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Thursday, November 10, 2016

Occult Theocracy pt 1: the link between religion and psychological warfare in the cult of Cybele

as i open this new series of posts, i want to sum up the general purpose in this blog and to show how this series fits in the overall scheme. the over-arching contention of this blog is that knowledge, especially in the form of folk-religion and tribal consciousness, has always been the enemy of imperial culture. the history of humanity is the history of cultural warfare between city states, empires, and so-called 'heathens', 'barbarians' and so forth. in humanity's ancient past it was realized that without a mythos or basic psychological programming, there is no unity to accomplish any aim. families and tribes are held together by generally biological concepts of tribalism and survival within a nomadic or pastoral setting. because an empire can only arise by gradually enslaving groups of tribes or family clans, it has to somehow create a counterfeit for the mythos and ethos that naturally arises in humans based on the biology of clan loyalty, and then proceed suddenly or gradually to supplant tribal consciousness with imperial consciousness and replace agricultural deities with warlike or mercenary heroes consistent with empire, or else a kind of olympian hierarchical system with a supreme father god that rules over his children and demigods the way an emperor rules over conquered tribes. for the most part, people in our 'civilized' society completely discount any influence of spirituality as part of the past and nothing but superstition. science and a peculiar form of materialistic 'reason' is their new deity. yet, in truth, the principles of spiritual archetypes and other psychological constructs that were once cobbled into religions are still used in every facet of our society to herd the masses and install a kind of cultural 'software' or 'operating system' in their psyche which proscribes and limits the types of propositions they can formulate or rationales for the status quo they can entertain. now, this blog is called "A Druid's Hedgerow", right? what does any of this have to do with that? well to me, personally, the historical context of druidry and the gradual elimination of their culture and social framework lies right on the transition between agrarian 'heathen' worldview (their natural science), and the current state of the world, which i personally still equate with a later phase of the roman empire (which would now be the EU and central banking axis that now runs global war and weapons trafficking out of what was once called the 'holy roman empire'). my speculations go much further than i have hinted at so far, but one summary would be that abrahamic religions as well as freemasonry/templarism and our governmental schema actually date back much further than rome by way of what would now be considered 'asia minor' and centered on modern Turkey. as a brief case in point, i introduce the topic at hand:

The cult of Cybele as an instrument of psychological warfare and imperialism:
as in prior posts, i'm just gonna start with the most basic info:
Cybele (/ˈsɪbᵻliː/; Phrygian: Matar Kubileya/Kubeleya "Kubeleyan Mother", perhaps "Mountain Mother"; Lydian Kuvava; Greek: Κυβέλη Kybele, Κυβήβη Kybebe, Κύβελις Kybelis) is an Anatolian mother goddess; she has a possible precursor in the earliest neolithic at Çatalhöyük, where the statue of a pregnant, seated goddess was found in a granary. She is Phrygia's only known goddess, and was probably its state deity. Her Phrygian cult was adopted and adapted by Greek colonists of Asia Minor and spread to mainland Greece and its more distant western colonies around the 6th century BCE.
In Greece, Cybele met with a mixed reception. She was partially assimilated to aspects of the Earth-goddess Gaia, her Minoan equivalent Rhea, and the Harvest-Mother goddess Demeter. Some city-states, notably Athens, evoked her as a protector, but her most celebrated Greek rites and processions show her as an essentially foreign, exotic mystery-goddess who arrives in a lion-drawn chariot to the accompaniment of wild music, wine, and a disorderly, ecstatic following. Uniquely in Greek religion, she had a eunuch mendicant priesthood.[1] Many of her Greek cults included rites to a divine Phrygian castrate shepherd-consort Attis, who was probably a Greek invention. In Greece, Cybele is associated with mountains, town and city walls, fertile nature, and wild animals, especially lions.
In Rome, Cybele was known as Magna Mater ("Great Mother"). The Roman State adopted and developed a particular form of her cult after the Sibylline oracle recommended her conscription as a key religious component in Rome's second war against Carthage. Roman mythographers reinvented her as a Trojan goddess, and thus an ancestral goddess of the Roman people by way of the Trojan prince Aeneas. With Rome's eventual hegemony over the Mediterranean world, Romanised forms of Cybele's cults spread throughout the Roman Empire. The meaning and morality of her cults and priesthoods were topics of debate and dispute in Greek and Roman literature, and remain so in modern scholarship. . . .

