From Ebbe in Denmark

Hello Americans of America

This is part V of my serialized story 1814-2000 on how many children became social animals.

Just one small but rather important issue I think.
It was also an extract of my book manuscript that you can download for free on for the time being on:

http://www.angelfire.com/ct/unionism/truth.html
in an html-version (498KB)

This manuscript that cannot be published in a politically correct Europe deals mostly with international economics and its history in a most unusual way.

Take a taste: http://www.united-bluff.com/pro.html

The Table of contents and Preface

or try:

http://www.united-bluff.com/keyn.html

The thoughts behind the collapsed international monetary system.
or perhaps:

http://www.united-bluff.com/intmo.html

Outline-proposals for a new internation monetary system.
Everything is written without the witchcraft of the After-War-economists.... though I am one of them.

Regards
Ebbe, Denmark

"If your heart is filled use your brain"

(I don't receive mails of more than 50kb)

website : http://www.united-bluff.com

email: eviginfo@aarhus.mail.telia.com

I would very much like to hear your reaction to my try to contribute a little to the historical accuracy.

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PART V

An example from Denmark is The Water Environment Plan. Price 17 Bill. DKr. Several facts were completely overlooked in spite of the fact that you could have learnt in Holland, and could have learnt a little more inorganic chemistry too. This was shown in Jyllands-Posten by our famous patriot from World War II Flemming Juncker.

From causal-models the transition first went towards the philosophical society-thinkers. They describe, interpret and seek understanding. With this starting point causal-models are getting insufficient, because the personality can not objectively analyzed.

'Marketing' deals with much more, which is not very central to this reading, the authors also find the market structure monopoly very convenient, if the concerned businesses accordingly work within an international objective.

The theory of behavior is powerful, generally also in the Danish HD-education, and first-rate men lead the arrangement, the lectures, the problems, the seminars and the examination. One of these Professor Flemming Hansen wrote publicly November 21st 1989 and November 6th 1992 that 15 millions ought to live in Denmark. Of these 15 millions - we have near 5,3 millions inhabitants for the moment on our 43. 850 square-kilometers - only half of them need to be individuals which have been born in Denmark, he wrote.

The first big transition is to experimental-psychology and Wundt. Wundt was not the end. We have to look at Sartre's view on the human being, as proposed by the authors of 'Marketing'.
Let us see, if that's the point, judge yourself:

"The anti-racistic racism is not new. It is connected to the intellectual clime of the 1960s and its leading figures, especially Jean-Paul Sartre. With Sartre's foreword to Frantz Farnon's book ('The damned here on Earth'), 1961, "the antiracistic" ideology has been created. Without the background in Sartre "antiracism" of today can not be understood in its specific mechanisms and interior identifications. From Sartre there are a straight line to "SOS-Racism with Bernard-Henry Lévy as an intermediate", Monica Papazu wrote in Tidehverv No. 8 68th volume, October 1994.

Monica Papazu continued: "When Sartre in the foreword to Franz Farnon's book expresses his "antiracistic" opinion, he happens to show, how the "anti-racism" turns out to be opposite racism, how in take over the contents of the racism. The starting point and the intellectual reasons of Sartre are here "the fight against the racism", i.e. against "the racism of the whites".

But instead of being pointed against the racism of the white race, the fight is pointed against the white race.

What Sartre is representing as contrast to the racism is simply another racism, which in every respect imitates the first one.

Contempt corresponds to comtempt, colonization corresponds to colonization, violence corresponds to violence, manslaughter to manslaughter:"

"Yesterday you were, Europeans, the masters over the zombies, but "everybody have their turn (...) (today) you are the ones, that are zombies"(p. 13)"...First there only is the violence of the colonialist, but soon their own (the Non-European), that is: the same violence is being thrown back on us, like our reflected image is meeting us, when we walk towards a mirror"(p.16)."

...Earlier we were the creators, and now others create history with us as the substance"(p. 24)"

...It is our turn, step by step, to set foot on the way that leads to the 'native' level. But to become natives, our earth have to be occupied by former colonized" (p. 25)"

...We were human beings on his expence, he (the Non-European) make himself a human being on our expense. Another human being: of higher quality" (p. 21).

In the reflected image everything return, even the hierarchy of the races will rise again in reverse order, with the European as the inferior race, and The Non-European as a superior race: a human being "of higher quality".

"It is the hate of the races Sartre through a general damnation of the whites (all whites are guilty) explicit urge to. The European colour of the skin ("this fat, pale continent" - p. 22) can not be regarded without hate, when you follow his text".

The sense impression inspires an irresistible hate that only can find its release in the manslaughter: "to shoot a European is to kill two birds with one stone" (...)": one dead man and one free man are left" (p. 20).

This is Sartre's internationalism.

