his grandfath
er, “Which wolf will win?” The old chief simply replied, “The one you feed.”
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What we’re looking at here is criminally insane behavior—no less insane or
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criminal than that exhibited by severely deranged people we routinely lock up in
maximum-security psychiatric hospitals or prisons in the United States.
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It gets worse. Increasingly, the elite media display a completely different mind
-set from that of regular citizens, regarding traditional American values as cor
ny and stupid, but immorality and perversity as sophisticated. When six
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Can you just imagine, during America’s Revolutionary War days, the press covering
the Boston Tea Party by contemptuously mocking it and turning every sentence int
o a lewd sexual joke?
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Now, why do I take the time to focus on the gutter mentality of some in the big
media? Because when people become this warped, when they fall so far away from m
odesty and common decency that they actually revel in the kind of depraved behav
ior I’m describing, they tend also to be cynical, even hostile, toward people and
values that are genuinely virtuous. Don’t believe me? Haven’t you ever wondered why,
when someone on the public stage radiates noble character, common sense, and na
tural grace—as Ronald Reagan did, or more recently Sarah Palin—he or she is regarded
by the “big media” with an inexplicable revulsion? Hatred is almost too soft a word
. It’s because they manifest the very qualities of character that the jaded media
elite lost long ago, and since being thus reminded of their lost innocence is pa
inful and unwelcome, they feel compelled to attack the “reminder.” As the famous rab
binic saying goes, “Those who are kind to the cruel will end up being cruel to the
kind.”
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But I’m even more hopeful for the future because, despite the army of “influencers” tr
ying to reshape our minds at every turn, there are still, miraculously, millions
of regular, hardworking, God-fearing, straight-shooting Americans who aren’t drin
king the Kool-Aid. Unlike MSNBC’s Chris Matthews, who gets a thrill going up his l
eg when listening to Obama, they get a thrill listening to the words of the real
Messiah. Unlike Saul Alinsky, who said he was inspired by Lucifer, they are sti
ll inspired by the One who really did “turn the tables on evil”—who totally outflanked
and outsmarted his adversary, broke evil’s hold on the human race, and led the mo
st radical and important revolution in human history. One of my favorite biblica
l sayings is what Jesus said to Pontius Pilate: “To this end was I born, and for t
his cause came I into the world, that I should bear witness unto the truth” (John
18:37). Is there some reason we’re supposed to be doing something different? I don’t
think so. It’s clear that people of conscience cannot advance the cause of libert
y and morality by resorting to the intimidation tactics of Saul Alinsky, or deli
berately creating crises like the government does, or committing criminal acts a
s some “community organizing” groups do, or telling outrageous lies like so many pol
iticians. But that’s okay. Truth is enough—because when properly honed and targeted,
it is more than sufficient to annihilate all of their grand seductions.
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The Identification of Paradigms (timeless@timeless-studios.com)
The change in perception was based upon the following condition: remove the patr
iarchal paradigm from public view, in the media (entertainment and news), in soc
ial functions, in the workplace, in government, etc. By focusing upon the excepti
ons to the rule (to trigger cognition of change) and the acceptance of a plurali
ty of conditions for a norm (accept deviancy as a part of the norm), public perc
eption of "proper" social behavior can be changed.
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Why the Public School System Teaches Revisionist History- Botkin (Gale)
‚The plain truth is that there has been in this country a deliberate plan to chang
e the nature of American education so that the American people could be easily l
ed into socialism. ‛[1]
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Columbia Teachers College. Rugg stands out as the most effective strategist for
the new social order they intended to create through an education cartel.
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how Rugg’s self-appointed educators, backed by these foundations, were so effectiv
e at changing the opinions of Americans. U.S. Congressional Reece committee rese
archer Norman Dodd discovered that the Carnegie Endowment formulated a policy th
e success of which would be ‚entirely in the changing of the teaching of the histo
ry of the United States.‛ Dodd's report continues:
==========
motivations, which line up perfectly with the Columbia Teachers College agenda:
1. There appears a clear intention to mold people through schooling. 2. There is
a clear intention to eliminate tradition and scholarship. 3. The net effect of
various projects is to create a strong class system verging on caste. 4. There i
s a clear intention to reduce mass critical intelligence while supporting infini
te specialization. 5. There is clear intention to weaken parental influence. 6.
There is clear intention to overthrow accepted [theological] custom. 7. There is
striking congruency between the cumulative purposes of GEB projects and . . .
==========
Perfectionism, a secular religion aimed at making the perfection of human nature
, not salvation or happiness, the purpose of existence.
==========
Frey, Senior Textbook Analyst at Education Research Analysts, summed it up nicel
y in 2006: ‚No textbook used by the public school system has ever presented accura
te American history.‛ The bottom line is that historical revisionism is the hammer
in the blueprint for societal transformation toward humanistic utopia. The earl
y 20th century saw self-appointed educational "experts" using a centralized syst
em of forced schooling to eliminate meaningful history as they built the framewo
rk for a new social order. They understood that the past must be eliminated in o
rder to reshape society and the future on man's terms. Historical revisionism ha
s captured American education. But why is it wrong? Historical Revisionism is Re
bellion Against God
==========
and his followers is a rebellious model: an anti-Christian elite rules over the
minds, consciences, families, and property of all men. This requires maintaining
a dictatorship over the past, present, and future of all men.
==========
purpose of history ceases to be understanding; it becomes an instrument of contr
ol.
==========
What should be a Christian's response? Do not bury your head in the sand. Recogn
ize and face the fact that a battle is being waged. Your children need to learn
how to take original sources — not doctored textbooks — and to analyze them Biblical
ly through a grid of good theology and come to their own
==========
- Highlight Loc. 772-74 | Added on Friday, March 05, 2010, 09:15 AM
over the affairs of men, etc.). It is not that feelings are not permitted, it is
that they must always be subject to the facts (to the truth) and to the authorit
y inculcating the facts. Therefore self-control and self-discipline are required
in the learning experience. Those with the heresiarchal paradigm hate, i.e. carry
a grudge, a vendetta against the patriarchal paradigm.
==========
persons thoughts, his dissatisfactions toward restraints, (which are internal),
and his desire to put his and others dissatisfaction toward restraint into socia
l action. By realigning his loyalty to the group of discontents and calling
==========
it consensus, he can with the aid of the collective, remove the object which pro
duces dissatisfactions without a guilty conscience. It's not hate, it's just soc
ial action seeking "liberty, fraternity, and equality," i.e."justice" and "beaut
y."
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- Bookmark Loc. 722 | Added on Friday, March 05, 2010, 09:20 AM
==========
who think with heresiarchal way of thinking, rejecting two roads, one above and
one below, one good and one evil. Using the dialectical process, they identify a
ll behavior as being somewhere along one road. All roads to them are actually one
, and all people are becoming one—all are becoming humanistic as they participate
in the dialectical process, traveling down the heresiarchal pathway of "change."
Those who reject the one road continuum, those who set their mind on things abov
e, i.e. walking on the upper road, using the patriarchal paradigm for direction,
are labeled by those with the one road continuum, i.e. those using the dialecti
cal process, as not being above but rather trailing behind (removing the above-b
elow paradigm from their sight and thereby rescuing their conscience from guilt)
. The patriarch in mind are described as living "in the dark ages," as holding up
social progress, as hindering those on the road below, as endangering the lives
of themselves and others, as impeding those who are trying to press ahead down
the heresiarchal road of innovation, as being hateful toward those who are
==========
- Highlight Loc. 2227-42 | Added on Wednesday, March 17, 2010, 06:01 AM
"But the essential point is to see that the classical Western sense of time, New
tonian time, was a religion, which, like all religions, was taken by its adheren
ts to be absolute objective truth. Once again we see that 'secular rationalism' i
s really a religion; the new relativistic notion of time is really the disintegr
ation of a religion." (Brown) For the heresiarchal paradigm to take root and over
come the patriarchal paradigm reasoning which is based upon science which is tie
d to absolutes, where laws of nature are recognized as unchangeable, must be cha
nged into reasoning which is based upon science tied to relativity, where laws o
f nature are perceived as changeable. The former type of reasoning when applied to
the sciences, requires a designer, a creator, as supported in Newtonian Law—"What
is, is," and everything "is disintegrating," which defines all things as equaliz
ing ("formal logical laws of contradiction"). Therefore things can not, by their
own nature, evolve to a higher state of being, i.e. there are no known natural l
aws to turn gasses, by their own force, into stars whereby dust is produced. Ther
efore the dust of the universe did not just happen, i.e. thus the universe must
be made by a creator.With this type of reasoning (didactic), the teaching environ
ment, using inculcation, emphasizes the memorizing of facts and uses deductive r
easoning, where facts are treated as certain, taught as given, as a priori, as c
ategorical imperatives (unquestionable and universal). The latter form of reason
ing when applied to the sciences, must reject a designer, a creator, as suggeste
d by Einstein's 'theory of relativity.' "The Kantian theorem that time and space
are 'necessary forms of thought [which negates the 'necessity of the conscience'
].'" (Brown) For example: the "big bang" theory is just a theory (an opinion) to
"justify" that there is no God (at least no God outside the universe,
==========
- Bookmark Loc. 2221 | Added on Wednesday, March 17, 2010, 06:01 AM
==========
community. Time is limited for a patriarchal when he presents his case while time
is extensive for the heresiarchal when they present their case. And since time i
s a product of religion, then with the negation of religion there is no curse of
time, there is therefore no pressure to perform in x amount of time—"We
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- Highlight Loc. 2321-25 | Added on Thursday, March 18, 2010, 10:38 PM
"Take ye heed every one of his neighbour, and trust ye not in any brother: for e
very brother will utterly supplant, and every neighbour will walk with slanders.
And they will deceive every one his neighbour, and will not speak the truth: th
ey have taught their tongue to speak lies, and weary themselves to commit iniqui
ty. Thine habitation is in the midst of deceit; through deceit they refuse to kn
ow me, saith the LORD." Jeremiah 9: 4-6 When you turn your children over to the h
eresiarchal paradigm for
==========
"Take ye heed every one of his neighbour, and trust ye not in any brother: for e
very brother will utterly supplant, and every neighbour will walk with slanders.
And they will deceive every one his neighbour, and will not speak the truth: th
ey have taught their tongue to speak lies, and weary themselves to commit iniqui
ty. Thine habitation is in the midst of deceit; through deceit they refuse to kn
ow me, saith the LORD." Jeremiah 9: 4-6 When you turn your children over to the h
eresiarchal paradigm forhumanistic programming you are guilty before God of sacr
ificing your children to the beast, placing them in the fires of Moloch because
you had "better" things to do with your time than training up your children in t
he Lord, fiat experimentum in corpore vili (let the experiment begin on the worth
less thing.)
==========
While those who practice manipulation are concerned about the "improper" use of
it, i.e. "How can groups and individuals be protected from undemocratic manipula
tion?" (Benne) they do not consider their use of it unethical."Success depends no
t upon complete absence of prejudice, but upon beneficial prejudices. The proble
m is one of determining what is 'beneficial prejudice' in any given instance."
==========
"How can free acceptance of a new system of values be brought about? The individ
ual accepts the new system of values and beliefs by accepting belongingness to a
group." From then on "the new system of values and beliefs dominates the individ
ual's perception."
==========
"Education as yet is unable and unwilling to bring all estates and distinctions
into its circle. Only Christianity and morality are able to found universal king
doms on earth." (Karl Marx The Holy Family) "The school offers an important pote
ntial laboratory for the development of a truly experimental social science." "It
is widely recognized that changes in the school
==========
- Highlight Loc. 2394-99 | Added on Friday, March 19, 2010, 03:00 PM
setting up conditions which provide satisfaction for needs of which they are unc
onscious, but which we have been able to determine.” “…our potential ability to influen
ce or control the behavior of groups. If we have the power or authority to estab
lish the necessary conditions, the predicted behaviors will follow.” (Rogers) The
success of brainwashing depends upon a person willful participation in the new s
et of values (his own included). The flesh, the imagination, and social approval
must all be realized, rationalized, harmonized, and actualized by the participa
nts for the process to be successful.
==========
“If the school does not claim the authority to distinguish between science and rel
igion, it loses control of the curriculum and surrenders it to the will of the e
lectorate.” (Kenneth Benne Society as Educator in an Age of Transition, Eighty-sixt
h Year of the National Society for the Study of Education, Chicago Press. Ill. 1
987, p. 259)
==========
“In school controversies, the issue of Communist subversion in the schools is one-
sided; as long as it occupies the attention of the community, it is to the advan
tage of school critics. In contrast, the issue ‘progressive education vs. tradition
al education’ offers not differential advantage to either side (unless, of course,
progressive education can be identified by its opponents as ‘Communistic’)…” (James Col
eman Community Conflict) [I hope you read that quotation over until you grasp the
fact that Coleman is admitting that this process is "Communistic." Communistic e
ducation and progressive education are both heresiarchal, dialectical education.
]
==========
The evidence has shown that the Patriarchal Paradigm does not "program people,"
as in brainwashing. Although it is desired, by those in authority, that the child
's affective domain be willingly subordinate to the patriarchal paradigm and its
rules of conduct, that they would on their own come to love the truth—love God, w
ith all their heart, soul, strength, and mind; affective, cognitive, and psycho-
motor (the soul is left out by the world system); "And
==========
there is an understanding that their feelings expressed outwardly as approving,
may inwardly be resentful towards authority, i.e. God ill take care of that matt
er later.(The dialectical process is
==========
used to negate love towards that which is above, in the secular realm, the patri
archal parent, to negate love towards He who is above in the heavenly realm, God)
. But since God is spirit, the affections of men are to be toward Him and His Wo
rd, above the affections of the flesh, i.e. above the things of this world, some
thing which man is incapable of doing, even in the temporal home, though patriar
chal in structure. Apart from His Holy Spirit, God's will can not be carried out
with true love, i.e. affection, without the changing of the heart. "And he said,
That which cometh out of the man, that defileth the man.
==========
it is the Heresiarchal Paradigm which initiates and sustains such procedures cal
led brainwashing (re-education) for their desired outcome, the annihilation of t
he Patriarchal Paradigm. Anything which is under God's control or the traditional
("authoritarian") parent's control results in what they call "neurosis" in rega
rds to the individual—phobia, paranoia, antisocial behavior, etc., and results in
what they call the "neurosis of civilization" in
==========
Satan, the first "change agent," helped the woman in the Garden in Eden to expre
ss her dissatisfaction and thereby got the "enlightened" pathway going,
==========
The purpose of "re-education," i.e. brainwashing, is to negate the patriarchal p
aradigm in the thoughts and actions of the students, to move their sentiments aw
ay from the parental structure of obedience and onto the human relationship buil
ding structure of tolerance of ambiguity—incest, i.e. homosexuality, pedophilia, b
estiality, etc. "For it is a shame even to speak of those
==========
"Whenever re-education involves the relinquishment of standards [relinquishment
of standards of the traditional home or God] which are contrary to the standards
of society at large [Who is determining these standards and how are they being
determined?] the feeling of group belongingness seems to be greatly heightened i
f the members feel free to express openly the very sentiments [resentment for ha
ving to obey parents when their commands block personal desires, yet they still
retain sentiment and respect for the office of authority of the parents] which a
re to be dislodged through re-education.” (Benne)
==========
"… objectives can best be attained where the individual is separated from earlier
environmental conditions and when he is in association with a group of peers who
are changing in much the same direction and who thus tend to reinforce each oth
er." (Krathwohl, Bloom, Book 2 Cognitive Domain)
==========
For more on Brainwashing see my article: Brainwashing.
==========
- Bookmark Loc. 2650 | Added on Friday, March 19, 2010, 06:34 PM
==========
Jesus did not dialogue with the disciples to find common ground with them, but i
nstead preached and taught them the truth, at times as individual disciples and
at times while together. He did not manipulate the environment and use it to orch
estrate change since that method would only use the nature of man. He instructed
them as His Heavenly Father instructed Him (John 17). He did not have a "group t
hink" (opinions), but a group know (believers)
==========
- Highlight Loc. 2898 | Added on Saturday, March 20, 2010, 01:54 PM
and
==========
- Highlight Loc. 2898-2911 | Added on Saturday, March 20, 2010, 01:54 PM
Globalism and World peace through Paradigm Change: According to those who measur
e you with this continuum or taxonomy, youare becoming as you journey down the di
alectical pathway, that is, unless you are one of the few who refuse to move from
your unmoving faith in God, refusing to move away from the pathway of righteous
ness, i.e. the pathway from above. Kenneth Benne defines these people as those wi
th 'non-influenceability of private convictions in joint deliberations' (Benne),
people who, he wrote, must be treated as evil instead of as good ("as a vice ra
ther than a virtue"),where those from the patriarchal paradigm, i.e. the remnant,
i.e. labeled the "neurotic" people, i.e. those seen as fighting against their o
wn human nature, i.e. "in denial" of their "true" identity, i.e. rejecting their
potential, those remaining faithful to a patriarchal paradigm, i.e. unchangeabl
e in a 'rapidly changing world,' those who are therefore labeled as 'fundamental
religious extremist' by those in the heresiarchal paradigm (social-psychologist
s, i.e. 'change agents'), are seen as needing to participate in mandatory govern
mental health care programs (for their own good and everybody else's good) if th
ey are to ever have any hope of becoming "responsible citizens."
==========
"Human rights and duties are grounded in the institutions and ideologies of a cu
lture, not in a nature independent of man’s social relationships [i.e. not in God
s will]. If human rights are to be guaranteed, they must be guaranteed by appropr
iate social, political, and economic controls of human behavior, not by oppositi
on to these." (Benne) The dialectical agenda and "human rights" are built upon thi
s one platform: For world peace to become a reality, God s head must be cut off
and man s head must be put in its place. When you base your "purpose" in life on
human
==========
“Science is only genuine science when it proceeds from sense experience, in the tw
o forms of sense perception and sensuous need, that is, only when it proceeds fr
om Nature.” (Karl Marx MEGA I/3, p. 123)
==========
A liberal can put this formula on his refrigerator and laugh at the traditional ho
me every day of the week as he teaches their children how to think "scientifical
ly," i.e. dialectically, as he frees them from the restraints of Godly and paren
tal authority. This is the purpose for Bloom's Taxonomies being used in educatio
n today. Just try to restore order to your children after this class experiment,
i.e. the use of the dialectical E=MC2 experiment in their classroom experience.
Your children will be like Humpty Dumpty, i.e. all the kings men (the traditiona
l parents) could not put him (them) back together again.
==========
If traditional parents and grandparents are no longer listened to because they a
re considered 'out of touch' with the times, i.e. irrational and therefore irrel
evant, then what social function do they serve? They are only a reminder of what
not to be like as you participate in the "changing," emancipated world. "The curr
ent generation is the first in the history of the world which has
==========
nothing to learn from grandparents;" (Yalom) “Can the student accept the fact that
the traditional family might be changed and might possibly disappear?” (Paul Dress
ell et al. General Education: Explorations in Evaluation, American Council on Ed
ucation, 1954) Satan's Genesis 3:1-6 project to is to "cut the head off," i.e. ne
gate the patriarch (the Father) so that man can make his own decisions, define h
is own "purpose" according to his own immediate "needs." By "making customers,"
building a network of human relationships, building portfolios of success (the m
arketplace of the beast is in the buying and selling of portfolios, i.e. the buy
ing and selling of souls through the dialectical project of meeting "sensuous ne
eds"—anyone who understands the 'soviet' system knows that it was all about the ac
cumulation of portfolios, your power depended upon how well connected
==========
- Highlight Loc. 3769-73 | Added on Sunday, March 21, 2010, 03:18 PM
conformity to externally imposed values.” “Submission to authority, desire for a str
ong leader, subservience of the individual to the state, and so forth, have so f
requently and, as it seems to us, correctly, been set forth as important aspects
of the Nazi creed that a search for correlates of prejudice had naturally to ta
ke these attitudes into account.” "It would then be more understandable why the Ge
rman family, with its long history of authoritarian, threatening father figures,
could become susceptible to a fascist ideology." (Adorno) "The major implication
. . . was the
==========
transformation of the family's role in the process of socialization." (Jay). This
ideology has only one uniting agenda, that of negating the Father as a figure of
authority by the use of an encounter known as 'patricide' (For example: The book
, The Brothers Karamazov is all about the act of patricide and how the son's tri
ed to deal with it, i.e. justify it). "Freud noted that … patricide and incest … are
part of man’s deepest nature." (Yalom)
==========
Heresiarchal (dialectical) reasoning is based upon the teaching that all people
must not only participate in thought but also in deed (putting theory into pract
ice, i.e. negating the authority of the father—"authoritarianism"—by shifting the wa
y one thinks and acts toward placing reasoning on the side of sensuousness and t
hen acting upon it, i.e. putting imagination into action in the 'real' world—"open
ended," "non-directive," dialogue making it possible) through the praxis of soc
ial 'incest,' i.e. achieving consensus as the main purpose for life's crisis ("u
sing crisis" as the means of gaining access to a person's paradigm for the purpo
se of 'fixing' it, while working on, i.e. 'fixing' the crisis)—finding unity throu
gh finding common sensuousness, i.e. the basis for social cause.
==========
Without this understanding put into practice the process is immobilized, i.e. po
werless, still under the authority of the Father figure,
==========
the patriarchal paradigm, i.e. a way of thinking which is equated to Fascism by
those possessed with the heresiarchal paradigm.
==========
You either drive the facilitator out of the room (as God did Adam and Eve and th
ereby the master facilitator, Satan) or you are driven out of the room by the fa
cilitation process, i.e. you can not buy or sell because you refuse to be a part
of the group and take the number of "the man." To participate, even in an effort
to stop the process, automatically puts you up on the dialectical continuum, i.
e. on the heresiarchal pathway. To dialogue with your children, in an effort to k
eep your office of authority as a parent, is to abdicate your office of authorit
y as a parent
==========
Thus the woman, using the praxis of the heresiarchal paradigm, became the first
environmentalist, i.e. the first "tree hugger," the first "green." She became th
e first "enlightened," i.e. dialectically minded, 'scientifically' minded person
, not needing revelation from God, above, to "know" the truth below, i.e. materi
alistic in mind. She was the first person on earth to praxis dialectical material
ism. Her praxis of 'leaning to her own understanding' is summed up in Hegel's obs
ervation of human nature (fallen man's 'wisdom,' which is foolishness to God).“For
it, namely reason, is itself the essential fact, the spirit, the Divine Spirit.” (
G. W. Hegel in Friedrich) In this way the "king's horses" became the "people's ho
rses" (Karl Marx example), as "God's tree" became the "people's tree," i.e. they
both used the same system of thought, i.e. the dialectical process. In this way
, private, i.e. my tree (God), my horse (the King), my child (the parent), my la
nd (the homeowner) , etc. is swallowed up in the public, i.e. social unity, in t
he "our tree," "our horse," "our child," "our land," etc. language, i.e. in the l
anguage of the 'New' World Order. As a consequence, the earth, which is the Lords
, an above-below paradigm, can
==========
- Highlight Loc. 4092 | Added on Monday, March 22, 2010, 08:00 AM
If you are a capitalist and don't know Jesus, you are going to Hell. If you are a
==========
- Highlight Loc. 4092-94 | Added on Monday, March 22, 2010, 08:12 AM
socialist, you can not know Jesus, for what harmony has Christ with this "pregen
ital polymorphous eroticism," "pregenital morality."
==========
has Christ with this "pregenital polymorphous eroticism,"
==========
socialist, you can not know Jesus, for what harmony
==========
And whoso shall receive one such little child in my name receiveth me. But whoso
shall offend one of these little ones which believe in me, it were better for h
im that a millstone were hanged about his neck, and that he were drowned in the
depth of the sea." Matthew 19:2-6 The latter is a warning to all social minded "Ch
ristian," out to grow the church, "in the name of Jesus."
==========
If you want to 'change' the world you must first 'change' the way the family com
municates: When you suspend the parents' rules (categorical imperatives) for the
sake of social approval (through dialogue, with yourself and with others), i.e.
"What can I get out of the situation for myself,"* you negate the patriarchal pa
radigm (you lose your religious foundation) in favor of the heresiarchal paradig
m. *Don't kid yourself into thinking it is about others, you do it even for your
name sake, i.e. social approval is intoxicating and will get you to think thing
s, approve things, and do things you never would have thought, approved, or done
without it. Just the statement "It is not about you." traps you in the heresiarc
hal continuum of "change." It is about faith. That is what it is all about. Do you
have faith in God or have you put your faith in yourself and in mankind, which i
s not faith but sight.
==========
"But what, after all, is democracy? Nothing but the absence of masters who could
govern you, and the acceptance of this unavoidable absence, the attempt to mana
ge without them." (Frederick Engels,The Condition of England A review of Past and
Present, Deutsch-Französische Jahrbücher, 1844) "To construct a scale which would p
lace individuals along this continuum" would immediately destabilize a patriarch
al order (treating their belief, i.e. truth and facts, i.e. what is right and wh
at is wrong, as just one among many differing opinions, thereby effectively nega
ting the value of the office, the office of higher authority, i.e. God, parents,
etc., which engender them) and bring that which is right, i.e. righteousness, i
nto question, i.e. all 'opinions' are now open to criticism by the diverse group
of people seeking consensus over social issues in a facilitated meeting (a sovi
et system of polity, i.e. deciding the right course of action to take in any giv
en situation, for the betterment of social cause, called situation ethics, value
s clarification, conflict resolution, mediation, etc.). In the mind of the Marxis
ts, Adorno, Fromm, and other members of the Frankfurt School, along with the Mar
xist, Kurt Lewin (known for his work in 'group dynamics,' 'force field analysis,
' and the change process of 'unfreezing, moving, and refreezing,' people's though
t process;
==========
- Highlight Loc. 4465-67 | Added on Tuesday, March 23, 2010, 07:54 AM
freedom from the environment of familial restraint. "Equality of Opportunity bec
omes ever greater with the weakening of family power. " (Coleman)
==========
"Educational procedures are intended to develop the more desirable rather than t
he more customary types of behavior." "The public-private status of cognitive vs
. affective behaviors is deeply rooted in the Judeo-Christian religion and is a
value highly cherished in the democratic traditions of the Western world.” "Perhaps
a reopening of the entire question would help us to see more clearly the bounda
ries between education and indoctrination, and the simple dichotomy expressed ab
ove between cognitive and affective behavior would no longer seem as real as the
rather glib separation of the two suggests.” “Education opens up possibilities for fr
ee choice and individual decisions." "Indoctrination, on the other hand, is view
ed as reducing the possibilities of free choice and decision.” (Bloom's Taxonomies,
Cognitive and Affective)
==========
liberating and loving, is therefore to be encouraged in all situations. A conditi
on of informal emotive laws of concord aiming to reconcile man to himself (a "po
sitive" environment) was essential if the change was to be done successfully, i.
e. for the 'good' of all ("good sense"). To do so, i.e. accomplish this outcome
or objective, requires the experiencing of life, even momentarily, apart from th
e 'pressure' of the patriarchal environment. This is accomplished through the pro
cess of "role-playing." "Religion [above, i.e. a patriarchal paradigm] and scien
ce [below, i.e. a heresiarchal paradigm, i.e. it would not be heresiarchal if ma
n did not have a "living soul," and was only
==========
Genesis 2:7, thus the reason for pushing the theory (religion) of evolution.] ["R
eligion and science"] can be kept apart, indeed, one is able to do conscientious
screening and not let one activity impede the other―in short, it is an exercise i
n 'role playing.' [where one's sensuousness and spontaneity can be freed from "r
eligious," i.e. Godly, parental, constitutional, etc. restraints (where all opin
ions are treated with respect as facts). Role-playing separates the below from th
e above (removes religion from the experience) and thus makes the above subject
to the below experience (makes religion subject to science, i.e. materializing i
t to make it subject to a sensuous human experience, i.e. if religion does not m
ake sense in the moment, i.e. bringing mankind together, it is non-sense and tre
ated as irrelevant (inapplicable to the situation).] ...we have described rolepl
aying as a diagnostic method but it can also be used as 'role therapy' to improve
the relations between the members of a group." (J. L. Moreno Who Shall Survive?
)
==========
least the promise of pleasure, i.e. "rising expectations"), thus negating the pa
triarchal environment which restrains pleasure. The child or adult chooses the on
e environment over the other as his base to reason from, gaining respect for one
while become "justifiable" openly disrespectful of the other (if you have ever
attended a facilitated meeting, a meeting where everybody is being 'driven' towa
rds consensus you know the experience). This is why it is so hard to restore the
child, politician, minister, etc. once exposed to this process (like God taking
Israel out of Egypt, few made it to the promised land, in their case, rejecting
the patriarchal paradigm of law and restraint, i.e. rejecting God's promises—the p
romised land, which required walking by faith, i.e. trusting in him, instead see
king after the pleasures of the heresiarchal paradigm, i.e. the carnal things of
past experience, i.e. Egypt, i.e. the leeks and melons; "We remember the fish,
which we did eat in Egypt freely; the cucumbers, and the melons, and the leeks,
and the onions, and the garlick: But now our soul is dried away: there is nothin
g at all, beside this manna, before our eyes." Numbers 11:5, 6), having their rea
soning tied to the walking by sight, i.e. trusting in themselves and their own r
easoning and thus free to "justify" the experience. In this way their direction o
f reasoning is changed (i.e. their paradigm is changed from looking above, i.e.
to parent or God) to looking below (i.e. to their human nature for the answers t
o life's problems, i.e. life's
==========
- Highlight Loc. 4673 | Added on Tuesday, March 23, 2010, 08:50 AM
problems being mostly those things which interfere with the approaching of pleas
ure, i.e. the patriarchal paradigm).
==========
This process can be successful in replacing the patriarchal paradigm with the he
resiarchal paradigm in the child (or the adult) providing the experience does no
t go too far or too fast and awaken the conscience of the child (the "father wit
hin"). In that case the child may reject the new experience, blocking it from his
mind (i.e. his reasoning process) due to the fear of doing what is wrong (i.e.
wrong according to the father's commands, i.e. the father's definition of what i
s right and what is wrong—what is good and what is evil) and thus from his experie
nce (unless he willingly participates in the experience of the process, he will
not "own it"). This is why "feedback loops" are necessary for the process to con
tinue, periodically evaluating the changes which have taken place in the person
for the sake of 'refreezing' the person (via consensus) on the new level before
proceeding any further down the pathway of the process of change (this is why yo
u must attend meeting after meeting after meeting, ad infinitum, ad nauseam).
==========
in the process), there will be little if anything left to start over with. The na
ture of the dialectic process is to negate patriarchal history, annihilating any
vestiges which exonerates it, assimilating what is left, into the matrix of the
heresiarchal paradigm, for its "purpose," the total destruction of the patriarc
hal paradigm for the sake of "perversions and obscenities," i.e. openness. It is
through your carnal nature, which the process wants access to, that it can gain c
ontrol over all that God has given you, including your soul.
==========
"The individual may have ‘secret’ thoughts which he will under no circumstances reve
al to anyone else if he can help it. To gain access is particularly important, f
or precisely here may lie the individual’s potential for democratic or antidemocra
tic thought and action in crucial situations.” (Adorno) "Sometimes patients … make a
statement which may at some future time provide the therapist with great leverag
e." "The thrifty therapist underscores these comments in the group and stores the
m for future use. … at times when the patient is closed and defensive." (Yalom) Rem
ember that these meetings are supposed to be based upon openness and freedom fro
m threat, evidently that is until the therapist wants to be a god, in this cas
e a god who carries a little black book and likes to blackmail when necessary fo
r the cause of "change." For the "public"(openness, unconcealed) to develop a pub
lic-private partnership with the private (closed, concealed), those facilitating
the "public" meeting (i.e. the democratic-socialist-communist party pushing the
public-private agenda) must have secrets, i.e. a secret agenda (they are the ex
perts of a very subtle and complex process), which makes them subversive, i.e. e
nemies of both the private and the public realm (a secret society, or rather a s
ociety with secrets, out to gain information on the private so they can use it a
gainst them, to "change," i.e. control not only the public but also the private)
. "Conspiracy
==========
"Then came Isaiah the prophet unto king Hezekiah, and said unto him, What said t
hese men? and from whence came they unto thee? And Hezekiah said, They are come
from a far country, even from Babylon. And he said, What have they seen in thine
house? And Hezekiah answered, All the things that are in mine house have they s
een: there is nothing among my treasures that I have not shewed them. And Isaiah
said unto Hezekiah, Hear the word of the LORD. Behold, the days come, that all t
hat is in thine house, and that which thy fathers have laid up in store unto thi
s day, shall be carried into Babylon: nothing shall be left, saith the LORD." 2 K
ings 20:14-17
==========
theory" will be pushed as a paranoia by those involved in the praxis of conspira
cy. No one involved with the dialectical process can be loyal to any contract th
ey claim to be defending (against all enemies foreign and domestic), unless that
contract is accepted as open-ended and non-directing, a "living will" providing
for "logical outgrowth," otherwise it is just a piece of paper. As the spider said
to the fly, trust me.
==========
“The institutions in socialist society which act as the facilitators between the p
ublic and private realms are the Soviets.” (Norman Lavine in George Lukacs Process
of Democratization) When this happens, when a public-private partnership is crea
ted, anyone in the private with a secret (insisting upon his private rights) mus
t be treated as a person of concern, suspect of being an enemy of the public goo
d, i.e. fighting against the public will. In this way the private is swallowed up
by the 'public,' with those pushing the "public" agenda working to keep a posit
ion of control, i.e. seeking to be treated with respect, as having the 'rights'
of the private, i.e. secrecy. "It is true that people cannot be trained for
==========
"…a patient might, with further change, outgrow … his spouse … unless concomitant chan
ges occur in the spouse." (Yalom)
==========
and
==========
and
==========
"The full force of civilized morality [the patriarchal society] was mobilized ag
ainst the use of the body as a mere object, means, instrument of pleasure [the b
ody as a mere object of pleasure]; such reification was tabooed, and remained th
e ill-reputed privilege of whores, degenerates, and perverts." With the emergence
of a non-repressive reality principle [through dialectical thinking] this proce
ss would be reversed ["whores, degenerates, and perverts" would become socially
acceptable and even promoted, i.e. deviancy would become the norm]." "... the tab
oo on the reification of the body would be lessened ... the body would be resexu
alized [physical behavior "tabooed," i.e. immorality would be approved, i.e. "th
e erotization of the entire organism," i.e. behavior outside of or beyond the pu
rpose of procreation, (the reason the male and female bodies were created the wa
y they were; Romans 1) would be liberated] ... a resurgence of pregenital polymo
rphous sexuality [incest resurrection of the body; "the fulfillment of childhood
wishes," psychology is built upon Freud's premise that all children are sexuall
y active, no person in the profession of psychoanalytical counseling can get aro
und this premise] and a decline of genital supremacy [the praxis of patricide wo
uld be initiated and the patriarchal family annulled] ... the body in its entire
ty would become an object of cathexis [purified of the emotions of patriarchal t
ension, allowing the free expression of emotional consciousness in praxis] ... a
n instrument of pleasure. [leading] to a disintegration of the institutions in wh
ich the private interpersonal relations have been organized, particularly the mo
nogamic and patriarchal family." (Marcuse) If the one spouse changes their paradigm
to that of sensuousness and
==========
"The full force of civilized morality [the patriarchal society] was mobilized ag
ainst the use of the body as a mere object, means, instrument of pleasure [the b
ody as a mere object of pleasure]; such reification was tabooed, and remained th
e ill-reputed privilege of whores, degenerates, and perverts." With the emergence
of a non-repressive reality principle [through dialectical thinking] this proce
ss would be reversed ["whores, degenerates, and perverts" would become socially
acceptable and even promoted, i.e. deviancy would become the norm]." "... the tab
oo on the reification of the body would be lessened ... the body would be resexu
alized [physical behavior "tabooed," i.e. immorality would be approved, i.e. "th
e erotization of the entire organism," i.e. behavior outside of or beyond the pu
rpose of procreation, (the reason the male and female bodies were created the wa
y they were; Romans 1) would be liberated] ... a resurgence of pregenital polymo
rphous sexuality [incest resurrection of the body; "the fulfillment of childhood
wishes," psychology is built upon Freud's premise that all children are sexuall
y active, no person in the profession of psychoanalytical counseling can get aro
und this premise] and a decline of genital supremacy [the praxis of patricide wo
uld be initiated and the patriarchal family annulled] ... the body in its entire
ty would become an object of cathexis [purified of the emotions of patriarchal t
ension, allowing the free expression of emotional consciousness in praxis] ... a
n instrument of pleasure. [leading] to a disintegration of the institutions in wh
ich the private interpersonal relations have been organized, particularly the mo
nogamic and patriarchal family." (Marcuse) If the one spouse changes their paradigm
to that of sensuousness andspontaneity (i.e. following after their 'natural inc
linations') and the other spouse retains their paradigm of absolute morals and l
aw (i.e. following after their beliefs) the breakdown in communication (i.e. con
flict in paradigms) will cause a rift in the relationship, the one morally freed
("liberated") from established contracts (i.e. the heresiarchal paradigm) confl
icting with the one morally obligated ("constrained") to established contracts (
i.e. the patriarchal paradigm). With the patriarchal order of the home disintegra
ting, spousal abuse (which is wrong) would increase as one spouse, out of frustr
ation (no support from society to retain patriarchal order in the home), would a
ttempt to restore order through the use of force, or use force to silence any op
position to extrinsic sexual relationships (the law would increasingly be on the
side of the disintegration of the patriarchal order since civilization would in
creasingly be built upon "community," i.e. a continuing and growing culture of "
partnerships," i.e. sexual partners).
==========
It should be noted, as a sidebar, that the Peter Drucker, who was defending the
practice of homosexuality in the above paper, is the same Peter Drucker that Ric
k Warren turned to for the structuring of his Church Growth agenda.
==========
"Privacy must no longer be maintained apart from and against the public existenc
e." (Marcuse) This ideology is that once the "general will" ("the acquired knowl
edge of the real Good") of the public takes over it direct the public "toward th
e individual needs." A 'one for all, and all for one,' Karl Marx mentality which
is the negation of the private. If private exists, it exists in name only. "The ne
cessity of reciprocal
==========
"The problem was to reform and reconstruct society until it did in fact defend a
nd protect the person of each member. (Seeking to) establish a society in which
the interests of the individual and the community coincide." (John Lewis commenti
ng
==========
The questions are: "Who is determining what it is that the individual and communi
ty are coinciding on (i.e. what really is 'community' interest?)" "Who is definin
g the person and the community?" and "How did they come to that conclusion (i.e.
develop their definition)?" Whoever defines terms for you controls your life (i.
e. controls the outcome).
==========
to rescue his words from the first speaker's definitions. This is the art craft o
f facilitation. In the end, are your own "interests" that of being in harmony wit
h the community or that of Eternal Life? Considering that Hell is permanent also,
community harmony is not the right answer, unless the 'community' is a fellowsh
ip of believers and the harmony is all in one accord in Christ. "And what concor
d [harmony] hath Christ with Belial [those who do the dialectical process, i.e.
diversity in unity]? Or what part hath he that believeth with an infidel?" 2 Cor
inthians 6:15
==========
"There should be no secrets in the public schools kept from the parents." (Sixte
enth Report, Senate Investigation Committee on Education: Curriculum Changes, Sena
te of the State of California, California Legislature 1958)
==========
What is private is secret (closed or hidden from public sight, seen only by God)
. For the private to go into a public-private partnership, the private must rejec
t (divulge) their privacy, their secrecy, for the sake of the public cause, curs
ing their right of privacy. That which is only seen by God above is now seen by g
od, i.e. socio-psychologists below. To befriend a dialectic thinker is to reveal
that which is private to Babylon. What you had before your involvement in the p
rocess is divested of your values, of your history, of your control over it. In
this way "the dualism of flesh and spirit, higher and lower" (a patriarchal para
digm) is overcome by the emancipation of your carnal nature with its "fixations
on perversions and obscenities," (a heresiarchal paradigm) formerly restrained b
y "parental discipline, religious denunciation of bodily pleasure." So if you sho
uld decide to return, providing you can be rescued (redeemed) from the grips of
the process (the process is not considered successful until no one can escape,
==========
whose child are you, God's, through belief in Christ (obedient in all things), o
r Satan's, through belief in yourself and the world system, i.e. the heresiarcha
l paradigm of "change?" The patriarchal paradigm can not save you but, without it
, faith in God is not possible and without faith, i.e. belief, you can not be sa
ved.
==========
laughter can be utilized in bringing the process of change into the patriarchal
environment without being openly detected and therefore resisted and rejected.
==========
When put into comedy format (entertainment), the Father and his family (the patr
iarchal home) can willingly participate in laughter, via the mediums of TV, radi
o, etc., unaware of the effect it is having upon the thought processes of the tr
aditional home. The experience itself changes them (desensitizing them, making th
em tolerant of ambiguity, i.e. the acceptance of "gray," or of
==========
the American family let a dialectical home into our homes, calling it comedy. Soa
p operas and other forms of entertainment (late night shows) continued the delug
e of perceivable material for the changing of the American culture (exposing it
to adultery, fornication, homosexuality, bestiality, etc in a non-judgmental env
ironment, i.e. non dared express disapproval for fear of derision). A culture war
was put into practice (praxis) on the American public and the American public w
illingly participated, enjoying the experience.
==========
"social norms" no longer constrained by the "moral relations" of the patriarchal
paradigm but now attached to the heresiarchal paradigm of 'change,' freeing him
to join in the social project of annihilating the patriarchal paradigm.
==========
The old Marxist Waltz: take two steps forward until they squeal, then take one s
tep back andthey will all be on board, thinking the idea of change was theirs (ta
king ownership of change) if noticing the change at all since they already had t
hat much change going in their behavior, i.e. already ignoring (tolerating) diff
erences for the sake of unity. To introduce the continuum into the classroom is
to change the world. To change the classroom from obedience toward authority or s
eeking to know and serve God above, living by faith, to questioning authority or
being god and serving god (mankind) below and living by sight is diabolical. Thi
s is a continuum of evil, calling itself good.
==========
if change agents are to find out whether man either holds to set knowledge and t
ruth, i.e. remains unchanging, i.e. "fundamentalist" (identifying him as having
been educated in a patriarchal environment), or whether he is changeable, i.e. a
daptable in his knowledge, i.e. the "purpose" of life being based upon experient
ial discovering, i.e. reasoning must be relative to the situation he finds himse
lf in (identifying him as having been re-educated, i.e. the brain washed of a pa
triarchal paradigm, i.e. rigidity), in a heresiarchal environment ("enlightened,
" revolutionary, i.e. a "changeable"
==========
minded person, i.e. "always in the process of becoming," i.e. always demanding l
eisure and guaranteed sustenance,
==========
The overall agenda is the "disintegration of the institutions in which the priva
te interpersonal relations have been organized, particularly the monogamic and p
atriarchal family." (Marcuse)
==========
At the one end of the continuum the unprocessed person sees things as right and
wrong, good and evil, black and white, as laid out by a higher authority, and av
oids evil and those who promote and praxis it, while at the other end of the con
tinuum the processed person will be a revolutionary, a facilitator, a deceiver f
or the "good" of mankind.
==========
the beast's heresiarchal paradigm (the purpose in life is to question everything
; "critical theory," i.e. the "child within" rules,
==========
the facilitated meeting is not just about fixing a bridge, it is really about "f
ixing," i.e. neutering the fear of God in you) without first going through the a
dulterous-whorish, matriarchal paradigm (getting in touch with your feelings, fe
elings triggered by something within the environment drawing you, with the entic
er beckoning you, i.e. being driven by "feelings," i.e. "sensuous needs" of plea
sure, and security and peace (secretly in a "safe zone"),
==========
- Highlight Loc. 4943-47 | Added on Tuesday, March 23, 2010, 12:03 PM
(Better add to definition of “humanistic” that it also means one species, One World.
)" "Only a world government with world-shared values could be trusted or permitt
ed to take such powers. If only for such a reason a world government is necessar
y. It too would have to evolve. I suppose it would be weak or lousy or even corr
upt at first—it certainly doesn’t amount to much now & won’t until sovereignty is give
n up little by little by nations. " (Maslow, Journals)
==========
since the earlier the influence the more profound it will be, attention becomes
focused upon child training.” (Adorno)
==========
At these stages on the scale (i.e. continuum) "participants" are actually seen a
s fighting against themselves, rejecting their own nature. In fighting against th
e process of change they are dialectically perceived as denying their democratic
(socialist, communist) identity. They must therefore be neutralized, marginaliz
ed, or removed, before others can be moved toward acceptance and willful partici
pation in the heresiarchal paradigm.
==========
At levels 3-apathy and 4-indifference, conversion is just around the corner so m
ore pressure is needed to keep those ensnare by the process from abandoning ship
and causing the process to stalemating. By levels 5-acceptance, 6-support, and 7
-cooporation, the facilitator is brought back into the meeting (the facilitator
and change agent can be the same person, it is only the procedure being used whi
ch changes) to assist those already converted into learning how to convert other
s into the process of change as well, i.e. helping those less fortunate than the
m, i.e. those lacking an understanding of their socialist nature to understand t
heir "unhealthy" condition and "change." (See the article on brainwashing.) By l
evel 8-committed participants have become 'preachers and teachers' of the dialec
tical system of change, committed to the annihilation of the patriarchal paradig
m (patricide) through the praxis of facilitation, dialogue, and consensus (socia
l incest), i.e. the heresiarchal paradigm.
==========
For the dialectical process to be promoted in education, in governmental departm
ents, in the workplace, and even in the mega-church (i.e. Church Growth, Emergen
t Church, dialectical church, i.e. apostate church) it is important that accompl
ices understand the system of change (i.e. know how and when to initiate it and
how to sustain it). To move up the system, skill in the utilization of dissatisfa
ction is essential. The trick is to focus upon internal dissatisfactions and exte
rnal dissatisfaction and use them in such a way as to produce "change" in paradi
gm.
==========
(UNESCO Tensions that cause war) When women are still under the "control" of the
patriarchal paradigm, they are, according to the heresiarchal paradigm's defini
tion, damaging their children,
==========
"Mass media, and an ever-increasing range of personal experiences, gives an adol
escent social sophistication at an early age, making him unfit for the obedient
role of the child in the family." "One of the consequence of the increasing socia
l liberation of adolescents is the increasing inability of parents to enforce no
rms, a greater and greater tendency for the adolescent community to disregard ad
ult dictates, and to consider itself no longer subject to the demands of parents
and teachers." "The old ‘levers’ by which children are motivated—approval or disapprov
al of parents and teachers—are less efficient." "Rather than bringing the father b
ack to play with his son, this strategy would recognize that society has changed
, and attempt to improve those institutions designed to educate the adolescent t
oward adulthood." "Equality of Opportunity becomes ever greater with the weakeni
ng of family power." “The family has little to offer the child in the way of train
ing for his place in the community.” “In the traditional society each child is at th
e mercy of his parents. The ‘natural processes’ by which they socialize him makes hi
m a replica of them.” (Coleman) Your public school does not openly display the Ten
Commandments on its walls, allow the reading of God s Holy Word, or prayer in Je
sus name because of this man s "research" which helped our highest courts "justi
fy" their decisions. He has more impact in your life than you know, or maybe care
to know.
==========
intoxicated with the heresiarchal paradigm hate and seek out, to destroy, anyone
or anything which might expose them for what they think and do. Only in the dece
ption, i.e. the imagination, of a dialectical thinking person can two objects st
and in the same place at the same time. The truth is, life is an either-or situat
ion. It will always be an either-or situation. Either you believe in the truth or
you believe a lie. Turning belief into an opinion, in an effort to circumvent tru
th (either-or), is simply the praxis of believing in and living a lie. When you
do the dialectical process as a "Christian," basing God's work upon how you feel
, what you think, and how you act towards others and how they act toward you, wi
ll not turn a lie into the truth, nor turn the truth into a lie, you will simply
make yourself a liar.
==========
Thus, anyone who questions the usurpation of the patriarchal paradigm by the mat
riarchal paradigm (sensuousness, i.e. the "life instinct" or pleasure) is labele
d as being prejudiced and hateful. Those who praxis a heresiarchal paradigm are
actually the ones full of hate (an "egoistic demand of a minority" ibid.) toward
the patriarchal paradigm and will eventually destroy the matriarchal paradigm,
after having used her for their own "purpose," i.e. the usurpation and the annih
ilation of the patriarchal paradigm. Those intoxicated with the heresiarchal para
digm hate and seek out, to destroy,intoxicated with the heresiarchal paradigm ha
te and seek out, to destroy, anyone or anything which might expose them for what
they think and do. Only in the deception, i.e. the imagination, of a dialectical
thinking person can two objects stand in the same place at the same time. The tr
uth is, life is an either-or situation. It will always be an either-or situation.
Either you believe in the truth or you believe a lie. Turning belief into an opin
ion, in an effort to circumvent truth (either-or), is simply the praxis of belie
ving in and living a lie. When you do the dialectical process as a "Christian,"
basing God's work upon how you feel, what you think, and how you act towards oth
ers and how they act toward you, will not turn a lie into the truth, nor turn th
e truth into a lie, you will simply make yourself a liar.
==========
The liar believes: If a child, following his nature (approaching pleasure and av
oiding pain), strikes back at a parent who is inhibiting the child's natural des
ires (to have candy for example), it is up to the parent to explain (dialogue) t
o the child the necessity of restraint, i.e. for the cause of initiating and sus
taining relationship with others, or provide another option to satisfy his "lust
" for pleasure, appropriate to personal-social development (redirecting).
==========
if the parent enforces, i.e. by force or threat of force (patriarchal; preaching
and teaching; inculcating), his rules of proper behavior upon the child, i.e. t
he child who is striking back at the parent, not making his rules changeable to
the child's nature, then the parent is being hateful and destructive, not only t
o the child's personal and social development but to his own personal and social
development as well. Thus, according to dialectical thinking (the heresiarchal p
aradigm, i.e. the liar),
==========
it has nothing to do with a "healthy" society, it has always been about the dest
ruction of soul's of men, i.e. the removal of faith in God by the praxis of havi
ng faith in human reasoning, i.e.
==========
A charlatan has no power until he can empower (a charlatan has no power until he
is empowered by those who listen to him and take his advice).
==========
By getting them to think about themselves, and their possibility of, i.e. hope i
n, fulfilling their personal desires, i.e. by getting them to look (imagine) bey
ond their current conditions of restraint to a place and time where sensuousness
and spontaneity freely exist, i.e. to put faith in the imagination and then to
pursue the dream, the charlatan, i.e. the "coach," the facilitator, the guru, th
e pimp, the deceiver, the "wolf in sheep skin," the psychotherapist, the analyst
, the counselor, the harlot carrying beast, etc. is able to get them to supply h
is "needs," i.e. his pleasures, he is able to get them to join him on the pathwa
y of earthly pleasure, devouring their souls along the way.
