From Ebbe in Denmark

Hello Americans of America

PART III

Everything in parts1-5 can be read on:

http://www.angelfire.com/ct/unionism/wundt.html

and

http://www.angelfire.com/ct/unionism/engmarkp.html

Regards
Ebbe, Denmark

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PART III:

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

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

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

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

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

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

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

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

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

Rugg proposed three ways after which this could be achieved:
"First of all by the development of a new philosophy for the life and the upbringing, which will be totally transferred to the new socialistic order, second by the development of a suitable plan to establish a new race of educated workers, third by elaboration of new activities and subject for courses."
There were a lot more of the same or of a 'even more convincing kind'.

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

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

Of other most well-documented readings I must mention 'Klokke (Bell) Roland' in Danish by Johannes Joergensen, published by Pio's Book-Shop, Copenhagen 1916. In this most special reading 93 German perso-nalities of culture are exposed. They certainly did not tell the truth to the public about World War I in 'Proclamation to the world of culture', when they said they did so.

Johannes Joergensen proves this mostly with himself as an primary source.

On page 155 in 'Klokke Roland' you can read:
'What do Beethoven and Goethe have to do with those, who burnt Louvain and bombarded Rheims. And also Kant - 'Kant's Vermächtniss' you dare to allege - Kant's Testament to the world. But an Eucken, a Wundt (mine: 2 of the 93 named) must know that Kant's Testament, Kant's Perspective was the united states of Europe and the eternal peace (mine:naive,but), Johannes Joergensen wrote in 1916. (unquote) Never mind Johannes Joer-gensen verified and told the truth about, what was happening in contrast to what the peoples all over the world were told about the World War I.

Footnotes:

1. Quotations from the mentioned reading in Danish translation (see the table of literatur) are put in quotation marks. The original American version can not be found in the Danish libraries (anymore).

2. Made possible by the law of 22th December 1913. The 16th amendment to the American Constitution that made it possible for a few to direct the money-emission in U.S.A.

Information of Denmark

Superior philosophy behind marketing and pedagogy in 1980s
I can not tell about the superior reference-framework, thoughts and philosophies or psychologies behind the Danish educational system. I know too little about that.

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

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

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

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

This imagination was a delusion.

Until the mid 1980s a book titled 'Marketing', and subtitled 'A scientific-theoretical analysis, A humanistic alternative' was included in the compulsory curriculum of the education HD, Marketing (a special education of economics like Master of Business Administration at the Commercial Colleges in Denmark).
The authors were Stig Ingebrichtsen and Michael Pettersson, the publisher Samfundslitteratur, Copenhagen 1979. The illustration of the book-cover has been made from a copperplate founded on the Raphael's "The school in Athena".

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

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

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

This is fine.

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

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

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

I do not hope the authors have sleeping-problems.
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End of part III

: Hello Americans of America

: PART II

: 1832-2000 ..it's long period of time, From the Napoleonic Wars
: to the end of the Second newer Balkan War

: HOW NWO MADE OUR CHILDREN AND GRANDCILDREN
: GODLESS, INTERNATIONALISTIC INSTRUMENTS, "SOCIAL
: ANIMALS", ONE OF THE RESPOSIBLE ORIGINATORS
: LEE THORNDIKE CALL THEM ...read below.

: Regards
: Ebbe

: All the five parts can be read on :
: http://www.angelfire.com/ct/unionism/wundt.html

: and

: http://www.angelfire.com/ct/unionism/engmarkp.html

: PART II
:
: //////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

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

: This was the plan. To keep most of the children in the general
: population from reading for the first six or seven years of
: their lives.

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

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

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

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

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

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

: Experimental Psychology

: The great Wilhelm Wundt asked and answered the question: What
: is will?

: "To Wundt, as it developed, 'will' was the direct result
: of the collection of experienced influences, not by a
: independent intention of an individual of causal
: relations".

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

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

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

: The young Americans who had learnt by Wundt, returned and
: established departments of psychology all over their own
: country.

: All of them were successful and they got respected on
: influential posts, especially at the American
: Univer-sities. Each of them educated big crowds of students
: to the American doctor's degree in psychology.

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

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

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

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

: In 1904 he published his master work: Upbringing: Its
: psychology and its relation to physiology, anthropology,
: sociology, sex, crime, religion and education.

: With Dewey's words: "Upbringing consists of either to use
: ones own force in a social direction or in the ability to
: share the experiences of others, and in that way expand the
: individual consciousness to the consciousness of the
: race" (Dewey, John, "Lectures for the First
: Course in pedagogy", unpublished, No. 1 (1896) pg. 1)

: ..."The biggest problem in all upbringing is to
: coordinate the psychological and social factors...the
: coordination claims...that the child is apple to express
: itself, but in such a way that it in reality rounds off a
: social closing."

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

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

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

: "James Mckeen Cattell did not have enjoy the honor to be
: the first student of Wundt, but he was Wundt's first
: assistant. He was born 1860."

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

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

: Country wide spreading of his pioneering results and new
: proposals was promoted by Teachers College at the Columbia
: University.

: Later Cattell started a new period, The Psychological Review,
: and acquired from Alexander Graham Bell the weekly magazine
: 'Science', as later was developed to American Associations
: for the Advancement of Science. In 1900 he started Popular
: Science Monthly, from 1915 he was the publisher of School
: and Society.

: He advanced to the highest heights in scientific circles and
: got 'the new science', the experimental-psy-chology,
: extended with secure bastions all over the American
: university-world.
: There were more of this kind - read 'The Leipzig Connection'
: that is a much more complete and well-documented reading of
: this and many other subjects tied related to this problem.
: James Earl Russell at the Columbia University had acquired the
: doctor degree in Leipzig in 1894.

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

: Edward Lee Thorndike was also a leading figure - also behind
: Danish, perhaps European, marketing-thoughts too, but that
: was later on. Read parts 3, 4, 5.

: He was especially interested in animal-experiments. "He
: defines psychology in this way: Psychology is the science
: about the intellect, character and about behavior of
: animals, the human being included. Thorndike was the first
: psychologist who studied the behavior of animals in an
: experimental laboratory. "He used the same technic
: with children and young people".

: As a result of this he published the book 'Educational
: Psychology' in 1903. And it did not remain by that.
: The purpose of the upbringing is, maintained Thorndike:
: "Upbringing is interested first of all for the common
: relations between the human being and his environment that
: make it possible to obtain a better adaptation of the human
: nature to the environment."

: The human being is a social animal.
:
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: END OF PART II