Romans knew Cybele as Magna Mater ("Great Mother"), or as Magna Mater deorum Idaea ("great Idaean mother of the gods"), equivalent to the Greek title Meter Theon Idaia ("Mother of the Gods, from Mount Ida"). Rome officially adopted her cult during the Second Punic War (218 to 201 BCE), after dire prodigies, including a meteor shower, a failed harvest and famine, seemed to warn of Rome's imminent defeat. The Roman Senate and its religious advisers consulted the Sibylline oracle and decided that Carthage might be defeated if Rome imported the Magna Mater ("Great Mother") of Phrygian Pessinos.[40]
. . .
At Pessinos in Phrygia, the mother goddess—identified by the Greeks as Cybele—took the form of an unshaped stone of black meteoric iron,[10
 https://en.wikipedia.org/wiki/Cybele

here i would like to illustrate 3 key points:
1. the location of the cult  within turkey about 500 miles west of Gobeklitepe, one of the oldest archaelogical and megalithic sites currently being studied, and about the same distance from the birthplace of the self-proclaimed messiah and sexual deviant sabbatai zevi https://en.wikipedia.org/wiki/Sabbatai_Zevi (who will probably be the subject of an entire post coming soon, also not far from any of the seven churches mentioned in the book of revelation https://en.wikipedia.org/wiki/Seven_churches_of_Asia
2. the very close linguistic affinity between the name Cybele and more modern words like cabal, ka'aba, kabbalah, merkabah, and Cybernetics
3. the brief mention here that her cult was tranferred to rome as  part of a campaign of colonization/warfare.

so why would the elite of rome think that merely introducing a religious icon would make the difference in ongoing warfare and go to trouble and expense to transport it and foster the cult in their cities? to me this is a clear instance of ancient governments understanding the power of psychological warfare. so what is this goddess a symbol of? what is it about her that romans would find useful in their conquests?
well let's see: 1. she subdues lion's (an animal found mostly in africa like their enemy Carthage), which to this day are for some reason the symbol of many 'european' royal dynasties . . .hmm. 2. she has a walled fortress as her crown, which is also the origin of the aramaic and egyptian words "magdala"/"migdol" 3. she was identified with a black chunk of meteoric iron much like that inside the Kaabah which might even be named after her. 4. her worship is intimately associated with castration, which i'm sure the romans were thrilled to have as many of their colonists voluntarily castrate themselves as possible so they could become as docile as possible. doe's it really seem like a coincidence that a religion that worships the goddess of city walls and castrated males was promoted by an empire trying to subdue nomadic populations and get them to give up their sovereignty (as well as their cock/balls) and take refuge from the lions behind the comfort of the roman fortifications?!

 so, as if that isn't bizarre enough so far, let's get to the really disgusting part of this cult:

