NO MORE BS: Do you have a soul?

Good TimberWhen I ask if you have a soul, I will not discuss philosophy, religion, or modernism.  I am not caring about psychology topics as much as a teacher’s actual role in a classroom.  Sensory gratification is a terrible disease plaguing society in ever more significant amounts since the 1960s.  Free sex, free education, action without consequence, unrestrained debt, drugs to get high, drugs to come down off the high safely, want something take it, steal it, buy it, all these sensory gratifications, and more, are linked to individual appetite.  An appetite that is never sated.  Leading to the questions, what happened, and where did we learn unrestrained appetite?

What happened?

The answer is embodied in the saying that yesterday’s school philosophies became today’s governmental actions.  Education has proclaimed the pernicious idea that a human can be programmed with sensory inducements, like a fish, a dog, a cat, a chicken, etc., and “educated” to be nothing but a social animal, devoid of anything but unrestrained sensory desires.  History has revealed the origin of education’s pernicious idea lies with Wilhelm Wundt.

Detective 2Paulo Lionni. “The Leipzig Connection” offers the following as the aim of Wilhelm Wundt (1832-1920), the “Father of Modern Psychology.” “…For the emergence of a society more and more blatantly devoted to the gratification of sensory desires at the expense of responsibility and achievement.”  If this phrase does not hold the fullest description of society’s problems, all societies worldwide, I will eat my hat.

Lionni went further and detailed that, “Wundt asserted man is devoid of spirit and self-determinism.”  Meaning that man, which includes women, has no eternal spark, no divinity, no individualism, and lacks the ability to choose the best growth path.  Man can be reduced from a noble spirit in a temporal body to an appetite that can be artificially triggered by electrical connections.  Would it surprise anyone to know that Pavlov, the guy who treated dogs to electric shocks to get them salivating when they hear a bell, and Skinner, the guy who conducted box training for conditioned responses, both went to Wundt for learning and training?

Conditioned responses are not, in and of themselves, bad or undesirable.  As a firefighter, conditioned responses have saved my life, have improved my response times, and have kept my fire teams alive.  However, as the sole education method for government education in K-12 training, conditioned responses, also known as sensory gratification, have created severe social issues that are killing potential, ruining lives, and robbing freedom and liberty.

Where did we learn unrestrained appetite?

Duty 3There are two schools of thought about education; these schools of thought are defined by their definitions of the term “education.”  Education is a concept dating back to the Latin root of the word, Eductus, “to bring out, lead forth,” from E, “out of,” + Ducere, “lead.”  Hence, “to develop the faculties and powers of another by teaching, instruction, or schooling.”

School 1:

“Originally, education meant the drawing out of a person’s innate talents and abilities by imparting the knowledge of languages, scientific reasoning, history, literature, rhetoric, etc., —the channels through which those abilities would flourish and serve.”

School 2:

Education is “… the result of modifiability in the paths of neural conduction. Explanations of even such forms of learning as abstraction and generalization demand of the neurones only growth, excitability, conductivity, and modifiability. The mind is the connection system of man; and learning is the process of connecting. The situation-response formula is adequate to cover learning of any sort, and the influential factors in learning are readiness of the neurones, sequence in time.”

Andragogy - LEARNUntil the 1930s, America and most of the world used education as represented as “School 1,” described above.  Students were led to bring forth talents and abilities through the knowledge imparted by a teacher.  Between 1930 and 1960, both schools of thought were competing for dominance, and “progressive schools” were all about socializing and sensory gratification.  By 1960, the domination of School 2 thinking had overtaken the majority of educational establishments.  Removing the individuality and replacing the individual with “the gratification of sensory desires at the expense of responsibility and achievement.”

What was the result of School 2 methodologies?

Detective 4Dyslexia was invented to cover those students who struggled.  Ritalin was introduced to control those whose sensory inputs were not in line with what was being taught was acceptable behavior. Student’s potential was measured by race and poverty and not upon individual effort, achievement, and development.  Functional illiteracy became the standard for graduating from High School to have a ready-made population of drones for the workforce.  The powers supplying the sensory inputs into the population rose to dominate government, media, technology, and much more.  Suicide rates climbed.  Depression rates climbed.  Mental diseases exploded as a means of excusing and separating the population.  Debt at all levels, household, city/town, county, state, Federal, credit card, school loans, etc., exploded to the insane levels witnessed today.  Single-parenthood became desirable.  Sex without consequences, abortion on demand, and so much more became socially permissible, accepted, and cheered.

Where we are now!

This brings us to 2021; education is now all “School 2” thinking. The vast majority of workers are functionally illiterate, and the government is stealing freedom and liberty through a “health emergency.”  As long as the population’s senses are being filled, the powers in charge can do whatever they want; including stealing an election, robbing unborn children of freedom through debt captivity, and abusing the electorate at will (California, New York, Oregon, New Mexico, and Michigan’s Governors) and robbing the Social Security Fund to pay for the pleasures of today, with no thought of the consequences tomorrow.