==========
While the holy angels look upon the things done by God above (1 Peter 1:12), Sat
an (Revelation 12:9), the master facilitator (Genesis 3:1-6), "savors" the thing
s of man below (Matthew 16:23). Those who "savor" the things of men, follow him d
own his dialectical pathway.
==========
He becomes empowered when he is able to deceive those who are under a higher aut
hority (God or parent shielding those under his care from the ways of the world,
i.e. his rules being a hedge of protection from the world)into questioning the c
ommands of that authority in the light of their own personal feelings (desires).
==========
"Every system of law known to civilized society generated from or had as its com
ponent one of two well known systems of ethics, stoic [heresiarchal paradigm] or
Christian [patriarchal paradigm]. The COMMON LAW draws its subsistence from the
latter, its roots go deep into that system, the Christian concept of right and
wrong or right and justice motivates every rule of equity. It is the guide by whi
ch we dissolve domestic friction's and the rule by which all legal controversies
are settled."
==========
by embracing stoic ethics our highest court turned to CIVIL LAW, i.e. stoic ethi
cs, i.e. Babylonian law (man's behavior being directed from man below) declared
that life begins at birth or shortly thereafter. The court decided in Roe v. Wade
that "there has always been strong support for the view that life does not begi
n until live birth. This was the belief of the Stoics." (ROE v. WADE,
==========
The nation which uses the dialectical process always kills its own citizens for
the sake of fulfilling it "purpose," human pleasure.
==========
John Quincy Adams wrote: "The highest glory of the American Revolution [now in Br
itain at the beginning as the "Protestant Revolution"] was this; it connected in
one dissoluble bond the principles of civil government with the principles of C
hristianity .... from the day of the Declaration .... they (the American people)
were bound by the laws of God, which they all, and the laws of he gospel, which
they nearly all, acknowledged as the rules of their conduct." George Washington,
first President of the United States, said "Of all the dispositions and habits
which lead to political prosperity, religion and morality are indispensable supp
orts ... and let us with caution indulge the supposition that morality can be ma
intained without religion ... We ought to be persuaded that the propitious smile
s of heaven can never be expected on a nation that disregards the eternal rules
of order and right which heaven itself has ordained." Patrick Henry, going father
, putting it more accurately than Washington, wrote: "It cannot be emphasized to
strongly or too often that this great nation was founded, not by religionists, b
ut by Christians, not on religions, but on the gospel of Jesus Christ!" (source:
Dick York, "The Reprieve Seems to Have expired: Now What?" Shield of Faith Missio
n International, Nov-Dec, 2009)
==========
are man who are trying to love God from an unregenerate heart. Those who propagat
e this method within the church, i.e. the dialectical process, the heresiarchal
paradigm, i.e. the use of dialogue, consensus, diversity, etc. to find and fulfil
l "purpose" in life, have always sought to bring the Church into apostasy, i.e.
to prostitute the bride of Christ. Detaching "the obedience of Christ" from the o
bedience to His Father will to the love of this world, turns the issue of love f
rom being possible only from God above, to human nature below (love no longer fo
und in obedience toward, repentance toward, forgiveness from above, to love bein
g tolerance of human nature). In this praxis, in this subtle and complex way, the
Heavenly Father is annihilated, His will is irrelevant, unless of course it fit
s within the human "purpose" of world peace and love, i.e. sin being the major i
ssue between man and God (above-below) replaced with love being the major issue
between man and
==========
"‘It is not really a decisive matter whether one has killed one’s father or abstaine
d from the deed, if the function of the conflict and its consequences are the s
ame.” (Herbert Marcuse quoting Sigmund Freud) [There is no longer an author of res
training laws upon human nature or an authority to carry them out if the father
is killed or if he abstains from his deed, i.e. chastening. In this way we can ke
ep God or the father around since he is no longer demanding things be done his w
ay (the fear of God is negated). Dialectically, i.e. by converting God into a her
esiarchal paradigm, he is now user friendly, non offensive, readily adaptable to
change. The world has no animosity toward the gospel message as long as you keep
the law out of it, i.e. keeping the Father around while negating his power, i.e
. chastening, i.e. Hebrews 13. In this way thieves and robbers think they can get
into the sheepfold (circumventing the law of God which kills all flesh), "in th
e Lord s name," not having to got through Christ (who redeemed us from the curse
of the law, not the law itself, which is now
==========
Anyone resisting the process, i.e. refusing to participate in the process of cha
nge, or trying to derail the dialectical, heresiarchal train (new world order) m
ust be identified as working against progress, against the betterment of life fo
r mankind. Whether they are working with others or not, i.e. others outside the s
ystem, they are seen as potentially if not actively working against those helpin
g "the less fortunate." Thus, according to national law and therefore global law,
those with a patriarchal paradigm are perceived as perpetrating a "notorious cr
ime against all of society." (Marx, Critique) Therefore, according to dialectical
reasoning, those with a patriarchal paradigm must be "ruthlessly" eradicated wh
en "necessary."
==========
having been raised in a patriarchal home, where a person learns to save money to
better his life] had done their work during a person's upbringing-his defects o
f personality resulting from these social causes stuck with him, making him a me
mber of a 'criminal' group of people."
==========
This logic, which was used to produce a "healthy" Soviet Union, is the same logi
c being used today for "public health." Stalin, a Traditional Marxist, believed t
he "defect," of having been raised in a traditional home "stuck" with the person
for the rest of his
==========
- Highlight Loc. 5663-69 | Added on Thursday, March 25, 2010, 07:35 AM
Transformation Marxists, believe that the person can be environmentally processe
d to health (what Carl Roger's call it therapy for "normals"), that is unless th
e person refuses to participate in therapy, at which time he will be treated as
one belonging to "a criminal group of people." Both Traditional and Transformatio
n Marxist arrive at the same outcome in the end, they achieve earthly power for a
few, i.e. the facilitators for change, in the name of the many, i.e. "the grass
roots." The difference is that one takes longer to get to the outcome, having ho
pe that "adaptability" to change can be more successful in the re-education, i.e
. brain washing experience of the person rather than
==========
the outright use of brute force in the traditional Marxists theater. While the Tr
ansformational Marxists use force in the first act, i.e. social pressure, in the
last act they must uses brute force to remove all which is left of the patriarc
hal paradigm. In this way the social infrastructure is less disrupted and there a
re more "happy" workers, i.e. volunteers to support the system, i.e. less worker
s are excluded, imprisoned, or shot, providing for more citizens laboring in the
"positive force fields" of "social change and progress," i.e. putting their the
ory into practice into praxis upon "the less fortunate," i.e. those exposed to a
patriarchal paradigm of faith in God and His Word. “The negative valence of a for
bidden object which in itself attracts the child thus usually derives from an in
duced field of force of an adult. If this field of force loses its psychological
existence for the child (e.g., if the adult goes away or loses his authority) t
he negative valence also disappears.” (Kurt Lewin A Dynamic Theory of Personality,
1935) [For more on this comprehensive statement by Kurt Lewin's, i.e. how to ide
ntify and then destroy the traditional home see the following: Rearranging the f
ield to destabilize and "shift" a person's paradigm. Internalized terrorism. “The li
fe which he has given to the object sets itself against him as an alien and host
ile force." Karl Marx, "Hell and destruction are never full; so the eyes of man a
re never satisfied." Proverbs 27:20, Thus, according to dialectical reasoning.] T
hus, to the dialectical minded, i.e. enlightened "Christians" (Transformational
Marxist "Christians, i.e. "humanistic Christians"), God's commands are not "wron
g," they are simply irrelevant (illusionary), i.e.
==========
How can a judge have mercy on anybody when there was no law. Without law, there w
ould be no crime, and therefore no opportunity for mercy. When people call you "j
udgmental," make sure they are upset with God's law, which condemns them, and no
t your use of it to condemn them. It is God's mercy and grace which counts. Your
mercy and grace is based upon vanity, what you can get out of the situation for
yourself, outside of the curse of the law. After all Jesus Christ himself was obe
dient to the law, obedient to His Father's will. The law is not the problem, the
heart of man is the problem, i.e. the
==========
There are only two things God has called us to do. We are to deny ourselves, i.e
. die to our self-life, pick up our cross, i.e. die to the village-life, and fol
low Jesus, i.e. the rest is in His hands. God's will for us is only fulfilled in
our walk in his Spirit. Apart from God's work of mercy and grace, i.e. his work
alone, i.e. Christ in us, i.e. God's law in us, we can not love and do our Heave
nly Father's will.
==========
"Wherefore the law is holy, and the commandment holy, and just, and good. Was th
en that which is good made death unto me? God forbid. But sin, that it might app
ear sin, working death in me by that which is good; that sin by the commandment
might become exceeding sinful. For we know that the law is spiritual: but I am ca
rnal, sold under sin." Romans 7:12-14
==========
Because His law is hated by our flesh, we can not love the Father apart from His
Holy Spirit. Unless the flesh, i.e. the mind set upon the flesh, behavior contro
lled by it (psychology, i.e. the land of "oughtiness") is dead, we can not be in
Christ and have the Father's love in us.
==========
in Christ Jesus alone that God's law, which is external, which condemns us (all
men outside of Christ should be "terrified by the law"), becomes internal, which
blesses us (all men in Christ should love the law with their minds).
==========
The story of the prodigal son was not about the son's love for the father but th
efather's love for the son. The son did not return to the father because he loved
the father. He returned home because he knew his father would feed and take care
of him (what
==========
can I get out of this situation for myself), even if he was a slave. It was the f
ather who showed the love, i.e. not unconditional love in that if the son had co
me home with a whore in hand, i.e. disrespectful or contemptuous towards the fat
her's commands, the father would not have let him in the house. But he came home
humble, willing to be a slave, subject to his father's commands.All throughout th
e scriptures it is about the Father's love for us, revealed by his Law, revealed
by His Son's love for the Father, revealed by His obedience to the Father will,
and revealed by His Holy Spirit guiding us in both the Son's love for the Fathe
r and the Father's love for us, none of which is of this world. "Not feeling at
home in the sinful world, Critical Criticism must set up a sinful world in its o
wn home." (Karl Marx The Holy Family) What the dialectical process has done is m
ade the wall of restraint, the law of restraint, the patriarchal paradigm, the o
bstacle to be overcome (as Satan did in the Garden in Eden).In this way, but maki
ng the Son's love for us supersede his love for the Father, the message of the S
on's obedience to the Father in all things, the patriarchal paradigm is negated
(the Son dialectically rescued us from the law of the Father negates the fact th
at he rescued us from the 'curse' of the law, i.e. the law of the Father, the So
n, and the Holy Spirit, all are in agreement to the law). Through the continual
use of the dialectical process, instead of the wall being a judgment upon the fl
esh, condemning the flesh, it becomes an object of oppression, the restrainer of
the flesh, preventing man from knowing his true self. It is therefore a new Chri
st, a dialectical savior, i.e. a user-friendly, readily adaptable to change, non
-offensive, tolerant of ambiguity Christ, a "feeling" Christ, a facilitator of c
hange Christ, who becomes the doorway into the sheepfold, helping man in negatin
g the law.
==========
- Highlight Loc. 5856 | Added on Thursday, March 25, 2010, 08:24 AM
i.e. the way of the antichrist
==========
- Highlight Loc. 5856 | Added on Thursday, March 25, 2010, 08:25 AM
lawless one, the Fatherless one, the wall-less one),
==========
The savior in the dialectical sheepfold is the facilitator of "change," the high
priest of the heresiarchal paradigm, the initiator and sustainer of the dialect
ical experience, i.e. Lucifer (Isaiah 14:12-15), the Devil, Satan, "the old serp
ent," the dragon (Revelation 20:2). Following down the pathway of the dialectical
process is, as they say in the drug world, "chasing the dragon" (i.e. addiction
to the praxis of dopamine, i.e. the want of gratifying objects put into praxis)
. You need more and more and are never satisfied until you are dead, i.e. having
lived of, by, and for the flesh till death do you part. Your service in this life
being only as a slave to the system which provides you the drug inducing enviro
nment of sensuous experience. Welcome to the world of praxis, the world of death
which calls itself life.
==========
When fear and dread and awe and wonder are no longer a part of our life we need
to humble ourselves before God, evaluate our lives from His Word and seek his fa
ce, repenting of our sin. Fear and dread, because of our works, the works of our
flesh, i.e. because we let our thoughts and our deeds, i.e. our love for our fle
sh and the things of this world (what we can get out of life for ourselves, i.e.
the respect of men), come between us and God. "It is a fearful thing to fall in
to the hands of the living God." "Wherefore we receiving a kingdom which cannot b
e moved, let us have grace, whereby we may serve God acceptably with reverence a
nd godly fear: For our God is a consuming fire." Hebrews 10:31, 12:28, 29
==========
When a man is under God's authority, he is to have dominion (a patriarchal parad
igm), but when men are under the fallen angels authority (the dialectical proces
s), they take on the system of the fallen angels (a
==========
heresiarchal paradigm) and become servant, not to the creator, but rather to the
creation, i.e. environmentalists, socialists, etc. worshiping and serving the cr
eation, i.e. man's nature, the world, and the fallen angels, i.e. all becoming h
is focus of service and "purpose."
==========
When socialist and capitalist are joined in "purpose" (as they are today), they
have only one "purpose," that is the buying and selling of souls. It has never be
en about money, it has always been about the soul of man or I should say the sou
ls of men (collective). That is why socialists are so money, i.e. masses, orient
ed (you are money in their eyes). They can not do it (whatever it is) without you
. Like a pedophile, it's not the lost dog they are after (any crisis will work),
it is you. They take their pleasure in the victimizing of the innocent, i.e. the
trusting. Whether done externally, by physical contact, or internally, vicarious
ly, this process is evil. Those who, like drug pushers, facilitate the praxis of
it, could only have come from the dark side of evil. Socialists, like pedophiles,
can only think of the next moment, i.e. the "special opportunity," when they ca
n make the next trusting soul their victim. Since whoever defines terms for you c
ontrols your life, when they state "If nobody is hurt then it must be ok,"
==========
In this condition, i.e. detachment from the influence of the patriarchal paradig
m, the person can be conditioned to focus upon and evaluate life from the "here
and now," from the sense-based moment (from one's own feelings and thoughts), an
d learn to make "rational" (sensual, i.e. sensible) decisions through the proces
s of consensus (group-social approval; unanimity).
==========
History is thus rewritten. History is no longer the passing of past information o
n into the present, unquestioned ("authoritative," "there-and-then" information,
above a persons "here-and-now" feelings and thought, directing and controlling
his actions in the "here-and-now"), but rather history, dialectically incorporat
ing perception, the "in the moment" experience, becomes the reevaluation of past
experiences (information being handed out from someone with an authoritative mi
nd-set), through the "light" of one's own contemporary feelings and thoughts (op
inion). In this way man's affections and lusts become as important a part of his
life as the world he lives in. His communication is no longer filled with words o
f restraint,
==========
shall appear, then shall ye also appear with him in glory. Mortify therefore your
members which are upon the earth; fornication, uncleanness, inordinate affectio
n, evil concupiscence, and covetousness, which is idolatry: For which things’ sake
the wrath of God cometh on the children of disobedience: In the which ye also w
alked some time, when ye lived in them." Colossians 3:1-7 Thus,
==========
when a person thinks with dialectical reasoning, things in the universe no longe
r have usefulness, or purpose, in glorifying God above (since the mind set upon
things above divides, i.e. alienates man from his 'true' nature below), or in th
emselves below, but are useful as means to an end below,i.e. the means toward uni
versal pleasure, i.e. world peace, global harmony, the dialectical process being
the end (Note: the end is not world peace, the end is the use of the dialectica
l process to achieve it, i.e. to achieve the negation of the patriarchal paradig
m).
==========
Incest is dialectically synonymous with patricide (the absence of the patriarchal
paradigm engenders the natural inclination of the heresiarchal paradigm, with t
he assistance of facilitators more than likely needed). Without the removal of t
he patriarchal paradigm (patricide—removal of Godly restraint), the heresiarchal p
aradigm (incest—social harmony and world peace) can not be realized. Freud wrote: "‘I
t is not really a decisive matter whether one has killed one’s father or abstained
from the deed, if the function of the conflict and its consequences are the sa
me.” (Marcuse quoting Sigmund Freud) In other words, it is not important whether th
ere is a father in the house or not, what is important is, if he is present he n
o longer represses the child s natural inclination to relate, i.e. unite, with t
he world around him, i.e. the mother, i.e. the social side of human nature seeki
ng union with the social other, i.e. society,
==========
(Brown). “... the hatred against patriarchal suppression—a ‘barrier to incest,’ ... the
desire (for the sons) to return to the mother—culminates in the rebellion of the e
xiled sons, the collective killing and devouring of the father, and the establis
hment of the brother clan, which in
==========
turn deifies the assassinated father and introduces those taboos and restraints
which, ..., generated social morality.” (Marcuse)
==========
The dialectic system therefore requires not only thinking about change (theory,
philosophy) but also requires acting it out (practice, praxis), i.e. roleplay, i
.e. acting out one's rebellion against restraint, i.e. authority, i.e. overcomin
g inter-personal barriers (the symbol of the French Revolution, the painting of
the half clad woman, i.e. the whore, leading the youth over the barricades, i.e.
the rubble, i.e. the patriarchal paradigm, carrying the banner of victory). It
was this reason that education changed from expelling the "trouble maker" in the
classroom and school, to changing the classroom and school environment to "tole
rate" him. While it was presented as an effort to help keep him in school so that
he could graduate, the real intent was the
==========
“In psychology, Freud and his followers have presented convincing arguments that t
he id, man’s basic and unconscious nature, is primarily made up of instincts which
would, if permitted expression, result in incest, murder, and other crimes.” “The w
hole problem of therapy, as seen by this group, is how to hold these untamed for
ces in check in a wholesome and constructive manner [liberate them and use them
for "change," i.e. patricide, without destroying society], rather than in the co
stly fashion of the neurotic.” (Rogers)
==========
propagation of his "lifestyle," his dialectical way of thinking, into the school
culture and curriculum. Not only did this change the school environment for the
students but it also changed the required ideology of teachers, staff and admin
istrators. Together they put pressure upon the parents, the home, and the communi
ty, to "change." This ideology was administrated into the education system by "e
ducation researchers" such as Robert Havighurst and Hilda Taba. In their book Ado
lescent Character and Personality they wrote: "The school must itself be changed
if it is to serve more effectively in the formation of good character. It must
make room for the deviant student." ["There is no type of past behavior too devi
ant for a group to accept once therapeutic group norms are established. (Yalom)]
"This person will be able to discriminate among values and to deviate from the m
oral status quo of the community, when such deviation is necessary to the realiz
ation of higher moral principles. How such persons can be discovered, and, above
all, how such persons can be produced in greater number is the major problem fo
r research in character formation." (Robert Havighurst and Hilda Taba Adolescent
Character and Personality) "Tolerance of ambiguity" is the platform from which ed
ucation bases itself today in America. That phrase is used instead of the word ho
mosexual in other nations around the world. All citizens in America today are ma
ndated by decree to be "tolerant of ambiguity," or face prosecution, i.e. the Ha
te Crime Bill. Therefore the scriptures are today, in America, a Hate Crime espec
ially when the are taken literally, as is in the case of "fundamental religious
extremists," i.e. those who just "go to far." Especially those who believe in a G
od who gave man Leviticus chapters18 and 20. "Thou shalt not bring the hire of a
whore, or the price of a dog, into the house of the LORD thy God for any vow: fo
r even both these are abomination unto the LORD thy God."
==========
In the end it is all about hate under the cover of "tolerance." The patriarchal pa
radigm initiates and sustains itself by overt force when necessary (used only ag
ainst those who make their intentions known), while the heresiarchal paradigm in
itiates and sustains itself by the subtle and complex process of deceit and mani
pulation, through the use of covert force, i.e. social pressure at first and eve
ntually using overt force (the laws of tyranny) when finally in governance. There
fore all citizens must participate in its folly.
==========
The patriarchal paradigm hates insubordination, the sin of questioning and disob
eying authority. With man this is a problem, i.e. "Cursed is the man who trust in
man," but with God it is not a problem, i.e. "Trust in the Lord with
==========
all your heart." Therefore in a free society there is the need for freedom of th
e conscience—man's ego is subject to God's will, i.e. confirmation in spirit. The h
eresiarchal paradigm, conversely, hates subordination, the "sin" of not question
ing and "blindly" obeying authority.
==========
Thus anyone with a patriarchal paradigm is identified, i.e. labeled, as being "i
ntolerant," i.e. hateful. This is the basis of "human rights," "the right of the
child," i.e. the "Hate Crime Bill," negating the patriarchal bill of inalienable
rights, those rights which can only come from a patriarchal paradigm.
==========
Dialectically, if you can talk a person into consenting that their belief ("dogm
a") is only an opinion ('hypothesis'), you have just made your day, i.e. saved a
soul for hell, basing reality upon human perception, upon personal experience b
elow (by sight, sensuousness) rather than upon God and His Word from above (by f
aith, spirit).
==========
- Highlight Loc. 7301-2 | Added on Saturday, March 27, 2010, 09:10 AM
"How to convert the perception of favored principles by those who hold them from
dogmas to 'hypotheses' remains a central problem for democratic social engineer
s." (Benne)
==========
- Highlight Loc. 7315-18 | Added on Sunday, March 28, 2010, 09:21 AM
For mankind to struggle to save himself from judgment and death, through the use
of his paradigm(s) (the matriarchal-heresiarchal progression, i.e. making life
decisions based upon feelings, i.e. "thinking" and "acting" through "feelings,"
i.e. basing life upon one's own feelings—matriarchal—and thinking about how to contro
l others feelings—heresiarchal—is impossible. Following after your feelings can only
get you into hell.
==========
- Highlight Loc. 7326-31 | Added on Sunday, March 28, 2010, 09:22 AM
Only God's paradigm, i.e. a patriarchal paradigm, i.e. belief and obedience, mad
e available from God, can redeem you and me from eternal death, death due us bec
ause of our love of the flesh, our love of this world. Only God provides a paradi
gm of repentance. It can only be his work i.e. your flesh can not take part in no
r be a part of repentance. If you repent, and you are still thinking about your f
eelings or thinking about how to control other's feelings, including God's, then
you are not repenting to God, you are simply sorry for your actions toward your
self or other men. "For godly sorrow worketh repentance to salvation not to be r
epented of: but the sorrow of the world worketh
==========
The two curses of mankind are 1) the respect of men, i.e. self-esteem which come
s from group-esteem ("that which is highly esteemed among men"), and 2) giving m
an, i.e. his flesh, the benefit of the doubt, i.e. the tolerance of ambiguity, w
hich "is abomination in the sight of God." God is not a respecter of men, nor has
he called us to trust in man, turning our heads the other way when we know he i
s doing wrong, especially if he claims to be a believer (if he is in sin against
you go to him privately first (Matthew 18:15-17), if he openly sins and refuses
to repent cast him out ("And have no fellowship with the unfruitful works of da
rkness, but rather reprove them." Ephesians 5:11 "Against an elder receive not an
accusation, but before two or three witnesses. Them that sin rebuke before all,
that others also may fear." 1 Timothy 5:19, 20 also see 1 Corinthians 5), and if
he is preaching and teaching heresy expose him publicly, "A man that is an heretic
k after the first and second admonition reject; Knowing that he that is such is
subverted, and sinneth, being condemned of himself."
==========
Like a child reaching for something he wants but he is not sure it is going to b
e approved (deep down knowing it is wrong), we look around for approval and ther
ein, if we get it, we respect the person giving it. We then turn the other way, g
iving him the benefit of the doubt (when our spirit tells us better) because of
the benefits of the flesh he allows us. Dialectical ministers have benefited by
those who follow them by means of these "attributes," "justifying" the use of th
e process. "They make the king glad with their wickedness, and the princes with t
heir lies." Hosea 7:3 "But the natural man receiveth not the things of the Spirit
of God: for they are foolishness unto him: neither can he know them, because the
y are spiritually discerned." 1 Corinthians 2:14 This is the heart of the dialect
ical process, the darkness of its nature (human nature in thought and in action,
building upon and sustaining the flesh nature of man, through the process of co
nsensus). This is why those who praxis the dialectical process can not comprehend
the light (John 1:5), even those who claim to be ministers of the word of God,
changing the word of God into a socialist project, even doing it "in the name of
Jesus."
==========
- Bookmark Loc. 7435 | Added on Sunday, March 28, 2010, 11:48 PM
==========
of God, i.e. the Spirit, over the soul. In that case if the ruler is a tyrant, i.
e. not recognizing God's authority over himself, you are (illegally) subject to
him in all things. If he claims he is under God's power, he is doing it in name o
nly. "Man does not live by bread alone [temporal realm], but by every word that
proceedeth out of the mouth of the God [sacred realm]." (Jesus quoting Deuterono
my 8:3 bracketed information added) God, who is Spirit, i.e. concerned about man'
s soul, i.e. since it is eternal, and not material, i.e. and therefore would be
concerned about man's flesh, i.e. which is temporal, will
==========
Satan worked under God's patriarchal paradigm for a while, at the topmost level,
and he knows how it works and he has a plan, a "device" on how to subvert and a
nnihilate it.)When the citizen ceases voting his conscience in the secular realm,
the secular realm breaks down and uses it's power over the souls of men, suppre
ssing or bypassing the conscience for the sake of the promotion of the flesh. Any
individual can protect himself, his family, etc. i.e. the body, with the sword,
in good conscience but the sacred realm can only protection itself with the word
of God, i.e. the shield of faith. The church, which is not of the flesh but of t
he spirit, can not (is not called by God to) protect itself with the power of th
e sword, which is used to protect the flesh, i.e. under God's realm the flesh ca
n not rule. "Now this I say, brethren, that flesh and blood cannot inherit the k
ingdom of God; neither doth corruption inherit incorruption." 1 Corinthians 15:50 F
or the church to take control of the sword it must become the state, the state b
ecoming a theocracy. It must use the sword to remove the flesh, or
==========
When the word authority is used in Romans 13:1-6, the secular realm (the State)
is outside the sacred realms (the Church's) jurisdiction regarding matters of th
e soul, i.e. under God, and the sacred realm (the Church) is outside the secular
realm (the State) jurisdiction regarding matters of the body (as in civil behav
ior between others and self), i.e. under God. Thus the sacred realm can only affe
ct the secular realm by means of its members being citizens with a free conscien
ce, in the secular realm. The secular realm can not infringe upon the sacred real
m, telling it's members what they can or can not do in the sacred realm unless t
he sacred realm is perverted and attempts to takes up the sword, i.e. the power
of the sword, granted by God to thesecular realm, for his purpose, i.e. restraini
ng the secular realm in matters of the soul, through the development of the cons
cience, under God, in the sacred realm. (This will be clear when you understand t
he "purpose" of the heresiarchal paradigm, which has a clear understanding in re
gards to
==========
allowing its, i.e. the conscience overthrow in both realms.
==========
Transformational Marxists understands this, i.e. the office of authority under G
od, which can only come from the patriarchal paradigm in both the secular and th
e sacred realm and its effect, i.e. the development of the conscience, and relig
iously work to overthrow it, while the "conservatives" are ignorant of it, not b
eing grounded in, nor in love with the Word of God, but being instead grounded i
n the things of this life, in love with the world, and thus willingly allowing i
ts, i.e. the conscience overthrow in both realms.
==========
opinions, are dialogued to find a common consensus, i.e. following after the "pl
easure principle" or "desired conditions." "Unfortunately, because of the reducti
on of influence exerted by neighbors, the extended family and even the family, [
Notice that God is excluded.] social control is now often more dependent on exte
rnal control [super-ego development, fear of social rejection, i.e. public shami
ng], than on internal self-control [conscience development, fear of parental cha
stening, i.e. parental or Godly judgment].” "... once you can identify a community
[where people are willing to compromise for the sake of human relationship, wher
e temporal interests are in common, i.e. for the sake of preserving the relation
ship with others, i.e. for the sake of dopamine emancipation, i.e. to play cards
or games or watch football with others, everyone must accept, knowingly or unkn
owingly, the rule "not to bring up absolutes which cause a breakup of the game,"
therefore personal rules are 'slightly' bent or 'temporarily' set aside], you h
ave discovered the primary unity of society above the individual and the family
that can be mobilized ... to bring about positive social change [super-ego devel
opment]." (Dr. Robert Trojanowicz Community Policing The meaning of “Community” in Comm
unity Policing)
==========
The conscience "represses" the flesh for the sake of the parent above, i.e. is r
igid since it restrains the affective domain, making it subject to the parent's
will, while the superego "represses" the flesh for the sake of the community bel
ow, i.e. is adaptable to change since it liberates and then guides the affective
domain, making it subject to the people's will.
==========
Both the conscience and the superego, theoretically, are developed by environmen
tal conditions, i.e. the paradigm which predominates the environment determines
the outcome.
==========
Thus whichever paradigm is able to initiate and sustain, i.e. have control over,
a particular environment, determines whether the conscience or the superego is
developed to its end. The conscience is developed as a result of living within a
limiting environment, i.e. a closed, directive environment, initiated and sustai
ned by a patriarchal paradigm (there is liberty but it is in law).“Social control i
s most effective at the individual level. The personal conscience is the key ele
ment in ensuring self-control, refraining from deviant behavior even when it can
be easily perpetrated. The family, the next most important unit affecting socia
l control, is obviously instrumental in the initial formation of the conscience
and in the continued reinforcement of the values that encourage law abiding beha
vior.” (Dr. Robert Trojanowicz Community Policing The meaning of “Community” in Communit
y Policing)
==========
The superego is developed as a result of living in an permissive environment, i.
e. an open-ended, non-directive environment, initiated and sustained by the here
siarchal paradigm, i.e. the temporal, i.e. human nature, i.e. the flesh, where s
ubjective truths, i.e.
==========
sword]," first part of John 18:36. Without obedience to God (higher authority) le
arned in the sacred realm (including the home), the conscience is seared in its
participation with the secular realm and joins with the secular-sacred realm par
tnership, with the state-church in persecuting the true believer for the preserv
ation of the "church," i.e. the state-church.
==========
Did the States have State churches in the years following the ratification of th
e Constitution of the united States of America? Yes. Around the year 1830 Massachu
setts became the last State with a State Church. They rejected the idea when they
realized the Unitarians were going to get the vote and the citizens were going
to be taxed to support the Unitarian's instead of their church. Were the States r
ight in having a State Church to begin with? No. It brought the same abuses done i
n Europe, i.e. the suppression of the conscience, to America. Does this mean that
the State can not recognize religion, i.e. the Sacred realm as being key to its
realm. No. It was the establishment of one denomination over the Nation which th
e Constitution rejected. This is something which did not apply to the States. Toda
y, because of re-education (deliberately done) and ignorance both in the sacred
and secular realm, this is no longer known and now the state-church, secular-sac
red partnership, i.e. "humanistic Christianity" prevails. The secular realm, und
er God's authority, has nothing to fear from the sacred realm, under God's autho
rity, unless it seeks power over the soul's of men, i.e. it seeks freedom from b
eing under God's authority, i.e. freedom from the conscience,
==========
i.e. freedom for the liberation of the flesh of men, i.e. the approval of human
nature. It is the development of the conscience in the individual citizens, i.e.
issuing from the sacred realm, i.e. right and wrong above and over the flesh bel
ow, with which the secular realm is subjected to, under the authority of God. A t
yrant hates, i.e. can not function, with a citizenry who has freedom of conscien
ce (he can not control him with the fear of the sword), but he loves, i.e. funct
ions freely with a citizenry who has freedom from the conscience with what is ca
lled the superego, i.e. the humanized 'conscience,' following anyone who make hi
m feel good, i.e. safe and secure in the "here and now," and fearful of social r
ejection. Why use the sword when the use of cognitive dissonance can work just as
well. Freedom of conscience is the most sacred right of the citizen in the secu
lar
==========
Listen to Phil Worts'
==========
The sacred realm can not take a man's life and the secular realm can not take a
man's soul, i.e. associated with the development of the conscience, under the au
thority of God. By the development of what is called the super-ego, i.e. the 'org
an' of the temporal domain, i.e. subject to the flesh, that which is below can r
eplace the spiritual, that which is above, as the 'organ' for determining right
and wrong. If you read my article on Bloom's Taxonomy you will see how and why th
e conscience is being deliberately 'replaced' with the superego, through the edu
cation system, i.e. secularized, by the development of the "super-ego", i.e. for
the liberation of the flesh, i.e. for the social cause of "world peace.""Therefor
e the levels of the Taxonomy should describe successive levels of goal setting a
ppropriate to superego development.” (Krathwohl, Bloom, Book 2: Affective Domain,
p. 39) (Read that sentence one word at a time backwards and then forwards several
times and it becomes chilling.) Then, knowing the conscience comes from an autho
rity higher than man's body, reading "Superego development is conceived as the i
ncorporation of the moral standards of society." ibid. identifies Blooms educati
onal intent, i.e. replacing the conscience, which comes from the sacred realm, w
ith the superego, which is from the secular realm. Communication change from the
conscience (belief, as in "x is right and y is not") to the superego (opinion,
as in "I think x is right, but y might be right also." "What do you think?" "How
do you feel about it.") in education, between teachers, staff, and students, and
eventually the whole village, was the purpose of Blooms Taxonomies. The idea be
ing, if you change the way the next generation communicates, the past generation
and their patriarchal paradigm will be left behind, i.e. their knowledge of the
truth incomprehensible by the next generation. “Scientific knowledge, like langua
ge, is intrinsically the common property of a group or
==========
“Scientific knowledge, like language, is intrinsically the common property of a gr
oup or
==========
realm can not take a man's life and the secular realm can not take a man's soul,
i.e. associated with the development of the conscience, under the authority of
God. By the development of what is called the super-ego, i.e. the 'organ' of the
temporal domain, i.e. subject to the flesh, that which is below can replace the
spiritual, that which is above, as the 'organ' for determining right and wrong. I
f you read my article on Bloom's Taxonomy you will see how and why the conscienc
e is being deliberately 'replaced' with the superego, through the education syst
em, i.e. secularized, by the development of the "super-ego", i.e. for the liberat
ion of the flesh, i.e. for the social cause of "world peace.""Therefore the level
s of the Taxonomy should describe successive levels of goal setting appropriate
to superego development.” (Krathwohl, Bloom, Book 2: Affective Domain, p. 39) (Read
that sentence one word at a time backwards and then forwards several times and
it becomes chilling.) Then, knowing the conscience comes from an authority higher
than man's body, reading "Superego development is conceived as the incorporatio
n of the moral standards of society." ibid. identifies Blooms educational intent
, i.e. replacing the conscience, which comes from the sacred realm, with the sup
erego, which is from the secular realm. Communication change from the conscience
(belief, as in "x is right and y is not") to the superego (opinion, as in "I th
ink x is right, but y might be right also." "What do you think?" "How do you feel
about it.") in education, between teachers, staff, and students, and eventually
the whole village, was the purpose of Blooms Taxonomies. The idea being, if you
change the way the next generation communicates, the past generation and their
patriarchal paradigm will be left behind, i.e. their knowledge of the truth inco
mprehensible by the next generation. “Scientific knowledge, like language, is intr
insically the common property of a group or
==========
The sacred
==========
“A new scientific truth does not triumph by convincing its opponents and making th
em see the light, but rather because its opponents eventually die, and a new gen
eration grows up that is familiar with it.”
==========
“If a paradigm [change] is ever to triumph it must gain some first supporters, men
who will develop it to the point where hardheaded arguments can be produced and
multiplied (which eventuates in) an increasing shift in the distribution of pro
fessional allegiances (where upon ) the man who continues to resist after his wh
ole profession has been converted is ipso facto ceased to be a scientist.” (Thomas
Kuhn
==========
With the incorporation of the secular into the sacred, i.e. through dialogue and
the consensus process (synthesis), the conscience is compromise and the supereg
o is developed, i.e. the secular is freed from spiritual restraint, i.e. freed f
rom the office of authority, under God, i.e. freed to use the power of the sword
, the power of the secular office, against the sacred, to promote the use of the
flesh, unrestrained, with the compromised—apostate—
==========
The secular-sacred realm partnership comes about when the sacred realm seeks to
promote itself as an institution recognized and approved by the secular realm. W
hen compromise is necessary to preserve or promote an institution, originally fo
rmed to present and stand up for a cause, i.e. an ideal, it changes from its ori
ginal "purpose." As the institution changes to defend the cause, the cause chang
es; the cause is no longer the ideal which gives purpose to the institution, the
cause is to promote the institution which gives it purpose in society (its focu
s has moved from seeking direction from above to seeking approval in the eyes of
men below, i.e. a shift from the conscience to the superego ensues).
==========
God does not love the fleshy nature of man, it will not enter his kingdom. But h
e does love man's soul. When secular man looks for love from the sacred, he natur
ally wants to find love for the flesh, but instead he finds love for his soul, i
.e. restraint over his flesh (the law kills the flesh, you can not get into the
sheepfold because of the fence around it, i.e. the law, i.e. the law does not sa
ve, it converts a person). If the sacred realm accepts the love of man, love of t
he flesh (negating the law), while thinking it still has the love of God, i.e. i
n truth it has rejected God's love, i.e. love for the soul (since his love alway
s includes the law, which condemns the law of the flesh), then the sacred has no
'purpose' except to satisfy the realm of the secular, i.e. the love of the fles
h, now without the restraint of a conscience (law from above, which can not save
a man from the flesh but only exposes the flesh so that man would not turn to i
t for solution, i.e. the law shows, i.e. the conscience shows up when the flesh
shows up). It has traded in the 'old' lamp, i.e. the conscience, i.e. with its re
straint upon "emotional impulses," the "pleasure instinct," "life instinct," and
"self" will, for a 'new' lamp, i.e. the superego, i.e. with its consensus with
"emotional impulses," the "pleasure instinct," "life instinct," and "self" will.
Look at the 'church' today and see if this is not true. “It is a function of the e
go to make peace with conscience, to create a larger synthesis within which cons
cience, emotional impulses, and self operate in relative harmony. When this synt
hesis is not achieved, the superego has somewhat the role of a foreign body with
in the personality, and it exhibits those rigid, automatic, and unstable aspects
discussed above.” (Adorno)
==========
Adorno is defining the purpose of the dialectical process: if the "conscience,"
i.e. that which is developed in the sacred realm (above and controlling mans tem
poral nature, i.e. the spiritual), can not partnership (come to synthesis) with
"emotional impulses, and self" i.e. the secular realm (mans temporal nature, i.e
. the fleshy) then the "superego," i.e. the voice of the village, i.e. the "yout
h group," i.e. humanism, can not be developed and thus replace, i.e. destroy, th
e conscience, i.e. annihilate the sacred realm's restraining voice within the vi
llage, and "a foreign body" i.e. the voice of God and the parent, i.e. individua
lism, will persist in controlling, i.e. restraining the flesh in the village, th
en the individual citizen and the village will remain "neurotic," i.e. forever d
ivided between above and below, i.e. unchangeable in "changing times,"
==========
“If there is a universal neurosis, it is reasonable to suppose that its core is re
ligion.” (Brown)
==========
If the sacred realm (the Church) incorporates the secular (through the practice
of dialogue and consensus, i.e. the dialectical process, i.e. the development of
the superego), the flesh becomes a part of its realm, i.e. perverting it, and t
he sacred becomes adulterous, i.e. a friend of the world. Then the secular realm,
not God, justifies the sacred in its "purpose," now subject to the flesh and th
e use of the power of the sword. When the Church
==========
If the sacred realm (the Church) incorporates the secular (through the practice
of dialogue and consensus, i.e. the dialectical process, i.e. the development of
the superego), the flesh becomes a part of its realm, i.e. perverting it, and t
he sacred becomes adulterous, i.e. a friend of the world. Then the secular realm,
not God, justifies the sacred in its "purpose," now subject to the flesh and th
e use of the power of the sword. When the Churchturned it's focus to "youth grou
ps," i.e. feelings, instead of retaining its study of the Bible ("study to show
yourself approved unto God"), i.e. truth, human relationship, the fleshy nature
of man, took precedence over the souls of men, and the power of man, i.e. respec
t of men, took precedence over the authority of God and his word. The superego s
wallowed up the conscience. It is up to the sacred to prevent this from happening
, i.e. that of synchronizing fleshly love, worldly pleasure, i.e. "what can I ge
t out of this relationship for me?"
==========
“‘Every renunciation ... becomes a ... conscience; every fresh abandonment of gratif
ication increases its severity and intolerance ... every impulse of aggression w
hich we omit to gratify is taken over by the super-ego and goes to heighten its
aggressiveness.’” Freud Civilization and Its Discontents, 1949 Void of the understandi
ng of God and His paradigm, those with the heresiarchal paradigm view the consci
ence, when under increased patriarchal control, remaining subject to the patriar
chal paradigm, while the super-ego, under increasing patriarchal control, become
s more aggressive toward the patriarchal paradigm. They do not understand the cha
nge which takes place when a person repents of their sins, accepts Christ into t
heir heart, and is filled with His Holy Spirit. There is no super-ego, only a co
mpromised or seared conscience and a hardened heart toward righteousness.
==========
“[Freud] states his intention ‘to represent the sense of guilt as the most important
problem in the evolution of culture, and to convey that the price of progress i
n civilization is paid in forfeiting happiness through the heightening of the se
nse of guilt.’” (Marcuse)
==========
To show where this 'logic' can take society, if the purpose of life is to find a
nd restore harmony between the Id and the Ego (pleasure and free will), any cond
ition which blocks such an effort, i.e. locks the Id under the control of restra
int, i.e. places the person under the 'pain' and 'want' of restraint and judgmen
t, must be removed, both from the person's thoughts and actions and from the soc
ial praxis.
==========
"We propose, therefore, the specialization of the notion of parenthood into two
distinct and different functions-the biological parent and the social parent. The
y may come together in one individual or they may not. But the problem is how to
produce a procedure which is able to substitute and improve this ancient order."
(J. L. Moreno Who Shall Survive ) "In addition, mindful of the global shift away
from concepts of parental power towards parental responsibilities.... attention
will have to be given to surrogate motherhood, issues around alternative modes
of conception, adoptions by same sex couples, and other models of alternative fa
mily life." (bold emphasis in original) Source: South African Law Commission; Is
sue Paper 13; Project 110 The review of THE CHILD ACT First Issue Paper [18 April 19
98] Closing date for comment: 31 July 1998 ISBN: 0-621-28026-7 PDF file[This is th
e "right of the Child" bill in South Africa] "For the time will come when they w
ill not endure sound doctrine; but after their own lusts shall they heap to them
selves teachers, having itching ears; And they shall turn away their ears from t
he truth, and shall be turned unto fables." 2 Timothy 4:3, 4
==========
What is missing in all this "fable of men" is the soul of man. Those who are into
xicated with the deceit of this process must reject the truth that the soul is e
ternal (eternal in life, a living soul, when subject to the Spirit of God, etern
al in death when following after the flesh of man, i.e. when following after the
world).
==========
World peace, i.e. the order of the 'new world,' is when all men can enjoy, i.e.
take pleasure in, not only life but also death (death to the patriarch which bec
omes pleasure) without having physical pain, emotional fear of God and judgment,
and mental grief of being a burden upon loved ones and society because of promi
ses unkept or hope unrealized. This wicked way of thinking, a callousness towards
life, which "justifies" abortion, euthanasia, assisted suicide, social rightsiz
ing (population control), i.e. physical, mental, and social triage, etc. is the
paradigm our nation's "leaders" have chosen for its citizens, bon voyage,
==========
Thus absolutes do not provide a medium ("life style") from which the dialectical
process can function, i.e. not giving the Devil a foothold, i.e. a place, to be
gin with. If membership is based upon acceptance of absolutes, i.e. doctrine, the
n the only way the dialectical process can infiltrate is through the focus upon
maintaining fellowship at the expense of absolutes or doctrine. When this happens
then the "neurosis" of religion makes itself apparent, with absolutes now becom
ing an obstacle to personal desires and to the maintaining of the fellowship, i.
e. "sensuous life." The desire for fellowship, at the expense of absolutes (setti
ng them aside for the sake of the
==========
"Uncoerced" means an environment of socially controlled permissiveness, desired
by a group of people who are rejecting a person who wants to keep restraints, i.
e. restraint as in an act of coercion. "Coercion" means an ark, like Noah's Ark,
a place of refuge and protection, a place with walls which divides that which i
s outside from that which is inside, associated with force. Therefore coercion i
s force from above human nature and uncoerced is human nature in force, i.e. in
praxis.
==========
“If the school does not claim the authority to distinguish between science and rel
igion, it loses control of the curriculum [the paradigm used to shape the next
==========
generation] and surrenders it to the will of the electorate.” Society as Educator
in an Age of Transition, Ed. Kenneth Benne, Eighty-sixth Year of the National So
ciety for the Study of Education, Chicago Press. Ill. 1987, p. 259 "Surrender its
will to the electorate," i.e. those who pay for the school and the salary of th
e staff and therefore foolishly send their children there to be brainwashed,
==========
Thus the electorate, who tie science and religion together, i.e. a patriarchal p
aradigm, should not be able to stop social engineers from separating science and
religion,
==========
In fact the electorate must be forced, via taxes, to pay them to use the same pa
radigm Satan used on the woman in the Garden in Eden, separating science from re
ligion, i.e. the tree of the knowledge of Good and Evil turned from a religious
issue to a scientific issue, i.e. scientifically there was nothing wrong with th
e tree, it was religion which caused the problem.
==========
its environment is designed to create the perception of society, with no percept
ion of parental authority, i.e. patricide, i.e. the annihilation of the patriarc
hal paradigm in the child's mind and classroom experience, i.e. the authority st
ructure never comes up unless it is in a contemptuous, intolerant, or irrelevant
tone of voice), social engineers could grow the next generation into a national
"shift" in paradigm,
==========
If there is to be freedom of the conscience in both realms, i.e. right and wrong
established from above and not compromised by the fleshy feelings of the secula
r realm below, then the church must keep itself pure from secular partnership, i
.e. secular control. It must keep itself under Godly restraint,
==========
- Bookmark Loc. 7987 | Added on Tuesday, March 30, 2010, 07:00 PM
==========
- Highlight Loc. 7987 | Added on Tuesday, March 30, 2010, 07:00 PM
and not submit to licentiousness, under the power, i.e. under the control,
==========
of the secular, i.e. the flesh, i.e. making human relationship the "purpose." Wit
hout the freedom of the conscience, the sacred realm is under restraint to the s
ecular realm, not being under God's authority but man's, and therefore the consc
ience, developed in the sacred realm is negated, and the secular, i.e. the unres
trained beast, rules over the souls of men, empowered by the harlot church, i.e.
the "sacred" whore, i.e. the "uncircumcised in heart and ears."
==========
sword, to persecute and crucify the sacred realm, i.e. Jesus and all who follow
him, i.e. those obedient to God and his authority unto death.
==========
"For I bear them record that they have a zeal of God, but not according to knowl
edge. For they being ignorant of God's righteousness, and going about to establi
sh their own righteousness, have not submitted themselves unto the righteousness
of God. For Christ is the end of the law for righteousness to every one that be
lieveth." (Romans 10:2-4)
==========
Notice that when the adulterous "sacred" realm serves under the secular realm, i
.e. the fleshy realm, i.e. the flesh of human nature is not exposed and cut off.
Thus, resisting the Holy Spirit, it uses the power of the secular realm, i.e. th
e flesh, i.e. the power of the
==========
(Lawlessness is the result of thinking and practicing grace and mercy without "l
aw," an oxymoron, i.e. as the lawless one, i.e. the antichrist, rules under thes
e conditions). What was unique to America, amongst all the other nations of the w
orld, was the idea of checks and balances in government, i.e. delegated, limited
responsibilities in all branches, in all departments, in the Federation, in the
States, in the Counties, in the Townships, in the Villages, so that the family
and the Church, both patriarch in structure, i.e. where the conscience is develo
ped, could have the greatest power, and thus could train up the next generation
of citizens to be understanding of liberty, i.e. liberty in law, willing to prom
ote and defend it against all enemies, foreign and domestic.
==========
(few understand the system of though behind the development of our Constitutiona
l Republic and the bill of rights, i.e. our "inalienable rights," i.e. patriarch
al in nature, which kept the Constitution from being a document of tyranny, unti
l elected and appointed officials ignored them and/or redefined them).
==========
It is just a matter of how they think, i.e. their paradigm, which will determine
who they agree with, i.e. the believer or the world.
==========
Relativity7 (moral relativism) therefore defines and establishes life (Eros swal
lows up agape and takes its place in appearance, i.e. mans "love" swallows up Go
d's love and no one can tell the difference, that is except the discerning, unde
r God), i.e. abolishing life under God's authority.
==========
Don't be tricked into the lie that the continuum is value free and not prejudice
. It is prejudiced to its own taxonomy, the flesh of man, and the way of the wor
ld.
==========
Only the deceived, i.e. the stupid fly in this case (or parent), who entertained
the foolishness of thinking it could have a peaceful lunch with a spider (put t
hemselves or their children in the process under a facilitator), participated in
the deceiver's lie, he became the deceiver's lunch (that is why the deceived ta
ke pleasure in deceiving others, i.e. its their happy hour, their lunch time, i.
e. their "power lunch"). To dialogue with the deceiver, brings you into his dece
it. World peace is a world deceived
==========
(perceived), a world freed from truth, i.e. freed from God's authority. To dialog
ue truth is to be deceived into a lie. You can not dialogue truth, the very act
turns you into a liar.
==========
it must liberate man from absolutes (the "irrational" restraints upon human natu
re, the restraints of "is" and "not" which come from above human nature, i.e. sp
iritual). It destroys absolutes (what is and what is not) the moment it pursues w
hat might be and what might not be (theory). By the testing of the theory (what m
ight be) in the "light" of the life experience (praxis), "absolutes" are momenta
rily if not permanently annihilated, i.e. depending upon whether the "scientific
method" identifies them as relevant or not to the human situation. By participa
tion in the "scientific process" (the dialectical process), the method itself is
accepted as the only way to resolve the crisis, making the "right," i.e. 'ratio
nal,' decision based upon human thoughts and feelings, i.e. self-reflection, i.e
. "thought experiments." This is the method which Einstein turned to, to "justify
" his theory of relativity, i.e. the "space-time continuum".
==========
and to punish those who are doing what is wrong (those citizens not being civil,
i.e. usurping the office of authority of another citizen, under God), all guide
d by the conscience. But if he uses the office of authority for his own personal
gain, using his power of office, which he has control of, to the detriment of th
ose he is in office to serve and protect (using his power
==========
against the conscience of the citizens), he is a tyrant (a usurper). This is why
the power of government was limited in America, so that citizens could have the
right of conscience, under God (only possible in a patriarchal paradigm), and w
hy today, through the growing power of government under man (humanism, environme
ntalism, globalism, i.e. those who initiate and sustain the use of the heresiarc
hal paradigm), the right of conscience is being negated, is being replaced with
the practice (praxis) of consensus through dialogue in the power of office, by b
oth elected and non-elected people. There is no true representation (re-presentat
ion) in the praxis of a diverse group of people, dialoguing to consensus, over s
ocial issues, in facilitated meetings, to a pre-determined dialectical outcome (
better known as a soviet i.e. directorate, i.e. politburo system of government,
i.e. a government system using the heresiarchal paradigm, i.e. built upon the di
alectical process—used with the intent of circumventing the conscience of the peop
le, i.e. bypassing a representative form of government). When this process is use
d in government (to set policies and solve problems), what is really being repre
sented, is not the conscience of the citizens (even if they voted their conscien
ce), but the dialectical process itself.