"After many years The Language-Reform-Project in
France succeeded in 1990. In several decades there has been made progresses to reform the way of spelling (1961-1965, 1976/1977), experiments which has failed - the French did not alter their way of spelling in according to the official instructions, compare among others Journal Officiel, a Report about the way of spelling at The Highest Tribunal of Language directly under The Premier Minister of France"."The language is not a meaningless element in the people's life. It is the people's life. The question about the language is a question about the nation and its spirit, it is a question about the tradition, and the keeping of the tradition, it is also a question about the new generations, culture and education, the school, it is a question about the relation between nation and the immigrants, and it finally is a question about the character and the borderlines of the political area" (unquote).

Monica Papazu wrote so in her pioneering essay about a new ideology of totalitarian kind, which is ruling in Western Europe today: "Anti-Racism". Under a humanitarian facade the contents of the two main ideologies in modern times is reformulated in a peculiar mixing: racism and communism. The essay investigates its sources, basic themes, it forms of organization, and its relations to the institutions of the community. The tittle of the essay: The West-European taboo: The National".

EU- and UN-pedagogy in the year 1996:

You can read how the development has been continued in a French book with the title: "Machiavel Pedagoque" ou le ministere de la réforme psycologique", by Pascal Bernardin, Edition Notre-Dame des Graces, Paris 1996.

French-readers can buy the book in the book-shop:

La Joyeuse Garde - 5, rue Fondary - 75015 Paris - France.
That there is no chance that this book will be translated to Danish, and be published by an established Danish publisher should following from:

Bitten Kirsti Nielsen, a former translater in EF, wrote this review:

Mind Control and brainwash in the European schools. Is the school-systems becoming a new watch-factor for the European citizens?

Pascal Bernardin's book, which deals with those reforms of education that is making their entry in the schools of EU-nations for instance, are written on the basis of a considerable material of official documents, among those reports from special departments under (UN's) UNESCO and the European Counsel, which object it is to make scientific readings of programs for actions of promotion of the "New World Order", and to export psychological technics of manipulation to the UN-members of countries.

The book deals with a quite new shape of education including cunning psychological methods of persuasion that have the purpose to change worth-norms and the behavior of the pupils.

This happens through role-playing or arranged group-pressure on the single pupil (still through play). Such a working up of the unconsciousness of the pupils that it is, and where unwanted skepticism is analyzed and removed, is called practice of communication (in the language of codes), and it weakens the ability to develop the independent attitude of the child relatively quickly, and it gets the child to react obedient on certain stimulus of propaganda. But there is more.

If we shall believe Bernardin, the result of these kind of education is registered for every child in France on an EDP-Central for whole France as a link in that mind control of the citizens that is undertaken .

These technics of manipulation that especially have been tested in USA, have proven very effectively, as they can totally change the behavior of children and get them to react in diametrical contrast to what would be naturally for their religious, moral and political opinion.

There is in this abasement of the individual, an introduction of quite new criteria of good and evil, right and wrong that represents itself as being scientific (mine: even scientific like physics and mathematics, as we saw by Wundt and his epigones), and after which the child impart to a new international, multicultural identity in the new society of the world, where the collective comes before the individual. The new worths (of UNESCO, EU and others) shall be promoted, but this is not the only thing.

The morals and the worths that were leading the former generations, and that the parents naturally will try to pass on to their children must be blocked, Bernardin writes and refers to the reports of the European Counsel. This breach with the old understanding of right and wrong - the understanding of the parents is exposed to the child, and it is explained away - naturally have to create an transition with moral and social chaos, but from this there will emerge a new order again (as it is quoted in the book from an UNESCO-report) controlled by the state and the international organizations.

The book also describes the teaching, that the teachers receive on specially established colleges of teachers in France "Institute universitaire de formation des maître", which selects teachers that are fit and teaches them in the new norms of worth and psychological technics of manipulation.

This comprehensive adaptation of the mind in the schools has crowded out the literary subjects, but also in their area there has been a changing of the teaching methods and the material of teaching. The teaching must no longer be marked by national attitudes, but it has to follow the UN's standard instructions.

This has as you probably know effected the teaching in history that now as a random representation of sporadic events in world history must encourage the cosmopolitan spirit. History must even be rewritten, so that the roots to the past is being cut, and there must be taught in the understanding of internationalism, disarmament, and human rights (my comment: The World's holy human rights in contrast to the civil rights of freedom that also are called human rights, when they have been written in a good constitution (more below)), as undisputed elements in the new community-supporting ideology. And they also work for a new language.

As mentioned is the objective representation of the education substance far from enough in the new education-reform, thought out by UNESCO and others, because knowledge is not deciding any more.

The exposures of the book are frightening and it is obvious to ask questions, if it really is accidentally, when young people today leave school without the ability to read and write, or it is the result of the effort to adjust them in the so-called the 'New World Order'.

I wrote in 1991 the explanations which can be seen on another, a little longer version

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

especially to the development of criminality. I hope the reader understand now that all of us may be wiser by opening our eyes and ears and direct our still unspoiled senses not just towards the symptoms, but directly against the roots of the evil, and look at the whole root-net in time and space.
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END OF THE STORY