Hoosiers Harvested. When Research Reigns Over the Lives of Men.
Hoosiers know all about plowing, planting, cultivating and harvesting.
Hoosiers also know about fertilizer, weather, weeds, pests and seeds. Each component plays a vital role in the processes of producing a bountiful crop. Hoosiers also recognize the key component of the farmer who prays, plans, prepares and nurtures his fields. His livelihood and his family’s lives are greatly linked to a blessed harvest.
The same is true for the cultivation of the minds, souls, senses, and the spirits of men and women.
“Can a blind man lead a blind man? Will they not both fall in a pit?
A student is not above his teacher, but everyone who is fully trained will be like his teacher.”
How is it that Indiana and many states, seem to have fallen into a pit of credentialed standardization? A pit so deep, that despite multiple ropes thrown in, many still fail to grab hold of the ropes to pull themselves out.
Where did this collectivist mentality originate?
A mentality so ready to forsake individuality, creativity, independence and veneration for God?
Coming from a long line of farmers, crop managers, seed hybridizers, and gardeners; and recognizing a rotten crop…one must go back and check the history of the “Seeds” and the “farmers” planting these seeds in hoosierland.
When did psychology become “science” and king in Indiana, thereby subjecting Hoosier students and citizens to a mass research lab?
Science that lacks Conscience, veneration for God, is merely a tool for manipulation.
Connecting dots to the conditioning of minds to love their standardized servitude, one will note the influences of prominent researchers, psychologists, psychiatrists, educators (pedagogy), and philosophers including:
Fichte, Kant, Hegel, Wilhelm Wundt, G. Stanley Hall, William James, Sigmund Freud, Jean Piaget, Carl Jung, Charles Darwin, John Dewey, Lev Vygotsky, Ivan Pavlov, BF Skinner, Alfred Kinsey, etc. and their contributions to Hoosier education.
History records when “Research” began to contaminate and consume the seeds of knowledge based on Truth; when the Ivory Towers of Babel continued to build their city of man; Science without God ie. Science as “god.”
1. David Starr Jordan (1851 – 1931) was a leading ichthyologist, educator, evolutionist, eugenicist, and peace activist. He was president of Indiana University (1885-1891) and was the founding president of Stanford University.
Jordan cultivated William Lowe Bryan, promoting him to an acting professor of philosophy. Bryan had an interest in the new emerging discipline from German universities, called “experimental psychology.” William Bryan went to Germany to study this new “science” of psychology.
2. In January 1888 William Lowe Bryan (1860-1955) opened the Indiana University Psychological Laboratory. This was the second such psychological research lab in the nation. The first lab is credited to Bryan’s mentor, under whom he did his doctorate at Clark University, G. Stanley Hall.
Bryan became president of Indiana University in 1902 and in 1903 became the president of the American Psychological Association. Bryan was president of the college for 35 years. Bryan is said to have been influenced by William James, Wilhelm Wundt, the other members of the budding American Psychological Association and to have looked to G. Stanley Hall as a mentor.
Bryan is said to have had a deeply religious character, and appears to have struggled with this need for ethics in this newfound “science” of psychology. (See Bryan-Hall communications and dissertation comments.)
He was instrumental in the development of educational psychology, and attempted to determine the effect adolescence has on education. He was also responsible for inviting Sigmund Freud and Carl Jung to visit and deliver a lecture series in 1909 at the Clark Conference. Hall and Freud shared the same beliefs on sex and adolescence. Hall promised Freud an Honorary Degree from Clark University
Hall was deeply wedded to the German concept of Volk,
an anti-individualist and authoritarian romanticism in which the individual is dissolved into a transcendental collective.
Hall believed that humans are by nature non-reasoning and instinct driven, requiring a charismatic leader to manipulate their herd instincts for the well being of society. He predicted that the American emphasis on individual human right and dignity would lead to a fall that he analogized to the sinking of Atlantis.
Hall was one of the founders of the child study movement. A national network of study groups called Hall Clubs existed to spread his teaching. But what he is most known for today is supervising the 1896 study Of Peculiar and Exceptional Children which described a series of only child oddballs as permanent misfits.
For decades, academics and advice columnists alike disseminated his conclusion that an only child could not be expected to go through life with the same capacity for adjustment that siblings possessed. “Being an only child is a disease in itself,” he claimed.