==========
It should also be noted that the Greek word for subject (upotassesyw), as used i
n the King James translation, means to be subordinate. This takes on greater sign
ificance when you consider disobedience as being insubordinate to authority, i.e
. assuming a position of being equal with or greater than the one in authority,
or, worst of all, considering the office of authority itself as irrelevant (whic
h is heresiarchal).
==========
the secular must allow the sacred freedom, i.e. its citizens the right of consci
ence. The secular can not therefore use any system which negates the freedom of t
he conscience of its citizens.
==========
- Highlight Loc. 8203 | Added on Wednesday, March 31, 2010, 05:55 AM
To do so
==========
would be an act of tyranny.
==========
the dialectically based statement, “We must develop persons who see non-influencea
bility of private convictions in joint deliberations as a vice rather than a vir
tue.”(Benne) would be an act of tyranny. Only those with a seared conscience can co
mfortably serve under, i.e. be in agreement with, a tyrant, using his power to s
uppress citizens with a conscience and any realm which develops it.
==========
displaying of the Ten Commandments in public places (seen as a barrier, i.e. inh
ibitor, to human relationship building,
==========
once the process takes over, restoration can only be by an act of God, i.e. thro
ugh judgment upon the people.
==========
Today, the sacred realm must incorporate other religious views and philosophical
thoughts to be publicly approved by the secular realm, i.e. to prevent "extremi
sm," i.e. intolerance, prejudice, etc., i.e. the patriarchal paradigm, i.e. pass
ive or isolationism (private) or hateful or aggressive (capitalism, i.e. imperia
lism), in the sacred realm. In this way the humanist has not only gained control
over the individual, and thus (according to his perception) the secular realm, b
ut he also has gained control over the individual in the sacred realm. Not until
the tyrant (the lawless one) is able to either remove the sacred realm, through
the use of physical force (Traditional Marxism), or gain access into the sacred
realm, through the use of consensus and dialogue, and thereby corrupt it (Transf
ormational Marxism), can it "feel" and "think," i.e. praxis, a life unrestrained
by God's authority, i.e. therefore
==========
i.e.
==========
Today, the sacred realm must incorporate other religious views and philosophical
thoughts to be publicly approved by the secular realm, i.e. to prevent "extremi
sm," i.e. intolerance, prejudice, etc., i.e. the patriarchal paradigm, i.e. pass
ive or isolationism (private) or hateful or aggressive (capitalism, i.e. imperia
lism), in the sacred realm. In this way the humanist has not only gained control
over the individual, and thus (according to his perception) the secular realm, b
ut he also has gained control over the individual in the sacred realm. Not until
the tyrant (the lawless one) is able to either remove the sacred realm, through
the use of physical force (Traditional Marxism), or gain access into the sacred
realm, through the use of consensus and dialogue, and thereby corrupt it (Transf
ormational Marxism), can it "feel" and "think," i.e. praxis, a life unrestrained
by God's authority,
==========
==========
If the child does not take control over himself (his "self" life), then you (the
parent), having the right of authority over him (under God), must use your powe
r, in the office of authority in which you serve, to take control over him (to c
hasten him) until he learns to take control over his "self," and learn to functi
on properly in his own God given office of authority. Other-wise, if he simply us
es his God given office of authority for himself (his "self" life), he becomes a
tyrant (have you seen any little tyrants running around lately, grown up one's
as well? I don't know who Elizabeth Powers is, but she put it right when she wrot
e: "Discipline is foreign to the liberal mind, liberals hate contours and self-d
efinition that comes from limits." "Liberals tend to colonize all spaces they ar
e in." "Public space becomes for liberals an extension of their private living r
oom." "... their kids amused themselves by running up and down ...." Elizabeth Po
wers).The praxis of tyranny (diaprax—the lack of self-control in the office of auth
ority under God),
==========
The Transformational Marxist plan (socializing the world through the use of the
dialectical process)
==========
Our perception that the Church was not changed when the Word of God was not brou
ght up in dialogue, because we remembered the scripture in our mind when it was
not brought up, is in error because the perception of those who are ignorant of
God's word, do not have it in their hearts and in their minds, is that the Churc
h does not need scriptures as its basis of "purpose," but only tolerance of ambi
guity, now identified as love. The Church was changed because we did not speak th
e word of God when it was left out so as not to offend the "pre-Christian."
==========
"To whom coming, as unto a living stone, disallowed indeed of men, but chosen of
God, and precious, Ye also, as lively stones, are built up a spiritual house, a
n holy priesthood, to offer up spiritual sacrifices, acceptable to God by Jesus
Christ. Wherefore also it is contained in the scripture, Behold, I lay in Sion a
chief corner stone, elect, precious: and he that believeth on him shall not be c
onfounded. Unto you therefore which believe he is precious: but unto them which
be disobedient, the stone which the builders disallowed, the same is made the he
ad of the corner, And a stone of stumbling, and a rock of offence, even to them
which stumble at the word, being disobedient: whereunto also they were appointed
. But ye are a chosen generation, a royal priesthood, an holy nation, a peculiar
people; that ye should shew forth the praises of him who hath called you out of
darkness into his marvellous light: Which in time past were not a people, but a
re now the people of God: which had not obtained mercy, but now have obtained me
rcy." 1 Peter 2:4-10 "No thing is as hateful to the Devil as the Gospel, for that
shows him up, so that he cannot conceal himself, and everyone sees him as black
as he is." Martin Luther, the Protestant Reformer, as quoted in (Brown) It should
be noted that psychoanalysis uses Luther as an example of man seeking release fr
om the patriarchal paradigm, i.e. the Papal authority, which is the only way the
process can see anything.
==========
Luther was not detaching man from the Pope below, which would leave man still lo
st, he was attaching man to God above—the patriarchal paradigm, whereby he could b
e saved. He was simply moving man from worshiping the man, and thus his flesh and
the world, below, claiming to be from God above, to worshiping God above, hatin
g this flesh and the world below. "For I am come to set a man at variance agains
t his father, and the daughter against her mother, and the daughter in law again
st her mother in law. And a man's foes shall be they of his own household. He that
loveth father or mother more than me is not worthy of me: and he that loveth so
n or daughter more than me is not worthy of me. And he that taketh not his cross,
and followeth after me, is not worthy of me." Matthew 10:35-38 "If any man come
to me, and hate not his father, and mother, and wife, and children, and brethren
, and sisters, yea, and his own life also, he cannot be my disciple." Luke 14:26
==========
We are to put no man between us and God. "And call no man your father upon the ear
th: for one is your Father, which is in heaven." Matthew 23:9 "I can of mine own
self do nothing: as I hear, I judge: and my judgment is just; because I seek no
t mine own will, but the will of the Father which hath sent me." John 5:30 "For
==========
Those who praxis the dialectical process can not recognize, i.e. process, this tru
th, for this truth would expose the dialectical process as "black," i.e. as hati
ng the authority of God above. If anything this shows how perverse psychoanalysis
is. Those who use it, turn anything or anyone who exposes it
==========
as evil, with its use of the dialectical process—and the Devil from which it came—as
evil (ignorant), i.e. as trouble makers, resistors to change, divisive,
==========
It is this perversity which has crept into the church and is now being used for
the "purpose" of the human factor, turning the truth of God's word, the gospel,
into unrighteousness, i.e. justifying human nature so "men of God" can feed thei
r bellies through the respect of men.
==========
The lawless rule when the citizens refuse to be subject to the laws of God thems
elves, when they refuse to be subject to any authority which goes against (which
restrains) their carnal human nature (which, as noted above, inhibits their per
ception of success in this life, i.e. the respect of man).
==========
contempt for truth (that glazed over look when you try to share it, truth that i
s), and their hate toward the voice of restraint (the voice of authority, under
God) is not just directed toward those who refuse to support and promote the pow
er of the tyrant, but is also directed against God himself.
==========
praxis of lies and deceit, a praxis of hate, disguised as caring and love, which
is not only directed at those under his power (nations which come under the con
trol of the dialectical process kill their own citizens, by the millions, in the
name of the dialectical process, i.e. for the sake of social cause, i.e. equali
ty and liberty) but is also directed against God himself
==========
Leonard Wheat, in his book, Paul Tillich's Dialectical Humanism: Unmasking the G
od above God, explains the humanizing of God and the elevating man to the status
of God: "Tillich is actually directing an apologetic humanistic message to a Ch
ristian audience. He is telling those Christians who can hear that they can acce
pt humanism without relinquishing Christianity if they will accept man as the tr
ue meaning of God." Tillich wrote: "Demonism concerns man’s attitude toward others.
Estrangement describes the condition of man which results from the Demonism of
his fellow man. Humanism asserts that the test of human conduct must be found in
human experience; concern for man replaces concern about pleasing God. Humanism
elevates man to the rank of God." (Wheat)
==========
“Authoritarian submission was conceived of as a very general attitude that would b
e evoked in relation to a variety of authority figuresparents, older people, leade
rs, supernatural power, and so forth.” “It is a well-known hypothesis that susceptib
ility to fascism is most characteristically a middle-class phenomenon, that it i
s ‘in the culture’ [in the traditional home environment] and, hence, that those who
conform the most to
==========
this culture will be the most prejudiced.”
==========
“A tendency to transmit mainly a set of conventional rules and customs, may be con
sidered as interfering with the development of a clear-cut personal identity in
the growing child.” “... dominated by the authoritarian aspects of the parentchild re
lationship or by a more democratic type of relationship, the ability of the subj
ect to appraise his parents objectively [through humanistic, dialectical, "neo-M
arxist" lens, ], as contrasted with an inclination to put the parents on a very
high plane.” (Adorno) emphasis added Therefore the traditional family environment (
its system of thinking and acting) must be annihilated if world peace is to be a
chievable. It must be annihilated because any residue of its presence (any remnan
t left over) will reconstitute the conscience.
==========
because you remember or someone in the world still thinks and acts with a patria
rchal paradigm]: redemption thus cancels itself.” (Marcuse emphasis added) Thus, ac
cording to dialectical reasoning, when the prodigal son came to his senses and w
ent home, he cancelled out his redemption. Dialectically it would have been bett
er for him to have died in the pig sty than to have returned home to his loving
Father. I am not being facetious here, this is dialectical reasoning. Paul Tilli
ch stated it thus:“A stranger, even if his name were God, who imposes commands upon
us must be resisted, he must be killed because nobody can stand him.” (Wheat) Thi
s is the same reasoning which controls the education system, the work place, gov
ernment, and the institutional church today in America.
==========
Dialectical thinkers preach and teach that once the child, out of ignorance, bec
ause he was not properly educated, accepts guilt for his natural behavior, i.e.
his incest nature, and accepts the feeling of "guilt" as natural, he "incorporat
es" himself with his parents. Accepting the praxis of "irrational" obedience to p
arents, he empowers the office of authority of the patriarchal home i.e. giving
birth to the "familial organization," and thereby surrenders his will, his human
ity, his humanistic potential (his homosexuality), to an "alien," an anti-human
authority. Can you grasp the underlying hate, waiting to be released upon the res
trainers of abomination, with this kind of thinking? Have you read Revelation 17
lately? "...‘the elimination of the need to hide sexual relations of an unusual ch
aracter is one of the first preconditions for a healthy sex life and a healthy s
exual morality’." "In the socialist future monogamy would ‘completely disappear’." (Pe
ter Drucker10
==========
Some background information: developing the big picture of why the traditional h
ome is under attack.
==========
Some background information: developing the big picture of why the traditional h
ome is under attack. The change had to come from the realignment of the environm
ental conditions used in overcoming crisis. We thought that the crisis was the i
ssue to be solved, instead the crisis was simply used as an opportunity to more
easily change the paradigm being used to solve the crisis; the "old" patriarchal
paradigm was simply replaced with the "new" heresiarchal paradigm, with the use
of facilitation, dialogue, and consensus (key components of a soviet system). The
refore, the dialectical process became the praxis of American society. A Constit
utional Republic, representative, limited form of government was replaced with a
Democracy, sight based, all seeing, all powerful, form of government, while res
olving the crisis. “A new emphasis on civic participation and social interaction a
lone seemed capable of confronting the crisis [i.e. negating the patriarchal par
adigm]. And, that is precisely what Fromm provided in his notion of ‘communitarian
socialism.’” (Bronner) “All that matters is that the opportunity for genuine activity
be restored to the individual; that the purposes of society and of his own becom
e identical [bypassing the patriarchal system as a solution to social crisis res
ulted in bypassing the patriarchal home as a solution to the social crisis, thus
both becoming the cause of the
==========
There are no innocent participants in the dialectical process because inevitably s
omebody must be sacrificed upon the alter of consensus. That is the nature of the
beast. If you are not willing to sacrifice someone else's life or your life for
the consensus process, for the life of the group, i.e. the community, you are no
t a worthy citizen of the community. May the weak and the strong both be aware. T
his is no idle prattle. There is one major ingredient in your participation in the
process, in initiating and sustaining the dream of "the beloved community. That
is the sacrifice of those who are perceived as less worthy of or a barrier to th
at future goal. It just makes your participation in the process a stronger
==========
experience. In that way, you are less likely to fall back into the use of the con
science, i.e. the patriarchal paradigm, in the future. For any motion in that di
rection would be to painful, i.e. to grievous (that is why those who are in the
process are so hard of hearing). Therefore, the only way to avoid the pain is to "t
ake every thought captive to the 'purpose' of the process," the experiencing of
"brotherly love," i.e. all participating in the quest of a "One World" order of
"freedom" and "justice" for all, i.e. promoting the heresiarchal paradigm of thi
eves, murderers, and destroyers, in the name of community, i.e. common-unity. Belie
vers can not participate in this process but are instead redeemed from it, in Ch
rist."Then said Jesus unto them again, Verily, verily, I say unto you, I am the d
oor of the sheep. All that ever came before me are thieves and robbers: but the
sheep did not hear them. I am the door: by me if any man enter in, he shall be s
aved, and shall go in and out, and find pasture. The thief cometh not, but for t
o steal, and to kill, and to destroy: I am come that they might have life, and t
hat they might have it more abundantly. I am the good shepherd: the good shepher
d giveth his life for the sheep. But he that is an hireling, and not the shepherd
, whose own the sheep are not, seeth the wolf coming, and leaveth the sheep, and
fleeth: and the wolf catcheth them, and scattereth the sheep. The hireling flee
th, because he is an hireling, and careth not for the sheep." John 10:7-13
==========
(Transformational Marxism), which tied the dialectic to society, making it trans
formable and changeable, was truly Marxist in nature, being grounded upon Marx's
categorical imperative regarding nature i.e. change: "The philosophers have com
e up with many different views of the world, the objective however, is change.” (Ka
rl Marx Feuerbach Thesis #11) Have you heard the word "change" recently.
==========
the following dialectical logic then follows: "because good citizens ought to be
thoughtful and deliberative ones, public schools can legitimately turn down req
uests by fundamentalist parents not to have their children exposed to literature
they consider irreligious or immoral. (Macedo goes further and suggests that li
beral democracies ought to prevent fundamentalist parents from enrolling their c
hildren in private schools that teach from a fundamentalist perspective.)
==========
By the use of the dialectical process, man attempts to circumvent the office of
authority under God, hoping thereby to annihilate it. In the article Civil Disob
edience And Its Side Effects (which this article was originally an introduction
of) I explain how tyranny (the dialectical process) plays a key role in the prac
tice (praxis) of civil disobedience (when it is used to treat the office of auth
ority itself with contempt, i.e. as irrelevant, in our so called "changing times
"). In it, I show that in the undercurrent of the dialectical process, a process
manifested in civil disobedience, lies a schema to annihilate the traditional ho
me system (a patriarchal paradigm of authority), done so that certain men (or ma
nkind himself) can usurp the office of authority (under God) and use it for thei
r own personal gain (under the banner of "Christian humanism"so that man can brin
g heaven down to earth—"God
==========
the breakdown of the traditional home and the use of civil disobedience (disresp
ect for authority, in the name of social change), to overcome the conditions of
men's hearts subject to higher authority.
==========
if ye be led of the Spirit, ye are not under the law." Galatians 5:16-18 [The Spir
it will not lead you counter the law. "Have to," under the law, is replaced with
"Want to" in the spirit, unpretentiously doing that which is of the law.]
==========
Dialectical agape is Eros disguised as agape, i.e. redefined as brotherly love
==========
for the common cause, starting with the premise that man is basically good, i.e.
"seeing the good in each person," i.e. seeing god in each person. "And Jesus said
unto him, Why callest thou me good? none is good, save one, that is, God." Luke
18:13
==========
"If ye were of the world, the world would love his own: but because ye are not o
f the world, but I have chosen you out of the world, therefore the world hateth
you."
==========
It is not how far down the dialectical corridor you have walked, the first step
is just as wicked as the last, it is the fact that you are walking down it in th
e first place, that is what judges you. [Liberals are like ostriches with their
heads in the sand, chanting to themselves, "there is no God, there is no God, th
ere is no God," in the hope that there is no God, or, if there is, they have to
redefine him (dialectically) so that he can be at least on their side.
==========
What they can not comprehend is that relevance, in the end, is not determined by
them. "For all have sinned, and come short of the glory of God; "
==========
The dialectically minded refuses to comprehend hell because they can not accept
any condition which does not "change." They can not accept the truth that hell i
s permanent; "between us and you there is a great gulf fixed." Luke 16:26 Therefor
e, enjoying the pleasures of this life, they take all the souls they can with th
em, down the dialectical corridor, on their way there.
==========
Sinning in Unity: finding consensus around "the tree of the knowledge of good an
d evil." The dialectical process can not exist without deviancy (sin). Its banne
r reads "Deviancy in unity."
==========
The hedge of protection around the "sheepfold" is the law of God. It kills all wh
o attempt to climb over wanting the peace and joy which only God can give. The sc
ribes and Pharisees loved serving in Moses seat, they loved the respect of men,
but they hated the law of God. It exposed their wickedness. In their dialectical
"righteousness" they humanized it, making it of non-effect. Therefore Jesus decla
red that they not only hated the law, they also hated His Father who give it. He
gave it so that man might know of ensuing judgment and look for Him, the savior,
the messiah. Thereby, by hating the law they hated the Father and they therefore
hated the Son of God. Jesus is the "door into the sheepfold," getting us through
the wall of death and into the garden of life, He is the way, the truth and life
. Apart from Him their is no way, no truth, and no life, only a semblance, a "see
ms to be." "There is a way which seemeth right unto a man, but the end thereof ar
e the ways of death." Proverbs 14:12 "Verily, verily, I say unto you, He that ente
reth not by the door into the sheepfold, but climbeth up some other way, the sam
e is a thief and a robber." (John 10:1)
==========
way.There is no such thing as a Christian psychologist (there are no Ten Commandm
ents under God's authority in psychology 101, only the "ought's" of carnal rebel
lion, only the "want of the gratifying object," against them and the giver of th
em,
==========
==========
"The entry into Freud cannot avoid being a plunge into a strange world and a str
ange language—a world of sick men, ....It is a shattering experience for anyone se
riously committed to the Western traditions of morality and rationality to take
a steadfast, unflinching look at what Freud has to say." "Our real choice is bet
ween holy and unholy madness: open your eyes and look around you—madness is in the
saddle anyhow." "It is possible to be mad and to be unblest, but it is not poss
ible to get the blessing without the madness; it is not possible to get the illu
minations without the derangement," "I wagered my intellectual life on the idea
of finding in Freud what was missing in Marx." (Mike Connor quoting Brown. From t
he March 23-30, 2005 issue of Metro Santa Cruz) about his book Life Against Deat
h: The Psychoanalytical Meaning of History)
==========
It's all about paradigms (ways of thinking). Man's ways of thinking are dialectic
al (changing and uncertain—earthy, temporal, heresiarchal, based upon changing fee
lings and thoughts), God's ways are didactic (unchanging and certain—spiritual, et
ernal, patriarchal, based upon his word, established forever).
==========
Though the dialectical paradigm "seemeth to be right unto man," seems to lead to
"life," it's outcome (its "logical outgrowth") is always death. God's paradigm
tells man that he must die, die to his "self" life, deny his earthiness (psychol
ogy), be willing to be rejected of all men (sociology), and follow him, if he is
to find (have) life.
==========
The dialectical "life," (even using the name of Jesus), leads to death, the patr
iarchal life, in Christ Jesus, leads to life. The former seeks to change society
for the "better," but it can not (because it can not change the heart of man), t
he latter changes the heart of man, which can assist in initiating and
==========
sustaining a "civil society" under God's authority;
==========
Both secular and sacred are under God's authority, the former has authority and
power over the body—temporal; the latter has authority and power over the soul—etern
al. The two can not go into partnership (secular, since it is flesh and therefore
can never be purely patriarchal, only restrained by the patriarchal citizen und
er God, can never go into partnership with the sacred, since it is spiritual and
is purely patriarchal under God). If they do, as recorded throughout history, th
e religious will always use the power of the sword for its cause (for the respec
t of men) and the secular will corrupt the religious for its cause (seeking free
dom from Godly restraints)—the church will become a harlot and the state will beco
me a beast. This is why judgment always begins at the house of God, because its a
dultery (whoredom) with the world empowers the beast. The antichrist can not rule
without the apostate (social-psychology based) church, helping "the parts.... f
ind their definition within the whole." "Ye adulterers and adulteresses, know ye
not that the friendship of the world is enmity with God? whosoever therefore wi
ll be a friend of the world is the enemy of God." (James 4:4)
==========
Herbart Marcuse, attempting to explain the "neurosis of civilization," and Sigmu
nd Freud's thoughts on it, identifies the solution in the realization of all man
kind that the "reality principle" is the "pleasure principle." This condition ca
n only be realized, not only through the "overthrow" of the patriarchal paradigm
in bodily form (removing him from setting policy on social matters, starting in
the home), what he calls a "crime against the reality principle," but also thro
ugh the mental form, i.e. the perception man has of himself. This requires the "o
verthrow" of the conscience, i.e. the "overthrow" of what he also calls a "crime
," the "restoration" of the patriarchal paradigm in the mind. Without the "overth
row" of the conscience (which is the "purpose" of the dialectical process), "red
emption," from the patriarchal paradigm, "cancels itself out." He wrote: "The ov
erthrow of the king-father is a crime, but so is his restoration.... The crime a
gainst the reality principle is redeemed by the crime against the pleasure princ
iple: redemption thus cancels itself." (Marcuse)
==========
What man and God have in common is the ability to evaluate. Evaluation, when used
under God's authority, is based upon his perception, i.e. His Word, Spiritual (
patriarchal, above the heavens and the earth, the angels and man, requiring reve
lation, i.e. everlasting, i.e. unchanging, i.e. reliable). Evaluation, when used
under man's authority, is based upon his perception, i.e. temporal, fleshy, sens
e based (heresiarchal, bound to the creation, to angels, i.e. fallen angels and
man, requiring rebellion and revolution, i.e. passing, i.e. "changing," unreliab
le). The only spirit which man can find in common with his
==========
dialectical paradigm is Satan (and the antichrist). Does not logic itself follow
that with contrast (above and below) you have a choice, but with common (only b
elow) you don't. It is difficult if not impossible for a dialectically thinking
person to get his brain around that statement. It would be devastating to his par
adigm, his way of thinking. If the Marxists understand this choice"If the 'restori
ng of life' of the world is to be conceived in terms of the Christian revelation
, then Marx must collapse into a bottomless abyss." (Jürgen Habermas Theory and Pr
actice),
==========
Dialectical thinking goes like this: "If we can only unite on common"—below, i.e.
identify and sustain human nature, "because contrast will always divide"—above-bel
ow, spiritual-flesh, "then we must negate contrast [negate choice, i.e. negate a
bove-below, i.e. negate two roads], in the name of 'choice,'" [promote past-futu
re, pre-post, i.e. promote the one road continuum]. Therefore the dialectical pa
radigm is all about a way of thinking which believes that "We must create a worl
d where we will no longer be free to 'choose' between life and death as defined
from above, but forever living in a world where the dialectical process, and the
'village,' will make those decisions for us," i.e. abortion, euthanasia, right-
sizing, etc (the buying and selling of souls), where life and death, i.e. your w
orth, will be based upon how willing you are to walk down the dialectical corrid
or and participate in the social cause, and when death comes, making sure that y
ou and those around you have "pleasure" in it (remembering you and the good time
s), as you go.
==========
"Even dying can be a philosophically illuminating, highly educative experience."
(Maslow, Reaches) Sounds like a cult to me, built upon the dreams of utopia,
==========
They are all one and the same—the dialectical process in praxis—dead men walking dow
n a dialectical corridor of death, a corridor keeping them in death (annihilatin
g life by the praxis of theory and practice) while all the time they are "thinki
ng" that it is leading them to life
==========
The dialectical process can not, and will never, offer you choice. It can not com
prehend choice since it can not accept the conditions which come from above. "An
d the light shineth in darkness; and the darkness comprehended it not." (John 1:
5)
==========
- Highlight Loc. 513-22 | Added on Friday, April 02, 2010, 11:57 AM
survive treason from within. An enemy at the gates is less formidable, for he is
known and carries his banner openly. But the traitor moves amongst those within
the gate freely, his sly whispers rustling through all the alleys, heard in the
very halls of government itself. For the traitor appears not a traitor; he spea
ks in accents familiar to his victims, and he wears their face and their argumen
ts, he appeals to the baseness that lies deep in the hearts of all men. He rots
the soul of a nation, he works secretly and unknown in the night to undermine th
e pillars of the city, he infects the body politic so that it can no longer resi
st. A murderer is less to fear. When all is said and done, we elect liars as lea
ders because we need lies. And we need lies because we’re running from truth. Lies
that fulfill us in a wrong way are offered to us constantly, in every area of l
ife. If our marriage is in trouble, there’s always “the other woman” or “the other man” wh
o will embrace and reassure us that we’re great people and that our spouse is the
problem. But their lying “solution” only makes things immeasurably worse.
==========
Brave New Schools (Berit Kjos)
- Highlight Loc. 290-95 | Added on Thursday, April 08, 2010, 10:18 PM
Raymond English, Vice President of the Ethics and Public Policy Center, summariz
ed the scheme well. In 1987, he told the National Advisory Council on Educationa
l Research and Improvement that [C]ritical thinking means not only learning how
to think for oneself, but it also means learning how to subvert the traditional
values in your society. You're not thinking "critically" if you're accepting the
values that mommy and daddy taught you. That's not "critical. "[22]
==========
The old Judeo-Christian beliefs must be crushed before the new beliefs and value
s can be established. A student's right to free expression means little to those
who put social change above constitutional freedom. While educational change ag
ents used "separation between church and state" to ban biblical truth from publi
c schools, many of the same leaders now wholeheartedly endorse pagan indoctrinat
ion.
==========
- Highlight Loc. 839-46 | Added on Tuesday, April 13, 2010, 07:06 PM
The next chapter will show you what these new-paradigm euphemism actually mean..
. Trading facts for imagination so that children cannot think or reason independ
ently Teaching occult formulas for empowerment to help students feel good about
themselves and school--at least for a while Daily lessons in group conformity to
quench individual choices Using cooperative learning so that all will progress
to the same mediocre level. This kind of "Education For All" leads to global soc
ialism, not to the kind of freedom the American republic has offered its people
from around the world. It breeds intolerance and religious persecution, not resp
ect and religious freedom. It produces a pliable workforce that can
==========
The next chapter will show you what these new-paradigm euphemism actually mean..
. Trading facts for imagination so that children cannot think or reason independ
ently Teaching occult formulas for empowerment to help students feel good about
themselves and school--at least for a while Daily lessons in group conformity to
quench individual choices Using cooperative learning so that all will progress
to the same mediocre level. This kind of "Education For All" leads to global soc
ialism, not to the kind of freedom the American republic has offered its people
from around the world. It breeds intolerance and religious persecution, not resp
ect and religious freedom. It produces a pliable workforce that caneasily be man
ipulated, not individuals who stay true to their conscience. It follows the blue
print of Soviet indoctrination, which should come as no surprise considering the
secretive Soviet-American educational exchange agreements led by the Carnegie F
oundation during the eighties.[38] It aims to destroy everything that Americans
once called "good."
==========
"The rule of law, on which freedom itself ultimately depends, is inherently inco
mpatible with socialism.
==========
differences must be ironed out by propaganda or power, if socialism is to be soc
ialism. Indoctrination must be part of the program, not because socialist want t
o be brainwashers, but because socialism requires brainwashing.
==========
- Bookmark Loc. 862 | Added on Tuesday, April 13, 2010, 07:36 PM
==========
those whose drive for power, and ruthlessness in achieving it, make them the "fi
ttest" to survive under a system where government power is the ultimate prize. .
.. The issue is not what anyone intends but what consequences are
==========
- Highlight Loc. 871 | Added on Tuesday, April 13, 2010, 07:38 PM
communism proved: that central controls lead to tyranny and poverty, not peace a
nd equality.
==========
The goal of education is no longer to teach the kind of literacy, wisdom and kno
wledge we once considered essentials of responsible citizenship. It is to train
world citizens--a compliant international workforce, willing to flow with the st
orms of change and uncertainty. These citizens must be ready to believe and do w
hatever will serve a pre-determined "common good"
==========
Educators may promise to "teach students to think for themselves," but if they f
inish what they have started, tomorrow's students will have neither the facts no
r the freedom needed for independent thinking. Like Nazi youth, they will be tau
ght to react, not to think, when told to do the unthinkable.
==========
"The techniques of brainwashing developed in totalitarian countries are routinel
y used in psychological conditioning programs imposed on American school childre
n. These include emotional shock and desensitization, psychological isolation fr
om sources of support, stripping away defenses, manipulative cross-examination o
f the individual's underlying moral values, and inducing acceptance of alternati
ve values by psychological rather than rational means."[41]
==========
article titled "Indoctrinating the Children," Dr. Thomas Sowell,
==========
The revolution... in curriculum is that we no longer are teaching facts to child
ren." [2] Dr. Shirley McCune addressing the 1989 Governor's Conference on Educat
ion.
==========
Ashley's assignment is not unique. This kind of emotional shock therapy has beco
me standard fare in public schools from coast to coast. While topics may range f
rom homosexual or occult practices to euthanasia and suicide, they all attack th
e old moral and ethical boundaries. But why? The new paradigm. Ashley didn't kno
w that her assignment illustrates a common classroom strategy used to desensitiz
e students to traditional values. This strategy uses myths, shocking or disturbi
ng stories, or hypothetical situations that (1) evoke strong feelings, (2) chall
enge traditional values (3) produce cognitive dissonance, a form of mental and m
oral confusion. (4) elicit a response that demonstrates a change in attitude, th
at can be measured, and that becomes part of a child's individual electronic dat
a file.
==========
- Highlight Loc. 950-60 | Added on Thursday, April 15, 2010, 06:12 AM
All four are part of a planned process to teach students the "new thinking, new
strategies, new behavior, and new beliefs"[6] needed for full participation in t
he 21st Century workforce. "[Our objective] will require a change in the prevail
ing culture--the attitudes, values, norms and accepted ways of doing things,"[7]
says Marc Tucker, President of the National Center on Education and the Economy
(NCEE), the master-mind behind the Certificate of Initial Mastery (CIM). He, li
ke other leading change agents, is calling for a paradigm shift-- a total transf
ormation in the way people think, believe, and perceive reality. To accomplish t
his paradigm shift, change agents have tried to keep their true goals and method
s hidden from opposing forces. "Old paradigms do not retire gracefully," wrote C
hester Finn, who helped President Bush and Lamar Alexander promote America 2000,
"and the avatars of new ones are often scorned and savaged.. .. "[8]
==========
- Highlight Loc. 965 | Added on Thursday, April 15, 2010, 06:13 AM
To shift from the left to the right side, teachers as well as children must be m
ade "open to" new concepts.
==========
"Paradigm shifts are complicated," he added, "...but shift we will."[9]
==========
today's change agents cannot tolerate Christian guidelines--nor can Christians e
mbrace the new earthcentered values. Christian children who read and know the Bi
ble are likely to resist the global paradigm, therefore educators want to reach
children before they learn old-paradigm truths. To fulfill the first
==========
Which culture or religion has "wired in" your children? If biblical truth has sh
aped their world view, they will recognize and resist occult ideals. On the othe
r hand, if their beliefs have been molded by television, movies and multicultura
l books, the schools will merely reinforce the new paradigm established in their
minds. These children, who have no strong ties to church and traditional values
, are considered ready to learn. The others are not; they must be retrained or r
emediated.
==========
Professor John Goodlad used the word resocialize. One of the most influential ch
ange agents in the global as well as national arena, he has served on the govern
ing boards of UNESCO's Institute for Education[12] and Global Perspectives in Ed
ucation. In 1970, he warned his fellow educators that "most youth still hold the
same values as their parents.... If we do not alter this pattern, if we don't r
esocialize.... our society may decay. "[13] Mastery Learning. The strategy for r
esocializing our children is best known as Mastery Learning. On the surface, its
promise to parents sounds good: given
==========
enough time, every child can learn. However, like most of the new educational la
bels, it doesn't mean what we think it says. It refers, not to solid factual lea
rning, but to the psychological process of conditioning students to new-paradigm
thinking.
==========
the word high is relative. The "high standards" will be high only to the needies
t students-those who were failing both academically and socially.
==========
Not only is the new teaching dumbed-down, it is entirely different. A broad know
ledge base is no longer important --to the contrary, it is a detriment to the ne
w training system. Students armed with facts and strong convictions resist manip
ulation. On the other hand, students with limited knowledge and few convictions
can easily be conditioned and controlled. They may provide just the kind of mana
geable
==========
The stimuli used to "change values" are the shocking stories, the values clarifi
cation exercises, and the questions and suggestions written into each student's
Individual Learning Plan (IEP). This IEP is continually adjusted to a student's
progress and degree of resistance. The national or state assessments that measur
e progress match the SCANS competencies as well as national standards. (see Pam
Hoffecker's report in Part 2). Therefore, Dr. Sticht's chilling statement cannot
be dismissed as fringe sentiment. Sophisticated, computerized assessment strate
gies have been developed to meet the need for continual learning, testing, remed
iation, re-testing.... In her excellent expose of the globalization of our schoo
ls, former U.S. Department of Education official Charlotte Iserbyt quotes Dustin
Heuston of Utah's World Institute for Computer-Assisted Teaching (WICAT) . He s
ays, "We've been absolutely staggered by realizing that the computer has the cap
ability to act as if it were ten of the top psychologists working with one stude
nt. You've seen the tip of the iceberg. Won't it be wonderful when the child in
the smallest county in the most distant area or in the most confused urban setti
ng can have the equivalent of the finest school in the world on that terminal an
d no one can get between that child and the curriculum? "[20]
==========
But what if Jennifer doesn't happen to fall directly into one of the categories
expected by the computer? No time for extensive notes or explanations; just file
her under "authority-challenged."[21] Challenging parental authority has been e
ncouraged for years, but try resisting the new school authorities! Mastery Learn
ing is full of rewards for compliance and punishment for resisters. While comput
erized "teaching machines" offer subtle corrections to correct unacceptable beli
efs and group facilators use ridicule and strategic arguments to shame students
into compliance, the new system can simply remove students from homes that resis
t the new-paradigm values. (See Chapter 7) Both teachers and students are reward
ed when students surrender their independence, "master" the new thinking "skill"
, and respond correctly to stimuli. Disturbing lessons like Ashley's speed the p
rocess. When hypothetical situations introduce new values and evoke strong feeli
ngs, students remember them better and question their own beliefs more readily.
At this point of cognitive dissonance, the curriculum may call for group discuss
ion. This allows well-meaning teachers or trained facilitators to use the time o
f mental confusion to confirm new- paradigm suggestions through group consensus.
Teachers trained to lead these group discussions use the same tools to manipula
te students as do animal trainers: positive and negative reinforcement. If stude
nts conform, they will be accepted. If they fail to conform, they face rejection
and exclusion.
==========
Since most students have neither the desire nor the discernment needed to resist
this form of brainwashing, they will conform to the group and compromise their
standards.
==========
a study titled "Developing Leaders for Restructuring Schools: New Habits of Mind
and Heart." It encourages teachers to "create dissonance" and "encourage risk t
aking."[22] Risk taking involves testing the moral boundaries learned at home an
d moving beyond: instead of trusting your parents, dare to think for yourself, t
ranscend old boundaries, create your own values, leap into the unknown.... Most
students seem ready to take those risks--they no longer have the strong convicti
ons needed to hold them back. The result is family and social disintegration. Je
anne Georges' report on Outcome- Based Education, gives this tragic glimpse of c
ontemporary reality: "Kids are being told there is no meaning to life. There is
no right; no wrong. They are to make their own decisions based on feelings and w
hims, and--if the parent interferes or restrains the child or attempts to discip
line the child--children are to turn the parent in to the state for mental or ps
ychological abuse. "Parents find it much more difficult to discipline and teach
their children. After all, why should the child obey the parent and spell words
correctly when the teacher gives them high marks for "creative" and/or inventive
spelling? Why obey when the parent can be thrown in jail for disciplining his o
wn child? "They teach there is no right way to spell a word; no right to way to
pronounce it; no meaning in it; no absolutes. Life becomes meaningless.... "This
process is being implemented for the disorganization of mind and behavior--or m
ental breakdown. What follows this despair is a total desolation with nothing le
ft but mysticism. Those raised on mysticism and superstition are easy to lead--e
asy to program--easy to enslave.[23] " The change agents are not blind to this p
ain and confusion. They planned it. To them, this crisis, like so many others, i
s an essential step along the way. Each serious crisis creates a felt need. And
each urgent need becomes an open door to a new solution-one that brings the para
digm shift closer to completion.
==========
Limit knowledge for lifelong labor. To minimize resistance to the paradigm shift
, educators had to purge the old-paradigm views. NCEE President, Marc Tucker, pr
oposes "breaking the current system, root and branch. "[24] Coming from the mast
ermind behind the Certificate of Initial Mastery (CIM)--the reward for conformit
y and the entrance pass to work and college--this is no minor opinion. That proc
ess began decades ago by censoring references to God, prayer, and traditional fa
milies from our history books. This secretive sabotage of America's heritage was
documented by Professor Paul Vitz in his excellent book, Censorship--Evidence o
f Bias in Our Children's Textbooks. Today, the movement that spread silently und
erground for years has suddenly taken wings--and too few people have noticed.
==========
"the purpose of education and the schools is to change the thoughts, feelings an
d actions of students. "[27] One of the quickest ways to change people's "though
ts, feelings and actions" is to hide or distort the basic facts and assumptions
that have molded their culture. This tactic was effectively used to revolutioniz
e the youth in Nazi Germany and Soviet Russia. Facts were censored. Only politic
ally correct information was allowed. Literacy and general knowledge became less
important than group conformity and obedience to the new leaders and their inst
ructions. (See Nazi/OBE comparison in Part 2)
==========
In the absence of foundational facts, those higher order thinking skills can onl
y lead to subjective, uncertain answers. Without a broad knowledge base, childre
n are rudderless and headed for disaster. Deprived of the factual comprehension
needed for moral, spiritual and intellectual discernment, they cannot recognize
deception. At the mercy of social revolutionaries, they are ready to embrace the
New Age/Neo-pagan view of "reality" - which has no basis in real reality. In ot
her words, they can easily be manipulated. Well aware that knowledge is the foun
dation of thinking, Dr. Bloom had discovered a process that could control the ou
tcome or end-product of thinking which was often an opinion or a value judgment.
By censoring a students knowledge base, the teacher could direct the student's
thinking. Bloom's process works. Through biased information, carefully designed
hypothetical stories, and pointed Socratic questioning, students are persuaded t
hat their home-taught beliefs and values are incompatible with the needs for the
21st century. This is exactly what Benjamin Bloom and his followers intended.
==========
Taxonomy of Educational Objectives II, Bloom wrote, "...a large part of what we
call "good teaching" is the teacher's ability to attain affective objectives thr
ough challenging the students' fixed beliefs and getting them to discuss issues.
"[28] New beliefs through group consensus.
==========
group thinking is vital to consensus building and conflict resolution , two of t
he many nice-sounding buzzwords designed to sell the deception to the public. Lo
cal school officials and well-meaning teachers are usually kept in the dark. Lik
e most parents, they trust the system and are shocked when they learn the true i
ntentions behind terms that sound so good.
==========
In his written statement, Richard Paul, Director of the Center for Critical Thin
king and Moral Critique, shows how to hide classroom subversion behind misleadin
g labels such as "critical thinking" and "individual moral reasoning skills"
==========
America's spiritual shift comes as no surprise. Always in the past, when God's p
eople rejected truth, they drifted back to earth-centered religions. As humanity
once again pits its puny knowledge and strength against the wisdom and power of
God, the world follows the same old pattern. Humanism is merely a downward step
on the staircase from Biblical truth to pagan deception, depravity and despair.
==========
* KNOW THE TRUE GOD. When children know God as He has revealed Himself in His Wo
rd, they will recognize the seductive counterfeits. Notice in the chart showing
God's armor, that the main truth we need to "put on" is the truth about God. To
do this, memorize the Scriptures that reveal His character, and use them to coun
ter the deceptions of the enemy. * KNOW HISTORY'S LESSONS. Historical and archeo
logical records show that pagan cultures have always been tormented by wars, dis
ease, droughts and famine. Usually that list included savage torture, mutilation
and human sacrifice. The longing for peace expressed in many pagan myths is an
illusion. No pagan hope can offset the horrendous consequences of dealing with d
emons.
==========
Educators use misleading labels like critical thinking to conceal their strategy
?
==========
The real meaning of "critical thinking" Most parents and teachers still believe
that critical thinking refers to factual, logical thinking. They have been misle
d. School fliers explain that it means teaching students "to think for themselve
s". It actually means the opposite; it's a psychological strategy for dismantlin
g old beliefs and values and instilling new ones by limiting factual knowledge w
hile encouraging myths, imagination, and group synthesis. Since it trades the tr
aditional broad knowledge base for selected information that supports the new id
eology, most students can easily be manipulated toward the preplanned outcomes.
==========
- Highlight Loc. 2017 | Added on Friday, April 16, 2010, 09:49 AM
fifth grade
==========
fifth grade Houghton Mifflin social studies text called America Will Be defines
critical thinking as "reasonable, reflective thinking that is focused on decidin
g what to believe or what to do."[10]
==========
students reading these misleading suggestions usually receive negative informati
on about European settlers and idealistic images of Native American lifestyles,
they are hardly equipped to resist the convincing conclusion. Committed to dooms
day environmental scenarios that fuel the demand for a global government and ear
th-centered religions, educators hide the fact that Native Americans often burne
d forests to expand their corn fields[13] and that "forest growth in America exc
eeds harvest by a wide margin."[14]
==========
"We must make rescue of the environment the central organizing principle for civ
ilization,"[16] said Vice president Al Gore. But what nation would yield their s
overeignty to rescue the earth if the main problems were half a planet a way?
==========
The new world view is based on a political ideology, not facts. It is taught by
manipulating a child's feeling, not by feeding their rational mind. You can deba
te an issue through facts and logic, but you can't easily
==========
change a person's feelings. When a discussion moves beyond facts and logic, ther
e is no common ground for rational communication.
==========
Like the computer models used to predict climate change, the game doesn't match
reality. This exercise is designed to change attitudes, not show real life. Ther
efore, it teaches neither scientific facts nor social statistics. What it does i
s far more dangerous than what it omitted: it gives children a new exaggerated a
nd alarming view of an imagined reality--one designed to stir fear and anger. Th
e children felt the imagined dangers. They wanted to do something about them. He
re's how the "Questions" manipulate those feelings:
==========
To make sure the learners understand that America is the villain of the world, t
his variation and question is added: "The U.S.A. uses over 20% of the world's re
sources, so the U.S.A. could always have first chance at a chair and would not h
ave to share. How do the others feel toward the U.S.A. in this game?"
==========
(For more facts that counter eco-myths, yet expose genuine concerns, contact CFA
CT and their team of respected scientists at P.O. Box 65722, Washington, D.C. 20
035 or Dr. Edward Krug at P.O. Box 1161, Winona, MN 55987)
==========
Remember that classroom computer models don't simulate the real world. At best t
hey match the standard environmental philosophy. The programmers determine what
the computers will demonstrate. Realize that the U.S. government is manipulating
science to fit political purposes. "Executive Order 12498 allows scientific res
earch to be skewed 'for conformity with administration policy'." One result: res
earchers are "forbidden to collect data on a range of sensitive topics." [56] Ge
t environmental education curricula from: CFACT (See address above) or His Creat
ion, PO Box 785, Arvada, CO 80001-0785.
==========
- Bookmark Loc. 2414 | Added on Friday, April 16, 2010, 10:59 AM
==========
Dr. Thomas Sowel, economist and senior fellow at the Hoover Institution at Stanf
ord University, would disagree. Piercing the hollow visions of utopian dreamers,
he writes: "Dogmatic environmentalism, like fascism, communism and eugenics, ap
peals to the frustrated egotism of intellectuals who burn to tell lesser people
how to live.... Nothing as mundane as mere evidence can be allowed to threaten a
vision so deeply satisfying."[67] To avoid compromise with the kind of mythical
thinking and earth-centered environmentalism that brings destruction, not heali
ng, children should watch out for.... Songs and poems that encourage earth worsh
ip. Classroom exercises or rituals that "empower" children to connect with Mothe
r Earth, hear her voice, learn her wisdom and visualize her healing. Environment
al programs that promote the lifestyles of pagan cultures.
==========
Native American chants and prayers to the Great Spirit. Buzzwords like connected
ness--referring to spiritual oneness rather than biological interdependence--and
reverence (suggesting a response reserved for the Creator Himself. A pledge of
allegiance to the Earth. Many versions are in use.
==========
To help your children understand both the national and the personal consequences
of worshiping nature instead of God, read Romans 1:18-32, Deuteronomy 11:13-19,
Isaiah 24, and Jeremiah 14:22 together.
==========
California which offers experiential learning by "placing students in community
volunteering positions."[25] The "fundamental goal" of JEP is "the enhancement o
f academic learning," wrote the authors, Pierrette Hondagney-Sotelo and Sally Ra
skoff. "Sociological concepts come alive when they are complemented by firsthand
experiences and guided reflections."[26] Notice the words experiences and guide
d reflections. In this project, students are not free to think for themselves. T
he experiences and conclusions of the 32,000 students who have passed through th
e program were carefully planned by new-paradigm sociology teachers determined t
o convert students to their beliefs. Even so, some students refused to see commu
nity problems through the new-paradigm perspective--nor would they embrace the p
olitically correct outcomes. Using facts, observation and reason (remember the o
ld-paradigm tools?), these students drew independent conclusions, causing great
consternation to their teachers. The authors shared their dismay: "The most seri
ous and frustrating problem... is the tendency to reach unwarranted, often racis
t
==========
==========
conclusions based on selective perceptions. In these cases, observations are mad
e through the prism of prejudice and individualism. This tendency reflects both
U.S. racist ideology and the legacy of viewing social problems as the product of
individuals character deficiencies. Such a view is antithetical to the goals of
sociology.... "[27] Did you hear what they said? Society, not individuals, are
responsible for behavior.
==========
This anti-Christian social philosophy (based on B. F. Skinner's behavioral psych
ology) is the basis for today's Mastery Learning, Outcome-based Education,
==========
In the old context, racism meant racial prejudice: judging a person by skin colo
r. In the new context, it refers to everything tainted by Western culture or Chr
istian beliefs. No matter how many multiracial friends you have, you would be ca
lled racist if you considered America or Christianity better than any other nati
on or religion.
==========
the American emphasis on individual rights and freedoms is now considered a raci
st principle by pacesetting educators:
==========
University of the Pennsylvania recently announced mandatory 'racism seminars' fo
r students, one member of the University Planning Committee voiced her concerns
about the coercion involved. She expressed her 'deep regard for the individual a
nd my desire to protect the freedoms of all members of society.' "A university a
dministrator sent her not back, with the word 'individual' circled and the comme
nt, 'This is a RED FLAG phrase today, which is considered by many to be RACIST.
Arguments that champion the individual over the group ultimately privilege the '
individuals' who belong to the largest or dominant group." [29]
==========
experience in light of that context or "sociological framework." To prevent a st
udent's "lapse into racist, culturally deterministic, individualistic views," wr
ote the authors,
==========
==========
Students who view reality from a traditional "individualistic" perspective will
draw conclusions that reinforce their old beliefs. That would undermine the stra
tegy for change. Teachers can avoid that pitfall by "integrating the curriculum
more closely with the student's community experience. "[31] In other words: more
indoctrination before the experience and more surveillance during the experienc
e. Genuine voluntary service doesn't need a government mandate. Practical traini
ng would help, but manipulation and mandates undermine both motivation and perso
nal rewards. True service flows from hearts moved with love for people and compa
ssion for the needy.
==========
Students who view reality from a traditional "individualistic" perspective will
draw conclusions that reinforce their old beliefs. That would undermine the stra
tegy for change. Teachers can avoid that pitfall by "integrating the curriculum
more closely with the student's community experience. "[31] In other words: more
indoctrination before the experience and more surveillance during the experienc
e. Genuine voluntary service doesn't need a government mandate. Practical traini
ng would help, but manipulation and mandates undermine both motivation and perso
nal rewards. True service flows from hearts moved with love for people and compa
ssion for the needy. Service-learning, on the other hand, is a strategic tool fo
r transformation. You have seen the goal: to produce world-class citizens ready
to serve a greater whole--be it the community, the state, the Earth, or a panthe
istic union. Capitalism, nationalism, individualism, and biblical truth are majo
r obstacles to that goal. Could we be staring at Huxley's programmed utopia? Bra
ve New World. Most high school graduates have read Huxley's futuristic fantasy.
To some students, it sounds as frightening as George Orwell's 1984. To others, i
t inspires utopian visions that seem both plausible and fun. After all, Huxley's
revolutionary world promises what change agents demand: socialist security, spi
ritual meaning, global oneness, and vast opportunities for free sex and fun "fee
lies." In this Brave New World, parents can no longer set limits on sensual thri
lls or government indoctrination. The family has ceased to exist. Children are b
orn in laboratories, programmed through daily behavior modification exercises, a
nd conditioned to enjoy sexual experimentation, group consciousness,
==========
==========
unquestioning service, and the right ways to think. Peace, order and conformity
have won the day. But the trade-off hurts. Tracked by the watchful eyes of the s
tate and peer informers, few dare challenge the prescribed boundaries of world-w
ide political correctness.