"LOVE OF CYBELE & ATTIS

LOCALE: Phrygia (Central Anatolia)
Pausanias, Description of Greece 7. 17. 8 (trans. Jones) (Greek travelogue C2nd A.D.) :
"The local [Phrygian] legend about him [Attis] being this. Zeus [i.e. the Phrygian sky-god identified with Zeus], it is said, let fall in his sleep seed upon the ground, which in course of time sent up a Daimon, with two sexual organs, male and female. They call the daimon Agdistis. But the gods, fearing Agdistis, cut off the male organ. There grew up from it an almond-tree with its fruit ripe, and a daughter of the river Saggarios (Sangarius), they say, took the fruit and laid it in her bosom, when it at once disappeared, but she was with child. A boy was born, and exposed, but was tended by a he-goat. As he grew up his beauty was more than human, and Agdistis [Kybele] fell in love with him. When he had grown up, Attis was sent by his relatives to Pessinos [city in Phrygia], that he might wed the king's daughter. The marriage-song was being sung, when Agdistis appeared, and Attis went mad and cut off his genitals, as also did he who was giving him his daughter in marriage. But Agdistis repented of what she had done to Attis, and persuaded Zeus to grant the body of Attis should neither rot at all nor decay. These are the most popular forms of the legend of Attis."
The Anacreontea, Fragment 12 (trans. Campbell, Vol. Greek Lyric II) (C5th B.C.) :
"Some say the half-woman [i.e. eunuch] Attis went mad shouting for lovely Kybele (Cybele) in the mountains."
Ovid, Metamorphoses 10. 103 ff (trans. Melville) (Roman epic C1st B.C. to C1st A.D.) :
"Pines, high-girdled, in a leafy crest, the favourite of the Gods' Great Mother (Grata Deum Matri) [i.e. Cybele], since in this tree Attis Cybeleius (of Cybele) doffed his human shape and stiffened in its trunk."
Ovid, Fasti 4. 222 ff (trans.Boyle) (Roman poetry C1st B.C. to C1st A.D.) :
"‘What causes the impulse [of Cybele's initiates] to self-castrate?’ I was silent. The Pierid [goddess Muse] began : ‘A woodland Phrygian boy, the gorgeous Attis, conquered the towered goddess with pure love. She wanted to keep him as her shrine's guardian, and said, "Desire to be a boy always." He promised what was asked and declared, "If I lie, let the Venus [i.e. lover] I cheat with be my last." He cheats, and in the Nympha Sagaritis stops being what he was: the goddess' wrath punished him. She slashes the tree and cuts the Naiad down. The Naiad dies: her fate was the tree's. He goes mad, and imagines that the bedroom roof is falling and bolts to Dindymus' heights. He cries, "Away torches!", "Away whips!", and often swears the Palestine goddesses have him. He even hacked his body with a jagged stone, and dragged his long hair in squalid dirt, shouting, "I deserved it; my blood is the penalty. Ah, death to the parts which have ruined me!" "Ah, death to them!" he said, and cropped his groin's weight. Suddenly no signs of manhood remained. His madness became a model: soft-skinned acolytes toss their hair and cut their worthless organs.’"
http://www.theoi.com/Phrygios/Kybele.html


so let's see know, we have incest, child sacrifice, and castration all rolled into one. and, guess what? the myths of babylonians, egyptians, canaanites/phoneicians, christians, freemasons and sabbataeans all have the exact same story as their basis: the seasonal sacrifice/castration of a male by a wife/mother associated with a tree or a pillar.
here we see some masonic art featuring a castrated pillar and a woman with the attributes of virgo and an alabastron as mary magdalene anointed jesus with shortly before his ritual murder.
yep. Astarte/Ashtaroth/Eostre/Ishtar/Isis/Mary Magdalene all come from the same story and are worshipped in public and private to this day including 'mock' and outright castration/circumcision and human sacrifice. In fact, as David Ovason clearly illustrates in his work, Secret-Architecture-Our-Nations-Capital the United States is actually consecrated to this same deity in a whitewashed form as Demeter/Liberty/Columba and all our dead soldiers are sacrificed to her for 'liberty'. Note that all masonic initiates are referred to as uncarved blocks or 'rough ashlars' (which the epithet of Cybele that we see above exactly refers to). they also have elaborate rituals with the laying of cornerstones. "the great work" of masonry is building the wall/tower out of individual 'stones' to erect the edifice of Cybele's empire.  like her we see that masons must be symbolically castrated (as in the queen ceremonially putting a sword to both shoulders of a knight), and is symbolically emasculated by placing a female apron over his genitals. The obelisks in Rome/London/WashingtonDC are all circumcised/castrated penises consecrated to the Black Maria/Isis "Eastern Star" that you see here on this masonic regalia:


ever wonder why there are naked children on so many masonic and shriner buildings, or why conspiracy, prostitution and murder scandals have always been synonymous with masonic groups?  I have. (click to enlarge images on the left)








here we see an image next to a mason's hall featuring a queen with a sheaf of wheat (virgo) next to a tower (magdala) showing us another version of the cybele/astarte/columba archetype