Hall argued that child development recapitulates his highly racialized conception of the history of human evolutionary development.
He characterized pre-adolescent children as savages and therefore rationalized that reasoning was a waste of time with children. He believed that children must simply be led to fear God, love country and develop a strong body. As the child burns out the vestiges of evil in his nature, he needs a good dose of authoritarian discipline, including corporal punishment.
He believed that adolescents were characterized by more altruistic natures and that high schools should indoctrinate students into selfless ideals of service, patriotism, body culture, military discipline, love of authority, awe of nature and devotion to the state and well being of others.
Hall consistently argued against intellectual attainment at all levels of public education. Open discussion and critical opinions were not to be tolerated. Students needed indoctrination to save them from the individualism that was so damaging to the progress of American culture.
Hall had no sympathy for the poor, the sick or those with developmental differences or disabilities.
A firm believer in selective breeding and forced sterilization, Hall believed that any respect or charity toward those he viewed as physically, emotionally, or intellectually weak or “defective” simply interfered with the movement of natural selection toward the development of a super-race.
Hall’s major books were Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime and Religion (1904) and Aspects of Child Life and Education (1921). His book Adolescence, was based on the results of the Child Study Movement. Hall described his system of psychology, which he called “genetic psychology.”
His ideas were influenced by Charles Darwin.
In the book, Hall described the evolutionary benefits of development from the womb to adolescence. The book itself is divided into six sections: biological and anthropological standpoint, medical standpoint, health and its tests, nubility of educated women, fecundity of educated women and education. Hall hoped that this book would become a guide for teachers and social workers in the education system.
3. G. Stanley Hall was the doctoral student of Wilhelm Maximilian Wundt (1832 – 1920). Wundt, who also influenced Bryan, and the members of the American Psychological Association, including John Dewey, was a German physician, psychologist, physiologist, philosopher, and professor, known today as one of the founding figures of modern psychology.
Wundt was the first person to ever call himself a Psychologist. He is widely regarded as the “father of experimental psychology“.
In 1879, Wundt founded the first formal laboratory for psychological research at the University of Leipzig. This marked psychology as an independent field of study.
Wundt’s “scientific” experiments were interviews, in which a subject was exposed to a visual or auditory stimulus; then followed a process of self-questioning “introspection” so as to bring their experience to consciousness.
These sensory experiences would be verbalized so as to provide “data” to analyze. Subjects were to verbalize their emotions, feelings, sensations, and thoughts associated with this sensory driven prompt.
Wundt also influenced the field of psycholinguistics. Wundt hypothesized that the mental sentence, or “inner psychological construction”, determines the unfolding sentence, and should therefore be regarded as a unit of speech.
4. John Dewey (1859-1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey is one of the primary figures associated with philosophy of pragmatism (“No Absolutes, it’s all relative”) and is considered one of the founders of functional psychology. A well-known public intellectual, he was also a major voice of progressive education and liberalism.
Dewey was one of the first individuals in the United States to add the “degree” of psychology to his credentials; one of the founding members of the American Psychological Association, and also president of the American Psychological Association in 1899 prior to William Bryan’s term.
Dewey is noted as being influenced by Kant, Hegel, Darwin, William James, G. Stanley Hall and Wilhelm Wundt.
Dewey is remembered as America’s Education Reformer, having told his wife Alice that he would get his progressive social theories disseminated via the Education pedagogy. His stated goals being to separate children from their parents and their parents’ values.
Dewey also initiated the University of Chicago Laboratory Schools, where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Social Progress (1899); which were later embraced in Russia by Lenin’s regime etc.
Dewey theories informed Indiana University’s psychological and educational programs as a leader of the American Psychological Association, Education Reformer, honored guest at IU’s events, conferences, research, peer mentoring and networking.
Skinner invented the operant conditioning chamber, also known as the Skinner Box. He was a firm believer of the idea that human free will was actually an illusion and any human action was the result of the consequences of that same action.
If the consequences were bad, there was a high chance that the action would not be repeated; however if the consequences were good, the actions that led to it would be reinforced. He called this the principle of reinforcement.