RememberDecember 2020, I began reviewing the outstanding accomplishments witnessed in the last century, and a question percolated, “Where are the new great accomplishments?”  Consider the “Big Historical Moments” of the 1900s.  We have the automobile instead of the horse-drawn carriage.  We have space flight, trans-continental flight.  We have all these technological advances.  Humans witnessed so much growth from 1900-1999, but in the first two decades of the new century, we appear to have come to a plateau and lost our way.  In delving deeper into this question, School 1 and School 2 philosophies’ discovery is the driving factor in why we appear to have plateaued in making discoveries, pushing boundaries, and driving innovation forward.

Maybe, plateaued is the wrong way to describe the advances witnessed from 2000-2020.  I read almost weekly about new discoveries in science and medicine, but to read these advances, I have to dig through media blaring about someone’s clothes, hair, sexual orientation, etc.  The headlines cheering Charles Lindbergh’s flight across the Atlantic, Amelia Earhart’s flights, and more were the talk of the town; newspapers the world over celebrated these achievements.  Now, new advances and achievements have to compete with political bloviations, smoke and mirror editorials, and envy has become the topic of discussion and is celebrated.  All because too many generations have been reduced to animals by School 2 methodologies.

Leading the issue back to the initial question, “Do you have a soul?”  If so, then School 2 education is abhorrent, and mighty change is immediately required to correct the problems.  If not, then School 1 education and the mighty thinking and doing of the 1900s is lost forever.  Are you a social animal that is all unrestrained appetite for whatever power that provides you the most sensory gratification, or are you an eternal being, in a temporal existence, willing to shoulder accountability for the blessings of growth, freedom, liberty, and independence?

LinkedIn ImageI know my answer, and I strive every day to learn, change, grow, and control my passions and other sensory-based appetites in an effort to develop.  “Do you have a soul?”

© 2021 M. Dave Salisbury
All Rights Reserved
The images used herein were obtained in the public domain; this author holds no copyright to the photos displayed.

NO MORE BS: Continuing a Lie does not create Truth

Laughing OwlThe following is an assignment typically found in doctoral psychology classes to create debate, discussion, and learn how to articulate principles of psychology and understand the founders of psychology.  “According to Freud, healthy adults successfully progress through the first four of five stages of psychosexual development and then persist in the final stage.  Do you agree or disagree with Freudian theory as applied to gender identity issues? Why?”

I have not copied the full assignment parameters due to a commitment to not letting assignments out of the college.  But I listed the parts of the assignment to fully appreciate the following original response and provide you, the reader, some context.  Before we can combat bad ideas, we need to know where they originate.  History is important!

None of the above should be an option to select where the topic of psychosexuality is concerned.  In fact, I wish I could get a brain scrub and flush this nonsense out.  From reading Hothersall (2015), it appears Freud is the first to confuse gender and sex, make sex the ultimate pleasure, and project adult understandings of sex onto innocent children.  Diamond (2002) offered several different definitions to aid the uninitiated in understanding sex, gender, and the current mess we are in with both.

LookDiamond (2002) provided some clarity on the terms in the discussion.  Sex is determined by either having gametes or receiving the same and is biologically tied.  Gender is the choice one makes to live as one decides in a socially diverse society, and these choices might or might not be connected to the traditional roles assigned by biology.  Hence, the stages of psychosexual development from Freud (Hothersall, 2015) are nullified by the individual’s agency to progress and the natural consequences of making a choice, not a biological clock moving the individual through various ambiguous stages or levels of sexual identification.

Since gender depends upon societal roles and sex upon biology, I firmly disagree with Freud as applied to gender identity issues.  It appears that Freud was sexually frustrated and projected his adult views of behavior onto children, then tied pleasure to sex, and perverted all types of thinking where child/adult relationships occur.  Second, gender identity is the individual’s choice in society. If the community accepts multiple gender-based roles, then that society will have to deal with all the imaginations of the mind where gender collides with agency and action.

Scared Eyes!Of critical importance to the psychosexuality discussion, is that freedom to choose doesn’t mean freedom from consequences that cannot be chosen.  For example, I can choose to touch something hot, but cannot decide not to be burned.  How long and how firmly I hold that hot item identifies how deep the burn will be, but I cannot escape being burned by holding/touching something hot.  The same is valid for choosing different gender identities in society.  There are always consequences for the choices made.

When I said I wanted a brain scrub, I meant precisely that.  I am not even desiring to discuss these topics, mainly due to the lack of logic employed when talking about sex and dysfunctional behavior.  Psychosexuality and behavior are where I disagree with Freud the most (Hothersall, 2015).

MacKenzie, Garavan, and Carbery (2011) offered an excellent description of how dysfunctional behavior is a choice of individual people, organizations, and society as a whole.  To which, Gaudiano (2008) would suggest cognitive behavioral therapy (CBT) as a method for correcting the dysfunctional behavior and improving the individual.  Not, to explore the sexual frustrations of the individual and project these frustrations onto the world around us as directed by Freud (Hothersall, 2015).