so, today, as i write this, the latest of two centuries of exposure of pedophilia and human sacrifice among america's 'elite' is being exposed and everyone is taken aback and shocked. I am not shocked one bit, because this is the religion of the people who created this country as it was among 'royalty' for thousands of years prior. it has always been used as it is being used now--to undermine and destroy the psyche of the nations they want to conquer. What are you going to do about this? Most will simply block it out or go into denial. I'm here to say that there is another choice, which i call facing the truth. I have put off publishing what i know for over a decade because it is simply too much for most people to handle or even comprehend. I can't do that anymore. There is much more to tell, all i can do is hope that telling the truth has power and can change the oppression of innocent people world wide. More to come. . .next time. . .the whore of babylon.
meanwhile here are some related posts from my other blog:

modern psychopathy and its origins in the sequestration of the divine feminine (part I)

psychopathy and the sequestration of the divine feminine II: DC, the columbian district of criminals

 


(above is the so-called skull of Mary Magdalene from Saint-Maximin-la-Sainte-Baume basilica in France)

Thursday, March 3, 2016

PSYWAR part 4: persona, shadow, and repression.

the contention of this entire blog is that humanity has been willfully, purposefully downgraded--physically, psychologically, and spiritually--for the maintenance of an exploitative and parasitic social order and for the benefit of the puppet-master elites who design and maintain this 'order'. one aspect of that is related to "culture", which i define as an artificially designed and maintained ideological toolbox of concepts that the lowest class of society are allowed to hold in order to preserve the status quo in terms of sociological structure and income/resource/information distribution. in our times, video games and television/film are the dominant media for the dissemination of this "culture". these media are controlled by a tiny group of people who maintain power by psychologically crippling the mass of society and normalizing slavery, genocide, a narcissistic/infantile 'sexuality' and exploitation on all levels. consumerism is one aspect of this that most people are at least somewhat familiar with; but, deeper than this is an artificial self-concept which is constructed within the viewer.  the most elementary mechanism of constructing this artificial self-concept is what we would call drama or narrative structure. this is, more or less, the framework within which characters and conflicts are defined by popular media. when a common person sees a 'hero' or 'heroine' depicted in media, they tend to reflexively identify or sympathize with this character. this is a deeply ingrained mechanism in the psyche of modern humans in the 'civilized' world. in this entry, my intent is to introduce very basic fundamental concepts which can be used to understand the psychologically engineered mind of mass man, and how these psychic/neural behavioral/perceptual modules operate to sustain the self-enforced behavior control required by the system.

1. persona.

persona is most closely identified with an ancient word for 'mask', as in the phrase 'dramatis personae', which is to say, a set of characters within the substance of a play. as one actor may play many characters, one 'individual' may have many personae which they embody in the course of their daily life. a simple example would be an array of roles like: 'student', 'friend', 'employee', 'lover', 'boss'. all of these could conceivably be 'played' by one individual in the course of a day, under different conditions. different social roles are circumscribed by different parameters of conduct, politeness, intimacy, etc. so, a single person could easily change roles and behave in different ways based on the expectations of others.
in a strictly psychological sense, the primary persona of a person is generally considered as a kind of amalgam of many sub-roles into one identity that a person wants to project to the world of their peers; it could be seen kind of like their own view of themselves as the hero or protagonist of their own 'plot'. as the embodiment of this 'hero' concept within their own awareness, there are certain villainous aspects of their own character that would be frowned on by peers if openly projected by the individual.


2. shadow

in psychological terms, the shadow is a way of generalizing aspects of one's own thought, behavior, and character, which individuals would generally rather not acknowledge. but, despite not being acknowledged, these aspects are persistent in a person's psyche, and in some sense will demand to be expressed. if shadow contents are repressed and not allowed to influence behavior, they may be expressed through 'freudian slips' or other subtle mannerisms (such as nervous fidgetting or compulsive behaviors), if not dreams/nightmares or just a critical inner voice in the individual's own mind. now. . .here is were PSYWAR comes in:

3. repression

repression is simply the redirection of impulses in the psyche away from overt behavior and expression. there are a pretty reliable set of behaviors, desires, and tendencies that are apt to be 'repressed' in a hierarchical social structure where almost all individuals lack freedom, wealth, and information of one kind or another. these repressed contents of the psyche can be redirected to a specific aim by even the most basic cultural forms.
sex, violence, and rebellion are the holy trinity of repressed content. in our society these three are used to control the masses of humanity.