==========
freedom... diminishes, sexual freedom tends compensatingly to increase," writes
Huxley. "And the dictator... will do well to encourage that freedom. In conjunct
ion with the freedom to daydream under the influence of dope, movies and the rad
io, it will help to reconcile his subjects to the servitude. "[32]
==========
marketed under the banner of unity, it sets the stage for a peaceful transition
to a new world order: "A really efficient totalitarian state would be one in whi
ch the all-powerful executive of political bosses and their army of managers con
trol a population of slaves who do not have to be coerced because they love thei
r servitude. To make them love it is the task assigned... to ministries of propa
ganda, newspaper editors and schoolteachers...
==========
Both Nazi and communist regimes believed that individual people--young and old--
belonged to the state. Both used positive propaganda, nice-sounding notions like
service and personal sacrifice, to hide their totalitarian controls and sadisti
c cruelty. Both used the threat of intense persecution and "liquidation" to back
up the negative side of their propaganda. Coming from Hitler and Stalin, who sh
owed nothing but hatred for their own poor and handicapped, the word service bec
ame meaningless. Their purpose for youth service was social transformation, not
charity. The bottom line was control. The children belonged to the state, not th
e parents. In her article, "Mandatory National Service Is a Tool to Indoctrinate
Youth into Socialism," Maxine Shideler shows that parental resistance meant not
hing to Hitler. In a 1933 speech, the Nazi leader told the spellbound crowd,
==========
"When an opponent says, 'I will not come over to your side,' I calmly say, 'Your
child belongs to us already... What are you? You will pass on. Your descendants
, however, now stand in the new camp. In a short time, they will know nothing el
se but this new community. "[34] "All totalitarians, whether Nazis or Fascists o
r Communists, consider national service and the nationalization of education to
be extremely important," wrote Dr. Dennis Cuddy.
==========
To see the amazing parallels between Outcome-based education and the Nazi educat
ion system, read the comparison in Part 2. "service learning" was a major part o
f the Nazi indoctrination: "The purpose of labor service was partly practical --
to... provide a source of cheap labor--but mainly ideological. It was apart of t
he cult of community current in the youth movement now manipulated by the Nazis
for their own end.
==========
- Highlight Loc. 2664 | Added on Friday, April 16, 2010, 11:45 AM
by being forced to mix with the
==========
less privileged sections of the community, would be reminded that they were all
[national comrades] together. "[35] Hitler's occult connections are no secret, a
nd his life showed the consequences. His blend of seductive words and social man
ipulation created a political monster with a global appetite. Because the gullib
le masses believed his grandiose dreams and promises, they chose to trade their
individual freedom for national servitude.
==========
- Highlight Loc. 2670-76 | Added on Friday, April 16, 2010, 12:07 PM
1865 Congress saw the dangers in national service. To guarantee our safety from
the abuses of involuntary service, they wrote Article XIII of the U.S. Constitut
ion: "Neither slavery nor involuntary servitude, except as punishment for crime
whereof the party shall have been duly convicted, shall exist within the United
States...." History's record of successes and disasters offer a storehouse of wi
sdom--if only we would remember and take it to heart. But unless we can identify
with the event, we quickly forget. Since I was born in Norway during the Nazi o
ccupation, I still remember how fast a nation can shift from freedom to tyranny.
I
==========
also know that America's two centuries of freedom from persecution is an anomaly
in the history of mankind. If that doesn't sober you, read some of the Bible pa
ssages showing what happens when God withdraws His hand of protection from natio
ns that reject His truth. [36] For we too, like ancient Israel, are blindly chas
ing every false god and seductive piped piper that offer counterfeit morsels of
God's eternal promises. Like Hitler's enticing talks, the writings of contempora
ry occult leaders are salted with deceptive phases. Positive labels such as Worl
d Servers, Goodwill, Points of Light and global oneness flow through the writing
s of Alice Bailey, the medium for spirit guide Dwhjal Khul. They permeate Robert
Muller's books and his World Core Curriculum, who based his philosophy on Khul'
s occult messages. They enchant the disciples of the Dalai Lama, the world's bes
t-loved ambassador for Buddhism, who exudes the hollow promises of love, unity a
nd compassion. Few in his worshipful global audience realize that the Tibetan le
ader represents cultures based on karmic passivity that historically have ignore
d the suffering of its poor and maimed. Rich in noble sentiments, Buddhist commu
nities are poor
==========
in the practical demonstrations of self-giving love. Remember, truth, facts and
logic fade in significance as America drifts into the new paradigm. But most old
-fashioned Americans still trust that people will speak truth and facts. That ma
kes us more gullible. The noble words that sugarcoat educational philosophy and
occult visions have blinded Americans to the transformation. We need to consider
--with caution and prayer--what globalist and occult change agents are really sa
ying. If Germans had read Hitler's Mein Kamf before the holocaust began, perhaps
his devilish ambitions and cruelty would have rallied enough opposition.... Rem
ember, the Old and New Testament prophets didn't hesitate to warn God's people a
bout the nature of demonic deception. The apostle Paul warned us that "in later
times some will fall away from the faith, giving heed to deceitful spirits and d
octrines of demons." (1 Timothy 4:1) Today's "doctrines of demons" expose some o
f the world's most seductive schemes. They are spread through high-tech channels
unimaginable to former generations. Never has it been more urgent for God's peo
ple to be "wise
==========
- Highlight Loc. 2701 | Added on Friday, April 16, 2010, 12:13 PM
doves."
==========
doves."
==========
If we don't know truth, we will love deception. Millions do. Most people have ne
ver heard of Alice Bailey. It doesn't really matter. Her message is everywhere--
not because people read her books, but because Satan whispers the same message t
hrough most of today's self-focused, New Age, Neopagan and mystical literature.
You will find his popular deceptions in school libraries and curricula as well a
s in your major bookstores. In our post-Christian culture, Satan's seductions ar
e everywhere. Alice Bailey summarized one of his most seductive lies in Educatio
n in the New Age. Notice again the noble words that hide totalitarian intentions
: "Through education... self-consciousness must be unfolded until man recognizes
that his consciousness is a corporate part of a greater whole... Self-interest
becomes group interest. Such should be the major objective of all true education
al endeavor. Love of self (self-consciousness), love of those around us (group c
onsciousness), become eventually love to the whole (God
==========
consciousness).
==========
That man's consciousness can be part of a greater whole when all members follow
the same spiritual source, only applies to the Body of Christ. There is no genui
ne unity among those who follow demons.
==========
hatred, divisions, segregation and oppression is the norm in cultures that rejec
t God's love and enabling strength. [38] We are beginning to see it in America.
The quest for justice and equality apart from God has brought the opposite: risi
ng violence and division. God's word warned us it would happen. New Group of Wor
ld Servers. In spite of their nice-sounding words and promises, today's elite ed
ucators seem to be pulling our children toward an end that looks strangely simil
ar to an occult prophecy first published by Lucis Publishing Company started by
Alice and Foster Bailey (now posted at http://www.lucistrust.org/goodwill/ngws.s
html#new):
==========
"Second, the middle classes - both higher and lower... Because they can read and
discuss and are beginning to think, they form the most powerful element in any
nation. "Third, the thinkers everywhere... They are steadily influencing world a
ffairs - sometimes for good and sometimes for selfish ends. "Fourth, the New Gro
up of World Servers. These are the people who are building the new world order..
. They own to no creed, save the creed of Brotherhood, based on the One Life. Th
ey recognize no authority save that of their own souls. [39] The last line bring
s the deception full circle--back to Goals 2000, Bloom's Taxonomy and Outcome Ba
sed Education. Dr. Bloom showed educators how to disarm and shape a nation of se
rvers naive and malleable enough to flow with the revolution. Purged of absolute
s, children "recognize no authority save that of their own souls." Without solid
convictions, they cannot resist the tempting visions of peace and oneness. The
most "intuitive" students will be molded into tomorrow's leaders through program
s for the gifted. The rest will be programmed to fit their slot in the global
==========
economy - just like the mindless masses
==========
Conversations, beliefs and attitudes were tracked, documented and - if they devi
ated from the plan - corrected, sometimes by the banishment to remote regions. A
far more sophisticated system of controls threaten us. Europeans are already us
ing "smart cards" - little plastic cards that store personal information. "Seeki
ng convenience and security, Americans may soon be persuaded to accept a new ID
system,"
==========
He offered Jesus "all the kingdoms of the world and their splendor" - the very r
iches he eventually would give the antichrist - for a moment. The condition: Jes
us had to worship him. Centuries later, the coming antichrist would win that dub
ious reward by bowing to the global mastermind and serving his purpose. But Jesu
s refused. His answer ended the temptation: "Away from me, Satan! For it is writ
ten: 'Worship the Lord your God and serve Him only. "[42] What a perfect respons
e to the seductive voices that beckon American students to serve an illusion of
global oneness - but reject God!
==========
"...try to identify resisters before they become vocal and committed on this par
ticular innovation. Resisters, like innovators, should be judged for relative so
phistication and influence." [1] Ronald G. Havelock, The Change Agent's Guide to
Innovation in Education
==========
In schools that punish non-conformity--and in a world that values compromise rat
her than truth--biblical obedience becomes costly. The change agents know that w
ell. The more Christianity is vilified and ridiculed, the more embarrassment chi
ldren face when forced to admit being Christian. On the other hand, the more chi
ldren experience the fun rituals and empowering myths of idealized paganism, the
==========
more willing they are to embrace the pantheistic/global paradigm. Based on B.F.
Skinner's behavioral psychology, this manipulative system of rewarding conformer
s and punishing resisters characterizes the new world-class education. Educators
assume that children, like laboratory animals, will--with enough time and stimu
li--accept what gives pleasure and reject what causes pain. Naturally, the more
pain associated with traditional loyalties, the more quickly children will disca
rd the old ways and embrace the new. Children who refuse to conform may be consi
dered handicapped. "Although they appear to behave appropriately," explains a NT
L (National Training Labs, Institute for Applied Behavioral Science) Teacher Tra
ining Manual, "and seem normal by most cultural standards, they may actually be
in need of mental health care in order to help them change, adapt, and conform t
o the planned society in which there will be no conflict of attitudes or beliefs
." [3] Notice that the criteria for mental health follows the guidelines of new-
paradigm sociology, not the accepted standards of psychiatry.
==========
Dr. Chester M. Pierce told the Association for Childhood Education International
in his 1972 keynote address: Every child in America entering school at the age
of five is insane because he comes to school with certain allegiances toward our
founding fathers, toward his parents, toward a belief in a supernatural being..
.. It's up to you, teachers, to make all of these sick children well by creating
the international children of the future. [4]
==========
The blueprint for "creating the international child of the future" would end par
ental freedom to transmit Christian beliefs to their children. From the globalis
t perspective, our freedom to raise our children blocks their freedom to train a
ll children. To them, the needs of the whole-- the Earth as well as its people-w
ould transcend the rights of the individual. Kathy Collins, former Legal Counsel
to the Iowa Department of Education, typifies the growing hostility toward Chri
stian parents. Ponder her puzzling assertion in the article, "Children Are Not C
hattel:" Children... are not "owned" by their parents.... The Christian fundamen
talists who want the freedom to indoctrinate their children with religious educa
tion do not understand [that] the law that prevents them from legally teaching t
heir kids
==========
prevents someone else from abusing theirs. [5] In simpler words, training your c
hildren according to biblical truth is equated with child abuse. From the new-pa
radigm perspective, the old beliefs are handicaps which block their evolution in
to a global citizen, and hinders the mission of the "brand new American school."
[6] To save children from the hands of uncooperative parents, the change agents
have devised a clever plan: place them in the hands of the "local community." F
red Newmann, director of the Center on Organization and Restructuring of Schools
, explains a small part of that strategy in his article, "School-wide Profession
al Community."
==========
local schools will be forced to transform their students or face punishment. The
last three deal with parents. Ponder the shocking assumptions behind the positi
ve words.
==========
1. Iowa's world-class education system should be based on results. The success o
f schools in the new system should be judged on how well students master a clear
ly defined, measurable core of learning.... [This is typical outcome-based educa
tion language.] 2. Student performance should be measured with a variety of tool
s that reflect what students are expected to learn. Setting high expectations fo
r students who can think, understand ideas and solve problems will require the c
reation and use of equally complex assessment strategies. [National student asse
ssments will test whether or not schools did their assigned job.] 3. Successful
schools, judged on the improvement of student achievement, should be rewarded, u
nsuccessful schools should be helped to improve, and consistently inferior schoo
ls should be penalized. [Schools, not students, are held responsible for a stude
nt's failure.]
==========
4. Staff in individual schools must have the authority to make decisions affecti
ng student achievement and must be accountable for results.... Site-based manage
ment and shared decision making must replace the current moreauthoritarian syste
m of managing education. [Private professional management will replace elected s
chool boards. They can better silence the opposition.] 5. Educators must have th
e training, knowledge and leadership skills to help students succeed.... [This r
efers to re-training and certification for teachers.] 6. Schools must be respons
ible for seeking the full involvement of parents as partners in the education of
children.... [and] for seeking parent involvement in all facets of children's e
ducation and development. When parents cannot or will not become involved, schoo
ls must help the child overcome that difficulty. [What will they do? Punish pare
nts? Remove the child?] 7. Readiness for school is critically important. Providi
ng a stimulating environment early in a child's life can prevent problems in the
future.... Schools in the new system must provide the option of prekindergarten
==========
opportunities. [Educators want early access to the minds of all children.] 8. Sc
hools in the new system must be responsible for ensuring collaboration with heal
th and human services agencies to reduce barriers to student learning. Children
of all ages must be physically, mentally and emotionally healthy if they are to
learn.... Hunger, stress or illness will keep students from schools success. Sch
ools must be responsible for eliminating those barriers to success.... [9] The l
ast point calls for "partnerships" between schools and the various health servic
es. Words like "stress" and "mentally and emotionally healthy" are being defined
and measured against the new mental and emotional ideals for raising "the inter
national child of the future." Later you will see how deviation from these norms
--such as refusing to let go of traditional attitudes about right and wrong, sin
and guilt-could put children "at risk", induce charges of child abuse, and caus
e the child's removal from the home. Sounds scary, doesn't it? It's not supposed
to. Every effort is made to give restructuring a positive image, one that is pa
latable to the public. "Couch the language of change in the language of the stat
us quo," wrote Massell Smith in Social Change, a newsletter from the NTL Institu
te for Applied Behavioral Science.
==========
"local control" means control over how to teach, not what to teach. The question
still remains: w ho at the local schools would make the decisions? Finn has a r
eady answer. "We need change agents in charge of those schools," he explains, "
not preservers of entrenched interests and encrusted practices....
==========
Finn's 1991 book, We Must Take Charge: Our Schools and our Future, puts local co
ntrol squarely into the hands of professional educators. He writes, "[M]any cons
ervatives have a charming but antiquated devotion to 'local control' of schools
that bears scant relationship to contemporary reality.... If we want revolutiona
ry changes in American education we have to overhaul its power structure and its
ingrained practices." [12] He
==========
continues, [T]hough the ends [outcomes] of education are the responsibility of s
ociety in general to
==========
prescribe through the familiar processes of democratic government, the means by
which we reach those ends are the province of expert professionals.... The schoo
l is the vital delivery system, the state is the policy setter and nothing in be
tween is very important." [13] The "nothing in between" includes parents and ele
cted school boards--the main barriers to "learning". Finn calls them "superfluou
s" and "dysfunctional. " [14]
==========
Already, facilitators in communities across the country are training local commi
ttees to operate by the rules of consensus. They will recognize no dissenting vo
ices. After all, from the newparadigm perspective, Western culture and Christian
values represent in tolerance. Those who perpetuate these obsolete views must b
e ignored or intimidated into silence. Gen Yvette Sutton,
==========
- Highlight Loc. 2932-35 | Added on Saturday, April 17, 2010, 01:29 AM
Educational Analyst with the Pennsylvania Coalition for Academic Excellence, des
cribes her experience with local attempts at building consensus: Minority opinio
ns are totally ignored. Having participated in the preliminary hearings for Outc
ome Based Education in this state [Pennsylvania], I can tell you how it works. Y
ou
==========
can stand up in a meeting and say anything. You can disagree... but all that is
recorded is the consensus... the agreement, so that it looks like they reached a
consensus. When this is done regionally, the state sends secretaries to record
these meeting... They don't transcribe... they only record what they choose, cen
soring anything that doesn't fit. Several superintendents raised very legitimate
concerns, but these concerns were ignored in the state reports. It was a sham a
nd scam. [15]
==========
In 1981, American educators began to implement UNICEF's vision. The Missouri Dep
artment of Education launched the first government program to actually tell pare
nts how to raise their children. Under the misleading title, Parents as Teachers
(PAT), it was introduced as a voluntary project to help disadvantaged children.
That the state mandated PAT for all children in all schools in 1985 came as no
surprise. Five years later, it had been
==========
introduced in 40 states and "at least eight foreign countries, " [18] according
to Laura Rogers, a mother whose research exposed the horrendous deception. Her r
eport, "In Loco Parentis," explains how PAT works: A "parent educator" bonds her
self to the young family through home visits. Then, Once that bond.... is establ
ished, the children and parents are eased into school programs that deliver a ba
ttery of services. First, under the guise of educational screening, parents and
children are evaluated, the child is given a personal computer code number, and
a computer record is initiated that will enable Missouri to track each child for
the rest of his life.... The next step of the PAT program is to change and usur
p the relationship parents have with their children. The change agent, the "sign
ificant other," will be working with the children in a "mentoring program" or pe
rhaps as a "certified parent educator." This new "certified parent educator" del
ivers free medical care, free nutrition counseling, free mental health services
and free food--all things formerly provided by the parents.
==========
As time goes on, children spend more time at school than at home. Services are i
ncreased... the schools will provide free daycare, free overnight care, and free
camps, as well as free education. All these free services come, however, at the
price of sometimes significant interference in family life. One young mother, G
abrielle Copp, reports that she was outraged at the arrogance of the "state cert
ified parent" who told her husband he could not spank their children... . [19] T
he parent educator is responsible to the state, not the parents. She functions a
s a child abuse investigator as well as parent trainer, and must report "suspect
ed" abuse or neglect to the child abuse hotline. In Missouri, failure to report
carries a punishment of $1000 fine or a year in jail. [20] The definition for ch
ild abuse is broad enough to include actions that many consider normal, such as
spanking or "yelling" at a rebellious child. Restricting television viewing beca
me grounds for child abuse in Florida, and the parents of a learning-disabled bo
y were found guilty for allowing their son to miss a week of school while compet
ing in a newsmaking cross-country run. [21]
==========
The Parents as Teachers National Center has developed a set of "Risk Factor Defi
nitions" used to identify possible child abuse or hindrances to a child's early
social development and learning. Open to interpretation by the parent educator o
r social workers, they include Low birth weight and other "handicapping conditio
ns" "Inability of parent to cope with inappropriate child behavior" "Low functio
ning parent" "Negative or hostile behavior toward child" (which could include bi
blical disciplines) "Undue stress..." "Other" [22] --the boundless catch-all for
any unspoken obstacle to the state's plan for our children. PAT has been promot
ed as voluntary. Yet, "if the parent refuses the recommended services, the state
can remove the child from the home, place it in a residential treatment center,
and force the parent to take psychological counseling for an indefinite period,
" [23] says Laura Rogers.
==========
Funded by the Carnegie, Danforth, Ford, Rockefeller, and New World Foundations,
as well as the federal government, PAT became the law of the land in 1994 as par
t of Goals 2000. Though many believed that PAT fit under the umbrella of the U.S
. Department of Education, "the Danforth Foundation in
==========
concert with the Missouri Department of Elementary and Secondary Education exclu
sively control the Parents as Teachers National Center." [24]As a private tax-ex
empt, not-for-profit corporation directed by powerful people like Christopher Bo
nd, U.S. Senator from Missouri (R), Richard Gephart, U.S. congressman from Misso
uri (D), and Ed Ziglar, Yale University early childhood education specialist, it
can easily be manipulated for political purposes with no accountibility to pare
nts. Ziglar's "total childcare plan is aimed for 'full service schools' that wou
ld transform schools into the central delivery point for the cradleto-grave soci
alism.... " [25]
==========
To win public support for PAT and for countless other pieces of the global trans
formation puzzle, educators have begun a massive nationwide campaign to promote
their vision, win supporters, and silence opposition. Nothing illustrates this "
social marketing" [28] effort better than the Community Action Toolkit, prepared
by the National Education Goals Panel led by education secretary Richard Riley.
==========
Like most educational literature today, the suggested arguments for "influencing
the attitudes and behaviors" of community leaders and followers are based on de
ceptive words and misleading euphemisms--never the actual facts. Call it "propag
anda" if you will. The process bears an alarming
==========
to the mental manipulation of the German people under Nazi leadership. The power
of propaganda. Webster's dictionary defines propaganda as "information and opin
ions (esp. prejudiced ones) spread to influence people in favor of or against so
me doctrine or idea."
==========
"The most striking success of a revolution," wrote Adolf Hitler in Mein Kampf, "
will always have been achieved when the new philosophy of life as far as possibl
e has been taught to all men, and, if necessary, later forced upon them." [30] T
his "philosophy of life" was taught through propaganda--which was first designed
"to fill a small nucleus of men with the new doctrine, and so prepare the mater
ial which could later furnish the first elements of an organization." Since Hitl
er's scheme proved so successful--and since similar strategies are evident in th
e current transformation of American schools and culture--you may want to consid
er some of its parts below.
==========
neither human nature nor Satan's hatred for God's people ever change. If contemp
orary Americans were better equipped with God's Word and the lessons of history,
we would not be so easily duped.
==========
Every movement will first have to sift the human material it wins into two large
groups: supporters and members. The function of propaganda is to attract suppor
ters, the function of organization is to win members. A supporter of a movement
is one who declares himself to be in agreement with its aims, a member is one wh
o fights for them.... Understanding in its passive form corresponds to the major
ity of mankind which is lazy and cowardly. Membership requires an activist frame
of mind and thus corresponds only to the minority of men.
==========
- Highlight Loc. 3056-57 | Added on Saturday, April 17, 2010, 03:28 PM
Propaganda will consequently have to see that an idea wins supporters, while the
==========
- Highlight Loc. 3057-63 | Added on Saturday, April 17, 2010, 03:46 PM
organization must take the greatest care only to make the most valuable elements
among the supporters into members.... The first task of propaganda is to win pe
ople for subsequent organization.... The second task of propaganda is the disrup
tion of the existing state of affairs and the permeation of this state of affair
s with the new doctrine, while the second task of the organization must be the s
truggle for power, thus to achieve the final success of the doctrine. [31] Like
Hitler, today's change agents know that propaganda is key to their success.
==========
- Bookmark Loc. 3054 | Added on Sunday, April 18, 2010, 04:15 AM
==========
- Highlight Loc. 3064-68 | Added on Sunday, April 18, 2010, 04:16 AM
North Carolina school superintendent Dr. Jim Causby said in his 1994 speech at t
he 2nd Annual Model Schools Conference [32] in Atlanta: "We have actually been g
iven a course in how not to tell the truth. How many of you are administrators?
You've had that course in public relations where you learn to put the best spin
on things.
==========
- Highlight Loc. 3069-73 | Added on Sunday, April 18, 2010, 04:17 AM
words have been redefined. They must appeal to the public, reflect what parents
want to hear, but conceal their true meaning. Without the corresponding facts an
d truths, most people are likely to be deceived by the propaganda. They will bel
ieve the words and phrases that describe the very system designed to take contro
l, not only of our children's education, but of their entire lives.
==========
- Highlight Loc. 3091-92 | Added on Tuesday, April 20, 2010, 11:51 AM
transformation of our children will require total community participation.
==========
- Highlight Loc. 3094 | Added on Tuesday, April 20, 2010, 11:51 AM
Riley's report described various model communities.
==========
"almost all of them found it necessary" to "identify" and organize "key individu
als in the community. " [36] These vital "partnerships" were also emphasized in
a list of warnings. It encouraged local school planners to "involve key players
who could easily block what the collaborative hopes to do. Whenever possible, tr
y to
==========
- Highlight Loc. 3083 | Added on Tuesday, April 20, 2010, 11:52 AM
local community.
==========
make allies out of adversaries. "
==========
the educational establishment has formed some surprising partnerships that bridg
e the ideological chasms rarely crossed in our separation-between-church-andstat
e-conscious culture. Below, you will see how one bridge links local schools to c
ommunity churches. Considering the growing hostility toward biblical truth, it m
akes little sense.
==========
the social transformation could not succeed without general consent from the pub
lic-however un informed that consent might be. And what strategy could better wi
n support among the opposing forces than a friendly invitation to cooperate and
seek "common ground"? It works because few dare even suspect what the change age
nts plan to do to parents. Lured by pride or propaganda, leaders in every field
are accepting the invitation to join
==========
hands with a kind of deception few could imagine. Many Christian leaders, who sh
ould be a parent's prime defender, have become part of the horrendous betrayal.
Left behind, are countless Christian parents who find no church support in their
attempt to raise godly children God's way.
==========
Senator Christopher Bond, one of the Missouri leaders of Parents as Teachers, to
ld Laura Rogers that he was trying to recruit churches to support the PAT progra
m. On December 16, 1994, his dream came true. The U.S. Department of Education i
ssued the official "Statement of Common Purpose of Religious Leaders." Education
Secretary Riley made the announcement: "The religious communities standing with
me represent some seventy-five percent of all religiously affiliated Americans.
... Our meetings led to the clear recognition that our nation's religious commun
ity can play a more active and positive role in helping parents in the education
of their children." [38] It sounds just as promising as Parents as Teachers, do
esn't it? Would you like to know who signed it? The "religious communities endor
sing the statement" included the Assemblies of God, Association
==========
Christian Schools International, Council of Jewish Federations, Evangelical Luth
eran Church in America, Lutheran Church (Missouri Synod), National Council of Ch
urches, National Association of Evangelicals, National Baptist Convention, Natio
nal Church of God, Presbyterian Church, U.S.A., United Methodist Church, U.S. Ca
tholic Conference, United Synagogue of Conservative Judaism, Church of Jesus Chr
ist of Latter-Day Saints, and many others.
==========
WHO ARE THE RADICAL RIGHT AND WHAT ARE THEIR PLANS FOR YOU? The Advocates of San
ta Clara County Planned Parenthood present an important informational community
forum on: THE THREAT OF THE RADICAL RIGHT
==========
Tracey Labbe-Renault, author of Without Justice for All: A Report on the Christi
an
==========
Tracey Labbe-Renault, author of Without Justice for All: A Report on the Christi
anRight in Sacramento and Beyond.
==========
In The Change Agent's Guide to Innovation in Education, Ronald G. Havelock offer
ed such a plan. "[T]ry to identify resisters before they become vocal and commit
ted," he wrote. "Resisters, like innovators, should be judged for relative sophi
stication and influence." [42]
==========
In a report titled "Primer on the Extremist Attacks on Public Education, " selec
ted educators in Mountain View, California, learned to do just that--and more. D
esigned to prepare teachers to respond to complaints from the Radical Right, it
listed the issues and buzzwords "used by extremists,"
==========
A check list of ways to combat extremist attacks included: Does your contract [w
ith your school] have an academic freedom clause? Does your association report i
nformation on the Extreme Right to your Primary Contact Staff, Regional Organize
r, Political Action Consultant, or the Human Rights Department? Has your associa
tion conducted, or does it plan to conduct, an awareness program for members abo
ut the Extreme Right censorship targets,
==========
Prepared by the California Teachers' Association, the report included "Watchdog
Guidelines" and interview questions for school board candidates. "The purpose of
watchdogging school boards," it explained, is to alert "the community's mainstr
eam" to the "influence of extreme radicals" so that "the majority's moderate, mo
re inclusive values may be promoted and protected... "
==========
One of the most disturbing tactics for change incites children to turn against t
heir parents. You have seen examples of how multicultural and environmental educ
ation are used as vehicles for change. The various strategies for sex and AIDS e
ducation
==========
are just as effective in confusing a child's values and fueling rebellion agains
t traditional authorities. When Kim Shaw signed a permission slip allowing her d
aughter to attend an AIDS-awareness seminar at Hale Middle School, she had no id
ea that her twelve-year-old would be exposed to explicit descriptions of sex act
s.
==========
seventh-and eighth-graders were coached to hide their sexual identity from their
parents and reject their home-taught values. "I felt it went too far in giving
graphic details," Shaw said, "but what I was most upset about was how they taugh
t them to cheat and lie to their parents. They told them how to hide their condo
ms
==========
most change agents find sex education a valuable tool for severing a student's t
ies to home, many also view free sex as a needed vehicle for raising humanity's
consciousness of its spiritual connectedness. "Sexuality is a sacrament," writes
Starhawk, founder and priestess of the Covenant of the Goddess, in her Wiccan m
anual, The Spiritual Dance. "Religion is a matter of relinking, with the divine
within and with her outer manifestations.... " [45]
==========
I will be their God, and they will be my people. Therefore come out from them an
d be separate'." (2 Corinthians 6:15-17) Such an attitude of separation is no lo
nger permitted in American classrooms. Students who love God will surely face in
creasing persecution. The NEA's well-organized opposition to Christian interfere
nce shows the growing hatred for contrary opinions. All critics must be censored
, expelled or intimidated into consensus--for when imagined unity is the dominan
t goal, objective criticism becomes an intolerable offense.
==========
Amara Essy, President of the United Nations' General Assembly, articulated this
double-standard well: "Let us vow to attack intolerance and discrimination where
ver they occur.... Intolerance is unacceptable." [48] Essy's call to battle agai
nst those who oppose global and spiritual unity might be rephrased, "We, who emb
race the new paradigm, will not tolerate intolerance toward our views. Those who
cling to the old views have no right to disagree or oppose us. We are right, th
ey are wrong. We will not tolerate their views."
==========
==========
Recent totalitarian rulers have relied heavily on intimidation and persecution.
History shows that persecution took cruel turns in pagan cultures where human na
ture--animated by occult spirits--had free reign.
==========
"Never, anywhere in the Bible will you find God giving civil government any auth
ority to rear or direct the rearing of children.... God told parents, not the go
vernment, to 'train up' their children."[1] "We have to know how to resist brain
washing. Brainwashing exists in the free world, too.... Communists invented brai
nwashing too late! Christ had already invented the opposite to brainwashing --he
artwashing.
==========
Laura Rogers, the courageous Missouri mother who first exposed the intrusive pla
ns of Parents as Teachers, explains God's pattern for a healthy society.
==========
1. Home and family--the raising or training of the children.
==========
2. The church--spiritual guidance
==========
3. Civil government--enacts and enforces laws and maintains peace. It has no God
given right to force families to submit to anti-biblical training. When the gove
rnment usurps parental authority or when parents surrender that authority, they
violate God's order. This violation leads to rampant immorality, social disorder
, and totalitarian controls.[6] When the government opposes parental rights to t
rain their children to follow God, Christian parents can only say as Peter did,
"We must obey God rather than men! (Acts 5:29) When the government controls the
children, no one will be free. When earth-centered beliefs and global values bec
ome standards for graduation certificates (CIM), Christian children will become
social outcasts.
==========
Pray that God open the eyes of educators to the deceptions they are trained to t
each.
==========
my youngest son asked if he could see a popular movie with some friends. "No. I'
d rather you didn't," I told him. "Why not?" he asked. "Because it makes occulti
sm seem both fun and right. Even though your friends know it's fiction, the stor
y and images leave the impression that you can win in life by using occult ritua
ls to get supernatural power. Not only does the Bible tell us occultism is evil,
it also shows how it destroys people." I started to look up Deuteronomy 18:9-13
. "But I'll put on the armor." "It won't help. When you go somewhere that you sh
ouldn't, you disobey God and lose the breastplate of righteousness. You're never
safe if you go somewhere Jesus wouldn't want you to go."
==========
David got the message and stayed home. He knew that by himself he was no match f
or occult forces. But with God, he was on the winning side.
==========
==========
the seductive vision of global oneness. Outcome-based education (OBE) means that
local schools in most states will have to train students to meet national and i
nternational standards (outcomes) mandated for all states receiving federal educ
ation funds. Children will be tested for global citizenship and work skills whic
h involve respect for all lifestyles and openness toward New Age beliefs that su
pposedly promote unity. Help them understand the danger behind this tempting ill
usion. The following questions can help you get started: How does this vision li
ne up with God's Word? (See John 17:14-16 and 2 Corinthians
==========
6:14-18)
==========
6:14-18) What happened in Old Testament days when God's people imitated their pa
gan neighbors? (See Deuteronomy 8:7-20 and Psalm 106) What will happen to us if
we conform to the beliefs of the world around us? (See Romans 1:18-32; 1 Corinth
ians 10:6-12; 2 Kings 17:7-22) How can we live among pagans and still follow God
without compromise? (Galatians 2:20; Romans 12:1-3; 2 Corinthians 12:9-10)
==========
In Old Testament days, He told His people that they were different and special--
set apart from all the rest. But their special privileges ended when they stoppe
d reading and following God's Word. Proud of the power and prosperity God had gi
ven them, they ignored the Giver and mocked His truth. Like their pagan neighbor
s, they turned to "other gods"--and lost their uniqueness. Finally, God allowed
strong enemies to invade the land and enslave His people. The ancient Jewish his
torians, who carefully recorded the bad along with the good, explained: "All thi
s took place because the Israelites had sinned against the LORD their God.... Th
ey worshipped idols, though the LORD had said, 'You shall not do this...' But th
ey would not listen.... They imitated the nations around them although the LORD
had ordered them, ' Do not do as they do...' They bowed down to all the starry h
osts... They practiced divination and sorcery.... So the LORD was very angry wit
h Israel.... and gave them into the hands of plunderers." (2 Kings 17:7-20) 6. T
each your children scriptures that counter accusations. God tells us to avoid co
rrupting influences, which is difficult when New Age or neo-pagan classroom assi
gnments require participation. Your children need to know reassuring scriptures
when accused of violating the "new" social standards. Use the following chart, a
dapted from Under the Spell of Mother Earth: ACCUSATION WHEN PEOPLE SAY... REMEM
BER GOD'S TRUTH Intolerant "You should be more tolerant of Eph. 5:3-11, 15-17 di
fferent beliefs and "Have nothing to do with the lifestyles." fruitless deeds of
darkness. . " Judgmental "You think we're sinners Rom. 3:23. Is. 53:6 because w
e don't want your "All have sinned and fall short of God." the glory of God." Ar
rogant "You believe your religion is John 14:6. Jesus said, "No one better than
ours." comes to the Father except through me." Narrow-minded "You're not open to
other Deut. 4:39. "...the LORD is God spiritual traditions." in heaven above an
d on the earth below. There is no other."
==========
Ignorant "You don't understand the new 2 Tim. 4:3-4. "They will turn paths to en
lightenment." their ears away from the truth and turn aside to myths." Old-fashi
oned "You religion doesn't work any Hebrews 13:8. "Jesus Christ is more." the sa
me yesterday and today and forever."
==========
Don't compromise. Psalm 1:1 shows a downward progression that trap many children
today. Compare those steps with the Scripture below: The vast majority of stude
nts learn to... Follow the counsel or advice of teachers and peers with contrary
values Condone the beliefs and imitate the behavior of the crowd. Join those wh
o mock God and truth.
==========
Many educators will hate you for resisting their plans for your children. Since
Christian politeness and courtesies have faded along with moral standards, don't
expect gentle criticism and polite discussion. Today, like in earlier times, hu
man nature reigns without disciplined restraint, so be ready for slander, malici
ous vandalism, overt hatred and persecution. Some will ignore you, some will hat
e you, but a few will believe and support you. Together in Him, we may be able t
o slow the spreading tide of totalitarian controls and lengthen our time of free
dom--if God so wills.
==========
2. Be involved with your children's school. Whether your children attend public
or private schools, do your best to know what is happening in their classroom. I
f possible, help the teacher on a regular basis. Even so, the new classroom comp
uter technology and individualized learning programs will hide many of the teach
ing strategies.
==========
Remember, many of today's teachers are trained to be parent substitutes. They kn
ow strategies for making classroom discussions more intimate and revealing than
do most parents. Many of their classroom group sessions end with the admonition,
"Don't tell your parents!" According to your children's maturity, warn them tha
t this could happen in their classroom. As simply as possible, explain to them t
he new goals of education. Help them to understand some of the deceptive tactics
and misleading promises. Then, when it happens, they will recognize and resist
the classroom strategies. You could compare these deceptions to the tempting pro
mises made to Pinnochio and his friends: Come to Pleasure Island and play all da
y! No more drills and homework. Eat all the cake and ice-cream you want.... Reme
mber what happened? The boys turned into donkeys-- just like the rest of the foo
lish children on Pleasure Island. They had become the frightened slaves in the t
yrannical master's workforce. Pinnochio, who grew long ears and an embarrassing
tail, barely escaped with his life.
==========
don't yield to the new deceptive terminology used to bring parents into the plan
ned community partnerships. Don't forget that the promising words used by the ed
ucational planners in your community are designed to win supporters, not tell th
e truth.
==========
Serve on local committees.
==========
these committees are usually led by a facilitator trained to ignore opposing voi
ces in order to demonstrate consensus. So be wise--and careful. 5. Avoid demeani
ng labels and emotional appeals. While such dishonest and irrational tactics are
often used in educational propaganda, we need to build our answers on factual f
oundations.
==========
Few change agents know whose purpose they serve. "Forgive them, for they do not
know what they are doing." (Luke 23:34)
==========
==========
"Be strong and courageous. Do not be terrified; do not be discouraged, for the L
ORD your God will be with you wherever you go." (Joshua 1:9)
==========
New World Order Three main themes flowing through this chronology: Purge the bel
iefs, values, individualism, independence and free enterprise that made this nat
ion unique. Promote global beliefs and interdependence, universal values, a mana
ged economy, and controlled human capital--even at the cost of constitutional ri
ghts and personal freedom.
==========
Implement the psycho-social strategies of Mastery Learning to modify beliefs and
behavior to match the needs of a global economy. The massive effort to accompli
sh these three goals through public education has made a difference. America has
changed. We were "a nation under God, indivisible, with liberty and justice for
all." We have become a divided nation with many gods and eroding liberties for
those who refuse to conform. The seeds for this transformation were planted long
ago, but few saw the warning signs. Now that the evidence is too profuse to den
y, it may be too late to stop the process.
==========
1905. The Carnegie Foundation for the Advancement of Teaching (CFAT)
==========
Together with other Carnegie Foundations, it has been a major promoter and funde
r of socialistic, global education projects. 1908. While the patriotic President
Teddy Roosevelt was finishing his White House term, John Dewey was laying the f
oundations for a revolutionary transformation of America and the rest of the wor
ld.
==========
1933. John Dewey, "father of progressive education" and honorary president of th
e National Education Association (NEA), co-authored the Humanist Manifesto I. It
s introduction warned against identifying "religion" with existing doctrines whi
ch "are powerless to solve the problems of human living in the Twentieth Century
... Any religion that can hope to be a synthesizing and dynamic force for day, m
ust be shaped for the needs of this age. "[3] 1934. National Education Associati
on (NEA) Former Executive Secretary Willard Givens warned that "...all of us, in
cluding the 'owners', must be subjected to a large degree of social control... A
n equitable distribution of income will be sought... the major function of the s
chool is the social orientation of the individual. It must seek to give him unde
rstanding of the transition to a new social order." [4]
==========
1934. The Carnegie Corporation funded the American Historical Association's Repo
rt of the Commission on the Social Studies. Like most of today's social studies
curricula, the report called for a shift from free enterprise to collectivism:
==========
"...the age of individualism and laissez faire in economy and government is clos
ing and... a new age of collectivism is emerging... It may involve the limiting
or supplanting of private property by public property or it may entail the prese
rvation of private property, extended and distributed among the masses... Almost
certainly it will involve a larger measure of compulsory as well as voluntary c
ooperation of citizens in the context of the complex national economy, a corresp
onding enlargement of the functions of government, and an increasing state inter
vention in fundamental branches of economy previously left to individual discret
ion and initiative.. .."[5] 1942. The editor of the NEA Journal, J. Elmer Morgan
, wrote an editorial titled "The United Peoples of the World." In it, he explain
ed a world government's need for an educational branch, a world system of money
and credit, a world police force, "a world bill of rights and duties. "[6] 1946.
In his NEA editorial, "The teacher and World Government," J. Elmer Morgan, wrot
e, "In the struggle to establish an adequate world government, the teacher... ca
n do much to prepare the hearts and minds of children.... At the very top of all
the agencies which will assure the coming of world government must stand the sc
hool, the teacher, and the organized profession. "[7]
==========
1946 (February). Five decades ago, Canadian psychiatrist and World War II Genera
l Brock Chisholm, M.D. head of the World Health Organization (WHO), promoted the
behavior modification processes now mandated through Goals 2000. Compare his vi
sion with today's Mastery Learning (Chapter 3) and planned control of the family
(Chapter 7): We have swallowed all manner of poisonous certainties fed us by ou
r parents, our Sunday and day school teachers... The results are frustration, in
feriority, neurosis and inability to... make the world fit to live in. The re-in
terpretation and eventually eradication of the concept of right and wrong which
has been the basis of child training... these are the belated objectives of prac
tically all effective psychotherapy....
==========
For the very survival of the human race, world understanding, tolerance and forb
earance have become absolutely essential. We must be prepared to sacrifice much.
... Whatever the cost, we must learn to live in friendliness and peace... . putt
ing aside the mistaken old ways of our elders if that is possible. If it cannot
be done gently, it may have to be done roughly or even violently.... [8] 1948. T
he NEA, funded in part by the Carnegie Corporation, produced a set of internatio
nal guidelines called Education for International Understanding in American Scho
ols - Suggestions and Recommendations. It included this statement: The idea has
become established that the preservation of international peace and order may re
quire that force be used to compel a nation to conduct its affairs within the fr
amework of an established world system.
==========
1962. An editorial in the Chicago Sun-Times gave an insightful glimpse into the
NEA's plan and power: "For control--real control over the Nation's children--is
being shifted rapidly to the NEA. That organization has about completed the job
of cartelizing public school education under its own cartel... It is extending t
hat control over colleges and universities. In the NEA scheme of things it will
be a simple matter to extend control over whatever Washington agency handles the
funds.
==========
funds.
==========
being shifted rapidly to the NEA. That organization has about completed the job
of cartelizing public school education under its own cartel... It is extending t
hat control over colleges and universities. In the NEA scheme of things it will
be a simple matter to extend control over whatever Washington agency handles the
funds.
==========
being shifted rapidly to the NEA. That organization has about completed the
==========
job of cartelizing public school education under its own cartel... It is extendi
ng that control over colleges and universities. In the NEA scheme of things it w
ill be a simple matter to extend control over whatever Washington agency handles
the funds. "[10]
==========
[called Father of OBE] "was invited by UNESCO in 1968 to submit a proposal for a
six to nine week training program which would partially fulfill recommendations
made at UNESCO's Moscow meeting dealing with the formation of national centers
for curriculum development and research...." Bloom's "program was ultimately app
roved by the UNESCO General Council... "[12]
==========
==========
decisions and value judgments now made by the individual will soon be made for h
im... How to plan for one's children's education will be partially taken out of
his hands.[15] (John Loughary, Professor of Education at the University of Orego
n. Vital questions of values, beliefs, feelings, emotions and human interrelatio
nships in all forms must be integral parts of the curriculum.[16] (Arthur Combs,
Professor of Education at the University of Florida)
==========
1984. The Robert Muller School in Texas, which uses Muller's World Core Curricul
um, was accredited by the Southern Association of Colleges, despite Muller's ack
nowledgment that his philosophy is based on "the teachings set forth in the book
s of Alice Bailey by [her spirit guide]
==========
the Tibetan teacher, Djwhal Khul." The review team "was so impressed with the Ro
bert Muller School that they thought the educational process and the general cur
riculum would be most valuable as a model for teacher education... [T]he committ
ee has recommended that information of the school's educational processes be sha
red with educators everywhere as much as possible. "[25] 1985. The New Age/globa
list book, New Genesis: Shaping a Global Spirituality by Robert Muller who direc
ted the U.N.'s powerful Economic and Social Council, was published. Within a yea
r, it would influence leading educators around the world. (Chapter 2)
==========
1985. The U.S. Department of State gave the Carnegie Corporation "authority to n
egotiate with the Soviet Academy of Sciences, which is known to be an intelligen
ce-gathering arm of the KGB, regarding 'curriculum development and the restructu
ring of American education.' "[26] (See the full report by Charlotte Iserbyt)
==========
1989
==========
Speaking at this Governor's Conference, Shirley McCune, Senior Director with MCR
EL (Mid Continent Regional Educational Laboratory, which develops curriculum), s
ays, What's happening in America today... is a total transformation of our socie
ty. We have moved into a new era... I'm not sure we have really begun to compreh
end... the incredible amount of organizational restructuring and human resource
development restructuring.... What the revolution has been in curriculum is that
we no longer are teaching facts to children....
==========
1990. In The Keys of This Blood:The Struggle for World Dominion, Malachi Martin
described the transnationalists' goal that "ideally the same textbooks should be
used all over the world
==========
Martin then explains the new values they will promote: 'Good' will no longer be
burdened with a moral or religious coloring. 'Good' will simply be synonymous wi
th 'global. ' Else, what's an education for? ... The emphasis is on homogeneity
of minds, on the creation and nourishing of a truly global mentality.... We must
all become little Transnationalists.[37]
==========
1990 (October). Dorothy Maver, a Steering Committee member of GATE, presented a
workshop in Sydney, Australia titled, "Creative Esoteric Education." She speaks
of "bridging esoteric principles into mainstream education. There's a paradigm s
hift happening in education.. linking heart and mind... It is the process and no
t the content that is most important. " [42]
==========
The Oregon Education Act for the 21st Century (HB 3565) decreed that all 10th gr
ade students must pass an outcome-based test to earn their Certificate of Initia
l Mastery (CIM).[49] Those who fail will move on to special Learning Centers.[50
] Since people can neither attend college[51] nor be employed[52] without the CI
M, the bill implies that home schoolers and students in Christian schools whose
responses fail to reflect new global values would also have to be remediated and
tested until they conform to state and national standards. This Oregon law para
llels a federal School-to Work bill.[53] 1991 (October 30-November 1) The
==========
1991 (October 30-November 1) The
==========
==========
==========
The Oregon Education Act for the 21st Century (HB 3565) decreed that all 10th gr
ade students must pass an outcome-based test to earn their Certificate of Initia
l Mastery (CIM).[49] Those who fail will move on to special Learning Centers.[50
] Since people can neither attend college[51] nor be employed[52] without the CI
M, the bill implies that home schoolers and students in Christian schools whose
responses fail to reflect new global values would also have to be remediated and
tested until they conform to state and national standards. This Oregon law para
llels a federal School-to Work bill.[53] 1991 (October 30-November 1) The
==========
1992. Teachers as Change Agents by Allan Glatthorn was printed. The NEA Professi
onal Library advertised it as: "This 'teacher-friendly' handbook uses research t
o show how you can take the lead in restructuring classroom instruction, school
culture and climate, home-school relationships, and collegial relationships. "[5
5]
==========
1993 (February 11-14). The third annual conference of the National Association f
or Multicultural Education (NAME) brought together multicultural educators from
all 50 states. Keynote speaker Lily Wong Fillmore, a professor of language at th
e University of California at Berkeley, asserted that the radical curriculum ref
orm they propose will provoke "definite clashes with the practices, beliefs and
attitudes that are taught in many homes... No matter what students' parents and
families think about others or the environment... we are going to have to inculc
ate in our children the rules that form a credo that will work for a multicultur
al 21st century.. .."[56]
==========
1994. The State of South Dakota passed House Bill No. 1262, "an act to require t
hat home school teachers be certified by the year 2000. " Neither Christian scho
ol teachers nor parents will be able to teach without going through the psycholo
gical training required to teach children the new beliefs and attitudes. Home sc
hooled children will take "the same tests designated to be used in the public sc
hool district... "[59]
==========
Secretary Richard Riley and Labor Secretary Robert Reich shared strategies for b
uilding the Global Village Schools with their German counterparts. They focused
on the " School-to-Work transition," which is vital not only to global economics
but also in enforcing social transformation.[61]
==========
"So where are we?" asks Charlotte Iserbyt. "All is in place except for 'universa
l' education. That means that home schoolers, independent, private, religious sc
hools must somehow be coerced into the international system. How to accomplish t
hat? Heat up the debate over OBE, publish outrageous outcomes, get the controlle
d media to beat the drums abut how bad public education is, send home obscene su
rveys for elementary school children to fill out, turn parents against teachers,
teachers against administrators, administrators against State Superintendents,
State Superintendents against Congress; and saddest of all, parents against pare
nts.
==========
"So where are we?" asks Charlotte Iserbyt. "All is in place except for 'universa
l' education. That means that home schoolers, independent, private, religious sc
hools must somehow be coerced into the international system. How to accomplish t
hat? Heat up the debate over OBE, publish outrageous outcomes, get the controlle
d media to beat the drums abut how bad public education is, send home obscene su
rveys for elementary school children to fill out, turn parents against teachers,
teachers against administrators, administrators against State Superintendents,
State Superintendents against Congress; and saddest of all, parents against pare
nts. In other words, create the problem, impose the solution....
==========
Brainwashing notebook (Unknown)
- Highlight Loc. 1284-87 | Added on Tuesday, May 04, 2010, 02:42 PM
"Critical Theory, as its name implies, criticizes. What deconstruction does to l
iterature, Critical Theory does to societies." (Intellectual Morons, p 15-16) Cr
itical Theory is an ongoing and brutal assault via vicious criticism relentlessl
y leveled against Christians, Christmas, the Boy Scouts, Ten Commandments, our m
ilitary, and all other aspects of traditional American culture and society.
==========
Both political correctness and Critical Theory are in essence, psychological bul
lying. They are the psycho-political battering rams by which Frankfurt School di
sciples such as the ACLU are forcing Americans to submit to and to obey the will
and the way of the Left. These devious devices are but psychological versions o
f Georg Lukacs and Laventi Beria's ‗cultural terrorism' tactics. In the words of B
eria, "Obedience is the result of force...Force is the antithesis of humanizing
actions. It is so synonymous in the human mind with savageness, lawlessness, bru
tality, and barbarism, that it is only necessary to display an inhuman attitude
toward people to be granted by those people the possessions of force." (The Russ
ian Manual on Psychopolitics: Obedience, by Laventi Beria, head of Soviet Secret
Police and Stalin's right-hand man) Double-thinking ‗fence-sitters', otherwise kn
own as moderates, centrists, and RINOs bear the imprint of these psychological ‗ob
edience' techniques. These people-in some cases literally afraid of incurring th
e wrath of name-calling obedience trainers---have opted to straddle the fence le
st they be found guilty of possessing an opinion, one way or another. At the mer
est hint of displeasure from the obedience-trainers,
==========
up goes the yellow flag of surrender upon which it is boldly written: "I believe
in nothing and am tolerant of everything!" Cultural Determinism
==========
Additional intellectual firepower was required: a theory to pathologize what was
to be destroyed. In 1950, the Frankfurt School augmented Cultural Marxism with
Theodor Adorno's idea of the ‗authoritarian personality.' This concept is premised
on the notion that Christianity, capitalism, and the traditional family create
a character prone to racism and fascism. Thus, anyone who upholds America's trad
itional moral values and institutions is both racist and fascist. Children raise
d
==========
by traditional values parents, we are told to believe, will almost certainly bec
ome racists and fascists. By extension, if fascism and racism are endemic to Ame
rica's traditional culture, then everyone raised in the traditions of God, famil
y, patriotism, gun ownership, or free markets is in need of psychological help.