Mr. Behavioral Science. It’s how American’s have been trained like dogs for the last 60 years…. Candy, stickers, stamps, scholarships, degrees, credentials, rewards cards. Skinner was on the faculty and chair of the Department of Psychology at Indiana University from 1945-1948, prior to moving on to Harvard.
Skinner also invented the Teaching Machine. The Teaching machine was a mechanical device whose purpose was to administer a curriculum of programmed instruction. In one incarnation, it housed a list of questions, and a mechanism through which the learner could respond to each question. Upon delivering a correct answer, the learner would be rewarded. Externally, environmentally conditioned.
(Can we all say: computer and digital media, gaming, digital “learning” assessments?)
His analysis of human behavior culminated in his work Verbal Behavior, as well as his philosophical manifesto Walden Two Contemporary academia considers Skinner a pioneer of modern behaviorism along with John B. Watson and Ivan Pavlov.
6.Alfred Charles Kinsey (June 23, 1894 – August 25, 1956) was an American biologist, professor of entomology and zoology, and sexologist who in 1947 founded the Institute for Sex Research at Indiana University (on faculty 1920-1956) now known as the Kinsey Institute for Research in Sex, Gender, and Reproduction. He is best known for writing Sexual Behavior in the Human Male (1948) and Sexual Behavior in the Human Female (1953), also known as the Kinsey Reports, as well as the Kinsey scale. Kinsey’s research on human sexuality, foundational to the field of sexology, provoked controversy in the 1940s and 1950s. His work has influenced social and cultural values in the United States, as well as internationally.
Anyone who has read about Kinsey’s “work” shudders with disbelief as to how his odious research could be advocated as “conscientious science”.
Research science is driven by the worldview of the researcher.
A researcher or scientist who fails to recognize his or her subordinate role to God, results in a research scientist who attempts to play god.
This is clearly played out in the self-credentialing clubs of the ivory towers of Babel.
Clubs, whose self-defined purposes are to be published and praised by peers and proselytes as they fashion pedestals in their often-pagan temples.
Clubs which view mankind as organisms to be cataloged, sterilized, cloned, conditioned, corrupted and controlled to be used as human resources of social sciences on the conveyer belt of 21st Century College and Career Ready Global Competencies.
Thus, creating the very herd instinct of standardized mediocrity, the masses Hall spoke of, “by nature non-reasoning and instinct driven, requiring a charismatic leader to manipulate their herd instincts for the well being of society.”
This is the exact results of the German nationalism: the obedient, collectivist, conformed, oath honoring, militaristic, occultist, national socialist mentality that was propagated by Fichte and the Prussians in the 19th century and the German Empire in the 20th century cultivated by Hitler, Goebbels etc. leading to a fulfillment of the Fuhrer Principle…a people who would unwittingly swear allegiance to a madman.
Follow the money to recognize who is in control of the contamination, hybridization, cross pollination that is contaminating the seeds planted in the fertile minds of the people of your state institutions.
Recognize who funds, finances and pushes these research grant monies, scholarships, and promotes the indoctrination of allegiance via alumni, alumni parents, sports identification, research projects, research assistant positions, doctorate credentialing etc. thereby securing conformity, compromise, servitude to the “lords” of the Feudal Powers of state, national and global “kingdoms.”
A weed is any plant growing where you do not want it to grow.
There are at least 4 plants you do not plant: lemon balm, Shasta daisy, bamboo…and German ivy…it will choke all other life forms…invade the walls, crack the mortar of the foundations…and lead to collapse of liberty under God.
“Jesus told them another parable:
“The kingdom of heaven is like a man who sowed good seed in his field. But while everyone was sleeping, his enemy came and sowed weeds among the wheat, and went away.
When the wheat sprouted and formed heads, then the weeds also appeared.
The owners servants came to him and said, ‘Sir didn’t you sow good seed in your field? Where then did the weeds come from?’
An enemy did this,’ he replied.”
Recognize the enemy.
Keep vigilant watch; cultivate and nurture your own field with virtuous care.
Do not let the enemy sew seeds or cultivate the fertile minds, senses and souls of your heirs.
Campaign for Working Families www.cwfpac.com
Bonhoeffer, Pastor, Martyr, Prophet, Spy by Eric Metaxas
Credentialed to Destroy, How and Why Education Became a Weapon by Robin Eubanks www.invisibleserfcollarblog.com