ProblemsHossain and Karim (2013) wonderfully diagram the problems with postmodern thinking and provide the tools needed to understand why these problems hinder societal growth and development.  To advertise the confusion and issues in postmodernism and the current issues in confusing gender and sex, Aleshire (2016) promotes having nurse practitioners understand the confusing realm of gender identity in an attempt to help the patient feel included, thus receiving a higher standard of care.  Completely neglecting that professionalism means doing the job properly, not learning the mental health of a patient.

Aleshire (2016) firmly pointed out a consequence of gender identity choices, feelings of persecution, not being understood, and stigmatization feelings by society.  What is being described by Aleshire (2016) are projections from the individual and not a reality.  I would surmise that many people in American society do not care what gender role you choose, keep it to yourself and your cohorts, do not force the entire community to care about your preferences, and respect the rest of our choices not to engage.  You can be whatever gender role you prefer.  Provided your sexual choices do not infringe upon others’ rights or destroy other people’s property or livelihoods.

Hossain and Karim (2013) supplied another major problem in understanding the confusion in psychosexuality and dysfunctional behavior, the plasticity of words.  Aleshire (2016) mentioned this same problem, only calling the issue one of fluidity in terminology.  Regardless, when sex and gender become confused enough, problems arise when merely trying to communicate.  Words have meanings, and words should not be mutated, spindled, and torn from their definitions’ bedrock foundation.  Diamond (2002) provided simple definitions and reasoning for this discussion, and a careful and thorough understanding of the terminology is critical to communication.

Now, where did I put the bleach and scrub brushes?  I need both a brain scrub and a good hand washing.  What an incredible mess!

Andragogy - LEARNHaving discussed psychosexuality and provided a basis for the conversation, would you be interested to note that the reason psychosexuality exists at all was due to the dumbing down of education, originating in the writings of Wilhelm Wundt in 1832?  Wundt assumed that there is nothing there (no soul), to begin with, but a body, a brain, a nervous system, and that to educate a person, the teacher must induce sensations.  Skinner, Pavlov, and so many others celebrated as the fathers of psychology represent the theories that have been destroying education, ruining potential, and disrupting freedom.

The following is recommended reading, “The Leipzig Connection: The Systematic Destruction of American Education,” is relatively short and easy to comprehend; but, the book represents some dynamic lines of congruence which tie the problems in the modern school curricula to historical actions to undermine freedom and liberty, replacing the US Constitution with the United Nations, Socialism, Communism, and dumbed down citizens.  The American classroom has been intentionally overrun with induced sensations, inspired emotions to gain control over the student, and inspired and instigated reactions to dull the mind and reduce the human to an animal.

Detective 4I cannot stress this point enough.  If we, the conservatives of America, are to begin to reverse course, open freedoms are stolen by the government, and keep liberty through Constitutional Law in a Republican form of government alive, we must understand what is happening.  There is Truth in saying that today’s classroom philosophies are tomorrow’s governmental actions.  The progressives of yesterday are today’s liberal leftists, and they have a stranglehold because they have won the fight for the classroom.

Our first actions cannot be on the Federal Government level; they must be in our neighborhoods’ school boards and classrooms.  Our children deserve better from the ridiculously expensive education we are paying for.  Look locally, act locally, and within a generation (20-years), the American heritage we were handed will be enshrined as that “shining city on a hill.”  If we fail to capture the classroom, nothing is stopping the American Republic from disappearing into history!

References

Aleshire, M. E. (2016). Sexual orientation, gender identity, and gender expression: What are they? The Journal for Nurse Practitioners, 12(7), 329-330. doi:10.1016/j.nurpra.2016.03.016

Diamond, M. (2002). Sex and gender are different: Sexual identity and gender identity are different. Clinical Child Psychology and Psychiatry, 7(3), 320-334. doi:10.1177/1359104502007003031

Gaudiano, B. A. (2008). Cognitive-behavioural therapies: Achievements and challenges. Evidence-Based Mental Health11:5-7.

Hossain, D. M., & Karim, M. M. S. (2013). Postmodernism: Issues and problems. Asian Journal of Social Sciences and Humanities, 2(2), 173-181. Retrieved from http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(2)/AJSSH2013(2.2-19).pdf

Hothersall, D. (2015). The history of clinical psychology and the development of psychoanalysis. In J. Hadley (Ed.), Psychoanalysis (pp. 2-53). New York, NY: McGraw-Hill. Available fromhttp://gcumedia.com/digital-resources/mcgraw-hill/2015/psychoanalysis-custom_ebook_1e.php

Iserbyt, C. T. (1999). The deliberate Dumbing down of America: A chronological paper trail [Adobe Digital Edition].

Lionni, P., & Klass, L. J. (1980). The Leipzig connection: The systematic destruction of American education [Kindle].

MacKenzie, C., Garavan, T. N., & Carbery, R. (2011). Understanding and preventing dysfunctional behavior in organizations. Human Resource Development Review, 10(4), 346-380. doi:10.1177/1534484311417549

© 2021 M. Dave Salisbury
All Rights Reserved
The images used herein were obtained in the public domain; this author holds no copyright to the images displayed.