==========
Though Marxists, the members of the Frankfurt School also drew from Nietzsche (s
omeone else they admired for his defiance of traditional morals was the Marquis
de Sade). They incorporated into their cultural Marxism what Nietzsche called th
e "transvaluation of all values." What that means, in plain English, is that all
the old sins become virtues, and all the old virtues become sins. Homosexuality
is a fine and good thing, but anyone who thinks men and women should have diffe
rent social roles is an evil "fascist." That is what political correctness now t
eaches children in public schools all across America. (The Frankfurt School wrot
e about American public education. It said it did not matter if school children
learned any skills or any facts. All that mattered was that they graduate from t
he schools with the right "attitudes" on certain questions.)
==========
His book "Eros and Civilization" used the Frankfurt School's crossing of Marx wi
th Freud to argue that if we would only "liberate non-procreative eros" through
"polymorphous perversity," we could create a new paradise where there would be o
nly play and no work. "Eros and Civilization" became one of the main texts of th
e New Left in the 1960s. Marcuse also widened the Frankfurt School's intellectua
l work. In the early 1930s, Horkheimer had left open the question of who would r
eplace the working class as the agent of Marxist revolution. In the 1950s, Marcu
se answered the question, saying it would be a coalition of students, blacks, fe
minist women and homosexuals ? the core of the student rebellion of the 1960s, a
nd the sacred "victims groups" of political correctness today. Marcuse further t
ook one of political correctness's favorite words, "tolerance," and gave it a ne
w meaning. He defined "liberating tolerance" as tolerance for all ideas and move
ments coming from the left, and intolerance for all ideas and movements coming f
rom the right.
==========
- Highlight Loc. 1436 | Added on Tuesday, May 04, 2010, 03:12 PM
When you hear the cultural
==========
Marxists today call for "tolerance," they mean Marcuse's "liberating tolerance"
(just as when they call for "diversity," they mean uniformity of belief in their
ideology).
==========
The student rebellion of the 1960s, driven largely by opposition to the draft fo
r the Vietnam War, gave Marcuse a historic opportunity. As perhaps its most famo
us "guru," he injected the Frankfurt School's cultural Marxism into the baby boo
m generation. Of course, they did not understand what it really was. As was true
from the Institute's beginning, Marcuse and the few other people "in the know"
did not advertise that political correctness and multi-culturalism were a form o
f Marxism. But the effect was devastating: a whole generation of Americans, espe
cially the university-educated elite, absorbed cultural Marxism as their own, ac
cepting a poisonous ideology that sought to destroy America's traditional cultur
e and Christian faith. That generation, which runs every elite institution in Am
erica, now wages a ceaseless war on all traditional beliefs and institutions. Th
ey have largely won that war. Most of America's traditional culture lies in ruin
s. A counter-strategy Now you know who stole our culture. The question is, what
are we, as Christians and as cultural conservatives, going to do about it?
==========
"The Culture-wise Family: Upholding Christian Values in a Mass Media World" is a
vailable at the Movieguide website. Watch Bill Lind's video "The History of Poli
tical Correctness."
==========
2. Nazi education, as American education today, decreased academic standards, an
d emphasized sports and socialist training. When the Nazis seized control of the
German schools, the first thing they did was lower academic standards and requi
rements, and increase sports training and socialist teachings. Brenda Lewis in h
er book, "Hitler Youth: In War and Peace." states that "The emphasis on sports t
raining, the most marked single characteristic of Hitler's education system, was
only one symptom of the shift away from the intellectual traditions of the past
. In the Nazi education system, syllabuses were radically changed to accord with
the tenets of National Socialism and all subjects were re-angled to reflect the
Nazi world-view." Every aspect of education was changed by the Nazis to promote
their agenda. Modern American education is a mirror of the Nazi method. Childre
n, from the earliest ages, are carefully schooled in the doctrines of modern soc
ialism: tolerance, multiculturalism, pluralism, and the blessings of big governm
ent. It was estimated by the Washington Post that over ninety million people in
the United States are functionally illiterate, and that twenty-six percent of se
venteen year olds never graduate from high school. But while academics decrease
in schools, sports and socialist training pervade the curriculum of the educatio
n system.
==========
Organized sports is used, as it was in Nazi schools, as a way to gain the attent
ion of children so they can be indoctrinated by their teachers.
==========
5. The American education system, as the Nazi education system, deny the authori
ty of parents over their children, and teachers are required to answer only to t
he state. Adolf Hitler boldly proclaimed what he thought about parental control
in 1933 when he said, "When an opponent declares 'I will not come over to your s
ide', I say calmly 'Your child belongs to us already.....What are you? You will
pass on. Your descendants, however, now stand in the new camp, in a short time t
hey will know nothing but this new community." Parents that refused to allow the
ir children to attend the public schools or join the Hitler youth programs, were
deemed unfit by the government and were taken away to concentration camps. Chil
dren were taught that the state was their true superiors, not their parents. Tea
chers and Nazi officials urged children to report their parents for any "unpatri
otic statements." If parents did not comply with the state the consequences were
swift and horrible. When reports of immorality and decadence in the schools beg
an to arise, concerned parents were
==========
told that they had no right to question the authority of the teachers, and even
though in some cases complaints were heard, no major changes were made. The Amer
ican school system, following in the footsteps of its Nazi predecessors, has com
e to a place where they completely reject the authority of the parents. Former N
ebraska Senator, Paul Hoagland stated, "Fundamentalist parents have no right to
indoctrinate their children in their beliefs. We are preparing their children fo
r the year 2000 and life in a global one world society and those children will n
ot fit in."
==========
Strangely and ironically the tenants and beliefs of the Nazi education system ar
e repeating themselves in our modern school system. In part two of this article,
I will conclude the similarities between the two systems, and look at where the
y are ultimately headed. 6. The American education system, like the German schoo
ls, instills hatred for certain groups of people.
==========
When Adolf Hitler and his Nazi parties took control of the German schools, the f
irst thing they began to teach was hatred of the Jews.
==========
- Highlight Loc. 2499-2503 | Added on Wednesday, May 05, 2010, 09:24 AM
―transform students, and good education truly does transform. While schools were fo
rmerly viewed as an extension of the family, however, today‘s transformers admit t
hat they mean to undermine belief in the traditional and majority culture‘s laws,
values, traditions, history, and beliefs. In this case, teachers are being equip
ped in how to teach our kids that our sovereign borders illegitimate. At what po
int does the public, no matter where our kids are schooling, charge teacher‘s coll
eges with treason?" See The International Agenda
==========
"... the new system of education is not about content, but process... Process is
defined as 'behavior/procedure.' In other words, does the child demonstrate the
wanted behavior? How is this measured? By assessments. ... assessment is a subj
ective measure of performance.... "Are teachers clinically qualified, trained an
d licensed, to use behavior modification techniques to alter children‘s belief sys
tems? ... Who is really at fault when some children, subjected to hours of behav
ioral modification a day, go off the deep end, take means of violence to school,
and go on a killing rampage?" See Brainwashing in America
==========
Are your children crazy? "I think --from the perspective of a person who never h
ad any --that almost all children act crazy. Those who don't are, by definition,
abnormal, because they don't act like the others. The main problem with about h
alf of them is that they are boys. Such children are obviously made of snips and
snails and puppy dog tails ... We have to catch them early --for their own good
. "Teams of experts are awaiting the infusion of cash. They'll be ensconced in y
our child's school before you even know it. A bonus is that your little darlings
will probably give them quite a bit of information about you also, and then you
too can receive therapy you didn't know you needed. Do you sometimes raise your
voice? Ever spank them? Hug them inappropriately? Have politically incorrect at
titudes? Use forbidden words? Own a gun?... Read extremist literature? Refuse to
recycle? Prepare for a knock on the door.
==========
"There are many tools at the disposal of the mental health squad.
==========
Counseling sessions. Drugs... Group therapy. Removing the child from the home...
. "What will happen if your child fails the screen? What sort of treatment will
be given? Who will supervise it? What if you don't approve of it?... Who might p
rofit from the program.... "Psychiatry in the hands of government, instead of in
dependent physicians who are working for patients, reeks of Orwell's '1984' or t
he Soviet era. The very need to ask the questions should tell us the right answe
r for this program: It's crazy." See Legalizing Mind Control and Steps toward Gl
obal Mind Control Mental Health, Education and Social Control,
==========
See Steps toward Global Mind Control PC Busybodies Fear Christians, not Terroris
ts [Registration required]: "George Orwell, when he was asked where he got his i
nspiration for '1984,' replied that his model was the left-wing British Labor Pa
rty Intellectuals he worked with at the BBC during World War II. The society dep
icted in the book, Orwell said, would be the kind of society
==========
these individuals would create if they ever got power. Their mentality lives on
it today's busybodies who claim to be threatened by a little spirituality... and
who have, to give another example, conditioned us not to utter 'Merry Christmas
.' The generic 'Happy Holiday' is still OK, I think." "They are the same people
who are now predicting a new Orwellian/Christian America while simultaneously di
smissing the murder of a Dutch film maker by Islamic radicals as the failure of
the ever tolerant Dutch to accommodate themselves to the new multiculturalism. W
e should fear Christianity, but be tolerant of Islam, certainly he least toleran
t religion there is." [WSJ, 11-30-04] See Paradigm Shift Leadership and Ethics T
raining at the U.S. Naval Academy (1999): "Suppose you became aware that our pub
lic school system over the past 30 years had become subject to methods and techn
iques which weakened the moral fiber of children and adolescents. Further, suppo
se you found out that this program had a name --'values clarification.' ... "Beh
avioral scientists, over the past 120 years, have perfected techniques involving
psychological manipulation using small-group encounter methods that can modify
a person's psyche to the point that he or she 'can hate a life once cherished an
d espouse ideals that once would not have been tolerated.'
==========
- Highlight Loc. 2946 | Added on Wednesday, May 05, 2010, 11:52 AM
Freedom Commission on Mental Health has proposed comprehensive
==========
"The fact that children as young as three are being targeted is controversial, b
ut backers of the plan said it was important to begin early in order to prevent
sectarian attitudes gaining hold." See A New Way of Thinking and Legalizing Mind
Control Bush's Brave New World: "President Bush's little-publicized New
==========
mental-illness screening for all Americans. If this proposal is carried out, as
Mr. Bush's intends, no adult or child will be safe from intrusive probing by 'ex
perts,' backed by drug companies, who believe mental illness is woefully underdi
agnosed and many millions of people should be taking powerful and expensive psyc
hiatric drugs. Schools and doctors' offices will become quasi-psychiatric monito
ring stations."
==========
- Highlight Loc. 2999-3005 | Added on Wednesday, May 05, 2010, 12:02 PM
Mental health and world citizenship (Dr. Dennis L. Cuddy): "By the late 1940s, D
ewey's progressive education was becoming dominant in American public schools. A
nd in 1948 an International Congress on Mental Health was held in London with pu
blication of a document 'Mental Health and World Citizenship,' declaring that 'w
orld citizenship can be widely extended among all peoples through the applicatio
n of the principles of mental health.' "The Congress promoted the U.N. as the ve
hicle for promoting this objective, and UNESCO's director-general Sir Julian Hux
ley the same year wrote in UNESCO: Its purpose and Its Philosophy that 'politica
l unification in some sort of world government will be required.'... "When Hilla
ry Clinton became First Lady of the U.S. in 1993, she was in charge of a health
care task force, about half the members of whom were connected with the Robert W
ood Johnson (RWJ) Foundation. On the NBC
==========
...In the living rooms of the whole world, Hollywood has a little window open to
the minds of the people. Nobody can escape." Yes, they can. (While we don't agr
ee with all the points of the author, we appreciate this warning.) See Toying wi
th Death & Who can Resist the Pull of the Crowd?
==========
'Today Show' (January 23, 1990), Dr. Michael Lewis of the New Jersey Robert Wood
Johnson Medical School had claimed: 'Lying is an important part of social life,
and children who are unable to do it are children who may have developmental pr
oblems .'... "Under the American socialism planned for our future, government wi
ll increasingly control our lives via mental health screening and education, amo
ng other means. Only if the American people resist these efforts as soon as poss
ible will we be successful in thwarting the plans of the power elite."
==========
- Highlight Loc. 5230-34 | Added on Thursday, May 06, 2010, 06:53 AM
Psychopolitics is a solemn charge. With it you can erase our enemies as insects.
You can cripple the efficiency of leaders by striking insanity into their famil
ies through the use of drugs. You can wipe them away with testimony as to their
insanity. By our technologies, you can even bring about insanity itself when the
y seem to resistive. You can change their loyalties by psychopolitics. Given a s
hort time with a psychopolitician you can alter forever their loyalty of a soldi
er in our hands or a statesman or a leader in his own country, or you can destro
y his mind.
==========
A psychopolitician must work hard to produce the maximum chaos in the fields of
"mental healing." He must recruit and use all the agencies and facilities of "me
ntal healing." He must labor to increase the personnel and facilities of "mental
healing" until at last the entire field of mental science is entirely dominated
by Communist principles and desires. To achieve these goals the psychopoliticia
n must crush every "home-grown" variety of mental healing in America. Actual tea
chings of James, Eddy and Pentecostal Bible faith healers amongst your mis-guide
d people must be swept aside. They must be discredited, defamed, arrested, stamp
ed upon even by their own government until there is no credit in them and only C
ommunist-oriented "healing" remains. You must work until every teacher of psycho
logy unknowingly or knowingly teaches only Communist doctrine under the guise of
"psychology.". You must labor until every doctor and psychiatrist is either a p
sycho-politician or an unwitting assistant to our aims.
==========
The definition of Psychopolitics follows. Psychopolitics is the art and science
of asserting and maintaining dominion over the thoughts and loyalties of the ind
ividuals, officers, bureaus, and masses, and the effecting of the conquest of th
e enemy nations through "mental healing."
==========
- Highlight Loc. 5999-6011 | Added on Thursday, May 06, 2010, 06:54 PM
THE RECRUITING OF PSYCHOPOLITICAL DUPES The psychopolitical dupe is a well-train
ed individual who serves in complete obedience to the psychopolitical operative.
In that nearly all persons in training are expected to undergo a certain amount
of treatment in any field of the mind, it is not too difficult to persuade pers
ons in the field of mental healing to subject themselves to mild or minor drugs
or shock. If this can be done, a psychological dupe on the basis of pain-drug hy
pnosis can immediately result. Recruitment into the ranks of "mental healing" ca
n best be done by carefully bringing to it only those healing students who are,
to some slight degree, already depraved, or who have been "treated" by psychopol
itical operatives. Recruitment is effected by making the field of mental healing
very attractive, financially, and sexually. The amount of promiscuity which can
be induced in mental patients can work definitely to the advantage of the psych
opolitical recruiting agent. The dupe can thus be induced into many lurid sexual
contacts, and these, properly witnessed, can thereafter be used as blackmail ma
terial to assist any failure of pain-drug hypnosis in causing him to execute ord
ers. The promise of unlimited sexual opportunities, the promise of complete domi
nion over the bodies and minds of helpless patients, the promise of having lawle
ssness without detection, can thus attract to "mental healing" many desirable re
cruits who will willingly fall in line with psychopolitical activities.
==========
most of them have criminal tendencies, and as he can, as his movement goes forwa
rd, recruit for his ranks the criminals themselves, he has unlimited numbers of
human beings to employ on whatever projects he may see fit. In that the insane w
ill execute destructive projects without question, if given the proper amount of
punishment and implantation, the degradation of the country's youth, the defama
tion of its leaders, the suborning of its courts becomes childlishly easy. The p
sychopolitician has the advantage of naming as a delusory symptom any attempt on
the part of the patient to expose commands. The psychopolitician should careful
ly adhere to institutions and should eschew practice whenever possible, since th
is gives him the greatest number of human beings to control to the use of Commun
ism. When he does act in private practice, it should be only in contact with the
families of the wealthy and the officials
==========
In that the psychopolitician has under his control the insane of the nation,
==========
You must work until "religion" is synonymous with "insanity."" You must work unt
il the officials of city, county and state governments will not think twice befo
re they pounce upon religious groups as public enemies. Remember, all lands are
governed by the few and only pretend to consult with the many. It is no differen
t in America. The petty official, the maker of laws alike can be made to believe
the worst. It is not necessary to convince the masses. It is only necessary to
work incessantly upon the official, using personal defamations, wild lies, false
evidences and constant propaganda to make him fight for you against the church
or against any practitioner.
==========
Like the official, the bona-fide medical healer also believes the worst if it ca
n be shown to him as dangerous competition. And like the Christian, should he se
ek to take from us any right we have gained, we shall finish him as well.
==========
We must be like the vine upon the tree. We use the tree to climb and then, stran
gling it, grow into power on the nourishment of its flesh. We must strike from o
ur path any opposition. We must use for our tools any authority that comes to ha
nd. And then at last, the decades sped, we can dispense with all authority save
our own
==========
If mental hospitals operated by religious groups are in existence, they must be
discredited and closed, no matter what the cost, for it might occur that the act
ual figures of recovery in such institutions would become known, and that the la
ck of recovery in general institutions might be compared to them, and this might
lead to a movement to place the clergy in charge of the insane. Every argument
must be advanced early, to overcome any possibility of this ever occurring. A co
untry's law must carefully be made to avoid any rights of person to the insane.
Any suggested laws or Constitutional Amendments which make the harming of the in
sane unlawful, should be fought to the extreme, on the grounds that only violent
measures can succeed. If the law were to protect the insane, as it normally doe
s not, the entire psychopolitical program would very possibly collapse.
==========
technical appearing papers should exist as to the tremendous number of cures eff
ected by psychiatry and psychology, and whenever possible, percentages of cures,
no matter how fictitious, should be worked into legislative papers, thus formin
g a background of "evidence" which would immediately rebut any effort to actuall
y discover anyone who had ever been helped by psychiatry or psychology.
==========
Movements to improve youth should be invaded and corrupted, as this might interr
upt campaigns to produce in youth delinquency, addiction, drunkenness, and sexua
l promiscuity.
==========
Death and violence against persons attacking Communism in a nation should be esc
hewed as forbidden. Violent activity against such persons might bring about thei
r martyrdom. Defamation, and the accusation of insanity, alone should be employe
d, and they should be brought at last under the ministrations of psychopolitical
operatives, such as psychiatrists and controlled psychologists.
==========
The psychopolitician has his reward in the nearly unlimited control of populace,
in the uninhibited exercise of passion, and the glory of Communist conquest ove
r the stupidity of the enemies of the People.
==========
- Highlight Loc. 6420-21 | Added on Friday, May 07, 2010, 02:35 PM
Man will... never self-consciously know that it has happened." [1] Raymond Hough
ton, To Nurture Humaneness, ASCD (curriculum arm of the NEA), 1970
==========
Emotional appeals work. It's easier to shout, "Stop spreading hate!" than to enc
ourage rational debate. It's more effective to discredit discerning citizens by
linking them to violent anarchists than to give factual answers to legitimate qu
estions. It's quicker to invalidate unwanted information by tying it to wild spe
culations than to provide honest responses--especially when the truth would expo
se plans best kept hidden.
==========
has shown that nothing crushes well-informed resistance faster than well-planned
disinformation and false accusations. Nothing unifies a nation faster than a co
mmon enemy.
==========
"The art of truly great popular leaders in all ages has consisted chiefly in not
distracting the attention of the people, but concentrating always on a single a
dversary.... It is part of a great leader's genius to make even widely separated
adversaries appear as if they belonged to one category, because... the recognit
ion of various enemies all too easily marks the beginning of doubt of one's own
rightness."2 Hitler focused his fury on an influential, well educated ethnic gro
up whose religious beliefs opposed his own. "It was a stroke of genius on the pa
rt of Hitler to find this common denominator in the Jew," explains the Encyclopa
edia Britannica. "This enabled him to discover the Jew behind all his changing a
dversaries... in short, behind everybody and everything that at a given moment o
pposed his wishes or aroused his wrath."3 Long before the Oklahoma bombing, poli
tical and educational change agents had found their common enemy in the medley o
f "malcontents" they called the Radical Right. Like Hitler's Jews, this diverse
mix represented politically incorrect religious values. The Oklahoma explosion a
dded new intensity and plausible justification to the growing hostility, and the
public quickly echoed the media rhetoric.
==========
"There is a dedicated, very well organized, very well financed movement in Ameri
ca that is very anti-public schools, very anti-government, very anti-tax," said
Lew Finch, the superintendent of schools in Cedar Rapids, Iowa. "The ultimate ex
ample of that sentiment is the bombing of the federal building in Oklahoma City.
"4 Finch's revolutionaries were Christian parents, those who supposedly want "al
l schools" to "be controlled by the church--their church." Like many progressive
educators, he felt hampered by parents who resist two key parts of the new educ
ation system mandated through Goals 2000: (1) the psychological strategies for c
hanging their children's beliefs and values and (2) their government's plan to e
xpand the educational bureaucracy through national standards and tests that emph
asize attitudes, not academics. Across the country, educators battling "the agen
da of the Radical Right" express similar paranoia toward concerned parents. In s
tate after state, leaders organize conferences to identify opposition groups, an
alyze their tactics, and plan counter-action.5 Many follow the suggestions from
Ronald Havelock's book, The Change Agent's Guide to Innovation in Education. "[T
]ry to identify resisters before they become vocal and committed," he wrote. "Re
sisters, like innovators, should be judged for relative sophistication and influ
ence."6 A report titled "Primer on the Extremist Attacks on Public Education," t
eaches educators to do just that. Prepared by the California Teachers' Associati
on, it also lists specific strategies for defeating
==========
"Extreme Right Groups" so that "the majority's moderate, more inclusive values m
ay be promoted and protected...."7 It's hard for many Christians to understand t
his hostility. Why are educators and politicians so angry at them? Why can't the
y just teach basic academics? Professor John Goodlad, an influential "change age
nt" in the global as well as national arena, answers that question. He warned hi
s fellow educators that "most youth still hold the same values as their parents.
... If we do not alter this pattern, if we don't resocialize.... our society may
decay."8 "Paradigm shifts are complicated," said Chester Finn, who helped Lamar
Alexander market America 2000 to the public. "But shift we will."9 To sell thei
r radical agenda to the public, politicians, and educators have become masters a
t manipulating information. "We have actually been given a course in how not to
tell the truth," said North Carolina school superintendent Dr. Jim Causby in his
speech at the 1994 Annual Model Schools Conference in Atlanta. "How many of you
are administrators?
==========
- Highlight Loc. 6918-19 | Added on Monday, May 10, 2010, 09:26 AM
It is the ignorant and the stupid and the slow whose minds are storehouses of be
liefs. The intelligent know how to think and to judge; hence, a belief has a har
der time getting into their minds.
==========
Iit is the certainty of beliefs which must be placed under attack, for the fear
of false knowledge is the beginning of wisdom. (p. 345, Fiebleman, Prof. at Tulan
e University)
==========
The globalist meaning for tolerance permits no tolerance for Christianity. An in
ternational "Declaration on Tolerance," prepared by UNESCO and signed by member
nations," defined the new global standard. All nations would be responsible for
fulfilling this international contract by teaching the "right" kind of tolerance
. Though America didn't sign, our schools are leading the way. As you read these
excerpts from UNESCO's international contract on tolerance, ask yourself, "Can
Christian children really "appreciate" what God forbids? Look up Deuteronomy
==========
18:9-13, Romans 1:18-32 and I Corinthians 10:11, then follow its twisted logic b
elow: * "Tolerance is respect, acceptance and appreciation of the rich diversity
of our world's cultures... It is not only a moral duty, it is also a political
and legal requirement." [Including dangerous lifestyles that clash with our fait
h?] * "Tolerance... involves the rejection of dogmatism and absolutism...." [Bib
lical truth?] * "Tolerance... means that one's views are not to be imposed on ot
hers." [Would this end freedom to share the gospel with others? Could the UN sti
ll share its views?]
==========
A century ago, most Americans would have defined it as civility toward disagreea
ble persons, not as acceptance of contrary views. In contrast, today's "toleranc
e" demands acceptance of politically correct views but intolerance toward those
who cling to "traditional" values. While media leaders feel free to mock Christi
ans, believers are losing their freedom to state their convictions. After all, t
hey might hurt someone's feelings. This transformation didn't "just happen." Dur
ing the 20th century, socialist visionaries redefined tolerance and began using
it as an effective weapon against Biblical values. Trained facilitators (in scho
ols, government, corporations and churches) began turning cultural norms upside
down --then held the masses accountable to the new cultural guidelines. NEA lead
er, Professor Raymond Houghton, summarized the deception in 1970,
==========
"...absolute behavior control is imminent.... The critical point of behavior con
trol, in effect, is sneaking up on mankind without his selfconscious realization
that a crisis is at hand. Man will... never selfconsciously know that it has ha
ppened."[3]
==========
Former Carnegie strategist Marc Tucker, a friend of Hillary Clinton and the mast
er-mind behind America's "School-to-Work" agenda, shared that vision: "[Our obje
ctive] will require a change in the prevailing culture
==========
- Highlight Loc. 7475-83 | Added on Tuesday, May 11, 2010, 07:22 AM
Using "zero tolerance" policies to shock, embarrass, and intimidate dutiful stud
ents into compliance with irrational rules fits the plan. Most students caught i
n the confusing web of federal regulations must endure long sessions in "conflic
t resolution" and "anger management"-two related psycho-social strategies used t
o instill a submissive, collectivist mentality. They have already become standar
d procedure in our nation's classrooms. Thomas Sowell, Senior Fellow at the Hoov
er Institution, summarized the process: "The techniques of brainwashing develope
d in totalitarian countries are routinely used in psychological conditioning pro
grams imposed on American school children. These include emotional shock and des
ensitization, psychological isolation from sources of support, stripping away de
fenses, manipulative cross-examination of... moral values, and inducing acceptan
ce of alternative values by psychological rather than rational means."8 These un
American strategies may shock most parents, but they fit the plan for transforma
tion.
==========
US-Soviet General Education Agreement9 was signed by Ronald Reagan and Michail G
orbachev, the 1985 treaty made it official. Social studies, science, arts... all
facets of education were included in the exchange. "Cooperation would cover all
computer-based instruction, instructional hardware and curriculum design for al
l grades of primary and secondary education, as well as college and university s
tudies," wrote Malachi Martin in The Keys of this Blood. "The obvious goal was a
total homogenization not only
==========
of the methods of teaching and learning, but what was to be taught and learned.
"10 He continued, "Cooperation.... in the 'social sciences' turned a blind eye t
o the official prostitution of psychiatry and psychology by the Soviet Union as
clinical tools for inflicting mental and physical torture as political punishmen
t and for disposing of dissidents. The USSR had been banned from the World Psych
iatric Association in 1983 for such practices.... "Or take cooperation in the hu
manities. As taught in the Soviet Union, all humanities are marinated in Leninis
t Marxism as a matter of course. And history is distorted by... the systematic s
uppression of facts, and by downright lies. One might wonder what common curricu
la might be drawn up between the USSR and the US...." The aim of the General Agr
eement was "to transform the shape of the world" and to restructure "institution
s so that they are not confined merely to the nations-states."11 It would take a
new kind of teacher to instill this message in the hearts of students across ou
r nation. "ESTABLISH NATIONALLY ACCEPTED CREDENTIALS FOR EXCELLENCE IN TEACHING,
" said Clinton. "...reward our best teachers.... Remove those few who don't meas
ure up...." This "excellence in teaching" has little to do with traditional acad
emics. It refers to expert training in psycho-social strategies. Like other poli
tical promises, the nice-sounding phrase was not designed to tell the truth but
to win the support of an uninformed public.
==========
Professor John Goodlad, who served on the governing board of UNESCO's Institute
for Education before he joined Bill Clinton on the 1987 Study Commission on Glob
al Education. He knew that teachers could only be social engineers in their clas
srooms when they themselves have been trained in the new values and thinking pro
cesses. His dream is nearing reality. "We must require tougher licensing and cer
tifcation standards,"13 says Education Secretary Richard Riley. Even before 2000
AD, the target year, his new "performance-based" teacher certification process
is purging traditional teachers who cling to the old academic ways. With the glo
bal paradigm came an emphasis on earth-centered spirituality and pantheistic one
ness. Facts and memorization ("drill and kill") were traded for imagination, tou
chy-feely experiences, and "systems thinking" which puts little weight on pieces
of information unless they can be fitted into the new global context. This thin
king compels students to see their future from a socialist point of view. Indivi
dualism must yield to the interest of the greater whole. Personal rights must yi
eld to community responsibilities. And the nationstate must be absorbed into the
global village where the person merges into "the people" - a mystical, imperson
al union to be defined and managed by ruling elites.
==========
Individual achievement would clash with collective equality, and traditional lea
rning would raise logical questions globalists prefer to dodge.
==========
"The purpose of education and the schools is to change the thoughts, feelings an
d actions of students.15 "...a large part of what we call "good teaching" is the
teacher's ability to attain affective objectives through challenging the studen
ts' fixed beliefs and getting them to discuss issues."16 "Discussing issues" is
key to the paradigm shift in schools, workplaces, homes, and community meetings.
The "ground rules" for this Hegelian dialectic or consensus process forbids deb
ate and arguments. All must participate, compromise, and seek "common ground." I
n "democratic" classrooms from coast to coast where teachers facilitate rather t
han teach, students follow manipulative suggestions, "discover their own" truth,
and embrace a globalist ideology that censors every reason to be grateful for t
he land God gave us.
==========
During a health class, high school students in Tuscon, Arizona, were asked, "How
many of you hate your parents?"[2] Apparently, hating parents is considered bot
h acceptable and understandable in the new permissive classroom. But being polit
ically incorrect is not acceptable. Traditional values that clash with the new g
lobal standards for tolerance have become tantamount to hate, and Christians who
cling to biblical boundaries are labeled both intolerant and hateful --no matte
r how kind their actions. Today's social leaders have
==========
- Bookmark Loc. 7647 | Added on Tuesday, May 11, 2010, 08:15 AM
==========
redefined hate, identified a new group of haters, and are gathering public suppo
rt for monitoring and punishing the guilty.
==========
"Seeing ourselves as separate is the central problem in our political thinking,"
[5] announced Al Gore at a 1991 Communitarian conference in Washington. Gore's c
onclusion was quoted in the book, Spiritual Politics, co-authored by Corinne McL
aughlin, a follower of the Dhjwal Khul, the spirit guide channeled by occultist
Alice Bailey. Lest you think McLaughlin too "far out" to be relevant, know that
she was the first Task Force Coordinator for President Clinton's Council for Sus
tainable Development.[6] She also taught her occult strategies at the Department
of Education, Pentagon, and the EPA.
==========
- Bookmark Loc. 8294 | Added on Wednesday, May 12, 2010, 08:38 AM
==========
"Intermediate school members told Sensitivity training can be very dangerous, ps
ychiatrist warns". "He said he knew of more than one instance of adults going in
to some type of sensitivity training, in full possession of their faculties, and
coming out, in some way damaged. It is confrontation, in which able people tear
each other apart."
==========
"As a rule, said McNutt, psychiatrists are much more conservative about meddling
in peoples' minds than any other group. He observed that psychologists are less
conservative in this way, and counselors even less so. And now, he said, teache
rs are becoming involved." "The trouble is, he said that clinical training, clin
ical judgment, and the ability to put the pieces back together is not a part of
teacher training or background, and it takes great responsibility ". "...local s
chool districts were being pressed to adopt sensitivity training, and the Nation
al Education Association was reported at the board session to be pushing for its
use in the schools". Another article from the Reader's Digest, about 1973, I th
ink, stated that the damage done to people through sensitivity training may not
show up for years, long after those who created the problem are no longer around
.
==========
National Education Association, called this process "Human Relations Training wh
ich includes coercive persuasions in the form of thought reform or brainwashing"
. Their process was to unfreeze the person's stable equilibrium. Next to change
it through identification with new attitudes, and internalization of the new att
itudes. Then refreeze the changed attitudes into the rest of the personality. Th
e process was to be considered like "Chinese Communist thought reform." Before a
nyone considers allowing their children to be involved in encounter groups, it w
ould be well to consider who will be molding their values. Those who mold the ne
w values are those who have been through sensitivity training, but not training
to put the collapsed personality back together.
==========
―Harmful to Minors: The Perils of Protecting Children from Sex, due out in May, inc
ludes this gem: ―Sex is not harmful to children. There are many ways even the smal
lest children can partake of it. On another page, the author gushes over a ―lush an
d mysterious photo of ―a naked 3—or 4-year-old. Quoting a variety of pedophiles, she s
ays children are not necessarily harmed by sex with adults. A friendly New York
Times article on April 13 states, incorrectly, ―The book does not, in fact, endors
e pedophilia. Oh, yes it does. The article goes on to contrast ―angry reaction again
st a cool, reasoned pro-pedophile position. In 1998, an article in Psychological
Bulletin made a similar defense of consensual ―adult-child sex, prompting the Amer
ican Psychological Association to issue a statement that ―sexual relations between
children and adults are abusive, exploitative, reprehensible and properly punis
hable by law. Note that there is no mention here of ―consent. Children are incapable
of giving consent because they are not mature enough to understand the implicat
ions. Sex has lifelong emotional, psychological, spiritual and sometimes physica
l consequences. The only people who think children are not harmed if they give c
onsent is a pro-pedophile academic underground that is trying to burrow its way
to the surface.
==========
- Highlight Loc. 8351 | Added on Wednesday, May 12, 2010, 08:49 AM
But to understand the monstrosity of this, we need only look at the lives destro
yed by it.
==========
As parents find it harder and harder to shield their children from a world inten
t on sexualizing youngsters, they are finding little help from American elites.
Isn‘t it time for real grown-ups to assert themselves and say enough is enough?
==========
Brainwashing-The-Ultimate-Weapon (Unknown)
We know that the man who exercises discipline within the military establishment
is the man who has the best chance of surviving in combat or in captivity. But d
iscipline‟s a dirty word, it means drowning Marines in Ribbon Creek. Discipline is
something a nasty old sergeant does to the helpless recruit, at least in the mi
nds of a great many people. Discipline, somehow, has become synonymous with aban
doning your own – your own selfrespect. Abandoning your individualism and becoming
a helpless machine, a part of the military machine. And that isn‟t discipline at
all. The only kind of discipline that really exists and really works is an inter
nalized system of values, a set of standards existing
==========
Brainwashing-The-Ultimate-Weapon (Unknown)
within the individual which characterize and guide his behavior whether there‟s a
cop or a shore patrolman standing there or not. And it‟s this kind of discipline w
e have to seek from people. This is the kind of discipline that makes individual
s able to join a team. Individuals able to respond to competent leadership. And
individuals able to have the intestinal fortitude necessary to be leaders. To se
t limits to award punishment and reward. And that includes even to our children.
==========
Love Letter to America text to pdf (Gale)
I know what I am talking about, because I was on the side of the aggressor befor
e I decided to take YOUR side. I do not believe--I KNOW that in this war no one
is being "liberated, decolonised or made equal," as Soviet doctrine proclaims. Y
ou may notice, if you give yourselves the trouble to observe, that the only "equ
ality" and "liberation" this war produces is the equality of death and the "libe
ration" from freedom. Look at Russia, Poland, Hungary, Afghanistan--would you sa
y the people of those countries celebrated and rejoiced when the Soviets brought
them equality and liberation? Of course not. We must take a clear and honest lo
ok at what Soviet "liberation" actually means. This war of Communist World Aggre
ssion is not fought against some mythological "capitalists" as Communist propaga
nda claims. No, my dear friends, this war is fought against YOU--personally. Com
munist wars of world aggression are not fought for liberty and equality. We have
thousands of unequivocal examples of the horrendous human suffering, torture an
d mass death that occur after a Soviet "liberation." The final stage of Communis
t aggression--military confrontation--has very little to do with rivalry for ter
ritorial or geopolitical gains in order to free and liberate. Communist world ag
gression is a total war against humanity and human civilization. In Communist pr
opaganda terms, this is "the final struggle for the victory of Communism." The d
riving force of this war has very little to do with natural aspirations of peopl
e for better lives and greater freedoms. If at all, these aspirations are being
used and taken advantage of by the manipulators and progenitors of the war. The
real driving force of this war of aggression is IDEOLOGY--something you cannot e
at, wear or store for a "rainy day." An integral part of this war of ideology is
IDEOLOGICAL SUBVERSION--the process of changing the perception of reality in th
e minds of millions of peoples all over the world. The late comrade Andropov, th
e former head of the Soviet KGB, called this war
==========
- Highlight Loc. 76 | Added on Wednesday, May 12, 2010, 06:57 PM
of Communist aggression, "the final struggle for the MINDS and hearts of the peo
ple."
==========
No matter how many problems you think the U.S. may have, believe me when I say t
hat they are nothing in comparison to the troubles you will experience if the U.
S. continues to agree and sympathize with communist/ socialist doctrines. I have
made my choice to be with YOU, the nation I love. I have risked my life like ma
ny others, to tell you of my life and experiences within a Communist state. You
have nothing to risk by listening to me and making up your mind as to whether I
am a "cold war paranoiac," as your media calls me, or whether my message makes s
ense. The choice is yours.
==========
Is it that the Indians are stupid, ignorant people, that they allow the Soviets
to deceive them in this manner? On the contrary for the most part, they are inno
cent victims of one of the world's most sophisticated eon games Ideological Subv
ersion. They have been psychologically manipulated through media, politics, etc.
into believing that the Soviets are their friends who are protecting them from
the "Western imperialists." This same subversion game is being played all over t
he world--even in America, KGB influence in our media, politics and nearly every
phase of our life has produced a growing conviction on the part of many America
ns that we are the "bad guys"--again I have to remind you
==========
- Highlight Loc. 131 | Added on Wednesday, May 12, 2010, 10:23 PM
that
==========
that to date, there has never been a single defection from the United States. Th
e Soviets have produced an absolutely ludicrous global lie that people are belie
ving--why? Because the tactics of ideological subversion work.
==========
The Socialist Phenomenon (Gale)
- Highlight Loc. 1440-43 | Added on Thursday, June 03, 2010, 06:05 AM
Behind the absurd posturings of J an Bokelson we can often discern a sly and cal
culating mind, examples of which we shall encounter later. Apparently, both he a
nd the other Prophets had a very concrete goal in mind--"universal" rebellion an
d the establishment of themselves in power, if not over the "entire world," then
at least over a large part of Europe. Although these hopes were not realized, t
hey should not be dismissed as having been entirely groundless.
==========
The Socialist Phenomenon (Gale)
- Highlight Loc. 1521-25 | Added on Thursday, June 03, 2010, 06:27 AM
Hyppolitus reports an analogous teaching among the sect of Simonians. In both ca
ses, black masses were practiced, accompanied by an ostentatious disregard for m
oral norms, all of which was meant to reveal the superhuman character of "the po
ssessor of gnosis." (16: p.77) There is ample evidence of numerous links among t
he doctrines [68] of the different sects.
==========
The Culture Industry (Gale)
- Highlight Loc. 342-49 | Added on Monday, June 07, 2010, 04:45 PM
Fun is a medicinal bath. The pleasure industry never fails to prescribe it. It m
akes laughter the instrument of the fraud practised on happiness. Moments of hap
piness are without laughter; only operettas and films portray sex to the accompa
niment of resounding laughter. But Baudelaire is as devoid of humour as Hölderlin.
In the false society laughter is a disease which has attacked happiness and is
drawing it into its worthless totality. To laugh at something is always to derid
e it, and the life which, according to Bergson, in laughter breaks through the b
arrier, is actually an invading barbaric life, self-assertion prepared to parade
its liberation from any scruple when the social occasion arises. Such a laughin
g audience is a parody of humanity. Its members are monads, all dedicated to the
pleasure of being ready for anything at the expense of everyone else. Their har
mony is a caricature of solidarity. What is fiendish about this false laughter i
s that it is a compelling parody of the best, which is conciliatory. Delight is
austere:
==========
Brainwashing-by Ed Hunter full book text (Gale)
- Highlight Loc. 81-85 | Added on Sunday, July 04, 2010, 12:04 AM
What they had undergone was more like witchcraft, with its incantations, trances
, poisons, and potions, with a strange 3 4 Brainwashing flair of science about i
t all, like a devil dancer in a tuxedo, carrying his magic brew in a test tube.
==========
Dr. Joost A. M. Meerloo, a psychiatrist of Dutch origin, in his book Conversatio
n and Communication,, it is practically im-possible to fight something until it
has been given a name.
==========
Dr. Meerloo coined the fine laboratory word menticide murder of the mind for thi
s atrocious quack science devised by the Reds to bring about the voluntary submi
ssion of people to an unthinking discipline and a robotlike enslavement.
==========
- Highlight Loc. 1156-67 | Added on Sunday, July 04, 2010, 02:49 PM
He said he now understood how the Reds had laid their trap for him and how he ha
dn't noticed it until he was caught in it. "The communist tactic, when they want
a certain action taken, is not to say so at all," he said. "One by one, they ma
ke every alternative move impossi-ble. They put you in a position where you have
no other possibility but to do as they wish. They never say, Do so and so. That
, they insist, is not the 'democratic' way. They say you have to act voluntarily
. They don't tell you what they wish, but wait for you to find out by yourself,
no matter how long it takes. You're trapped like a rat. You've perfect free-dom
to choose, they say. You try one way and find it's im-possible because perhaps m
oney is lacking. You try another method, and it doesn't work for some other reas
on. They make sure of it. Finally, you have to take the line they've wanted all
along, although nobody told you." Sam realized, as much as anyone, the critical
blow dealt him. Soon after returning to America he set to work, in his character
istic manner, to pull himself out of the doldrums into which the Reds had put hi
m. He took a radio and tele-vision course that forced him to concentrate. "I fel
t that as I had been a student so many years, if I could select a new subject an
d master it, I would regain my faculties," he told me. "It wasn't easy. At first
I read and read and got nowhere. Five minutes afterwards, everything left my mi
nd. I was only able to keep up with a simple routine. I kept making silly mistak
es because I couldn't remember instructions.
==========
"The most painful task I ever did in my life was this job of forcing myself to r
emember again. By keeping doggedly at it, I've been slowly getting back into sha
pe. It's taken a long time." John D. Hayes
==========
He was told by the communists that he was completely responsible for what anyone
else did on the basis of what he had said or done.
==========
I felt sure his insistence on silence wasn't his real feeling. I had met many of
the boys who have come home from Korea, and civilians from all parts of the wor
ld who had undergone tortures of the mind. I had come to recognize a certain loo
k, the wound showing through a man's eyes that exposed the deep injury to his so
ul,
==========
and his disappointment in discovering that people at home seemed not to understa
nd. Friends and neighbors greeted the homecomer like a long-lost brother. They s
hook his hands affectionately and slapped him on the back. "Tell us everything t
hat happened to you," they begged. While he was groping for words to explain thi
s strange new experience, someone was always sure to inter-rupt, and with scarce
ly concealed curiosity ask, "Did they beat you up? Do you have any marks? Let's
see them." The only atrocities in which these people, who now seemed strangers t
o him, appeared interested, were those inflicted with a club. Yet the atrocities
that often hurt the most and caused the most lasting wounds were inflicted with
out a finger being laid on the man. How was a fellow to explain this? When he tr
ied, someone was sure to say, "Yes, you had it damned tough. I want you to know
that we were rooting for you all the time, and we were sure you'd come through w
ith flying colors. There's going to be a great wrestling match on the television
in a few minutes. I ... you wouldn't want to miss it. Come on over to the house
and we'll pull up a chair for you." I recognized some of this in Stell's face.
No, it wasn't really true he didn't want to talk. When he did begin to speak his
first details were given to me an hour later he did so with such feeling and ea
rthly wisdom that I was awed. He had been thinking it out a great deal by himsel
f, reading up on
==========
- Highlight Loc. 2030 | Added on Sunday, July 04, 2010, 10:28 PM
the psychology of it, too. His was essentially a story of how to survive
==========
brainwashing. He said brainwashing used methods found in "mental therapy," and m
entioned the simple things that could ''bring a man down" and crush his reserve.
"I've seen a strong man, the first time he was given a piece of candy,
==========
break down and cry," he said. This was the key to how the communists made others
envious, craving for the little the Chinese possessed,
==========
The fellow who cracks never got a real sense of assurance out of his previous co
nditions of life. He saw nothing to live for."
==========
"The worst thing that could happen to a p.o.w. was to get the idea that there
==========
"The worst thing that could happen to a p.o.w. was to get the idea that there wa
s nobody at home pulling for him,"
==========
But un-less he also has the feeling that America is mine, that a bit of it is al
l mine and not anybody else's, the rest doesn't count. "If he only knows he has
his own dog there that still remembers him and is his friend, that is more impor
tant to him for his chances of passing safely through hell than all
==========
the talks the President can give. It's more forceful for him, too, than the beat
of all the drums in America. He has some-thing his, just his, waiting for him t
o go back to. That's what counted when the chips were down. Those little things
are why a man stands up or falls down, although he may not know it himself."
==========
He had kept control of himself by keeping his mind off his troubles, by thinking
about his family and the lovely times they had had together. He tried to resume
this after awakening from his icy shower. "I found that I couldn't recall the n
ame of an old uncle of mine," Herb told me. "I thought this was peculiar, but I
didn't worry about it and went on to some other recollec-tions. That is when rea
l terror struck me. The names of those other relatives had left me, too. Who was
the man on whose knee I used to rock? I had known his name as well as my own. N
ow I couldn't remember it.
==========
"I don't believe it is possible to fully convey to others who haven't experience
d anything like this the fright it gave me. If I couldn't remember such simple f
acts as the names of my relatives, what resistance did my mind have left? This w
as a time when the Reds were watching like hawks, taking ad-vantage of every sli
p a man made. They'd have soon caught on that something was wrong with my memory
. That's what they were watching most.
==========
" 'My God, help me,' I prayed, and instinctively turned to the Lord's Prayer, as
I had done as a boy. This had always been a comfort. I opened my mouth; but the
words didn't come out. I had lost them! They were gone, and my mind panicked. Y
et I could no more recall them than walk out of that camp to freedom.
==========
"This was the fiercest battle I ever fought. I knew what it was to tire out my m
uscles in a game or a struggle so that they pained terribly. That was nothing co
mpared to the agony in my mind as I struggled to remember that short, familiar v
erse from the Bible. "This effort continued for half a month. Then I won the bat
tle. I recaptured all the words of the Lord's Prayer. With them, I got back the
names of all my relatives. That victory was my turning point. I now knew that th
e Reds would never win my mind, never so long as a breath remained in me. I had
licked them. I had beaten them in this decisive battle and no other struggle cou
ld ever hold the same terrors for me. I could beat them again and again now." He
rb did not minimize the effect of mind attack. "We could no longer think as huma
n beings," he said. "All we survived on were our convictions. As the pressure in
creased, they boiled down to just one, the religious conviction.
==========
"Unless a man had convictions, this left him completely
==========
defenseless, without weapons to fight back," Herb said.
==========
"The Reds brought you to the point of death and then they revived you," Zach sai
d. "Then again they brought you to death's door, and when you were about to ente
r, they pulled you back." He gazed at me, hesitating to go on. "You may not beli
eve what I'm going to tell you," he said, "but after the Reds did this a few tim
es, you were thankful to them for saving your life. "You lost your sense of prop
ortion and forgot that they were the ones who had almost killed you by starving
you, not letting you sleep, beating you. You only knew that when you were about
to die, they saved you. They did this often enough for it to consume your whole
thinking process, until you were grateful enough to do anything they wanted."
==========
The Reds were able to break a man's mind only when they accomplished two things,
he said. They had to deprive him of clarity of thought and upset his sense of v
alues. Zach saw men give up their lives for a cigarette. "I saw them starving to
death,"
==========
- Highlight Loc. 2446-50 | Added on Tuesday, July 06, 2010, 06:07 AM
"You're not a writer and I am, so I'll fix it up for you," he'd say. He'd fix it
up, all right! The poor prisoner would be edged delicately toward treason. Burc
hett was an old hand at this. No more lying, slanderous books ever have been wri
tten than those about America by him and Winning-ton. Burchett had met Frank bef
ore, while on assignments in East Germany, Yugoslavia, and Chungking.
==========
This knowledge, disseminated and emphasized throughout the world, particularly i
n the satellite states, can pull the rug out from under brainwashing and wreck c
ommunism's most potent weapon. Those who suffered under brainwashing as well as
former high communists and psychiatrists all agreed to that.
==========
Indoctrination, persuasion, explanation, publicity and pub-lic relations, educat
ion, examination and re-examination, criticism and self-criticism each of these
only cover a single facet of brainwashing. Clergymen indoctrinate. Schools educa
te and re-educate. Successful persuasion normally indi-cates a better argument.
To assume that any one of these words or labels was a synonym for brainwashing o
nly con-cealed its sinister content and helped the Reds continue to wage their m
ind attack against an unprepared foe. What first struck me in the communist atti
tude was their great fear of the word, as if it might destroy them. Joseph
==========
perpetrated can bring about its ultimate defeat. Knowledge of it is mental vacci
nation.
==========
Colonel Schwable, who confessed to germ warfare, said: "I would have given my so
ul to have known those facts." He told me how he had spent several days, almost
around the clock, writing a paper about military medals because the Reds had pro
mised to let him leave his isolated Korean house and return to the regular p.o.w
. enclosure as soon as he did it. "If I had known their whole idea was to wear m
e down,
==========
would have made the job last months," he said. When he completed it, all fagged
out, the Reds ignored their promise and began pressing him for the germ-warfare
confession.
==========
The tools of mind attack include food, fear, fatigue, and deception. He must be
pre-pared for these. He must be trained in the defenses against the planned disi
ntegration of his will. He must know how to handle the tools that can guard the
well-being and integrity of his mind.
==========
In mind war, a man must be prepared for false friends and de-privations of all c
ontact with his own kind. Never again shall a free man suffer the pangs of isola
tion while in the company of other human beings simply because their skins or th
eir cultures differ radically from his own.
==========
Then I began asking, "How were you able to survive as well as you did, while oth
ers in a better condition broke down?" In brief, the question was, "To what do y
ou attribute your survival?" The replies showed how a mind could defeat the most
subtle pressures ever devised by a witch doctor or a corticovisceral psychiatri
st. The details given to me built up to this new pattern of mental-survival stam
ina. No discovery could have been more thrilling. If brain-washing can take a fi
ne mind and make a parody of it, the safeguarding of such an intellect is one of
the basic problems of our age. Its solution is necessary to enable free society
to win out over the police-state concept. Give it any label cold, ideological,
propaganda, or psychological war it is nothing more or less than the ancient con
flict between the influences
==========
that dehumanize and collectivize people and those that
==========
that dehumanize and collectivize people and those that de-velop individuality an
d free will. The new Red warfare is based on mind attack. Military terminology d
escribes it per-fectly. Such terms as artillery attack, diversionary attack, air
attack, and gas attack have become familiar. Mind attack is a natural extension
of all these. Indeed, the attitudes of people have always been the real target
of any attack. The result of every battle is decided by how men react mentally.
The Reds subordinate all other weapons to this new strategy, abandoning all cons
iderations of honor, decency, and religion, except when those, too, can be used
specifically as weapons in mind attack.
==========
They need to be trained to survive under this new man-made menace of mind attack
.
==========
Free society must teach each man and woman that this is everyone's business, for
everyone is the target of total war. There is no front and no rear in mind atta
ck.
==========
The elements that gave a man moral strength were just as definable as those whic
h gave him physical strength.
==========
Such survival knowledge can ultimately destroy com-munism, internally and extern
ally.
==========
Faith, convictions, clarity of mind, a closed mind, purpose, keeping one's mind
busy, confidence, deceit, high jinks, adaptability, crusading spirit, group feel
ings, being yourself. Certain of these labels, standing by themselves, would giv
e too broad or misleading an impression, such as a closed mind and deceit. Withi
n the framework of maturity and dissem-blance these two are trimmed to fit withi
n our democratic way of life and still remain practical. They are all bound up i
n integrity which gives them their direction and potency.
==========
The convictions that protected a man were contained in his way of life, expresse
d through a code of conduct in which he could put steadfast faith and to which h
e could give his fullest loyalty. Whatever shape convictions took, if they con-s
tituted a way of life and were scrupulously
==========
followed, they set up roadblocks to mind attack. The code did not have to be of
any particular kind; it could be ethical, social, political, patriotic or religi
ous.
==========
the others seeing, and found an article by Whittaker Chambers on communism.
==========
- Highlight Loc. 5580-85 | Added on Monday, July 12, 2010, 04:50 PM
The Reds do not differentiate in their ideology between peace and war; they reco
gnize only communism and the enemy, which means everyone else. They are engaged
in what they teach is a death struggle be-tween communism and all other systems.
They believe that this conflict can be waged anywhere, at any time, under any g
uise, and that anything which weakens or destroys non-communists and anti-commun
ists is a legitimate weapon. Deceit or dissembling belongs in the list of surviv
al ele-ments. Deceit against the Reds is justifiable not only on the basis of it
being a war tactic a war at least against the sanctity of a man's mind but beca
use a streak of insanity runs through communism, as it did in Hitlerism.
==========
I noticed in my interviews that practically everyone who got out of the Red trap
had to operate, wittingly or un-wittingly, as if he had been cornered by a madm
an waving a dagger in his hand. Anyone who tries talking logic at a time
==========
No communistic tactic is more relentlessly pursued than the rooting out of group
connections, no matter how innocent of political content, so that no other outl
et is left except that which communism itself provides. Anything that preserves
group sense defeats this tactic. The mad Red fear of any group that exists outsi
de his own controlled environment permeates the whole communist so-ciety, in or
out of prison. Thus, Boy and Girl Scouts, Girl Guides, the Salvation Army, and w
eekly luncheon clubs such as the Rotary were considered subversive and truly dan
ger-ous to the rigid Red structure, for they encouraged people to think as indiv
iduals. All of them were suppressed with as much vigor as any non-Red groups in
the p.o.w. camps.
==========
A MATTER OF INTEGRITY The world by now has received ample proof that nothing ema
nating from a Red source can be believed. The ideology of the Communist Party by
teaching that truth is what conforms to its changing political line and that go
od is what helps the party excuses any lie, atrocity, or aggression so long as i
t is pro-Red in intent. That is the inflexible standard. None other is recognize
d. Words and deeds that normally are regarded as deceitful and evil constitute r
outine procedure under communism. Evidence of this strategy of lies appears anyw
here one hap-pens to
==========
- Highlight Loc. 5695 | Added on Monday, July 12, 2010, 05:07 PM
be.
==========
This same falsification is constantly being confirmed in everything the communis
ts do, big or little. Certainly, on the basis of overwhelming evidence, no confe
ssion reported by the communists can be believed, no matter how overwhelm-ing th
e evidence appears. In each of their hoaxes, the Reds have painstakingly manufac
tured the evidence along with the confessions. Of course there have been lies to
ld before and by govern-ments, too, but never, by the greatest stretch of imagin
ation, has anything ever come near this policy of planned falsehood that underli
es the entire official and unofficial Red structure. Whereas normally the truth
is told and the lie is the excep-tion, in the lopsided Red world, the lie is*the
customary pro-cedure and the truth is the exception. Red statistics have been t
horoughly exposed as having only a propaganda relationship to real measurements.
This poses a new and an unprecedented problem. The responsibility of free socie
ty is to let all the people in the
==========
world know these facts, at home and abroad and on both sides of the bamboo-iron
curtain. The Reds have been proven deliberate and consistent liars by their own
mouths. When people realize this simple fact, which is so enormous that its impl
ications escape the average man,
==========
the confession trick will be deprived of all its propaganda value to the Reds. P
eople everywhere will sensibly meet every Red pronounce-ment of a new confession
with a horse laugh. This knowledge of Red cupidity, when properly disseminated,
will make the confession technique boomerang, removing one of the main props of
brainwashing. Even its psychological value as an insidious manner of putting su
bmission into the subconscious minds of their people will be radically reduced.
The make-believe in the brainwasher's chamber will become that much more difficu
lt.
==========
Decent humanity has not the right to permit people to be caught in a controlled
environment and to be made into guinea pigs for ultimate dehumanization under a
perverted Pavlovian technique. The war against men's minds has for its primary o
bjective the creation of what is euphemistically called this ''new Soviet man."
The intent is to change a mind radically so that its owner becomes a living pupp
et a human robot without the atrocity being visible from the outside. The aim is
to create a mechanism in flesh and blood, with new beliefs and new thought proc
esses inserted into a captive body. What that amounts to is the search for a sla
ve race that, un-like the slaves of olden times, can be trusted never to revolt,
always to be amenable to orders, like an insect to its instincts. The intent is
to atomize humanity. That is the ghastly form which the conception of the "new
Soviet man" has taken. Secrecy and the darkness of a con-trolled environment are
required for it to work. Wherever this secrecy is denied to the Reds or the con
trolled environ-ment penetrated, brainwashing cannot succeed.
==========
Surely there can no longer be a trace of doubt that brain-washing is sheer evil.
The fight against it is the culminating issue of all time, in which every human
being is a protagonist. There can be neither escape nor neutrality where such r
esponsibilities lie.
==========
There can be neither front nor rear, for the great lesson that came from the bra
inwashing chambers was that while every man has a cracking point, every man's cr
acking point can be immensely strengthened. That is the job of home, school, and
church. The mother, teacher, and pastor are in the front lines in this ideologi
cal conflict, and every word they say to their sons and daughters is important t
o the struggle, for character more than anything else will determine the outcome
. Truth is the most important serum and integrity the most devastating weapon th
at can be used against the
==========
totalitarian concept. Facts can demolish the entire fake communist para-dise. No
thing should be allowed to interfere with the task of getting those facts across
to the people who need and can use them. The men who went into battle in Korea
against the tanks and minds of the communist forces had not been given a hint re
garding Red brain warfare. That is what gave the com-munist brainwashing machine
the expectation of easy propa-ganda pickings among the captives. Only an inform
ed people can shoulder their responsibili-ties effectively. When free men know b
oth what they are fighting against and what they are fighting to preserve and en
hance, they are unbeatable, stronger than any strategy. What is absolutely essen
tial is that the full facts be given to all our people, for mind warfare is tota
l war. This ap-proach can make our struggle for the mind the crusade it should b
e. Never since man received reason beyond the instincts of animal kind has there
been a more important issue. In the fight to give man forever the opportunity t
o develop, every possible weapon must be utilized on the field of battle, which
is everywhere. There is no "behind the lines" any longer.
==========
The-Rape-of-the-Mind (Justin Russell)
- Highlight Loc. 247-48 | Added on Tuesday, July 13, 2010, 04:07 PM
"virtually all American P.O.W.s collaborated at one time or another in one degre
e or another, lost their identity as Americans...thousands lost their will to li
ve,"
==========
Time, fear, and continual pressure are
==========
- Bookmark Loc. 265 | Added on Tuesday, July 13, 2010, 04:13 PM
==========
known to create a menticidal hypnosis. The conscious part of the personality no
longer takes part in the automatic confessions. The brainwashee lives in a tranc
e, repeating the record grooved into him ind by somebody else. Fortunately, this
, too, is known: as soon as the victim returns to normal circumstances, the pani
cky and hypnotic spell evaporates, and he again awakens into reality.
==========
It is now technically possible to bring the human mind into a condition of ensla
vement and submission. The Schwable case and the cases of other prisoners of war
are tragic examples of this, made even more tragic by our lack of understanding
of the limits of heroism. We are just beginning to understand what these limits
are, and how they are used, both politically and psycholgically, by the totalit
arians.
==========
we are beginning to see ever more clearly how the totalitarians use menticide: d
eliberately, openly, unashamedly, as part of their oficial policy, as a means of
consolidating and maintaining their power, though, of course, they give a diffe
rent explanation to the whole procedure it's all confessions of real and treache
rous crimes. This brutal totalitarian technique has at least one virtue, however
. It is obvious and unmistakable, and we are learning to be on our guard against
it, but as we shall see later, there are other subtler forms of mental interven
tion. They can be just as dangerous as the direct assault, precisely because the
y are more subtle and hence more difficult to detect. Often we are not aware of
their action at all. They influence the mind so slowly and indirectly that we ma
y not even realize what they have done to us. Like totalitarian menticide, some
of these less obvious forms of mental manipulation are political in purpose.
==========
These subtle menticidal forces operate both within the mind and outside it. They
have been strengthened in their effect by the growth in complexity of our civil
ization. The modern means of mass communication bring the entire world daily int
o each man's home; the techniques of propaganda and salesmanship have been refin
ed and systematized; there is scarcely any hiding place from the constant visual
and verbal assault on the mind.
==========
The pressures of daily life
==========
impel more and more people to seek an easy escape from responsibility and maturi
ty. Indeed, it is difficult to withstand these pressures; to many the offer of a
political panacea is very tempting, to others the offer of escape through alcoh
ol, drugs, or other artificial pleasures is irresistable. Free men in a free soc
iety must learn not only to recognize this stealthy attack on mental integrity a
nd fight it, but must learn also what there is in side man's mind that makes him
vulnerable to this attack, what it is that makes him, in many cases, actually l
ong for a way out of the responsibilities that republican democracy and maturity
place on him.
==========
totalitarians have used their knowledge of how the mind works for their own purp
oses. They have applied some of the Pavlovian findings, in a subtle and complica
ted way and sometimes in a grotesque way, to try to produce the reflex of mental
and political conditioning and of submission in the human guinea pigs under the
ir control.
==========
Such is the Pavlovian device: repeat mechanically your assumptions and suggestio
ns, diminish the opportunity of communicating dissent and opposition. This is th
e simple formula for political conditioning of the masses. This is also the actu
al ideal of some of our public relation machines, who thus hope to manipulate th
e public into buying a special soap or voting for a special party. The Pavlovian
strategy in public relations has people conditioned more and more to ask themse
lves, "What do other people think?" As a result, a common delusion is created: p
eople are incited to think what other people think, and thus public opinion may
mushroom out into a mass prejudice. Expressed in psychoanalytic terms, through d
aily propagandistic noise backed up by forceful verbal cues, people can more and
more be forced to identify with the powerful noisemaker.
==========
"Speech manifestations represent conditioned reflex functions of the human brain
." In a simpler way we may say: he who dictates and formulates the words and phr
ases we use, he who is master of the press and radio, is master of the mind.
==========
In the Pavlovian strategy, terrorizing force can finally be replaced by a new or
ganization of the means of communication. Ready made opinions can be distributed
day by day through press, radio, and so on, again and again, till they reach th
e nerve cell and implant a fixed pattern of thought in the brain.
==========
Consequently, guided public opinion is the result, according to Pavlovian theore
ticians, of good propaganda technique, and the polls a verification of the tempo
rary successful action of the
==========
theoreticians, of good propaganda technique, and the polls a verification of the
temporary successful action of the
==========
- Highlight Loc. 450 | Added on Tuesday, July 13, 2010, 06:14 PM
Consequently, guided public opinion is the result, according to Pavlovian
==========
The basic problems for the man tamer are rather simple: Can man resist a governm
ent bent on conditioning him? What can the individual do to protect his mental i
ntegrity against the power of a forceful collectivity? Is it possible to do away
with every vestige of inner resistance?
==========
News from Red China, as reported by neutral Indian journalists [See the "New Yor
k Times", November 27, 1954] tells us that the Chinese leaders are using this vo
cal conditioning of the public to strengthen their regime. Throughout the countr
y, radios and loud speakers are broadcasting the official "truths." The sugary v
oices take possession of people, the
==========
cultural tyranny traps their ears with loud speakers, telling them what they may
and may not do. This microphone regimentation was foreseen by the French philos
opher La Rochefoucauld, who, in the eighteenth century, said: "A man is like a r
abbit, you catch him by the ears."
==========
- Highlight Loc. 477-79 | Added on Wednesday, July 14, 2010, 09:06 AM
Political conditioning should not be confused with training or persuasion or eve
n indoctrination. It is more than that. It is tampering. It is taking possession
of both the simplest and the most complicated nervous patterns of man.
==========
It is the battle for the possession of the nerve cells. It is coercion and enfor
ced conversion. Instead of conditioning man to an unbiased facing of reality, th
e seducer conditions him to catchwords, verbal stereotypes, slogans, formulas, s
ymbols. Pavlovian strategy in the totalitarian sense means imprinting prescribed
reflexes on a mind that has been broken down. The totalitarian wants first the
required response from the nerve cells, then control of the individual, and fina
lly control of the masses. The system starts with verbal conditioning and traini
ng by
==========
Many victims of totalitarianism have told me in interviews that the most upsetti
ng experience they faced in the concentration camps was the feeling of loss of l
ogic, the state of confusion into which they had been brought the state in which
nothing had any validity. They had arrived at the Pavlovian state of inhibition
, which psychiatrists call mental disintegration or depersonalization. It seemed
as if they had unlearned all their former responses and had not yet adopted new
ones. But in reality they simply did not know what was what. The Pavlovian theo
ry translated into a political method, as a way of leveling the mind
==========
- Bookmark Loc. 492 | Added on Wednesday, July 14, 2010, 09:15 AM
==========
that Pavlovian training can be used successfully only when special mental condit
ions prevail. In order to tame people into the desired pattern, victims must be
brought to a point where they have lost their alert consciousness and mental awa
reness. Freedom of discussion and free intellectual exchange hinder conditioning
. Feelings of terror, feelings of fear and hopelessness, of being alone, of stan
ding with one's back
==========
that Pavlovian training can be used successfully only when special mental condit
ions prevail. In order to tame people into the desired pattern, victims must be
brought to a point where they have lost their alert consciousness and mental awa
reness. Freedom of discussion and free intellectual exchange hinder conditioning
. Feelings of terror, feelings of fear and hopelessness, of being alone, of stan
ding with one's back to the wall, must be instilled. The treatment of American p
risoners of war in the Korean P.O.W. camps followed just such a pattern. They we
re compelled to listen to lectures and other forms of daily word barrage.
==========
The very fact that they did not understand the lectures and were bored by the lo
ng sessions inhibited their democratic training, and conditioned them to swallow
passively the bitter doctrinal diet, for the prisoners were subjectd not only t
o a political training program, but also to an involuntary taming program. To so
me degree the Communist propaganda lectures were directed toward retraining the
prisoners' minds. This training our soldiers could reject, but the endless repet
itions and the constant sloganizing, together with the physical hardships and de
privations the prisoners suffered, caused an UNCONSCIOUS TAMING and conditioning
, against which only previously built up inner strength and awareness could help
. There is still another reason why our soldiers were sometimes trapped by the C
ommunist conditioning. Experiments with animals and experiences with human being
s have taught us that threat, tension, and anxiety, in general, may accelerate t
he establishment of conditioned responses, particularly when those responses ten
d to diminish fear and panic (Spence and Farber). The emergency of prison camp l
ife and mental torture provide ideal circumstances for such conditioning. The re
sponses can develop even when the victim is completely unaware that he is being
influenced.
==========
Thus, many of our soldiers developed automatic responses of which they remained
completely unconscious (Segal). But this is only one side of the coin, for exper
ience has also shown that people who know what to expect under conditions of men
tal pressure can develop a so called perceptual defense, which protects them fro
m being influenced. This means that the more familiar people are with the concep
ts of thought control and menticide, the more they understand the nature of the
propaganda barrage directed against them, the more inner resistance they can put
up, even though inevitably some of the inquisitor's suggestions will leak throu
gh the barrier of conscious mental defense.
==========
Often those with a rigid, simple belief were better able to withstand the contin
ual barrage against their minds than were the flexible, sophisticated ones, full
of doubt and inner conflicts. The simple man with deep rooted, freely absorbed
religious faith could exert a much greater inner resistance than could the compl
ex, questioning intellectualist. The refined intellectual is much more handicapp
ed by the internal pros and cons.
==========
- Highlight Loc. 515-17 | Added on Wednesday, July 14, 2010, 12:00 PM
In totalitarian countries, where belief in Pavlovian strategy has assumed grotes
que proportions, the self thinking, subjective man has disappeared. There is an
utter rejection of any attempt at persuasion or discussion. Individual self expr
ession is taboo. Private affection is taboo.
==========
exchange of free thoughts in free conversation will disturb the conditioned refl
exes and is therefore taboo. No longer are there any brains, only conditioned pa
tterns and educated muscles.
==========
In such a taming system neurotic compulsion is looked upon as a positive asset i
nstead of something pathological. The mental automaton becomes the ideal of educ
ation.
==========
The ideal of Western democratic psychology is to train men into independence and
maturity by enlisting their conscious aid, awareness, and volition in the learn
ing process. The ideal of the totalitarian psychology, on the other hand, is to
tame men, to make them willing tools in the hands of their leaders.
==========
- Highlight Loc. 534 | Added on Wednesday, July 14, 2010, 12:08 PM
leaders.
==========
The ideal of Western democratic psychology is to train men into independence and
maturity by enlisting their conscious aid, awareness, and volition in the learn
ing process. The ideal of the totalitarian psychology, on the other hand, is to
tame men, to make them willing tools in the hands of their leaders. Like trainin
g, taming has the purpose of making actions automatic; unlike training, it does
not require the conscious participation of the learner. Both training and taming
are energy and timesaving devices, and in both the mystery of the psyche is hid
den in the purposefulness of the responses. The automatization of functions in m
an saves him expenditure of energy but can make him weaker when encountering new
unexpected challenges.
==========
National and racial prejudices are acted out unwittingly. Group hatred often bur
sts out almost automatically when triggered by slogans and catchwords. In a tota
litarian world, this narrow disciplinarian conditioning is done more "perfectly"
and more "ad absurdum."
==========
Puzzlement and doubt, which inevitably arise in the training process, are the be
ginnings of mental freedom. Of course, the initial puzzlement and doubt is not e
nough. Behind that there has to be faith in our democratic freedoms and the will
to fight for it. I hope to come back to this central problem of faith in moral
freedom as differentiated from conditioned loyalty and servitude in the last cha
pter. Puzzlement and doubt are, however, already crimes in the totalitarian stat
e. The mind that is open for qustions is open for dissent. In the totalitarian r
egime the doubting, inquisitive, and imaginative mind has to be suppressed. The
totalitarian slave is only allowed to memorize, to salivate when the bell rings.
==========
part of the interpretation of any psychology is determined by the ways we think
about our fellow human beings
==========
If our ideal is to make conditioned zombies out of people, the current misuse of
Pavlovianism will serve our purpose. But once we become even vaguely aware that
in the totalitarian picture of man the characteristic human note is missing, an
d when see that in such a scheme man sacrifices his instinctual desires, his ple
asures, his aims, his goals, his creativity, his instinct for freedom, his parad
oxicality, we immediately turn against this political perversion of science. Suc
h use of Pavlovian technique is aimed only at developing the automaton in man, n
ot his free alert mind that is aware of moral goals and aims in life.
==========
love and laughter break through all rigid conditioning. The rigid automaton cann
ot exist without spontaneous self expression. Apparently, the fact that the dog'
s spontaneous affection for his master could ruin all the mechanical calculation
s and manipulations never occurred to Pavlov's totalitarian students.
==========
it is not only the political and Pavlovian pressure that may drag down man's min
d into servile submissiveness. There are many other human habits and actions whi
ch have a coercive influence.
==========
Dictators love to organize such mass rituals in the service of their dictatorial
aims.
==========
It is not unthinkable that a diabolical dictator might want to use addiction as
a means of bringing a rebellious people into submission.
==========
the World Health Organization, the fact was disclosed that Communist China, whil
e forbidding the use of opium in her own country, was smuggling and exporting it
in great quantities to her neighbors, who have consequently been compelled to c
arry on a constant struggle against opium addiction among their own people and a
gainst the passivity which results from use of the drug. At the same time, accor
ding to officials of Thailand who made the charge and requested U.N. aid, Commun
ist China has been sending all kinds of subversive propagandists into Thailand.
Thailand charged that the Chinese were using every device they know to infect th
e Siamese people with their ideology: brainweakening opium addiction,
==========
Although the right therapeutic drugs were not made available for medical work, t
he drugs which created passivity, dependence, and lethargy were widely distribut
ed.
==========
Hitler's intention, in his so-called biological warfare, to weaken and subdue th
e countries that surrounded the Third Reich, and to break their backbones for go
od. Hunger and addiction were among his most valuable tools. What has all this t
o do with the growing addiction and alcoholism in our own country? I have alread
y mentioned the alarming increases in death from barbiturates. But I would like
to emphasize even more the psychological and political consequences. Democracy a
nd freedom end where slavery and submission to drugs and alcohol begin. Democrac
y involves free, self-chosen activity and understanding; it means mature self-co
ntrol and independence. Any man who escapes from reality through the use of alco
hol and drugs is no longer a free agent; he is no longer able to exert any volun
tary control over his mind and his actions. He is no longer a self-responsible i
ndividual. Alcoholism and drug addiction prepare the pattern of mental submissio
n so beloved by the totalitarian brainwasher.
==========
Psychological study of criminals shows that their first violation of moral and l
egal codes often takes place under the strong influence and suggestion of other
criminals.
==========
be
==========
be
==========
If the hypnotizer persists long enough and cleverly enough, he can be successful
in his aim. There are many antisocial desires lying hidden in all people. The h
ypnotic technique, if cleverly enough applied, can bring them to the surface and
cause them to be acted out in life. The mass criminality of the guards in conce
ntration camps finds part of its explanation in the hypnotizing influence of the
totalitarian state and its criminal dictator.
==========
the incitement to crime in a hypnotic state demands specially favorable conditio
ns, but unfortunately these conditions can be found in the real and actual world
.
==========
- Highlight Loc. 742-44 | Added on Thursday, July 15, 2010, 06:47 PM
The propaganda for chemical elation, for artificial ecstasy and pseudo-nirvanic
experience contains an invitation to men to become chemical dependents, and chem
ical dependents are weak people who can be made use of by any tyrannical politic
al potentate.
==========
The lie-detector, which has already been used as a tool for mental intimidation,
is another. This apparatus, useful for psychobiological experimentation, can in
dicate --through writing down meticulously the changes in the psychogalvanic ref
lex --that the human guinea pig under investigation reacts more emotionally to c
ertain questions than to others. True, this overreaction may be the reaction to
having told a lie, but it may also be an innocent person's reaction to an emotio
n-laden situation or even to an increased fear of unjust accusation. The interpe
rsonal processes between interrogator and testee have just as much influence on
the emotional reactions and the changes in the galvanic reflex as feelings of in
ner guilt and confusion. This experiment only indicates inner turmoil and hidden
repressions, with all their doubts and ambiguities.
==========
It is not in fact a lie-detector, although it is used as such (D. MacDonald). As
a matter of fact, the pathological liar and the psychopathic, conscienceless pe
rsonality may show less reaction to this experiment than do normal people. The l
ie-detector is more likely to become a tool of coercion in the hands of men who
look more for a powerful magic in every instrument than a means of getting at th
e truth. As a result, even the innocent can be fooled into false confession.
==========
The emphasis on therapeutic techniques, on students knowing all the facts and th
e tricks, the overemphasis on psychotherapeutic diplomas and labels lead actual
therapy toward conformism and rationalization of principles that are in contrast
to the personal sensitivity needed. Our critical and rational faculty can be a
destructive one, destroying or disguising our basic doubts and ambivalences born
out of tragic despair, that creator of human sensitivity.
==========
The danger of modern psychotherapy (and psychiatry) is the tendency toward forma
lizing human intuition and empathy, and toward making an abstraction of emotion
and spontaneity. It is a contradiction to attempt to mechanize love
==========
Man can use his knowledge of the mind of a fellow being not to help him, but to
hurt him and bog him down. The magician can increase his power by increasing the
anxieties and fears of his victim, by exploiting his dependency needs, and by p
rovoking his feelings of guilt and inferiority.
==========
When the dictator exploits his victim's psychological needs in a threatening, ho
stile, and unfamiiar world, breakdown is almost sure to follow.
==========
To the extent that we are the victims of unchecked unconscious drives, to that e
xtent we may be vulnerable to mental manipulation. And although there is a horri
fying fascination in the idea that our mental resistance is relatively weak, tha
t the very quality which distinguishes one man from another --the individual "I"
-can be profoundly altered by psychological pressures, such transformations are
merely extremes of a process we find operating in normal life.
==========
Through systematized suggestion, subtle propaganda, and more overt mass hypnosis
, the human mind in its expressions is changed daily in any society. Advertising
seduces the democratic citizen into using quackeries or one special brand of so
ap instead of another. Our wish to buy things is continually stimulated. Campaig
ning politicians seek to influence us by their glamour as well as by their progr
ams. Fashion experts hypnotize us into periodic changes of our standards of beau
ty and good taste. In cases of menticide, however, this assault on the integrity
of the human mind is more direct and premeditated. By playing on the irrational
child lying hidden in the unconscious and by sharpening the internal conflict b
etween reason and emotion, the inquisitor can bring his victims to abject surren
der.
==========
All of the victims of deliberate menticide --the P.O.W.s in Korea, the imprisone
d "traitors" to the dictatorial regimes of the Iron Curtain countries, the victi
ms of the Nazi terror during the Second World War --are people whose ways of lif
e had been suddenly and dramatically altered. They had been torn from their home
s, their families, their friends, and thrown into a frightening, abnormal atmosp
here.
==========
The Korean War added to this situation the greater cruelty of the enemy, the pro
longed fear of death, malnutrition, diseases, systematic attacks on the prisoner
's mind, the lack of sanitation, and the lack of all human dignity. Often improv
ement could be secured through acceptance of the totalitarian ideology. The psyc
hological pressure not only led to an involvement with the enemy but caused mutu
al suspicion among the prisoners.
==========
- Highlight Loc. 838 | Added on Thursday, July 15, 2010, 09:24 PM
barbed-wire disease begins
==========
with the initial apathy and despair of all prisoners. There is passive surrender
to fate. In fact, people can die out of such despair; it is as if all resistanc
e was gone.
==========
Consequently a vicious circle was built up of apathy, not thinking, letting thin
gs go --a surrender to a complete zombie-like existence of mechanical dependency
on the circumstances. Every sign of anger and alertness could be brutally punis
hed by the enemy; that is why we do not find those sudden attacks of rage that w
ere observed in the earlier prisoner-of-war camps during World Wars I and II. Re
sults of psychological testing of the liberated soldiers from the Korean P.O.W.
camps could indicate that this defensive apathy and retreat into secluded depend
ency was likely to be found in nearly all of them. Yet, after being brought back
into normal surroundings, alertness and activity returned rather soon, even in
two or three days. Those few who remained anxious, apathetic, and zombielike bel
ong to the long chapter of war and battle neuroses (Strassman). What are some of
the factors which can turn a man into a traitor to his own convictions, an info
rmer, a confessor to heinous crimes, or an apparent collaborator?
==========
Several victims of the Nazi inquisition have told me that the moment of surrende
r occurred suddenly and against
==========
their will. For days they had faced the fury of their interrogators, and then su
ddenly they fell apart. "All right, all right, you can have anything you want."
And then came hours of remorse, of resolution, of a desperate wish to return to
their previous position of firm resistance.
==========
This sudden surrender often happened after an unexpected accusation, a shock, a
humiliation
==========
that particularly hurt, a punishment that burned, a surprising logic in the inqu
isitor's question that could not be counter-argued. I remember an experience of
my own that illustrated the effect of such surprise.
==========
in the frightening, lonely situaitons in which the victims of menticidal terror
find themselves --situations which have a nightmare quality, which are crammed w
ith dangers so tremendous they cannot be grasped or understood because there is
nobody to explain or reassure --the wish to collapse, to let go, to be not there
, becomes almost irresistable. This experience was reported by many concentratio
n-camp victims. They had come into camp with one unanswered question buring in t
heir minds: "Why has all this happened to me?" Their need for a sense of directi
on, for a feeling of purpose and meaning was unsatisfied, and hence they could n
ot maintain their personalities. They let themselves go in what psychopathology
calls a depersonalization syndrome, a general feeing of having lost complete con
trol of themselves and their own existence. What Pavlovian conditioning can do i
n applying artficial confusion, can be done too by one shocking experience. "For
what?" they asked themselves. "What is the meaning of all this suffering?" And
gradually they sank dully into that paralyzed state of semi-oblivion we call dep
ression: the self-destructive needs take over.
==========
stories of concentrationcamp victims who fixed all their expectations on the ide
a that liberation would come on Christmas, 1944, and aimed their entire existenc
e toward that date. When it passed and they were still incarcerated, many of the
m simply collapsed and died. This tendency to collapse also serves as a protecti
ve device against danger. The victim seems to think, "If my torturer doesn't not
ice me, he will leave me alone." And yet this very feeling of anonymity, this se
nse of losing one's personality, of being useless, unnoticed and unwanted, also
results in depression and apathy. Man's need to be an individual can never be co
mpletely killed. The Need for Companionship Not enough attention has been given
to the psychlogy of loneliness, especially to the implications of enforced
==========
isolation of prisoners. When the sensory stimuli of everyday life are removed, m
an's entire personality may change. Social intercourse, our continual contact wi
th our colleagues, our work, the newspapers, voices, traffic, our loved ones and
even those we don't like --all are daily nourishment for our senses and minds.
==========
As soon as man is alone, closed off from the world and from the news of what is
going on, his mental activity is replaced by quite different processes. Longforg
otten anxieties come to the surface, longrepressed memories knock on his mind fr
om inside. His fantasy life begins to develop and assume gigantic proportions. H
e cannot evaluate or check his fantasies against the events of his ordinary days
, and very soon they may take possession of them. I remember very clearly my own
fantasies during the time I was in a Nazi prison. It was almost impossible for
me to control my depressive thoughts of hopelessness.
==========
- Bookmark Loc. 911 | Added on Thursday, July 15, 2010, 09:49 PM
==========
in isolation, although his isolation is by no means as extreme as in the laborat
ory test, also undergoes a severe mental change. His guards and inquisitors beco
me more and more his only source of contact with reality, with those stimuli he
needs even more than bread. No wonder that he gradually develops a peculiar subm
issive relationship to them. He is affected not only by his isolation from socia
l contacts, but by sexual starvation as well. The latent dependency needs that l
ie deep in all men make him willing to accept his guard as a
==========
substitute father figure. The inquisitor may be cruel and bestial, but the very
fact that he acknowledges his victim's existence gives the prisoner a feeling th
at he has received some little bit of affection. What a conflict may thus arise
between a man's traditional loyalties and these new ones! There are only a few p
ersonalities which are so completely self-sufficient that they can resist the ne
ed to yield, to find some human compansionship, to overcome the unbearable lonel
iness.
==========
"You are here because those people you call your friends betrayed you." "Your bu
ddies here have squealed on you." "Your friends on the outside have deserted you
." Playing on a man's old loyalties, making him feel deserted and alone, force h
im into submission and collapse.
==========
- Highlight Loc. 931 | Added on Thursday, July 15, 2010, 10:01 PM
the jailer or enemy may become a substitute friend.
==========
At a time of extreme emotion, after constant accusation and day-long interrogati
on, when he has been deprived of sleep and reduced to a state of utter despair,
the victim may lose the capacity to distinguish between the real criinal act of
which he is accused and his own fantasied unconscious guilt.
==========
In the last phases of brainwashing and menticide, the self-humiliating submissio
n of the victims serves as an inner defensive device annihilating the prosecutin
g inquisitor in a magic way. The more they accuse themselves, the less logical r
eason there is for HIS existence. Giving in and being even more cruel toward one
self makes the inquisitor and judge, as it were, impotent and shows the futility
of the accusing regime. We may say that brainwashing and menticide provoke the
same inner defensive mechanism that we observe in melancholic patients. Through
their mental selfbeatings, they try to get rid of fear and to avoid a more deepl
y seated guilt. They punish themselves in advance in order to overcome the idea
of final punishment for some hidden, unknown, and worse crime. The victim of men
ticide
==========
conquers his tormentor by becoming even more cruel toward himself than the inqui
sitor. In this passive way, he annihilates his enemy.
==========
Only blind wishful thinking can permit us to believe that our own society is fre
e from the insidious influences mentioned in Part One. The fact is that they exi
st all around us, both on a political and a nonpolitical level and they become a
s dangerous to the free way of life as are the aggressive totalitarian governmen
ts themselves.
==========
In many persons the weight of authority is more important than the quality of th
e authority. If we are to learn to protect our mental integrity on all levels, w
e must examine not only those aspects of contemporary culture which have to do d
irectly with the struggle for power, but also those developments in our culture
which, by dulling the edge of our mental awareness or by taking advantage of our
suggestibility, can lead us into the mental death --or boredom --of totalitaria
nism. Continual suggestion and slow hypnosis in the wake of mechanical mass comm
unication promotes uniformity of the mind and may
==========
- Highlight Loc. 1232-34 | Added on Friday, July 16, 2010, 06:27 PM
Just as the technological advances of the modern world have refined and perfecte
d the weapons of physical warfare, so the advance in man's understanding of the
manipulaton of public opinion have enabled him to refine and perfect the weapons
of psychological warfare.
==========
The Indoctrination Barrage The continual intrusion into our minds of the hammeri
ng noises of arguments and propaganda can lead to two kinds of reactions. It may
lead to apathy and indifference, the I-don't-care reaction, or to a more intens
ified desire to study and to understand. Unfortunately, the first reaction is th
e more popular one. The flight from study and awareness is much too common in a
world that throws too many confusing pictures to the individual. For the sake of
our democracy, based on freedom and individualism, we have to bring ourselves b
ack to study again and again. Otherwise, we can become easy victims of a well-pl
anned verbal attack on our minds and consciences. We cannot be enough aware of t
he continual coercion of our senses and minds, the continual suggestive attacks
which may pass through the intellectual barriers of insight. Repetition and Pavl
ovian conditioning exhaust the individual and may seduce him ultimately to accep
t a truth he himself initially defied and scorned.
==========
the strategy of boredom to lull the people to sleep. They would like the entire
Western world to fall into a hypnotic sleep under the illusion of peaceful coexi
stence. In a more refined strategy, they would like to have us cut all our ties
of loyalty with the past, away from relatives and parents. The more you have for
saken them and their so-called outmoded concepts, the better you will cooperate
with those who want to take mental possession of you. Every political strategy t
hat aims toward arousing fear and suspicion tends to isolate the insecure indivi
dual until he surrenders to those forces that seem to him stronger than his form
er friends. And last but not least, let us not forget that in the battle of argu
ments those with the best and most forceful strategy tend to win. The totalitari
ans organize intensive dialectical training for their subjects lest their doubts
get the better of them.
==========
We have to learn to encounter the totalitarians' exhausting barrage of words wit
h better training and better understanding. If we try to escape from these probl
ems of mental defense or deny their complications, the cold war will gradually b
e lost to the slow encroachment of words --and more words.
==========
- Highlight Loc. 1272-73 | Added on Saturday, July 17, 2010, 12:12 AM
Using coexistence as a catch-word, we may obscure the problems involved, and we
may find that we use the word as a flag that covers gradual surrender to the str
onger strategist.
==========
and absolute state in which doubt, confusion, and conflict are not permitted to
be shown, for the dictator purports to solve all his subjects' problems for them
. In addition,
==========
Totalitaria can provide official sanction for the expression of man's most antis
ocial impulses. The uncivilized child hidden in us may welcome this liberation f
rom ethical frustration.
==========
Every man, consciously or unconsciously, identifies with his native land.
==========
Totalitarianism as a social manifestation is a disease of inter-human relations,
and, like any other disease, man can best resist its corroding effects if, thro
ugh knowledge and training, he is well immunized against it.
==========
In Totalitaria, the citizen no longer knows the real core of his mind. He no lon
ger feels himself an "I", an ego, a person. He is only the object of official ba
rrage and mental coercion. Having no personality of his
==========
own, he has no individual conscience, no personal morality, no capacity to think
clearly and honestly. He learns by rote, he learns thousands of indoctrinated f
acts and inhales dogma and slogans with every breath he draws. He becomes an obe
dient pedant, and pedantry makes people into something resembling pots filled wi
th information instead of individuals with free, growing personalities. Becoming
wiser and freer implies selective forgetting and changes of mind. This we accep
t, this we leave behind. Alert adjustment requires a change of patterns, the cap
acity to be de-conditioned, to undo and unlearn in order to become ripe for new
patterns. The citizen of Totalitaria has no chance for such learning through unl
earning, for growth through individual experience. Official oversimplifications
induce the captive audience into acceptance and indoctrination. Mass ecstasy and
mass fanaticism are substituted for quiet individual thought and
==========
consideration.
==========
Hitler taught his people to march and to do battle, and at the end they did not
know wherefore they marched and battled. People become herds --indoctrinated and
obsessed herds --intoxicated first with enthusiasm and happy expectations, then
with terror and panic. the individual personality cannot grow in Totalitaria.
==========
The huge mass of citizens is tamed into personal and political somnambulism.
==========
It may be scientifically questionable to compare experiences gained from individ
ual pathological states with social phenomena and to analyze the partial collaps
e of the ego under totalitarianism by analogy with
==========
actual cases of madness.
==========
there is in fact much that is comparable between the strange reactions of the ci
tizens of Totalitaria and their culture as a whole on the one hand and the react
ions of the introverted, sick schizophrenic on the other.
==========
many scholars believe in a relationship between cultural deterioration and schiz
ophrenic withdrawal.
==========
the land of bliss and equanimity, just as it is for the schizophrenic in the men
tal hospital.
==========
There is no social struggle, no mental struggle; the world moves like clockwork.
There is no real interplay between people, no clash of opinions or beliefs, the
re is no emotional relationship between these womb-fellows; each exists as a sep
arate number-bearing entity in the same filing system. In Totalitaria, there is
no faith in fellow men, no "caritas," no love, because real relationships betwee
n men do not exist, just as they do not exist between schizophrenics.
==========
There is only faith in and subjection to the feeding system, and there is in eve
ry citizen a tremendous fear of being expelled from that system, a fear of being
totally lost, comparable with the schizophrenic's feeling of rejection and fear
of reality. In the midst of spiritual loneliness and isolation, there is the fe
ar of still greater loneliness, of more painful isolation. Without protective re
gulations from the outside, internal hell may break lose. Strong mechanical exte
rnal order must be used to cover the internal chaos and approaching breakdown.
==========
The Strategy of Criminalization As we said before, the citizen of Totalitaria ma
y be able to fulfill some of his irrational, instinctual needs in return for his
submission to totalitarian slavery.
==========
longer has to suppress or reject some of his own primitive impulses. The system
assumes the full burden of his guilt and hands him a ready-made list of thousand
s of justifications and exculpations for the release of his sadistic impulses. F
lowery catchwords, such as "historical necessity," help the individual to ration
alize immorality and evil into morality and good. We see here the great corrupti
on of civilized standards. In his strategy of criminalization, the totalitarian
dictator destroys the conscience of his followers, just as he has destroyed his
own.
==========
They had lost their personal standards and ethics completely and justified all t
heir crimes through the Fuhrer's will. Political catchwords encouraged them to y
ield their consciences completely to the dictator. The process of systematic cri
minalization requires a "deculturation" of the people. As one of Hitler's gangme
n said,
==========
People are told not to belive in intellect and objective truth, but to listen on
ly to the subjective dictates of the Moloch State, to Hitler, to Mussolini, to S
talin. Criminalization is conditioning people to rebellion
==========
- Highlight Loc. 1957-63 | Added on Monday, July 19, 2010, 06:42 AM
demagogue either is, or pretends to be, incapable of the kind of logic that make
s discussion and clarification possible. He is a master at changing the subject.
It is worse than criminal for us to get ourselves involved in endless, pointles
s, and inevitably vituperative arguments with men who are less concerned with tr
uth, social good, and real problems than they are with gaining unlimited attenti
on and power for themselves. In their defense against psychological attacks on t
heir freedom, the people need humor and good sense first. Consistent approval or
silent acceptance of any terror-provoking strategy will result only in the down
fall of our democratic system. Confusion undermines confidence. In a country lik
e ours, where it is up to the voting public to discern the truth, a universal kn
owledge of the methods used by the demagogue to deceive or to lull the public is
absolutely necessary.
==========
"traitors" by compelling witnesses to betray their former friends, but at the sa
me time they compel people to betray friendships. Friendship is one of our most
precious human possessions. Any government or agency that, under the guise of "c
ontempt of Congress," can force confessions, and information can also force the
betrayal of former loyalties. Is this not comparable with what the coercive tota
litarians
==========
do? And at what cost? We obtain a pseudo-purge resulting from weakness of charac
ter and anxiety in the victim. In addition we violate one of democracy's basic t
enets --respect for the strength of man's character. We have always believed tha
t it is better to let ten guilty men go free than to hang one innocent --in dire
ct opposition to the totalitarian concept that it is better to hang ten innocent
men than to let one guilty man go free.
==========
- Highlight Loc. 2284 | Added on Monday, July 19, 2010, 08:38 AM
Regression
==========
I once treated an engineer who had been the victim of an earthquake in a foreign
country. After the earthquake, he behaved completely like a baby. All
==========
I once treated an engineer who had been the victim of an earthquake in a foreign
country. After the earthquake, he behaved completely like a baby. All kinds of
treatments were tried, but none were successful; we were never able to change hi
s childish behavior. He never found his way back to normal, adequate behavior. F
rom that fateful day, he remained barricaded in his cave of escape. It was as if
with one blow he had forgotten everything he had ever learned. He was no longer
a grown man, a professional scientist. He was an infant. He babbled like an inf
ant, he had to be fed like an infant. Another earthquake victim of whom I know,
a professor of mathematics, was found in his garden after the quake was over, ha
lf-naked and playing with his child's toys. He completely rejected any recogniti
on of the real emergency situation in which he found himself and regressed to a
period of infantile irresponsibility. Such regressive behavior as a form of defe
nse is encountered everywhere in the animal kingdom. When an organism is in dang
er, it drops its complexity and retreats to a simpler form of existence.
==========
Their symptoms are not always as dramatic as the examples above; nevertheless, t
hey are symptoms of fear. When grown people begin to stutter and to lose their d
aily decorum, when they take to carrying around special protective charms, when
they invent stories about their magic invulnerability, when they boast more, eat
more cake and candy, whistle more, talk more, cry more, and lose their formal s
tiff and staid behavior, they are acting out of fear.
==========
surrender to what he fears is one of man's most common reactions to sudden dange
r; it is not limited to pathological personalities.
==========
man may surrender passively to what he dreads and fears in order to get rid of t
he tension of anticipation. The thief who surrenders to the police because he ca
nnot stand the tension and insecurity of not knowing when he will be found out i
s an obvious example.
==========
Beware the totalitarian who preaches peace; his intention may be to push the wor
ld into passive surrender to that which it fears. The cult of passivity and so-c
alled relaxation is one of the most dangerous developments of our times.
==========
In panic, civilians may begin to cry, shout, walk aimlessly about wringing their
hands. Or they may shout and scold or cry for help. The panicky person spreads
panic; every time he shouts, he incites others to run. Panic is never a queston
of crude strength or failing energy, but rather of lack of inner structure, of a
failing capacity to organize.
==========
The more mysterious and unaccountable the danger, the more primitive our reactio
ns may be.
==========
outbreaks of criminality serve to increase fear and panic,
==========
- Highlight Loc. 2353 | Added on Monday, July 19, 2010, 09:26 AM
Any terroristic regime compels its victims to repress their
==========
reactions of rebellion and anger. The more these reactions are repressed, the mo
re the victims develop tremendous inner rage, which must bide its time and wait
until it is permitted some socially sanctioned form of explosion. War is often s
uch a universal panic, a mass discharge of accumulated internal rage.
==========
The need for moral justification, which is felt by even the most ruthless tyrant
s, proves how deeply alive these ideas of morality are in man. The more a man li
ves in marginal and torturous situations, the greater is his need for supportive
moral values and their stimulating action. In general we may say that there are
three influences under which the unbearable becomes bearable.
==========
one must have faith; this can be simple faith in religious or ethical values, or
faith in humanity, or faith in the stability of one's own society, or faith in
one's own goals. In the second place, the victim must feel that in spite of the
disaster which has overtaken him and turned him into an outcast, he is wanted an
d needed somewhere on this earth. In the third place, there must be understandin
g, not sophisticated book knowledge but simple, even intuitive, psychological un
derstanding of the motivations of the enemy and his deluded drives. Those who ca
nnot understand and are too perplexed break down first.
==========
- Highlight Loc. 4053 | Added on Tuesday, July 20, 2010, 06:03 AM
Anti-brainwashing training has to be done very thoroughly.
==========
With the help of good and repeated instruction, people can be made familiar with
the concepts. Perceptual defenses are then built up; we learn to detect the fal
se propaganda and we do not listen to it.
==========
through these perceptual defenses and creep unobtrusively into our opinions (all
advertising is based on this leakage), it cannot be stressed enough that full k
nowledge of the enemy's methods gives us more strength to resist.
==========
It is an eerie and strange experience-awareness of the fact that against one's w
ill, one has lost the freedom of mental action.
==========
It is an experience which enough pressure can make familiar to most men: Are the
effects of brainwashing only temporary? There is a difference between young peo
ple whose thoughts are still likely to be molded into permanent patterns of thin
king and adults whose patterns are already formed by a free education. In mature
people, brainwashing is an artificial nightmare they can often shed the moment
they return to free territory. In some, it may leave longlasting scars of depres
sion and humiliation, but gradually the spell subsides in an atmosphere where fr
eedom reigns.
==========
members of the resistance who had lost their bearings under the influence of the
Nazi terror made it necessary for psychiatrists to face a new problem, that of
a temporarily changed personality. Obviously the terror in prisons and concentra
tion camps had not only made meek collaborators of a certain few, but they came
out of their ordeal as lost souls, full of guilt and remorse and unable to face
themselves as valid citizens. Even the honorable official exoneration of respons
ibility granted to them by a
==========
special court was not always able to repair their self-esteem. Before accepting
themselves they had to go through a slow and difficult psychological process of
undoing the nightmarish mental confusion into which they were thrown. During psy
chotherapy several of them had to recall and experience once more the terror the
y had suffered: their initial struggle to resist the mental dinning
==========
the gradual paralysis of will, their final surrender. It was a subtle inner batt
le between their feelings of guilt and the wish to reassert themselves. Emotiona
l outbursts were followed by thoughts of suicide as a final flight from their sh
ame.
==========
The best therapy for them is the daily contact and
==========
exchange with the free, democratic world, as we have seen proven in so many case
s of ex-prisoners of the totalitarian machine. Free air is for them the best the
rapy! For the millions of children who from the cradle are pressed into the fram
ework of mental automatization, no such option for freedom exists. For them ther
e is no other world, there are no other beliefs; there is only the all-consuming
totalitarian Moloch, in whose service every means and every deed is justified.
==========
Brainwashers are very naive in thinking that the enforced reformation of the min
d-the transformation of capitalist prisoners into Communist propagandists-will b
e permanent. For the first few weeks after their return to a normal environment,
the ex-prisoner will speak the language he has been "taught." He will recite hi
s piece, but then, and often suddenly and surprisingly, his old self comes back.
If the victim has a chance to investigate and examine the Communist propaganda
and accusations, the whole artificial nightmare will fall away. For this reason,
the jailers are careful not to dismiss all their converts at once. A few must s
tay behind as hostages to assure that those who are released will not expose the
whole plot and thus endanger their friends in jail. Those who do tell the truth
on their return home feel guilty because their revelations may expose the hosta
ges to even greater torture. I have been fascinated by a peculiar character trai
t that makes for courage and endurance. I called it in my
==========
study on the problem of time the sense of continuity, the awareness that our exp
eriences now are not only chained to our experiences from the past, but also to
our image and fantasy of a future.
==========
There is also a spiritual bravery, a mental courage that goes beyond the self. I
t serves an idea. It asks not only what the price of life is, but also for what
that price is being asked. It asks for a hyperconsciousness of the self as a thi
nking spiritual being.
==========
It was only after the Reformation that the heroic struggle of the lonely battlin
g personality gained value. To defend your own dissenting opinion courageously,
even against the pressure of a majority opinion, acquired a heroic color-especia
lly where nonconformism and heresy were forbidden.
==========
dragging current of conformist thought. Man has to be stronger than the mere wil
l for self-protection and self-assertion; he has to be able to go beyond himself
in the service of an idea and has to be able to acknowledge loyally that he has
been wrong when higher values are found. Indeed, there is a spiritual courage t
hat goes beyond all automatic reflex action. Man is not only a mass, a piece of
kneaded dough; he is also a personality. He dares to confront the human masses a
s he confronts the entire world-as a thinking human being. Consciousness, alert
awareness are themselves a form of courage, a lonely exploration and a confronta
tion of values. Such courage dares to break through old traditions, taboos, prej
udices and dares to doubt dogma. The heroes of the mind do not know the fanfare,
the pathetic show, the pseudocourage of exaltation and glory; these brave heroe
s fight their inner battle against rigidity, cowardice, and the wish to surrende
r conviction for the sake of ease. This courage is like remaining awake when oth
ers want to soothe themselves with sleep and oblivion. Totalitarian ideology is
able to blackmail man through his inner cowardice. It threatens him into surrend
ering his innermost convictions in exchange for glamour and acceptance, for hero
worship, for honor and acknowledgment. Yet the true hero is true to his ideals.
==========
Only when people have learned to accept individual responsibility can the world
be helped by the combined efforts of many individuals. Don't imitate the master,
don't merely identify with the leader, but if you do conform,
==========
Spiritual bravery is not found among the conformists or among those who preach u
niformity or among those who plead for smooth social adjustment.
==========
The new hero will not be recognized because of his muscles or aggressive power,
but because of his character, his wisdom, and his mental proportions.
==========
Intimate knowledge of bravery dethrones most of the popular notions about it as
an exalted fascination. Psychological knowledge fosters new forms of courage, de
manding exhausting labor, the labor of thought rather than the easy work of reck
lessness.
==========
Such courage accepts the great fear behind all the mysteries of life and dares t
o live with it. The Nazis were very much aware of the existence of unbendable he
roes among their victims, whose faces could not be changed, whose minds could no
t be coerced. They called their calmness and stubborn will physiognomic insubord
ination, and they tried to kill these heroes as soon as they were discovered. Ha
ppily, the jailers had many blind spots when it came to detecting spiritual grea
tness.
==========
Freedom-Our Mental Backbone The totalitarian state is continually driving out ma
n's private opinions and convictions. For the police state, thinking is already
acting.
==========
Moral culture begins and ends with the individual. Only the cult of individual f
reedom, individual possession, and individual creativity makes man willing to cu
rb instinctual desires and to repress destructivity.
==========
Without being thrown on his own and knowing loneliness, man is dwarfed, he is lo
st among the waves of overpowering human influence and a sea of coercive probabi
lities.
==========
It is dedicated to the development of mature individuals who are capable of livi
ng in freedom and of voluntarily restricting their freedom, when it is indicated
, for the larger good. It is based on the premise that when man understands hims
elf, he can begin to be the master of his own life, rather than merely the puppe
t either of his own unconscious drives or of a tyrant with a perverted lust for
power.
==========
Democracy,
==========
guards the community against human error without resorting to intimidation. Demo
cracy provides redress for its own errors; totalitarianism considers itself infa
llible. Whereas totalitarianism controls by whim and manipulated public opinion,
democracy undertakes to regulate society by law, to respect human nature, and t
o guard its citizens against the tyranny of a single individual on the one hand
and a power-crazy majority on the other.
==========
Essentially, democracy means the right to develop yourself and not to be develop
ed by others.
==========
has to be balanced by a duty. The right to develop yourself is impossible withou
t the duty of giving your energy and attention to the development of others. Dem
ocracy is rooted not only in the personal rights of the common man, but even mor
e in the personal interests and responsibilities of the common man. When he lose
s this interest in politics and government, he helps to pave the road to power p
olitics. Democracy demands mental activity of a rather high level from the commo
n man. What the general public digests and assimilates in its mind is, in our ne
w era of mass communication, just as important as the dictates of the experts. I
f the latter formulate and communicate ideas beyond the common grasp, they will
talk into a vacuum. Thus they may permit a more simple and even an untrue ideolo
gy to slip in. It is not enough that an idea is only formulated and printed; we
have to take care that the public can participate in the new concept.
==========
We must develop it through free acceptance or rejection of existing moral values
until the inner moral person in us is so strong that he is able to go beyond ex
isting values and can stand on his own moral grounds. The choice in favor of fre
edom lies between self-chosen limitation-the liberation from chaos-and the pseud
o-freedom of unconscious chaos. To many people freedom is an emotional concept o
f letting themselves go, which really means a dictatorship by dark, instinctual
drives.
==========
People have to be aware of the tendency of technology to automatize their minds.
They have to become aware of the fact that mass media and modern communication
are able to imprint all kinds of suggestions on our brains. They have to know th
at education can turn us either into weak fact-factories or strong personalities
.
==========
In order to let freedom grow, we have to plan our controls over the forces that
limit freedom. Beyond this, we must have the passion and the inner freedom to pr
osecute those who abuse freedom. We must have the vitality to attack those who c
ommit mental suicide and psychic murder through abuse of liberties, dragging dow
n other persons in their wake.
==========
We must not tolerate those who make use of worthy ideas and values only to destr
oy them as soon as they are in power. We must be intolerant of these abuses as l
ong as the battle for mental life or death goes on.
==========
It cannot be emphasized too strongly that liberty is only possible with a strong
set of beliefs and moral standards. This means that man has to adhere to self-r
estrictive rules-moral rules-in order to keep his freedom. When there is lack of
such internal checks,owing to lack of education or to stereotyped education, th
en external pressure or even tyranny becomes necessary to check unsocial drives.
Then freedom becomes the victim of man's inability to live in freedom and self-
control. Mankind should be guaranteed the right not to hear and not to conform a
nd the right to defense against psychological attack and against intervention in
the form of perverted mass propaganda, totalitarian pressure, and mental tortur
e.
==========
The Evil Philoso behind pol correctns (Gale)
political task was to fill the people of the West with hatred, pessimism, and ho
pelessness--while simultaneously making them so stupid that they saw no other so
lution to their
==========
problems than wild, uncontrollable revolt.
==========
In the 45 years following 1922, the ISR spun out theory after theory (collective
ly known as Critical Theory), designed to forcibly remove the joy, the divine sp
ark of reason, out of our appreciation of art, literature, and music.
==========
At the beginning of the eighteenth century, Gottfried Wilhelm Leibniz, basing hi
mself on Socrates, Plato, and Nicolaus of Cusa, had demonstrated that this hypot
hesizing mind could not be material; matter does not think.
==========
The creative mind can apprehend the truth of the physical universe, but it is no
t determined by that physical universe. The creative mind is self-consciously re
flecting on the past understanding of the universe in the present to effect the
future understanding of the universe, and the creative act is as immortal as the
soul which envisions it.
==========
Today's music must be atonal because atonalism is ugly, and only ugly music tell
s us the truth about the ugliness of our own miserable
existence. The purpose of
art, said Benjamin, is to organize pessimism, and To organize pessimism means
nothing other than
==========
to
==========
expel the moral metaphor from politics.''
==========
The Frankfurt School was not satisfied with theory; they attempted to put this n
onsense into practice.
==========

It developed the concept of the àuthoritarian personality'' to get scholarly just
ification for its irrationalism, defining as àuthoritarian,'' anyone who has too
high a regard for family, nation, or reason itself.
==========
- Bookmark Loc. 232 | Added on Wednesday, July 21, 2010, 10:18 PM
==========

The Frankfurt School's Critical Theory is the basis for today's èntertainment ind
ustry,'' a phrase which the School coined; it is the theoretical basis of all of
today's television, film, and music programming. It is the basis of the public
opinion polls that have become the determining factor
==========
of politics in America.
==========
John Dewey, the founder of modern American educational theory, was a public and
committed follower of Frederich Nietzsche.
==========
Postmodernism, in its political expression, invariably takes
the form of Nazism-
Communism. By this, I do not mean some mushy concept
like totalitarianism.'' I
am not talking about Nazism or Communism, but Nazism-Communism,'' a specific
ideological type which allows the victim to move--without serious philosophical
contradiction--back and forth between Nazi Party and Communist Party card-carryi
ng membership.
==========
Today, we have evidence that postmodernism is reverting, lawfully, to its raw Na
zi-Communist form. The architects of the rape-and murder-camps built as part of
the Serbian èthnic cleansing'' of the former Yugoslavia have been shown to includ
e a group of nominally leftist psychiatrists trained in the Nietzschean psychoan
alysis of Jacques
Lacan. It must be emphasized that these horrors
in Bosnia are
simply the culture of barbarism''
sought by Lukacs, and the forced retardati
on'' of Adorno, and the primitivization'' of Nietzsche and Heidegger.
==========

It's all marketing:
You create problems like static cling,'' or ring around
the collar,'' or political extremist Lyndon LaRouche,'' in order to justify so
lving those problems.
==========
The Frankfurt School and Political Correctness (Gale)
Benjamin posed an Aristotelian fable in interpretation of Genesis: Assume that E
den were given to Adam as the primordial physical state. The origin of science a
nd philosophy does not lie in the investigation and mastery of nature, but in th
e naming of the objects of nature; in the primordial state, to name a thing was
to say all there was to say about that thing. In support of this, Benjamin cynic
ally recalled the opening lines of the Gospel according to St. John, carefully a
voiding the philosophically-broader Greek, and preferring the Vulgate (so that,
in the phrase "In the beginning was the Word," the connotations of the original
Greek word logos—speech, reason, ratiocination, translated as "Word"—are replaced by
the narrower meaning of the Latin word verbum). After the expulsion from Eden a
nd God's requirement that Adam eat his bread earned by the sweat of his face (Be
njamin's Marxist metaphor for the development of economies), and God's further c
urse of Babel on Nimrod (that is, the development of nation-states with distinct
languages, which Benjamin and Marx viewed as a negative process away from the "
primitive communism" of Eden), humanity became "estranged" from the physical wor
ld.
==========
By making creativity historically-specific, you rob it of both immortality and m
orality. One cannot hypothesize universal truth, or natural law, for truth is co
mpletely relative to historical development. By discarding the idea of truth and
error, you also may throw out the "obsolete" concept of good and evil;
==========
in the words of Friedrich Nietzsche, "beyond good and evil." Benjamin is able, f
or instance, to defend what he calls the "Satanism" of the French Symbolists and
their Surrealist successors, for at the core of this Satanism "one finds the cu
lt of evil as a political device ... to disinfect and isolate against all morali
zing dilettantism"
==========
of the bourgeoisie. To condemn the Satanism of Rimbaud as evil, is as incorrect
as to extol a Beethoven quartet or a Schiller poem as good; for both judgments a
re blind to the historical forces working unconsciously on the artist.
==========
The issue is no longer what is universally true, but what can be plausibly inter
preted by the selfappointed guardians of the Zeitgeist.
==========
Marxism and American Society -Noebel (Gale)
Some multiculturalist advocates, including many well-meaning teachers and school
administrators, are not aware of the leftist (Marxist) concepts and assumptions
operative in multiculturalism. Unwittingly, they often give aid and comfort to
a radical leftist philosophy. If the unsuspecting advocates of multiculturalist
practices were aware of the Marxist threads in the fabric of multiculturalism, t
hey would be a lot less eager to advance its principles and policies." Alvin J.
Schmidt, The Menace of Multiculturalism,
==========
the nation is roiling. Americans know something without a name is undermining th
e nation, turning the mind mushy when it comes to separating truth from falsehoo
d and right from wrong. And they don't like it.' ...Before you claim to be a cha
mpion of free thought, tell me: Why did political correctness originate on Ameri
ca's campuses? And why do you continue to tolerate it? Why do you, who're suppos
ed to debate ideas, surrender to their suppression? Let's be honest. Who here th
inks your professors can say what they really believe? It scares me to death, an
d should scare you, too, that the superstition of political correctness rules th
e halls of reason.
==========
"Beware lest any man [educator, politician, rock star, news anchorman/woman] tak
e you captive through vain and deceitful philosophy [naturalism, materialism, ex
istentialism, pragmaticism], after the tradition of men [Marx, Darwin, Nietzsche
, Wellhausen, Freud, Dewey, Foucault], after the rudiments of the world [sociali
sm, evolution, higher criticism, humanism, moral relativism, deconstructionism,
collectivism], and not after Christ." Colossians 2:8
==========
- Highlight Loc. 727-29 | Added on Friday, July 23, 2010, 06:25 AM
State terror is part and parcel of the "Dictatorship of the Proletariat." Lenin
states, "The art of politics lies in correctly gauging the conditions and the mo
ment when the vanguard of the proletariat [the killing machine] can successfully
seize power."(81)
==========
the State is nothing more than a machine for the oppression of one class by anot
her."(82)
==========
"The theory of Communists may be summed up in the single sentence: Abolition of
private property."(83) Lenin also summarized the heart of socialism, "Communist
society means that everything-the land, the factories-is owned in common. Commun
ism means working in common."(84) Millions were slaughtered to establish a socia
list utopia . But then one can't have an omelette without smashing eggs. But fro
m a Communist point of view an evolving human animal is no different than
==========
- Highlight Loc. 735 | Added on Friday, July 23, 2010, 06:27 AM
an egg.
==========
The Marxist/Leninist/Stalinist interpretation of history consists of one major a
nd a few minor players. The major player is the dialectical nature of matter.
==========
All history-all reality-is seen as the outworking of this all-encompassing conce
pt. Dialectical matter is eternal. All else follows from this premise. Dialectic
al matter determines history. Interesting, Communists believe in nudging history
. Joseph Stalin alone was guilty of "the persecution, imprisonment, torture and
death of some fifty million human beings."(85) Have our intellectuals learned an
ything from this portion of history? "Postmodernism, a wayward stepchild of Marx
ism."(86) Some haven't!
==========
While we are using Margaret Sanger as the representative of Secular Humanism eve
ry student of this worldview knows that John Dewey is their most famous and impo
rtant voice. Dewey's influence on American education has been dominate since the
30s. Secular Humanism is the only worldviews allowed in the public schools. Hum
anist Charles Francis Potter in his work, Humanism: A New Religion, says, "Educa
tion is the most powerful ally of Humanism, and every American public school is
a school of Humanism. What can the theistic Sunday Schools, meeting for an hour
once a week, and teaching only a fraction of the children, do to stem the tide o
f a five-day program of humanistic teaching."(97) From kindergarten through grad
uate school America's students are immersed in the doctrines and dogmas of Secul
ar Humanism. The U.S. Supreme Court has made sure that only Secular Humanism is
taught in the classroom in spite of the fact that the U.S. Supreme Court designa
ted Secular Humanism a religion in 1961.(98)
==========
[the ACLU and liberal left seeking to cleanse the public square of Biblical Chri
stianity] will end. What we do know is that we have the high honor of representi
ng Christ in the midst of this ideological mega-shift.
==========
Since the "being" of life involves theology, philosophy, ethics, biology, etc. i
t demands we follow Christ in these areas. But then this is exactly what the Bib
le teaches. For example, In theology, Christ is "the fulness of the Godhead" (Co
l. 2:9); In philosophy, Christ is the "logos" of God (John 1:1-3); In ethics, Ch
rist is "the true light" (John 1:9); In biology, Christ is "the life" (John 1:4)
; In psychology, Christ is "the Savior" of the soul (Luke 1:46, 47); In sociolog
y, Christ is "the son" (Luke 1:30, 31); In law, Christ is "lawgiver" (Gen. 49:10
); In politics, Christ is "King of kings and Lord of lords" (Rev. 19:16); In eco
nomics, Christ is "owner" of all things (Ps. 50:10-12; and In history, Christ is
"alpha and omega" (Rev. 1:8). None of these areas is secular. All are sacred be
cause they are founded on Jesus Christ. Since Christ is the fountainhead of all
wisdom and knowledge (Col. 2:2,3) all areas are open for Christian living and st
udy.(113)
==========
If the 21st Century is not to be a slaughter similar to the 20th Century Christi
ans need to listen carefully to Lutzer, who has studied the surrender of the Chr
istian church under Adolph Hitler, and learned some valuable lessons. "It is tim
e," says Lutzer, "that Christians become leaders in art, education, politics, an
d law." He could have added to that list: theology, philosophy, ethics, the scie
nces, psychology, sociology, and history. "Let's not make the mistake of the Ger
man church," says Lutzer, "and isolate the spiritual sphere from the political,
social, and cultural world.
==========
It is important to realize that in physics today, we have no knowledge of partic
les inside the nucleus, and we have formulas for that, but we do not have the fu
ndamental laws. We know that it is not electrical, not gravitational, and not pu
rely chemical, but we do not know what it is. (p. 71) We do not understand energ
y as a certain number of little blobs. (p. 84) We do not understand the conserva
tion of energy. (p. 84) Galileo discovered a very remarkable fact about the prin
ciple of inertia — if something is moving with nothing touching it and completely
undisturbed, it will go on forever, coasting at a uniform speed in a straight li
ne. Why does it keep on coasting? We do not know. (p. 93)
==========
science cannot produce "the meaning of life" nor can it tell us "the right moral
values." These must come from somewhere else. Now if science and physics cannot
tell us what or who is behind the machinery of the laws of the universe, then w
hy is it so illogical for Christians to suggest John 1:1–3 for starters? And if sc
ience cannot tell us the meaning of life or what is right and wrong, then why is
it so illogical for Christians suggest Paul's epistle to the Romans? Why doesn'
t Feynman get the attention he deserves? My guess is that he's way too honest fo
r a scientific world hung up on government grants. He would never say global war
ming is based on "settled" science. In fact, he says, "all scientific knowledge
is uncertain." He would never have agreed with the scientific powers that destro
yed the career of Dr. Richard Stemberg for publishing a peer-reviewed article by
Steven Meyer on natural selection and mutations in a Smithsonian publication. S
ince Feynman is never at a loss for words, he probably would have referred to th
ose responsible for such an outrage as "dishonest scientific hacks." Feynman als
o believes that Western Civilization is based primarily on two things: science a
nd Christian ethics — "The other great heritage is Christian ethics — the basis of a
ction on love, the brotherhood of all men, the value of the individual — the humil
ity of the spirit."
==========
Bertrand Russell acknowledging that what the world really needs is love, "Christ
ian love."
==========
"Science cannot disprove the existence of God" (p. 36). To that he adds, "I also
agree that a belief in science and religion is consistent." He insists that
==========
Marxists see their ethics proceeding out of the movement in history that will ul
timately assure the destruction of all classes or forces opposing the classless
or communist society. Each act is considered ethically good if it assists the fl
ow of history toward a communist end. Killing, raping, stealing, and lying are n
ot outside the boundaries of communist morality if they help produce the classle
ss communist society. Marxist/Leninists believe that killing evolving human bein
gs infected with the concepts of God and bourgeois capitalism is as morally just
ified as a farmer killing a cow afflicted with hoof-and-mouth disease.
==========
Marxist biologists are using the inability of the fossil record to sustain the w
eight of the Darwinian theory to bolster their theory of punctuated equilibrium.
Then, too, with an atheistic base the subject of origins calls for the self-gen
eration of nonliving matter. Marxist biology defends spontaneous generation desp
ite the fact that it is a pre-scientific concept dating back to the Egyptians, B
abylonians, and Greeks. Engels says he will "believe" in spontaneous generation
no matter what Louis Pasteur and other scientists say or do to disprove it.
==========
"Choosing," according to the behavioristic view, becomes a meaningless activity.
Thus, the Marxist must water down his behaviorism to encourage the worker to ac
tively, consciously strive for communism.
==========
the proletariat throughout the world will rise up, cast off the chains of bourge
ois oppression, and seize the means of production as well as political power, th
ereby establishing a worldwide dictatorship of the proletariat. When this occurs
, as it already has in the Soviet Union, the People’s Republic of China, and elsew
here, mankind will be taking its next major evolutionary step toward the coming
world order. The dictatorship of the proletariat will signal the beginning of so
cialism and the end of property class distinctions, according to the Marxist.
==========
the proletariat will wage war against any shred of bourgeois mentality (which in
cludes the regressive ideas of traditional morality and religion).
==========
Marxist/Leninists not only demand dictatorships—they expect dictatorships based on
repression and terror.
==========
Marxists are willing to call for a one-world dictatorship of the proletariat bec
ause they expect to control it.
==========
Whether mankind would like to see this daring revolution usher in a one-world Ma
rxist dictatorship is completely irrelevant. According to Marxism, the establish
ment of such a government is inevitable; it is guaranteed by dialectical process
es and evolutionary forces.
==========
Many writings from the Christian Left illustrate what can be called the proof-te
xt method. What these writers normally do is isolate some vague passage (usually
one from the Old Testament) that pertains to an extinct culture situation or pr
actice. They then proceed to deduce some complex economic or political program f
rom that text.
==========
First, a Christian should acquire a clear and complete picture of the Christian
world-view. What basic views about God, humankind, morality, and society are tau
ght or implied by Scripture? Second, he should put his best effort into discover
ing the truth about economic and political systems. He should try to clarify wha
t capitalism and socialism really are (not what the propagandists say they are);
he should try to discover how each system works or, as in the case of socialism
, whether it can work. He should identify the strengths and weaknesses of each s
ystem. Third, he should compare his economic options to the standard of biblical
morality, and ask which system is more consistent with the entire Christian wor
ld-view. Creator
==========
- Highlight Loc. 1146 | Added on Friday, July 23, 2010, 08:43 PM
Creator
==========
First, a Christian should acquire a clear and complete picture of the Christian
world-view. What basic views about God, humankind, morality, and society are tau
ght or implied by Scripture? Second, he should put his best effort into discover
ing the truth about economic and political systems. He should try to clarify wha
t capitalism and socialism really are (not what the propagandists say they are);
he should try to discover how each system works or, as in the case of socialism
, whether it can work. He should identify the strengths and weaknesses of each s
ystem. Third, he should compare his economic options to the standard of biblical
morality, and ask which system is more consistent with the entire Christian wor
ld-view.
==========
Creator
==========
Creator
==========
He ultimately is the rightful owner of all that exists. Whatever possessions a h
uman being may acquire, he holds them temporarily as a steward of God and is ult
imately accountable to God for how he uses them. However omnipresent greed and a
varice may be in the human race, they are clearly incompatible with the moral de
mands of the biblical world-view.
==========
All human beings have certain natural rights inherent in their created nature an
d have certain moral obligations to respect the rights of others. The possibilit
y of human freedom is not a gift of government but a gift from God.
==========
Some interesting parallels between the biblical account of spiritual freedom and
political-economic freedom should be noted. For one thing, freedom always has G
od as it s ultimate ground. For another, freedom must always exist in relationsh
ip to law. The moral law of God identifies definite limits beyond which human fr
eedom under God should not pass.
==========
there are two and only two ways in which something may be exchanged. He called t
hem the peaceful means of exchange and the violent means of exchange. The peacef
ul means of exchange may be summed up in the phrase, "If you do something good f
or me, then I'll do something good for you." When capitalism is understood corre
ctly, it epitomizes the peaceful means of exchange.
==========
Capitalism then should be understood as a voluntary system of relationships that
utilizes the peaceful means of exchange.
==========
In this violent means of exchange, the basic rule of thumb is: "Unless you do so
mething good for me, I'll do something bad to you." This turns out to be the con
trolling principle of socialism.
==========
Scripture must be the final judge in every controversy to which it speaks.
==========
the moral law of Scripture declares nothing that God does not reveal through cre
ation and the conscience of every man (Romans 2:14–15), but it does reveal things
more clearly. The two, in other words, are coextensive and must not be set again
st each other, but Scripture is more perspicuous than either nature or conscienc
e.
==========
everything the Old-Testament moral law required of the faithful Israelite it req
uires of the faithful Christian today, not as a means of salvation but as a code
of righteous living.[7] Indeed, the moral law was never a means of salvation to
anyone, even under the Old Covenant (Galatians 3:11–24). But our being "redeemed
. . . from the curse of the Law" (Galatians 3:13) must not be equated with being
freed from the obligation to obey the law — that is, with a license to lawlessnes
s, for sin is defined as transgression of the law (1 John 3:4), and lawlessness
is equated with impurity and contrasted with righteousness and sanctification (R
omans 6:19). Whoever reasons that because we are under grace we are free to sin —
that is, to transgress the law — shows himself to be still under the curse of the
law, that is, still a slave of sin. It is because we are under grace that sin no
longer is master over us (Romans 6:14); instead, we who once were slaves of sin
, and therefore under the curse of the law, are by grace made free from sin so t
hat we enjoy the only real freedom there is, namely, slavery to righteousness (R
omans 6:15–20).[8] Being born again and so indwelt by the Holy Spirit, we are empo
wered to keep the requirements
==========
of the law to an extent impossible for the unregenerate (Romans 8:4). The argume
nt that for the Christian love replaces the law as the standard of ethical condu
ct fails to take seriously Paul's insistence that love is the pleroma, the fulfi
llment, of the law, in which every commandment of the law is summed up (Romans 1
3:10).[9] Far from setting us free from obligation to obey the law, love points
us to the law as our guide.[10]
==========
As to the unbeliever, let me suggest simply that at the very least the moral law
of God remains today as much the way of wisdom as it was when it was revealed t
o Moses, who said that its wisdom would be apparent even to the pagan nations su
rrounding Israel (Deuteronomy 4:5–6). The law then was so perfectly suited to the
needs of fallen human beings made in the image of God that even those outside th
e Covenant could recognize and admire its wise moral instruction.
==========
Justice also requires punishment for violating the law, but only for that; it fo
rbids punishment for anything else.
==========
As justice is the minimum standard, so love is the high goal toward which Christ
ian ethics always strives. Justice looks at the law negatively: don't do this, d
on't do that, lest you injure someone. Love looks at the law positively: do this
, do that, in order to serve someone. Love never counsels us contrary to the law
, but it does counsel us beyond it, telling us to give graciously what people ma
y not deserve but do need (Romans 13:8–10; 1 John 3:16–18). Where justice sees the l
aw's prohibition of theft, love sees God's intention that we do everything we ca
n to assist others in lawfully acquiring wealth;
==========
while justice may be enforced by punishment for its violation, love may be induc
ed only by moral persuasion or the promise of reward. Love, in other words, is v
oluntary; it cannot be forced. Therefore any economic system that attempts to fo
rce acts of love, such as charitable giving, violates the true nature of love an
d so commits injustice.
==========
the Bible sees real liberty as the ability to do what is right, not as license t
o do wrong (Romans 6:15–20). So long as one acts within the bounds of the law, he
should be free to do as he pleases without fear of punishment from anyone. Conse
quently, a Christian system of economics should place no more restraint on anyon
e's use of property than the moral law of God revealed in Scripture places on it
. Whatever system uses restraints beyond that is, to that extent, unjust and unc
hristian.
==========
The Bible protects property in the eighth commandment, "Thou shalt not steal." T
his much almost every professing Christian will admit. What many do not recogniz
e, however, is that a biblical notion of property includes the notion of control
— a notion closely related to the principle of liberty
==========
The Bible, consistent with its doctrine of justice, sees punishment as appropria
te only for violations of moral law; reward, not punishment, is to be used to st
imulate behavior beyond the minimum standard of justice.
==========
In a free-market economy, these incentives play their proper roles, at least in
theory. People are rewarded for serving others, and are punished only for injuri
ng others. In a centrally controlled economy, however, punishment is threatened
not only for actions contrary to real justice but also for actions contrary simp
ly to the instructions of the central planners.
==========
if the centrally controlled economy has some measure of economic equality as one
of its goals (and most do), rewards often are withheld from those who go beyond
the minimum standard.
==========
Scripture therefore is the highest teaching authority, by which alone all others
are judged.
==========
Our academic and intellectual Marxists today are getting a free ride. They get a
certain respect because of their words about improving the lot of the worker an
d the poor, their utopian pretensions. But when empowered, Marxism has failed ut
terly, as has fascism. Instead of being treated with respect and tolerance, Marx
ists should be treated as though they wished a deadly plague on all of us. The n
ext time you come across or are lectured by one of our indigenous Marxists, or a
lmost the equivalent, leftist zealots, ask them how they can justify the murder
of over a hundred million their absolutist faith has brought about, and the mise
ry it has created for many hundreds of millions more.
==========
The New England Clergy and the American Revolution exerpts-Alice Baldwin (Gale)
- Highlight Loc. 204-11 | Added on Sunday, August 01, 2010, 12:44 PM
A much less travelled and learned man was the Reverend Ebenezer Parkman of Westb
orough, Massachusetts, who went when he could to the ministerial convention of B
oston and rode to Lexington to hear Jonas Clarke preach. He speaks in his diary
of reading Dr. Scott's Sermons, Lord Chesterfield's Letters, a sermon by Mr. Fla
vel,—an author often referred to by others,—Bacon's Advancement of Learning, Lord So
mers on Government, Montesquieu, whose Spirit of Laws he bought in 1765, a sermo
n of 1779 by Israel Evans, Dr. Swift, The Scotch Scourge, Hutchinson's History o
f Massachusetts, and, just before his sermon on the Stamp Act preached early in
September of 1765, "Bp. Hoadley's Measure of Submissn. to ye civil Magistrate."
After reading Hoadly, Parkman wrote that he was "prepard, on yt. Subject."(26) I
llustrations might be multiplied, but enough have been given to show something o
f the extent and variety of the sources from which the ministers drew their theo
ries. It must not be forgotten, in the multiplicity of authors mentioned, that t
he source of greatest authority and the one most commonly used was the Bible.
==========
colored his political thinking. His conception of God, of God's law, and of God'
s relation to man determined to a large extent his conception of human law and o
f man's relation to his fellows. If his ideas of government and the rights of ma
n were in part derived from other sources, they were strengthened and sanctioned
by Holy Writ. This was of course especially true of the clergy. They stood befo
re the people as interpreters of God's will. Their political speeches were sermo
ns, their political slogans were often Bible texts. What they taught of governme
nt had about it the authority of the divine. To understand, therefore, something
of the source and strength of their political faith and its influence upon thos
e whom they taught, it is essential to review briefly certain of their theologic
al doctrines and also their ecclesiastical polity.
==========
The New England preacher drew his beliefs largely from the Bible, which was to h
im a sacred book, infallible, God's will for man. Of necessity it
==========
Logic, or the right Use of Reason in the Enquiry after Truth, 1725 (many edition
s); Sermons, 1721-23 (many editions); Philosophical’ Essays, 1734 (a
==========
- Bookmark Loc. 751 | Added on Monday, August 02, 2010, 09:33 AM
==========
- Highlight Loc. 751-62 | Added on Monday, August 02, 2010, 09:38 AM
It was not left to rulers to be oppressive and arbitrary, not even if their powe
r came by conquest. God, from whom their power ultimately was derived, had limit
ed that power. (11) Since rulers were called "Gods", they must conform to God's
pattern and must labor to imitate God's government. (12) Here the analogy betwee
n theology and political philosophy is striking. God and Christ govern men for t
heir good, therefore so must human rulers. (13) For that and that only do they e
xist. "The tye is Sacred and Deep to manage this great betrustment faithfully",
said John Hancock in 1722. (14) God and Christ govern always by fixed rules, by
a divine constitution, and therefore so much human rulers. (15) The fundamental
constitutions of states may differ; men‘s rights under them may be greater or less
, but certain great rights are given by Nature and Nature‘s God to the people. The
se are a part of every constitution and no ruler is permitted by God to violate
them. Rulers cannot change the constitution; that can be done only by the people
. But the constitution and the laws must be consonant with the divine law. (16)
Therefore rulers must study carefully the law of God, both natural and revealed.
(17) In the Bible are found all the maxims and rules of government: there the n
atural laws are made clearer, there the ruler learns his due authority and its l
imitations, there the people learn how far they must submit. Rulers must also th
oroughly understand the constitution and the civil law, that they may learn thei
r obligations and the people‘s rights. (18) Even when God dealt with the Jews who
were under His immediate government, He had their rulers write down the constitu
tion in a book and read it constantly.
==========
- Highlight Loc. 822-25 | Added on Monday, August 02, 2010, 05:09 PM
"mixed government", that no part may overstep its authority but that each may pr
eserve its rights inviolate. Barnard also declares that the natural and civil ri
ghts of subjects must be zealously guarded by rulers, but he deplores the fact t
hat persons of boundless ambition often foment popular clamor about liberty and
property and delude people into thinking they are in danger when all they want i
s uncontrolled sway.
==========
Political Sermons of the American Founding Era (1730-1788) (Unknown)
- Highlight Loc. 713-17 | Added on Thursday, August 05, 2010, 07:23 PM
built the temple of God with all it’s pillars. They represented the strength of Ch
rist and his stability, to bear the weight of the government laid upon him; and
also the magnificence of the Goings of God our King in the Sanctuary: Likewise t
he steadiness of the divine administration. So those in power and magistracy are
to be supposed, men adorn’d with superior gifts, powers and beauties of mind: Men
that adorn the world wherein they live, and the offices which they sustain. And
then their office adorns them also, and sets them in conspicuous places, where
what is great and good in them is seen of all. To be sure, government and magist
racy adorn the world as well as preserve it.
==========
- Highlight Loc. 722 | Added on Thursday, August 05, 2010, 07:24 PM
Wisdom is both strength and beauty, a defence and ornament.
==========
The government is laid on Christ because in him are hid all the treasures of wis
dom and knowledge. He is the wisdom of God and the power of God.
==========
so by the communication of wisdom and understanding to some, he preserves the or
der and happiness of others on it.
==========
- Highlight Loc. 2715-17 | Added on Friday, August 06, 2010, 11:40 PM
Sherwood, A Sermon, Containing Scriptural Instructions to Civil Rulers, and all
Freeborn Subjects. In which the Principles of sound Policy and good Government a
re established and vindicated . . . An appendix states grievances and pictures c
onsequences.
==========
Sherwood, Baldwin, and Foster all speak of the lack of knowledge among their peo
ple concerning the cause of trouble. Baldwin in his Appendix, p. 47, says wester
n Connecticut is ―remote from public intelligence, few have opportunity to read pap
ers and other writings, are therefore little acquainted with their danger, do no
t yet feel ―the weight of oppression, etc. He proceeds to recount British Acts and
give suggestions as to what to do in the ―alarming crisis. Other men whose work was
especially notable in this respect were Thos Allen, of Pittsfield, Joseph Lyman
, of Hatfield, Cotton Mather Smith, of Sharon, Conn., Moses Hemmenway, of Wells,
Me., Peter Powers, of N. H., Moses Morrill, of Biddeford, friend of James Sulli
van, Elizur Goodrich of Durham, Conn.
==========
Town Meetings. To Corporation of Freemen in Farmington, Connecticut, Sermon on ―Li
berty described and recommended . . . , Sept. 20, 1774, by Levi Hart of Preston.
==========
C. Turner, Massachusetts Election Sermon, 1773, p. 8: such pride and luxury ―on sp
oils violently extorted or slilly drained from the people, is altogether foreign
to the design of God, in setting them up.
==========
30. For examples of the vigorous language of the clergy, see letters by ―Johannis
in Eremo
==========
- Highlight Loc. 2827-31 | Added on Saturday, August 07, 2010, 12:05 AM
Making of Constitutions When the war with Great Britain began and especially whe
n the colonies declared their independence and attempted to reorganize their gov
ernments, the ministers of New England had an unusual opportunity to clothe thei
r theories in flesh and blood. The principles which had been theoretical became
practical, and the ministers insisted that the new governments be founded on the
pattern they had so long been laying down. The constitutional convention and th
e written constitution were
==========
- Highlight Loc. 2831 | Added on Saturday, August 07, 2010, 12:05 AM
the children of the pulpit.
==========
To the men of New England who had been nourished from their youth on the electio
n sermons and who had been thoroughly enlightened by their pastors in theoretica
l and practical politics, it was but natural to turn to the ministers when they
needed some one to express their ideas of government. Moreover, in many of the s
maller towns the farmers had had little experience in writing, and the ministers
were almost invariably educated men. Thus the clergy had an immense opportunity
to push home their cherished convictions and to help in forming the new politic
al institutions. (1)
==========
The chief reasons for objections were that the Assembly had not been chosen for
the express purpose of drawing up a constitution and that no bill of rights was
included. The insistent demand of the towns for a constitutional convention seem
s to have been due in part at least to the ministers. They who had for years bee
n preaching that government originated in compact now insisted that when the old
compact with England was abrogated the people must in person or through their r
epresentatives make a new one and that no government was truly legal until that
had been done. They who had taught so long the sacredness of natural rights dema
nded that these rights be clearly defined and stated. One of the ablest of the t
own papers drawn up by clergymen and expressing the views held by many of his fe
llow ministers was that of Jonas Clerk, of Lexington, written in June, 1778, giv
ing the reasons for the town's refusal to accept the constitution offered by the
Assembly. "It may be observed," wrote Clark, "that it appears to us that in eme
rging from a state of nature into a state of well-regulated society, mankind gav
e up some of their natural rights in order that others of greater importance to
their well-being, safety and happiness, both as societies and individuals, might
be the better enjoyed, secured and defended. That a civil Constitution or form
of government is of the nature of a most sacred covenant or contract entered int
o by the individuals which form the society, for which such Constitution or form
of government is intended, whereby they mutually and solemnly engage to support
and defend each other in the enjoyment of those rights which they mean to retai
n. That the main and great end of establishing any Constitution or form of gover
nment among a people or in society, is to maintain, secure and defend those natu
ral rights inviolate."
==========
He spoke then of the necessity of having the fundamental rights which were retai
ned explicitly stated in a Declaration of Rights, so that Government and persons
in authority might know the limits of their powers and that all members of soci
ety might know when their rights were violated or infringed.
==========
Thomas Allen was a man of great energy and of democratic spirit. He had studied
Puritan principles of government as well as of religion and now he read many of
the pamphlets and other writings of the day on government and politics and took
up the task of arousing Berkshire against what he considered the dangerous tende
ncies that were showing themselves at Boston. (17) From 1775 until 1780 he never
rested from his labors. Traveling through Berkshire he spoke in every town, pre
ached sermons, wrote letters, called conventions, and drew up resolutions. Smith
, the historian of Pittsfield, says that "a single address by him was sometimes
sufficient to revolutionize the entire sentiment of a town against the wishes of
its own most prominent citizens," and that "his teachings impressed upon the pe
ople of Berkshire political characteristics which remain strongly marked to this
day.''
==========
The Anti-Humans ODtext (Unknown)
- Highlight Loc. 2784-86 | Added on Tuesday, September 07, 2010, 01:59 PM
All these groups learned that there were some among the prisoners who were tryin
g to help re-educated students recover their former selves, and they sought by a
ll means to hinder this activity by sending those so engaged (when discovered th
rough informers) into isolation.
==========
In the spring of 1953 a small number of re-educated students began to break away
from the herd, seeking to regain their equilibrium; but some of them turned inf
ormer again and as a result additional prisoners ended up in isolation.
==========
- Bookmark Loc. 2788 | Added on Tuesday, September 07, 2010, 02:00 PM
==========
The majority of the students had had a faith so strong that it survived deep wit
hin them in spite of every attempt to destroy it, and when circumstances made it
possible, it re-appeared as if from hibernation and proved to be the determinin
g factor in recovery. We are concerned here only with students who were victims
before becoming torturers or simple informers for the political officers. The ot
her persons, who were sent into the prisons as tools of the Ministry of the Inte
rior or the Communist Party itself, or who became willing stooges of the regime,
must be left to the justice that inflexibly punishes crime. The resurrection of
the values which had been
==========
superseded by re-education was not in itself too difficult a task, as frequently
a simple stimulation sufficed to impel the person back to his former equilibriu
m. But one real obstacle, very hard to surmount, was the haunting fear, locked i
nto every fiber of the unmasked victim, that any day the re-education terror mig
ht be resumed.
==========
In addition to alleviating that fear of the re-educated, we had somehow to destr
oy also their conviction that Communist Russia was invincible -- Russia where, a
s indeed in any country under Communist domination, one has no means of ascertai
ning what facts, if any, lie behind official claims and declarations. But the re
-educated had lost all power of discernment. Their only truth was that which was
decreed by the Communist Party's official paper, and the students had no other
source by which to judge it. So, attempts to refute with reasoning and argument
the lies that had paralyzed their ability to think were worse than useless. (Thi
s can also be seen in the Western world, where various co-existentialists, or "u
seful idiots," are products of the same intoxication.) We found that a well-plac
ed joke or witticism accomplished more good than an hour of argument. A soul tha
t has been submerged for years has more need for a warm word, we found, than for
logical explanation; like a plant kept in the dark, it needs the sun more than
nourishment.
==========
There still remained isolated in various prisons several cases of which one can
say that they have never recovered. After the experiment at Pitesti, the methods
of torture were no longer the same. Other means of extermination, more scientif
ic and more rigorous, drained away the minds of political prisoners, reducing th
em to the condition of animals. In order to explain more fully the system of lyi
ng and the paradoxical logic that made a crime into a moral deed, an enormity in
to a virtue, I shall relate a conversation I had in the winter of 1954 with a di
rector-general in the Ministry of the Interior. (If he was not the Director-Gene
ral, he was, at least, a very important personage in the regime. Prisoners are n
ot told either the name or the position of the individual interrogating them. )
After being switched for almost two months from one investigating room to anothe
r, one night at the beginning of March, I was taken into a room on the sixth flo
or and brought face to face with this very important person who tried to convinc
e me of some "truths" which I had refused to recognize. Since this was not a run
-of-the-mill type of investigation, but rather a discussion pro and con on vario
us subjects, I
==========
took advantage of a propitious moment to ask him "whether it is true that at Pit
esti were committed some quite strange acts that caused the maiming and even dea
th of some of the prisoners." Taken aback, he could not control an expression of
shock, and immediately asked me: "What do you know about the happenings at Pite
sti?" "Personally," I hedged, "I could not learn much except some allusions by s
everal students in a discussion a long time ago," and I hoped he would not press
the question. He seemed satisfied with my answer and seemed disposed to enlight
en me. "As a matter of fact," said he, "it was quite a simple matter. A group of
arrested students, agents of American imperialism, stubborn and retrograde myst
ics, started to torture their colleagues, in order thus to compromise the prison
's administration and consequently the Party." "But as I understood it," I said,
"this category of 'retrograde' students represented approximately eighty per ce
nt of all the students in prison. Whom did they fight?" "They fought among thems
elves." "To what purpose?" I asked. "I do not quite follow how this would compro
mise the Party." "They received instructions from outside," he explained, "from
those who are abroad and lead teams of spies and saboteurs; by torturing one ano
ther, the victims could accuse the Party as the culprit." "Nevertheless," I pers
isted, "this seems almost unbelievable, with prisons having such a very strict s
ystem of internal supervision. How was it possible for these horrors to take pla
ce without the immediate intervention of the Ministry?" "We knew nothing of what
happened there," he replied. "When we finally learned about these happenings, w
e took the necessary steps and punished the guilty in order to discourage others
from doing likewise." This was the kind of answer I had expected, for I already
knew what had happened at Turcanu's trial. However, I could not keep from reply
ing somewhat brusquely: "I have been a prisoner for seven years and have passed
through almost all the country's penitentiaries. Either isolated, or in common c
ells, never could we make the slightest move without being seen by the guards in
the halls, and I do not count the many and various searches made unexpectedly i
n the middle of the night. The rigorous
==========
The aim of the experimenters seems to have been that of determining, on the basi
s of scientific data, the extent to which a man could be robbed of his personali
ty and be completely and irreversibly restructured. The ultimate recovery of the
majority of the victims proved that the transformation thus affected was not ir
reversible.
==========
- Highlight Loc. 3218 | Added on Tuesday, September 07, 2010, 07:20 PM
The inefficiency of Bolshevik underlings is often astonishing.
==========
Communist methodology required a "confession," even when the "trial," as here, w
as to be kept secret and so could not be used in local propaganda. The need to e
xtort such "confessions," known to be utterly false by all concerned and utterly
useless in secret proceedings, is one of the most curious and significant trait
s of an alien mentality that the West can describe only as psychopathic.
==========
of their demands, namely: elimination of Marxism and the Russian language as req
uired subjects; liberalization of the whole university; and the dissolution of t
he cadre of students acting as spies for the Securitate. But after promising the
se things and getting the students quieted down and back to their rooms, he gave
them the real answer: machine gun fire! For over two hours, in order to give th
e Securitate time to rush in reinforcements, the dormitory of the Medical Colleg
e was kept under fire from automatic weapons.
==========
The Lost Virtue of Happiness: Discovering the Disciplines of the Good Life (J. P
. Moreland)
- Highlight Loc. 401-10 | Added on Wednesday, September 08, 2010, 02:27 PM
The gospel of the kingdom is an invitation to a different reality, a different w
ay of living. The kingdom is a new way of relating as people. Where ordinary hum
an life is based on competitiveness and defensiveness, domination and subjugatio
n, treachery and violence, the kingdom is based on the self-giving love of God.
This kingdom grows from the seed that falls to the ground and dies—it grows to new
life from the death of Christ, which is God’s love exhibited to us in its most br
illiant glory (see John 12:23-24). The kingdom brings liberation instead of conf
inement, celebration instead of despair, a crown of beauty instead of the ashes
of mourning. It brings solace to the brokenhearted and the good news of hope for
the poor (see Isaiah 61:1-3). The kingdom is a life of flourishing (see John 10
:10), an experience of the ongoing presence of a tender, protecting Father, alon
g with His Son and Spirit (see John 17). It means a life of love, peace, self-co
ntrol, and virtue (see Galatians 5:22-23). In short, the kingdom is a vision wor
th dying for. It is a life worth fighting for—against the vision of a world of iso
lated, self-centered, and empty selves, all vying for prominence and grasping fo
r what they feel
==========
The Lost Virtue of Happiness: Discovering the Disciplines of the Good Life (J. P
. Moreland)
- Highlight Loc. 410 | Added on Wednesday, September 08, 2010, 02:27 PM
life owes them.
==========
- Highlight Loc. 1754-55 | Added on Saturday, September 11, 2010, 11:44 AM
guilt. The most singular aspect of the Pitesti experiment was its
==========
- Highlight Loc. 1754 | Added on Saturday, September 11, 2010, 11:44 AM
guilt.
==========
guilt.
==========
- Bookmark Loc. 1754 | Added on Saturday, September 11, 2010, 11:45 AM
==========
guilt.
==========
guilt.
==========
guilt.
==========
The most singular aspect of the Pitesti experiment was its uniform success in co
nverting the victim into a persecutor and tormentor of other victims, and this r
esult poses for us one of the most difficult and unusual ethico-psychological pr
oblems. If we are to understand it, we must study the techniques of re-education
in greater detail. 1) It should be remembered that the author, naturally, was a
ble to interview only persons who recovered from the "unmasking" far enough, at
least, to be willing and able to describe their experience.
==========
General Ion Antonescu, who became the head of the government formed by the Legio
nary Movement after the flight of King Carol in September 1940. In January 1941,
by an act of consummate treachery, he carried out a coup d'etat against his own
government and tried to
==========
destroy, by mass arrests and executions, the Legion that had put him in power. (
He was eventually kidnapped and murdered by the Bolsheviks whose cause he had un
wittingly served so well.)
==========
- Highlight Loc. 1778-82 | Added on Saturday, September 11, 2010, 02:48 PM
"The climax came, however, when we least expected it, and what was more tragic,
from those we least suspected capable of such treachery." The tactic of prolonge
d anxiety followed by total surprise and the shock of what could not have been a
nticipated or imagined was always used, and it never failed. There was another p
sychological factor that prepared the destined victims for what was to happen. T
he great majority of them were oppressed by an unexplainable sense of resignatio
n that seemed to create a climate for accepting any kind of torture as a sort of
deserved punishment for some imaginary sin. Not one among the students who talk
ed to me about this could identify the source of that feeling.
==========
- Highlight Loc. 324 | Added on Saturday, September 11, 2010, 09:07 PM
6) Mr. Goff's booklet is available from Soldiers of the Cross, $1. 00.
==========
Another, with a foreword discussing the Soviet textbook as an obvious source of
the "mental health" agitation in the United States,
==========
Marxist doctrine, though very useful for befuddling low-grade minds (which norma
lly accept as profound any highly touted mass of intricate verbiage that they ar
e unable to untangle), is believed only by the lowest ranks in the Communist hie
rarchy. As Duane Thorin perceived when he was a prisoner of the Communists in Ch
ina (A Ride to Panmunjon, Chicago, 1956; p. 39): "Intellects that failed to see
through the falsities of communism were so arrested that they were of only limit
ed use in the totalitarian state." Persons with such inert minds are, naturally,
not promoted to really responsible positions, no matter how hard they work
==========
- Bookmark Loc. 333 | Added on Saturday, September 11, 2010, 09:10 PM
==========
or how sadistic they are. The policy of denying them promotion, which is certain
ly sound from an organizational standpoint, has led to some defections -- which
are of no real consequence, since the dullards do not know very much to reveal a
nd they are easily replaced -- although, where circumstances make it convenient,
such tools are usually scrapped and liquidated when they begin to show disconte
nt or claim promised rewards
==========
-- as you will see in Chapter XXVIII of the present book.
==========
In the middle echelons of the organization, comparable to company-grade and fiel
d-grade officers in an army, the ambitious career men, naturally too intelligent
to take their own propaganda seriously, are careful to use the official "ideolo
gy" even among themselves, partly for exercise in unremitting hypocrisy, and par
tly because they find Marxist dialectics a game as entertaining as chess. This s
port, which may be played for high stakes, gives rise to clever syllogisms about
"deviationism," "Stalinism," etc., which often trap the players. A good example
may be found in the work of the Soviet physician, J. Landowsky, available in a
Spanish translation, Sinfon en rojo mayor (Madrid, 1949), of which one chapter has
appeared in English, translated by George Knupffer, Red Symphony (London, 1968)
. 9) Pretense is often dropped on the highest levels in talks with outsiders who
are too well informed to be deceived.
==========
10) The word brain-washing is "an English translation of a Chinese euphemism," a
ccording to an article by Professor Revilo P. Oliver in the Birch magazine, Amer
ican Opinion, November 1964, pp. 29-40. This article is an excellent discussion
of the whole subject in brief compass, and gives some telling examples of tricks
used in public schools and newspapers, but unfortunately fails to treat the str
ictly scientific (psychological) principles of propaganda, which can (and indeed
must) be used to create "public opinion" in modern circumstances. The technique
s of propaganda are no more "Communist" than rifles or airplanes; like all weapo
ns, they work for whomever uses them, but do not hit the target, if they are not
well aimed. In all wars, victory goes to the side that has the best weapons and
uses them most expertly.
==========
are too stupid or lazy to use them at a hopeless disadvantage.
==========
the techniques of propaganda, like the technology that makes possible television
and computers, have no political or social content. The results that are obtain
ed by means of a television station or a computer depend entirely on who uses it
for what purpose. It is true that all technological advances place the people w
ho
==========
One, who had a thorough medical training, attributed it to physical weakness fro
m insufficient food combined with a subconscious conviction that resistance was
doomed to failure from the start. Without their realizing it, the students were
going through a kind of transition from the world they had known into one in whi
ch life itself was of minimal importance, an expendable accessory. The final ele
ment was the shock of utter surprise when the victims found themselves in the mi
dst of their unmaskers at the critical moment when the attack was suddenly unlea
shed. The unbelievable shock probably created in them a state of quasi-hypnosis.
==========
Once the student had passed through the whole unmasking, he became a docile, pat
hologically fearful creature, willing and even eager to carry out the most fanta
stic orders. To verify the degree of his re-education, he was sent, flanked, nat
urally, by someone a little more "verified," to participate in the unmaskings of
former colleagues in other cells. What tortures he had undergone he now must ap
ply to others in order to demonstrate "by deeds" that he had indeed broken with
the past.
==========
But those whose past was too strongly anti-Communist, were denied the privilege
of becoming teachers even after they had completed their pedagogic training. Tur
canu would give them the following explanation: "I know my merchandise; the band
it within you will never be cured.
==========
You are encysted within yourself and only pretend to be re-educated; but in your
subconscious you await the moment when you can go back to what I took you away
from. You will never be able to rid yourselves of the sinful concepts that poiso
ned your soul.
==========
In spite of what you now appear to profess, you still believe in that other, may
be contrary to your will ..." Although this statement later proved to be correct
in many cases, it was designed to excite craving for the office of pedagogue; f
or paradoxically, it was from the most ardently anti- Communist students that Tu
rcanu eventually chose the "pedagogues" who turned out to be the most cruel of a
ll the enforcers of the unmaskings.
==========
The speaker's face was convulsed with sadness mixed with fear. Even though he wa
s a run-of-the-mill prisoner, any reference to Pitesti made him tremble. Cornel
Pop was considered in Gherla prison as one of the most dangerous spies and denou
ncers used
==========
by the director, Goiciu, especially among prisoners of Macedonian origin; for Po
p had had a particular fondness for them before his arrest, and had formed frien
dships which he now exploited for the benefit of the Communists. The educators h
ad completely converted him. First a victim and then one of the most savage of s
adists, his usefulness was eventually exhausted, and he was shot after a mock tr
ial before a Communist military tribunal. Similarly infamous for their complete
conversion and zeal as re-educators were: Constantin Juberian, also from Cluj; l
aw student; shared the same fate as Pop, after same trial;
==========
==========
This transformation into torturers seems explicable in the case of those who had
no clearly defined attitudes at the time of their arrest,
==========
==========
and who quickly gave in during unmaskings; but what can explain such a total cha
nge in those who at first most tenaciously resisted? To what can be attributed t
heir obvious malice and malignancy after they took charge of unmasking others, e
specially if they had not been made chairman of an unmasking committee or even a
ccepted into the O. D. C. C.?
==========
- Highlight Loc. 1827-32 | Added on Monday, September 13, 2010, 09:23 AM
The relationship of "unmasked" students to the "patron" O. D. C. C. is not clear
. Not everyone considered re-educated became a member of O. D. C. C. as a matter
of course; in fact, only a very small number were chosen by Turcanu and approve
d by his unseen superiors. The exact number of those considering themselves memb
ers could not be learned. Supposedly it did not exceed 50 or 60 out of a total o
f more than 1,000 re-educated students. It was from these approved "joiners" tha
t committee leaders were selected to direct unmaskings. As the number of re-educ
ated grew, using all of them in unmaskings became of course more difficult. Ever
ything possible was done to ensure that each participated in at least one such o
peration, in order to confirm his disintegration into the new state.
==========
- Highlight Loc. 1929-31 | Added on Monday, September 13, 2010, 03:31 PM
One day in April 1951, after almost everyone in Pitesti prison had undergone unm
askings, the procedure was abruptly terminated by order. The prison thus assumed
the aspect of any of the ten penitentiaries existing in the "Romanian People's
Republic" at the time. A new period had begun.
==========
Up to this time, the 15 and 16-year-olds had been isolated at Gherla; now the na
tural patriotic inclination of the high-schoolers was to be exploited in the fou
lest possible manner. Some means had to be found, evidently, to
==========
destroy their native patriotism with a spectacular and definitive breakdown. Sin
ce Communist justice does not condemn on the basis of the infraction committed b
ut according to the presumed potential of the victim in hand, the sentences pron
ounced against these children, in the majority of cases, would have dishonored t
he most inept or corrupt
==========
- Highlight Loc. 1939 | Added on Monday, September 13, 2010, 08:07 PM
magistrate in a civilized land.
==========
It is not hard to imagine the collapse produced in the soul of a boy less than t
wenty years old when his counselor, his model of honor, courage, and integrity b
ut a few days earlier, turned out to be his betrayer."
==========
assignment with pangs of remorse, even though the human being within us all had
been killed. Who could refuse? From the moment the high school student came in,
the cell took on the aspect it had before the unmaskings; we acted as though not
hing had happened and continued to behave as we had outside the prison in underg
round activity. The education began according to the rules: take advantage of th
eir inclination toward Christian faith. So we taught them psalms and prayers; we
discussed theology, counseled them, taught them how to fast. What seemed more m
onstrous than the destruction of our own self-respect, was our being made to eat
their food when they fasted! This, to demonstrate to the re-education committee
that we were really cured of the Christian sickness for good. As for patriotism
, we stimulated their natural inclination by teaching them patriotic and Legiona
ry songs, and instructing them in the laws and conduct required of any youth wan
ting to join the movement. "When their preparation was considered adequate, they
were moved to another cell, where they felt the first hailstorm of the 'unmaski
ng' bludgeons. "The new victims were passed through unmaskings by others than we
who had 'educated' them. The 'educators' were kept in reserve for more difficul
t moments, should they arise. When, with all the tortures to which he was subjec
ted, a high-school student refused to talk, the head of the committee, with a di
abolical satisfaction, would bring in the one who had 'prepared' him, for a 'con
frontation.'
==========
The approach used in this campaign against patriotic adolescent students was ser
pentine: they were induced to "join" the "Legion of Michael the Archangel." The
poor students did this in good faith, thinking they were in fact becoming member
s of the organization through which Codreanu had educated the youth of Romania i
n Christian ideals and knightly manhood. From among the Legionary students who h
ad formerly led the cadres of the F. d. C. ("Brotherhood of the Cross," the Legi
onary Movement's high-school group), the O. D. C. C. selected those considered c
ompletely "re-educated" and ordered them to begin organizing the youths into Leg
ionary groups just as though they were outside prison. No detail of this decepti
on was overlooked. Everything was based on the principles followed when Legionar
y groups operated underground, and meetings were held "in the strictest secrecy.
" The highschoolers responded completely; their adherence and loyalty was warm,
sincere, and total. The preparation lasted several months and by the summer of 1
951 they were considered ready to be taken to swear allegiance to the Archangel.
Among the first victims of this satanic game were high school students sent to
Pitesti from the canal work force for disciplinary reasons. Here is how the stud
ent, O. C., forced to "prepare" the high school students, told the story long af
terwards: "One day, into the cell in which we were locked following our unmaskin
g, several young highschool students were introduced in order that we might prep
are them according to the order received previously through Turcanu. This order
was categorical: Establish their membership, at any cost, in the Iron Guard (syn
onymous with "Legionary Movement" and "Legion of Michael the Archangel"), so tha
t 'the greater the height, the deeper and more definitive the fall!' The effect
of the unmaskings to come was thus assured. "I took this
==========
My second example is the story told by one who had been one of the young victims
. "Even now," he said to me, "after having passed through the unmaskings, and kn
owing the dirty motive behind this inhuman staging, I cannot yet believe that N.
, who 'recruited' me into the 'Legionary Movement,' did everything only because
it was ordered by the re-education committee. There was something in his teachin
g other than simply the following of orders -- an inner compulsion, perhaps subc
onscious, but sprung from the soul, that
==========
changed everything in moments of truly soulful exaltation. One day, alone in our
cell at dusk, a heart-breaking sadness came over his face and he quit talking,
his eyes turning away to look through the bars at the twilight hills out there.
Many times I asked him to tell me the reason for his sadness but he never would
say; when I insisted he would look at me for quite a while, painfully, imploring
ly, then would turn away and look in another direction. Nearly always, after I q
uestioned him, he would start talking about the new man, the truly Christian man
capable of healing wounds not only of the body but of the Romanian soul. There
was so much warmth, even passion, and such sincerity in his words, that I am con
vinced that these moments constituted for him the only means of escape from the
infernal cycle into which he had been pushed against his will. And who knows? Ma
ybe he imagined himself really free and that what he said was not intended to de
stroy a soul but out of pure love to help it. In the toughest moments of the unm
asking, even when he was face to face with me and behaved as ordered on that dir
ty mission, I could not hate him. "Later, after the unmaskings, when danger had
passed and we could talk more freely, I was the first one to try approaching him
and try to establish a friendship I fondly wanted. As he had lost much weight d
ue to the lung trouble he contracted, I offered to share the little food I recei
ved, but he refused any help. He even refused to talk to me. I read in his eyes
the same heart-breaking pain I saw in the cell at Pitesti whilst he was trying t
o prepare me to orient myself into a life that would follow the insane drama the
n unfolding.
==========
students who passed through this unique experience, when given the opportunity t
o turn around and objectively look at the past, clearly distinguished between th
e definitely demonic and the humane, Christian and Romanian aspects of that prep
aratory phase; between the crushed and terrified prisoners who, acting by reflex
, cozened and betrayed them, and the profound truth of the lessons they had, for
whatever motive, given the victims. From among the high-school students torture
d at Pitesti or Gherla will emerge true personalities matured by suffering, capa
ble of facing the long darkness to which the Romanian people are now subjected.
They will be able to sustain, in the inhuman isolation of Communist slavery, the
hope of a new generation. Thus was the cycle completed. The labor of re-educati
on was bearing its fruit. What had happened to all those who, out of the hope of
saving their country and perpetuating the concept of free men, had sacrificed e
verything -- absolutely everything? They had been changed into a mass of imbecil
es by the fear born out of torture and despair; by the uncontrollable conditione
d reflexes that the bludgeon had implanted; by reciprocal hatred; by quivering d
read lest at any time, for any reason or none, from any motive, plausible or oth
erwise, they might have to repeat the unmasking. The personality of each individ
ual had been made to disappear, leaving room for the robot. To speak, to do, to
react, to command -- it all became simple. Conditioned reflexes appeared at the
slightest excitation; external reality was obliterated, forgotten, on command. T
he only thing that remained and was painfully present in body and soul was the a
nguish. In order to avoid physical and moral pain, man changed himself feverishl
y into an animal. What had been moral certainties before the collapse, became od
ious dangers, an unbearable nightmare from which one must escape at all costs.
==========
That is why one confessed imaginary crimes, in order to spread the ash of forget
fulness over the past, over reality, to complete the dissolution of the self, th
at could be only the source of inner suffering, and to substitute for the forgot
ten past a fictitious one, untrue but pleasing to those who conducted the experi
ment of "human metamorphosis."
==========
Through a mixing of intelligence with animal reflexes, of the false with the rea
l, of cynicism with obligatory fanaticism, a person finds that he can exist only
in a fictitious world where everything has been inverted. Collective madness be
comes reality. All commanded vileness and crime will be pursued in its name -- w
illingly and eagerly pursued. This madness will be sustained, nourished persiste
ntly, not haphazardly, but systematically, by a certain logic -- paradoxical, bu
t calculated -- so that it can be used any time, anywhere it may be found useful
by its masters. That is the triumph of Communist science.
==========
With them were sent students considered definitively "new men" and able to super
vise not only the labor but also qualified to control the "output in the area of
education."
==========
The Aiud prison, notorious for its own extermination treatment, was the only one
to which no re-educated students were sent, just why is not certain. One reason
may have been because it had been, since 1947, the prison to which any condemne
d person who was at all prominent was sent, and consequently some attention of t
he West was already focused upon it; sending reeducators to it might have reveal
ed to the West the Communists' unique methods of "reeducation."
==========
This "initiative" was so much the more monstrous because the motto: "Their destr
uction through themselves" was so evident throughout. But since precautionary me
asures taken by the Communist Party had failed to cover up the phenomenon entire
ly, the open participation of political officers in producing such documents was
necessary, to give the impression of normalcy and official sanction.
==========
being "fit" for canal work was to have undergone unmasking, though officially th
is was called being "physically fit." Preceding the medical examination -- which
, by the way, was perfectly inhuman, lacking the most elementary human decency -
- Zeller would turn to Turcanu who was seated next to him, and ask, "Does he des
erve to go to work?" And on the answer given by Turcanu depended Zeller's decisi
on. The goings-on in the cells at Pitesti were reported directly to Zeller in a
full unmasking session by bloodied students.
==========
Likewise, at Gherla, a desperate prisoner, perhaps imagining that a vestige of h
uman feeling yet remained in the heart of a Communist officer, stepped out of li
ne and began to relate with tears in his eyes what he and others in cell 99 on t
he fourth floor were suffering in the autumn of 1951. Zeller, though he feigned
surprise, took no steps whatever. He personally saw to it that no student left f
or the canal before having "made his unmasking."
==========
I had not yet made my unmasking and had no suspicion of the horrifying reality o
f tragedy after tragedy being enacted there, possibly in the very cell next to m
y own. I had heard shouts and thuds that penetrated the walls somewhat, but did
not realize what caused them. Without realizing it, I was being put through the
'waiting period' or psychological preparation of my nervous system -- screams an
d thuds heard later would already have been registered in my nervous system as o
rdinary happenings. So I told the officer honestly all I knew about the prison u
p to that time. He stood a moment, thinking. Then he asked me: "'What do you kno
w about unmaskings?' "'What are those?' I asked in my turn, surprised. "'Listen
to me well,' answered the lieutenant. 'In your prison some unusual things that h
ave not ever happened before are now taking place.
==========
I thought that this interview was all there was to unmasking. But upon being tak
en to another cell and placed in the position of 'assisting,' I was terrified by
what I there witnessed. But any resistance was impossible; even if possible it
would have been worse than futile. Then followed the catastrophe, my inner unmas
king and its consequences ..."
==========
at Gherla he was to play one of the dirtiest possible roles, long after other st
udents had recovered from their "purification."
==========
- Highlight Loc. 2244-52 | Added on Tuesday, September 14, 2010, 06:33 AM
So in broad daylight, at work, although exhausted by beatings and lack of sleep,
and broken by labor and unspeakable humiliations, he dared advance toward the l
ine of uniformed guards and try to cross over to the other side. But where? In b
road daylight and in the middle of a zone full of watchful eyes? Any of the Secu
ritate soldiers could grab him by the sleeve and bring him back. He could hardly
walk. Thus, he did not run. The gesture was premeditated and it was consummated
as he had foreseen. For the mission of those guards was not to preserve lives,
but to liquidate as many as possible, especially when they were given a "legal"
opportunity. When Dr. Simionescu reached the danger zone, a short burst of shots
was heard: a Securitate man had emptied his automatic pistol into the doctor, w
ho had collapsed only a few yards from him. Several men went to pick up the vict
im and bring him to the working area. He was still alive, and could have been sa
ved. But this was not to be. He was finished off before the watching students, w
ho, in their turn, were astonished by what they were witnessing for the first ti
me. The doctor's body was carried into the center of the encampment so all the "
bandits" could see and take notice.
==========
Then it was hauled to the Navodari cemetery for burial among his former companio
ns-in-agony killed by bullets, hunger, or torture -- without a service for the d
ead, without a cross, without a candle, just exactly in accordance with Communis
t custom. The soldier who shot Dr. Simionescu was rewarded with a bonus, a promo
tion, and a furlough!
==========
mysteries of Communist logic. When a change is in the making, even one of minor
importance, there are clear preliminary indications, the most obvious one being
that the officials in charge are removed. In Communist theory it is axiomatic th
at as an ideology, Communism is infallible, and errors, when committed, are due
to opportunism or the incompetence of the individuals called on to apply the "Pa
rty Line." Such being the case, the one who pays the piper is naturally not the
one who issued the orders, but the one who carried them out and life-long dedica
tion to the Party will avail him nothing.
==========
If Molotov could not master all the working rules of Marxism in fifty years,[3]
what can one expect of less talented and less experienced individuals?
==========
The scapegoat idea is so deeply embedded in Communist practice that it is consid
ered a law.
==========
much time had to pass, month upon month, their wounds being too deep to heal rap
idly. The deeper contoured structures, which had yielded with great difficulty a
nd shown the greatest resistance during the unmaskings, also retained the most s
tubbornly the alien shape that had been imposed on them.
==========
little by little, the wounds of the past whose scars would perhaps remain foreve
r, began to heal, bringing a certain self-control, but not forgetfulness -- that
would never come.
==========
It is noteworthy that while the party to which the doctor belonged was emphatica
lly patriotic and nationalistic, he was convicted of association with members of
the most "democratic" of the political parties, one whose leaders had on severa
l occasions sought "negotiations" with the Soviet.
==========
None of the older prisoners could even guess that those newly arrived were livin
g in a different world and governed by laws other than human ones. Their recepti
on was as natural as could be, with much warmth, even with joy and relief, for t
he placing of a student corps in their midst was a pleasant surprise and conside
red by the workers as probably a mistake on the part of the Communists![1] Soon,
however, a very few of the new arrivals tried to warn their destined victims, f
or despite their inculcated terror, a small grain of humanity, encysted in their
souls, could not continue dormant under the warmth of their reception by the ol
der prisoners at Gherla. Among the hundreds of students there were several who m
ustered courage to caution one or more of the older men to beware of them. Great
as was the risk they took, equally great was the inability of those being warne
d to comprehend what they were being told.
==========
Although a few had the courage to talk to workers in the prison shops, it did no
t enter their minds to discuss among themselves the possibility of a general cha
nge of the state of mind induced by their re-education at Pitesti.
==========
- Highlight Loc. 2360 | Added on Tuesday, September 14, 2010, 07:38 AM
They dared not trust one another!
==========
Turcanu entered a cell on the fourth floor and ordered all the students to face
the wall. Then he called out, ordering somebody in the corridor to come in. When
the students were ordered to turn around, they saw standing beside Turcanu a pe
rson with a sack over his head so they could not recognize him. And when in the
silent cell Turcanu jerked the sack off, they still could not recognize the man,
for before them stood a figure with a grotesquely disfigured head, his entire f
ace one swollen bluish wound. Large globs of blood covered his features, stringi
ng downward over his clothes. The man was visibly shaking on his feet, hardly ab
le to stand upright. His whole body trembled as though seized with chills. A cor
pselike pallor spread over the faces of all the students as they fearfully gazed
, trying in vain to identify the victim and imagine a reason for such disfigurat
ion. "Rodas squealed," said Turcanu, and then everyone understood. "I have ears
everywhere," continued the monster." A word to the wise ... to all who eventuall
y may be tempted to talk. This is the first case; the next one will not be broug
ht before you to see, for he will not live ... Just so you all may know." This s
cene was repeated in almost all the cells on the floor. After such a spectacle,
could anyone contemplate warning the workers again? I observed several times dur
ing my years in prison that witnessing the suffering and torture of another ofte
n has a stronger psychological effect than one's own suffering. Prolonged physic
al torture eventually produces a sort of analgesia, which if it does not deaden
the pain of blows, at least diminishes its intensity. But invariably, when you s
ee someone else being tortured, the image produced in your mind becomes fantasti
cally exaggerated and has a truly polarizing effect on the consciousness. This p
henomenon was so useful to the Communists that they gave it a name, "witnessing-
the-spectacle," and used it systematically in investigations
==========
in general, and particularly in unmaskings at Pitesti. The individual who "witne
ssed the spectacle" was seized by such fear that his very intestines froze withi
n him. The effect, then, that Rodas's appearance had on the students at Gherla c
an be guessed.
==========
Many workers, out of love or charity, shared their own poor rations with them ho
ping to help. The student accepted food, for hunger is invincible; but once his
hunger was appeased, terror took its place. And he would report in the evening t
hat he had accepted Legionary help from the so-and-so bandit!!
==========
Suddenly, at one end of the fourth-floor balcony, the door of a corner cell (Roo
m 99) was flung open and out darted a figure, his face covered with blood, who d
ashed along the balcony and down the stairway pell-mell, yelling at the top of h
is voice that he was being murdered by his cellmates. In hot pursuit came the O.
D. C. C. boys out of Room 99, who caught him as he headed for the administratio
n office, and dragged him, screaming and struggling, back up the stairs. Then al
l disappeared into Room 99. The bleeding victim was a young student, Bubi Roman
from Timisoara Polytechnical School, who had been one of the most dedicated of a
nti-Communists. To quiet the talk among the workers in the shops, the O. D. C. C
. put into circulation the story that Roman suffered from paranoia, and that his
mental condition had deteriorated until his delusions of persecution had become
violent insanity. To make this fiction more plausible, for several days thereaf
ter they ostentatiously conducted Roman daily to the infirmary, where Dr. Barbos
u gave him hypodermic injections that were falsely described as powerful sedativ
es. After this incident, the surveillance over the fourth floor was intensified.
The door of Room 99 was never under any circumstances left unlocked; no one bei
ng subjected to unmaskings was left unguarded for even a moment; and supplementa
l beatings were administered for even the slightest gesture that could be interp
reted as an attempt "to sabotage the unmaskings."
==========
"This," he used to say, "is Gherla University. When you graduate (but I do not b
elieve you ever will) you will be true men. Until then, I am your master."
==========
The political officer was Lieutenant Avadanei, a Moldavian from the Botosani reg
ion, and, some say, a former elementary school teacher. Extremely evil, he felt
some kind of fiendish satisfaction in trampling upon the bodies of prisoners unt
il they fainted. At Gherla there was plenty of proof that bestiality, when unlea
shed, and nurtured by fear, becomes a sort of necessity, an insatiable appetite
that can never be satisfied, and grows in direct proportion to its exercise.
==========
At Gherla, one beat another only for the pleasure of it, no longer to destroy a
belief or supplant it with another, or extort secrets, or disfigure the soul.
==========
Workers and students, young and old, educated and the illiterate, were all tortu
red the same, even when they had nothing more to say, could not confess any more
than they already had, could not be any further degraded.
==========
Others at Gherla in room 99 while undergoing unmasking were forced to move their
bowels into the mess-pans in which they normally received their soup. They were
then forced, during continued beating, to eat their own feces from the dish.
==========
Another interesting custom was that of requiring inmates to crawl under a wooden
bed from one end to the other, using only their elbows to propel them through,
the body held perfectly straight, without any help from the knees. As they came
to each end they were met by committee members with clubs to indicate when to tu
rn around. For hours, morning or afternoon, this sport was enjoyed by the re-edu
cators whenever they felt the urge. Only prisoners lucky enough to faint in the
process were left in peace.
==========
the use of lavatories was at times absolutely forbidden, with consequences that
can be imagined. But sadistic torture was not the only kind indulged in at Gherl
a: there was also humorous torture, accompanied by jokes!
==========
The reader must remember the peculiar situation in Romania where university stud
ents, being a select and intellectually superior group with a reputation for int
egrity, patriotism and love of God, were highly respected.
==========
- Bookmark Loc. 2443 | Added on Tuesday, September 14, 2010, 08:08 AM
==========
But then, everything that happened at Gherla was a sort of madness, a collective
insanity seizing administrators and prisoners alike, who competed to destroy ev
erything that could be called human
==========
he tried to commit suicide because he could no longer endure the tortures inflic
ted on him by fellow prisoners for no reason.
==========
At Gherla the technique of surprise by sudden betrayal was modified, doubtless i
n the light of experience acquired at Pitesti.
==========
I quote him: "Having arrived at Gherla, we were quartered in a large cell on the
fourth floor, where there were several older students who circulated among us a
nd soon succeeded in gaining our confidence, even coming to know us intimately.
Under the circumstances, we felt we could ask their help on various personal pro
blems which we could not solve by ourselves. Thus each of us found himself a con
fidant, an advisor, a friend. None of us noticed that their principal concern wa
s focused on just two points: our anti-Communist activity, and our attitude towa
rd the prison administration, especially its political officers. "Around the beg
inning of September, we were moved into room 99. Here we met other students who
received us with the same warmth as those in the first cell. "Our days were orga
nized according to a schedule which, within the limits of the prison's regulatio
ns, was rigorously respected. The day began with prayer said on our knees. Then
followed the National-Christian[1] education period,
==========
prison rules strictly forbade singing, especially patriotic singing. The day end
ed with prayer again said on our knees. "Who could believe that those who led th
e prayers, appearing almost transfigured with religious fervor, could be perjure
rs? Could it be that in those moments, taking advantage of the opportunity, they
too were truly praying?
==========
Friendships flowered like buds in the spring!
==========
"And then all of a sudden, the sky fell in.
==========
Turcanu gave the order that everyone except us (the late arrivals) should form i
nto two rows, leaving a narrow corridor between. Each one had in his hands eithe
r a bludgeon, a broomstick, or a belt. Turning to us he ordered us to run the ga
untlet between the two rows. We thought this was a game intended to give us all
a little fun. But in a few seconds the room reverberated with our shrieks and wi
th the oaths of those beating us. I was by chance at the end of the line. I stop
ped bewildered, and forgetting that I also must follow where my friends had pass
ed, I got over to the end of one of the beaters' rows beside one of the older on
es, and began a frightful yelling, not realizing what I was doing, literally cra
zed by the spectacle unfolding before my very eyes. I was gesticulating, hands u
p in the air, like an insane person caught in a crisis.
==========
The individual standing by me suddenly recognized me as being one of those suppo
sed to pass under the bludgeons and, grabbing me by the neck, shoved me into the
gauntlet. This is how I entered the unmasking. How I came out of it, you had th
e opportunity of seeing for yourself when you met me.
==========
It is true that several of those who were beating us ended up with cracked skull
s, but this was probably accidental in the confused melee; but perhaps it happen
ed intentionally, for among the wielders of weapons there may have been some who
struck a "colleague" to revenge some beating received during his own unmasking.
==========
Anyhow, when it was all finished, there we were, the wheat with the tares, in a
pile of broken and bloody bodies, heaped on the floor. Among these was my body.
My soul left me that evening, and it has not yet returned into me entirely, not
even now.
==========
- Bookmark Loc. 2525 | Added on Tuesday, September 14, 2010, 08:27 AM
==========
As at Pitesti, maybe even worse than there, the inner collapse preceded the phys
ical one. For in contrast to Pitesti, this time the students who had taught us a
nd prayed with us took part in the proceedings from the first session. Their pre
sence among the beaters contributed, I believe, to the paralyzing of any possibl
e spirit of resistance.
==========
By now I was witnessing impassively their disintegration, trying only to see in
them that which I could not see in me -- how a soul is shredded.
==========
if a re-educator suddenly took the notion that I had been given too light a puni
shment for my suspected guilt, he could have transferred me from 'spectator' to
'sufferer' on the spot --
==========
This is why the "progressive" education introduced by the Communists used the bl
udgeon instead of the bullet; why the killing of prisoners was forbidden: They d
id not seek to destroy individual men but the very human species itself, by indu
cing conditioned reflexes which turned men into creatures as obedient as robots
and as ferocious as wounded tigers rabid with hatred of humanity. A dead tiger c
ould not be used to destroy others.
==========
the atmosphere everywhere; it became indescribably poisoned. The students were n
o longer in positions of command, yet their whole re-formed character was condit
ioned to control others through unmaskings.
==========
So, since the O. D. C. C.'s right to beat prisoners had been revoked, they took
it upon themselves to inaugurate their own form of discipline at Gherla and, for
the next two years they maintained, with the help of a naturally cruel administ
ration, a state of terror unique in the annals of prison history. Whether in wor
kshop or cell, at the workbench or in the queue waiting for soup, in the lavator
y or the shower, at any time, the re-educator would listen, all ears, to hear "w
hat was being discussed," and would inform the administration promptly and point
edly so as to keep the reprisals as close to the spirit of unmaskings as possibl
e. Punishment for imaginary crimes was multiplied mercilessly. Incarceration, se
vere beatings, solitary confinement with minimal clothing, halving of food ratio
ns at the end of twelve hours of slave labor, the more severe regimen of being f
ed only once every three days -- these constantly supplied a special section wit
h more and more tuberculosis cases, and the cemetery with hundreds of bodies. Af
ter the right of the re-educated to torment was revoked, the torturing was by Co
mmunists directly, and they used their best qualified individuals to do it, name
ly the prison's political officers and especially their chief, Lieutenant Avadan
ei. As was normal Communist procedure, Director Gheorghiu was transferred to som
e other place and in his stead was brought in a new director, Captain Petre Goic
iu. Formerly a tinsmith with the Romanian Railways in Galati, he was a Bulgarian
notorious for his ferocity, which exceeded that of Maromet, the director of Jil
ava prison. As his assistant, and chief of production, Lieutenant Mihalcea, anot
her degenerate maniac, was appointed. This trio, Avadanei, Goiciu and Mihalcea r
uled the prison for years, zealously executing orders and competing with one ano
ther for the highest marks in sadism, until they were rewarded with promotion in
the Party hierarchy. Around Christmas of 1951, Turcanu and ten of his collabora
tors were called to the prison's main office, where they were put in chains and
sent away by van, no one could imagine why. Everybody soon learned about their d
eparture and thought the unmaskings at Gherla had either come to an end or reach
ed their final stage so that Turcanu was no longer needed, and had perhaps been
transferred to take up his long-awaited and much anticipated activities at Aiud.
Turcanu had often bragged, "Soon I shall leave for Aiud, to accomplish the unma
skings of the leaders there." He and his collaborators believed that they were b
eing taken to Aiud, the next step up for them, as just reward for all their hard
work. A man who traveled with them in the same prison van later related, "Durin
g the entire trip, all the way to Jilava, they all sang, and enjoyed themselves
as if they were going home. When we drove by Aiud, and did not stop, they though
t they were being taken to the Ministry of the Interior to be freed, remembering
the promise by the Communists to reward them in consideration of their merits.
Even at Jilava, during our first days there, Turcanu talked about novels and cow
boy movies, and was relaxed, even radiant, and satisfied." But one day, an offic
er from the Ministry came into the cell occupied by Turcanu and others. "Why wer
e you brought here, bandit?" This was the first time since the beginning of unma
skings that Turcanu had been asked that insulting question. "I was brought here
to be freed," he answered, somewhat disgruntled. "You bandit," growled the offic
er, "you were brought here to account for the crimes you committed in prison." A
nd he left, slamming the door as he went. The smug smile on Turcanu's face abrup
tly changed into an impotent grimace, and that was the last seen of him by any s
urvivors. From that moment on, for more than three years, as long as the investi
gation lasted in the Ministry on Victoriei Street, none but his inquisitors and
their families saw his face. Following his departure from Gherla, group after gr
oup of inmates, both tortured and the torturers, were taken to the Ministry of t
he Interior. As the re-educated continued to leave on these trips, the Gherla pr
isoners were sure that Turcanu must be engaged in the unmaskings at Aiud and was
getting more collaborators
==========
Some, who had been fortunate enough to escape that hell, knew nothing of the unm
asking technique and could not understand what really had happened. They knew no
thing of the terrifying molding of a "new man" or of the depth of the inflicted
wounds, which many of us believed could never heal.
==========
What constitutes a still greater paradox, however, is that a large number of vic
tims, even among the students, could not see that they had been used as guinea p
igs in an experiment. They regarded what had happened as nothing more than a pas
sionate unleashing of the hate normally generated by the Party's ideology, or as
a sort of drunkenness that broke the dams of reason when the Romanian Communist
s found themselves the beneficiaries of an undreamed-of victory. The body of pri
soners who had not been re-educated fell into several classes according to the w
ay in which they viewed and judged the phenomenon. The majority did not comprehe
nd at all what it was all about; they perceived only the physical aspects, the b
eatings or overt wrongs done directly to them, and they judged the whole phenome
non in those terms, which after all were of only secondary importance. Most of t
hese prisoners came from uncultivated backgrounds and were by nature disposed to
interpret everything only through what they could see with their own eyes. Thei
r reasoning was quite simple: "Yes, I know they suffered; I myself was tortured
during my investigation, and perhaps I wronged others. But why did the students
not stop their nefarious activity immediately, when they were dispersed to works
hops or work colonies? Why did they continue to serve the administration and har
m other prisoners? Was it just to feather their own nests?" Discussion with thes
e persons was quite difficult. Their attitude was a simple one, without subterfu
ge and not openly hostile. To the query, "What did you do to help the students c
ome back to normal?" they would answer, "They were better educated than we and t
herefore better able to understand what was happening to them. How could I risk
my skin when I knew that if I got close to one of them in good faith, he would i
mmediately denounce me as an enemy of the administration, and then where would I
be? I'd have to suffer the consequences!" And they would cite the example of wo
rkers who initially wanted to help but were betrayed.
==========
A second class, small in number, was made up of those who, prior to their arrest
, had generously collaborated with the Communists, hoping thus to be forgiven th
eir membership in various political parties. In any discussion, these men delibe
rately created confusion between their own voluntary acts of collaboration and a
cts resulting from conditioned reflexes. Their reasoning was even more elementar
y than that of the simpler folk. "Man's soul is weak," they explained, "and subj
ected to fear and pressure, to hunger and the uncertainty of the morrow; it give
s in; it cannot stand fast in a position of resistance when faced with and press
ed by the forces in power." There was yet a third class composed of individuals
who all their lives had done nothing but seek positions of vantage. They posed a
s victims, with a thinly disguised intent of making themselves heroes of resista
nce, then, equipped with a record of imprisonment, they intended to make politic
al hay out of it, in some cases, as agents provocateurs. This class avoided cont
act of any kind whatsoever with the world of the re-educated. But a few of those
incarcerated at Gherla -- their numbers increased as time passed -- tried to un
derstand the phenomenon and the real motives for the experiment. They understood
what you could call counter-re-education, adopting an attitude of uncompromisin
g hostility toward everything that smacked in the least of the spirit of re-educ
ation. This brought them into conflict, not with the administration, as would no
rmally have been the case, but with the reeducated students so strongly affected
by the experiment that they seemed to have identified themselves with it. Any q
uestioning of the new truths they professed with such fanaticism constituted a n
ew torture almost unendurable -- perhaps as painful morally as their unmaskings.
==========
Endeavoring to clear a path toward re-establishment of contact with all the re-e
ducated who had been consumed in the inferno at Gherla was a work that often was
punished by incarceration -- which, in a Romanian prison, meant confinement in
a cubicle whose dimensions are such that the prisoner is forced to remain in a s
lightly stooped, standing position; he can neither sit nor lie down nor stretch
up. Thus much time had to pass before the atmosphere changed sufficiently to mak
e living together in cells bearable, and reciprocal mistrust was dispelled. And
in the meantime, the suffering caused by the re-educated was great.
==========
What were you discussing about Hitler last night as you stood in line waiting to
go to work?" After more slaps and kicks, more yelling and swearing, the despera
te inmate frantically tried to recall everything they had talked about, and fina
lly remembered that his friend had asked him why he looked so ill. He had answer
ed that he had an "icter recidivist," which is Romanian for "return of an attack
of jaundice." The eavesdropper heard instead Hitler redivivus (Latin for "Hitle
r revived") and had reported to the political officer that the two had been disc
ussing politics, which was forbidden, and hoping for the return of Hitler! Any i
nformation reported by the re-educated was accepted as absolutely the truth and
the denounced inmate had not the slightest possibility of defending himself succ
essfully. It is not that the political directorate of the prison believed that t
he re-educated ones never lied, but whether their reports were true or not, they
provided an excuse for punishment, which is all the officers were after anyway.
They considered each inmate a personal enemy who deserved nothing but extermina
tion, by any convenient means,
==========
The student informers and the sadistic administrators cooperated efficiently in
keeping always full the incarceration cells, the black room, and the isolation h
oles -- the three ordinary means of punishment. I shall describe them for you. I
ncarceration cells. These were tall, narrow, box-like structures about 6 feet hi
gh and 16 inches square. A prisoner was forced to stand in one for from eight to
fifteen days, except when he was taken out for work each day. If, as frequently
happened, the numbers of prisoners exceeded the number of box-stalls available,
two prisoners at a time were squeezed into each vertical coffin and locked in.
To force their bodies in, the guard had to use his fists, kicks, and much sweari
ng before getting the door finally pushed tight enough against their bodies to b
e locked.
==========
A youth of about twenty years named Onac, a peasant from the Bihor region, had b
een condemned because he "wanted to overthrow the regime," but, having the stren
gth and the pride, it seemed, of the very mountains where he was reared, all the
harassment of the administration, all the provocations of the re-educated could
not budge him. His determined posture made him
==========
- Bookmark Loc. 2706 | Added on Tuesday, September 14, 2010, 01:04 PM
==========
hated by the stoolpigeons and he told them off at every opportunity; while they
in turn kept their eyes on him, looking for the first opportunity to denounce hi
m to the director. One day, as they walked toward the shop, this opportunity cam
e. Onac, to again show his contempt for one of the informants near him, turned t
o one of his friends saying, as he pointed up to the corridor bell, "This bandit
ought to be hanged by the bell's tongue, for he is one of the worst." Since Ona
c was imitating the manner and language of the re-educated, the informant could
see that they were talking about him and reported Onac's remark in this twisted
fashion: "The director is going to be hanged on the bell's tongue when the Ameri
cans arrive!!" Without any further investigation, Onac was given 15 days in the
box. It was winter. Dressed only in shirt and underpants, he was there only a fe
w days before contracting pulmonary congestion and the doctor, also a prisoner,
prescribed the available drugs and wanted him sent to the infirmary. But instead
, the director threw him into the black room, where his congestion turned into p
neumonia, then into galloping tuberculosis. In less than two months after his in
carceration, mountain-strong Onac met his death. When it was known he would die,
he was moved into a cell serving as a morgue in the yard of the tubercular pris
oners. Here he was visited by the student who caused his plight. The remorseful
student, face to face with the dying man, and kneeling, tears in his eyes, asked
for forgiveness. But the dying young giant now wasted, only stared at him, with
out a word.
==========
Every prisoner who survives will have an Onac of his own to tell about. More tha
n one -- perhaps thousands; the differences are only of nuance. The cause of the
ir deaths, however, will be always the same: they were the victims of other vict
ims.
==========
The Great Deceit (Gale)
Surrey, England, where a Fabian coat-of-arms brazenly depicts socialism as a pol
itical wolf in sheep's clothing. Commissioned by George Bernard Shaw in 1910; fo
r over 30 years it was privately displayed in the socialist inner-circle, who gl
oated over successful masquerades as "mild reformers" and "righteous liberals".
Arrogantly, the socialist leaders picture themselves as shaping the whole world
with hammer blows while relegating their followers to the role of blind worshipp
ers praying before the image of socialist propaganda.
==========
The Fabian Window is now displayed in Beatrice Webb House, a memorial financed b
y the world socialist movement. The two figures wielding hammers are G. B. Shaw
and Sidney Webb.
==========
- Bookmark Loc. 25 | Added on Monday, September 20, 2010, 08:58 AM
==========
In a few years the Johns Hopkins University group turned out large numbers of te
achers and professors who infiltrated universities such as Columbia, University
of Chicago, Yale, Harvard, and the University of Wisconsin. In short order this
same group managed to secure a firm grip on the text book publishing business in
America. Under the title of Citizens Library of Economics Politics and Sociolog
y, with Richard T. Ely as general editor, this group issued textbooks with a str
ong socialistic bias, under the aegis of "social science". These textbooks were
authored by such socialists as Richard T. Ely, John A. Hobson (British Fabian),
E. A. Ross, Jane Addams (Fabian socialist social worker), Robert Hunter, John Sp
argo, Thomas Kirkup, Lester F. Ward, Franklin H. Giddings and Charles Zeublin.(2
7) These text books were used in most of the colleges and universities in the Un
ited States at the turn of the century, and some have survived as required readi
ng to the present day. Thus the early success in influencing educated men and wo
men through a small handful of people in sensitive positions encouraged the soci
alists to develop special techniques for infiltrating important control centers
of our society. The socialist permeation of the book publishing business became
so extensive that today they have not only succeeded in promoting the publishing
, writing and distributing of exclusively socialistic material, but they also ha
ve a firm grip on the reviewing of books which, in the final analysis, determine
s what the general public reads. A generation after Johns Hopkins created its so
cialistic flying squad who became instructors and professors at other universiti
es, the director of the Intercollegiate Socialist Society (later the League for
Industrial Democracy--American Fabians) reported: "I am continually coming acros
s professors in colleges, ministers, journalists, social workers, and collegians
of various professions, formerly members of undergraduate Chapters, who are now
doing splendid work in bringing the Socialist or radical point of view before t
he great unreached public--working, sometimes most quietly, but effectively, nev
ertheless.
==========
"Socialism, then, appears quite practicable within this frame of reference, as a
long-term proposition. Its gradual advance might well preserve order and law, k
eep enough internal checks and discontinuities to guarantee a measure of freedom
, and evolve new and real forms for the expression of democracy. The active agen
ts in effecting the transition will probably be, not the working class, but some
combination of lawyers, business and labor managers, politicians and intellectu
als in the manner of the first New Deal, or of the Labor government in Britain."
(4) Political Murder Called a "Habit" Although he favors a peaceful "creeping s
ocialism", he looks upon the mass murder of millions in the Soviet Union as main
ly a psychological problem of the murderers: "The habit of violence is hard to a
bandon; especially when it has worked in the past. A revolutionary elite always
has the wistful conviction, based on experience, that it is easier to dispose of
opposition by firing squads than by arguments." (5) In the first statement, Mr.
Schlesinger concedes that under socialism there may be "a measure of freedom" a
nd new forms "for the expression of democracy". He assumes the new ruling class
will be made up of the intellectuals and the professional element. This would na
turally lead to a caste system in which class rule would evolve into hereditary
succession. Parents usually fight to pass on to their children the positions and
status which they have acquired. This is wholly at variance with the ideal of r
ule by the most capable. Schlesinger's admission that at best only "a measure of
freedom" will be allowed in the New Order, combined with his tolerance of the S
oviet's mass murders recalls the old adage that "if you scratch a socialist you
will find a fascist". Mr. Schlesinger's socialist orientation readily accounts f
or the true nature of his writings, which are a modern, slick exposition of the
Fabian socialist approach. The books of both Senior and Junior Schlesingers are
required reading in college classrooms throughout the United States, and their s
lant on history represents the current teaching in this country. Actually, they
do not teach history, but politics,--a socialism of the Fabian variety.
==========
Actually, they do not teach history, but politics,--a socialism of the Fabian va
riety. The impact of Schlesinger socialism extends far beyond the classroom. The
preachings of Arthur Schlesinger, Jr., as Special Assistant to the President of
the Untied States were heard not only in the United States, but throughout the
world. According to standard Fabian practice these avoid the name of socialism a
nd masquerade under harmless sounding labels. The Schlesingers are only the culm
ination of a long-time process of infiltration into the teaching and writing of
history by the Socialists, who early began to use history as a political weapon.
History the Hidden Persuader
==========
Socialist and communist academicians have over-run the field of history largely
by default. History is commonly misconceived as a rather abstract subject little
related to everyday life. But leftists realize that those who control the teach
ing of history set the tone for the philosophy of history. The philosophy of his
tory in turn determines the thinking about the direction in which society is tra
velling. Socialist infiltrators into our colleges and universities are intereste
d solely in proving that society is predestined towards socialism. Alternatives
are either ignored or derided as unworkable. Professor F. A. Hayek in his Capita
lism and the Historians says: "The influence which the writers of history thus e
xercise on public opinion is probably more immediate and extensive than that of
the political theorists who launch new ideas. It seems as though even such new i
deas reach wider circles usually not in their abstract form but as the interpret
ations of particular events. The historian is in this respect at least one step
nearer to direct power over public opinion than is the theorist."
==========
"Most people, when being told that their political conviction shave been affecte
d by particular views on economic history, will answer that they never have been
interested in it and never have read a book on the subject. This, however, does
not mean that they do not, with the rest, regard as established facts many of t
he legends which at one time or another, have been given currency by writers on
economic history.
==========
it is via the novel and the newspaper, the cinema and political speeches, and ul
timately the school and common talk that the ordinary person acquires his concep
tions of history. but in the end even those who never read a book and probably h
ave never heard the names of the historians whose views have influenced them com
e to see the past through their spectacles." (6)
==========
expressed was certainly far broader and must more realistic and intelligent than
either Marx's or Beard's.
==========
Charles Beard had co-authored with James Harvey Robinson The Development of Mode
rn Europe in 1907. This was a highly successful work which popularized the socia
listic teachings of Karl Marx. It achieved a wide acceptance as a textbook in Am
erican colleges. Beard, at this time, became associated with the Intercollegiate
Socialist Society (known today as the League for Industrial Democracy). (31) Th
e Intercollegiate Socialist Society had organized Fabian socialist branches in s
cores of universities and colleges of America. With this socialist background Be
ard was in a position not only to write but also to find a market for his books.
In 1913, he wrote An Economic Interpretation of the Constitution of the United
States. (32) This was heavy artillery designed to demolish the lofty reputations
of the Founding Fathers. It was one of the most audacious pieces of historical
deception of all time. James Madison, one of the framers of the United States co
nstitution, and the fourth President of the United States, was caricatured as an
exponent of a Marxist type of economic interpretation of history 21 years befor
e Marx was even born. Beard selected for his text a twisted extract form one out
of 85 essays issued under the joint title of The Federalist in order to get sup
port for adoption of the Constitution. The essay he chose was James Madison's Fe
deralist 10, printed in the New York Packet, November 23, 1787. Beard used the u
npardonable trick of quoting part of one paragraph and then skipping about 150 w
ords before tacking on part of a later paragraph. Historian Douglass Adair state
s: "Apparently Beard's use of Madison's Tenth Federalist was, in part, at least,
a matter of political strategy--a device, quite self-consciously adopted, of wr
apping himself in the American Flag as he muckraked the motives of the Founding
Fathers, and, by implication, pointed to the Constitution as an instrument of cl
ass exploitation." (33) Beard, deliberately created the illusion that our Foundi
ng Fathers were "a conspiracy of predatory minority groups concealing their oper
ations behind the rhetorical false face of 'We, the People'". (34) In the portio
n that Beard extracted out of context from Madison's writings he tries to show t
hat Madison attributed a purely economic and selfish motivation to the building
of the American Republic. This accords with Marx's economic interpretation of hi
story propounded about 70 years after Madison wrote the Tenth Federalist. But pa
rt of the section omitted by Beard, reads: "A zeal for different opinions concer
ning religion, concerning government, and many other points, as well of speculat
ion as of practice; an attachment to different leaders ambitiously contending fo
r pre-eminence and power; or to persons of other descriptions whose fortunes hav
e been interesting to the human passions, have, in turn, divided mankind into pa
rties, inflamed them with mutual animosity, and rendered them much more disposed
to vex and oppress each other than to co-operate for their common good. So stro
ng is this propensity of mankind to fall into mutual animosities, that where no
substantial occasion presents itself, the most frivolous and fanciful distinctio
ns have been sufficient to kindle their unfriendly passions and excite their mos
t violent conflicts." (35) The above statements of Madison directly contradicts
Beard's false picture of Madison. Madison's view of social relations as above ex
pressed was certainly far broader and must more realistic and intelligent than e
ither Marx's or Beard's.
==========
Douglass Adair sums up this chicanery succinctly when he says: "In fact, when Be
ard paraphrases form Federalist 10 what he calls Madison's 'masterly statement o
f the theory' his method is to quote one passage of that essay incompletely; to
change subtly, but decisively, a key element in Madison's theory into Marxian te
rms; and then to buttress this misstatement of Madison's 'economic determinism"
with a footnote which is almost a verbatim transcription of a paragraph by Engel
s." (36) The introduction to one of Beard's essays states: "Beard's main thesis
that economic motives and interests dominated the 'Founding Fathers' in their dr
awing up of the new federal constitution in 1787 led scholars, in the main, duri
ng the twenties and thirties to subscribe to an economic interpretation of histo
ry." (37) Socialists
==========
Twisted American History Beard's slant was calculated to undermine not only the
heroic picture of the founders of our nation, but also to denigrate those featur
es of independence, individualism and self- reliance that characterized the pion
eer era. Beard's historical muckraking, and Frederick Jackson Turner's prophesy
of a future bare of opportunity for individual development represent two great s
trategic blows against the basic structure of American history and traditions. T
he socialistic theme outlined by Beard in An Economic Interpretation of the Cons
titution of the United States was carried through all his subsequent works. some
eleven million copies of his 47 books have been sold. (38) As Beard's interpret
ations have dominated the teaching of history in
==========
American schools, there is hardly an American alive who has not been exposed to
this leftist virus. Since Beard's death (1948) the socialistic slant on history
has been continued by such persons as Carl Becker, Marx Lerner, and the two Schl
esingers.
==========
The historical perversions of Beard and his successors are not their own persona
l idiosyncrasies, but are linked with the massive Fabian socialist movement in t
his country. The eleven million copies of Beard's works are a small part of the
flood of socialistic material which has discolored American history. His followe
rs and imitators have issued many millions more that are slowly corroding our pe
ople's veneration for the wise statesmen who conceived and made viable our const
itutional form of government, the envy of all mankind. This degrading process is
not only reflected in college textbooks, but lurks in the pages of historical n
ovels, in motion pictures and in television programs. It has set the tone of his
torical thinking for the whole country. The socialist game of "debunking history
" has become a popular literary pastime. It festers in the Halls of Congress, th
e White House, and even in the Judiciary system.
==========
the policy of sly deception in the name of scholarship was an attribute not only
of Charles Beard but also the entire corps of camouflaged socialists in the aca
demic
==========
When Charles Beard and his cohorts sold the idea to the American educational sys
tem that history is economically determined they pretended that this was a new A
merican concept. Several generations of Americans have been taught this false hi
storical principle without knowing that they were being inoculated with Karl Mar
x's old formula of historical materialism, or what is sometimes called the econo
mic interpretation of history. The only thing unique about Charles Beard and his
corps of undercover socialists was the smooth technique with which this whole p
rocess was put over on the American public. Millions of Americans, including tea
chers and academicians, did not suspect that this was a device to brainwash an e
ntire nation and change the whole concept of national destiny.
==========
"Judaistic" characteristics taken over by Christian society. He declared: "The J
ew has emancipated himself in Jewish fashion, not only by taking to himself fina
ncial power, but by virtue of the fact that with and without his cooperation mon
ey has become a world power, and the practical Jewish spirit has become the prac
tical spirit of Christian nations. The Jews have emancipated themselves insofar
as Christian have becomes Jews."(1)
==========
"Judaistic" characteristics taken over by Christian society. He declared: "The J
ew has emancipated himself in Jewish fashion, not only by taking to himself fina
ncial power, but by virtue of the fact that with and without his cooperation mon
ey has become a world power, and the practical Jewish spirit has become the prac
tical spirit of Christian nations. The Jews have emancipated themselves insofar
as Christian have becomes Jews."(1)
==========
Chroniclers of Marxism generally fail to note that Karl Marx did not arrive at h
is so- called "scientific socialism" by "scientific" investigation and testing.
Marx embraced socialism as a teenage youth, a san emotional belief and then spen
t the rest of his life in constructing theoretical justifications for his creed,
--just the reverse of the "scientific" methods that Karl Marx and his followers
profess. Bigotry Inspired Marx Marx's original historical theory was actually an
anti-Jewish interpretation of history. He later refined it into the formula cal
led "an economic interpretation of history." In 1844, having elected to become a
professional revolutionary, Marx presented socialism as a revolution against th
e system of private enterprise which he characterized as a "Judaized" economy. H
e labelled the noble principles of individual dignity and personal freedom as
==========

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The New Oxford American Dictionary

- Highlight Loc. 4-5 | Added on Monday, December 21, 2009, 01:25 PM

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