1. sex is redirected into depravity by constant stimulation and bombardment with sexually charged images and narratives of socially 'approved' expressions of the sexual urge. 'monkey see, monkey do' is an incredibly useful phrase which applies here quite well. sexuality is constructed by media--plain and simple. the way in which it is constructed is antithetical to any healthy social order, and totally redirected into materialism and infantile wish fulfillment and fantasy with no connection to real world consequences. this is so obvious i do not feel any need to 'prove 'this; people really need to just face it.

2. violence is redirected in to warfare and police brutality, whose training materials are video games and film. again, this is simple and so obvious there is no need to elaborate.

3. "rebellion" is always most strictly controlled by media depictions of the 'other' in all its forms. what i mean to say here is that we are given totems of an 'enemy' which actually represents our own repressed desire to rebel, and knowledge that the oppressive system in which we live should be attacked, dismantled and destroyed for everyone's sake. the ego or persona is compelled to attack these totems in film and other narratives, thus symbolically supressing the drive for rebellion within and without. in media, generally for my life span since the 70s it has been russians and 'terrorists'. now zombies have become the new training dummy for the masses, with robots coming a close second. these comprise a dehumanized decoy, which can quickly be substituted with 'immigrants', 'rednecks' or whatever other group is chosen. the bogeymen of 'conservatives' are 'liberals' and vice versa. both symbols of 'opposition' in this particular case are caricatures. proponents of these fabricated and managed ideologies actually willfully take on the characteristics of these caricatures with pride and see them as noble and, quite bafflingly, see these ideals and caricatures as arising out of their own as their own creations.  in reality, all most ideologues do is repeat talking points and slogans that were created for them and voiced by the political actors and actresses who are groomed and taught to play this role by the forces that actually run society. what we call politicians are actually merely just characters that are created to mobilize and direct repressed drives of the masses, who know they are oppressed and enslaved but have no inherent ideas about who is doing the oppressing and where to direct their rebellious instincts against this repression. INVARIABLY this rebellion is directed at their fellow victims among the lower classes and never even approaches the real agents of repression, nor even conceives the existence of the true common oppressors of all political adhrerents.
by these simple means of trickery the empire which enslaved nations thousands of years ago has never waned or changed any of its tactics at all. it merely assumes slight variations in its words and terms, though largely maintaining all the symbolism and psychological manipulation tactics that go back to ancient babylon, rome, etc. unless people realize this, nothing can ever change.

in conclusion, the purpose of this entry has been to introduce some foundational topics for further elaboration in subsequent posts.

further reading:
https://en.wikipedia.org/wiki/Persona_%28psychology%29
https://en.wikipedia.org/wiki/Shadow_%28psychology%29
https://en.wikipedia.org/wiki/Psychological_repression

Sunday, March 29, 2015

the history of PSYWAR pt. 3: Pavlov, Skinner, Wundt, and the weaponization of 'public education' in America

 
although I can't recall where i first heard a statement to the effect "children are being taught WHAT to think, not HOW to think," it stuck with me as the perfect summary of the message i am trying to communicate with this blog. If a person is truly taught how to think--to observe carefully, to analyze data, and to systematically test the assertions with which one is presented--then any attempt to propagandize and condition them will be quickly dismantled. this simple fact is the reason why PSYWAR has become the dominant modality of control and aggression in the 20th and 21st centuries, with the goal of preventing  the development of critical intellect among the masses, and thus enabling entire continents to be coerced into submission without firing a single shot. although physical blood and guts 'warfare' is quite pleasant to the psychopaths who run the world, it was recognized in the early days of the industrial revolution that mass-scale psychological manipulation was much more efficient in terms of time and resources. the technological capabilities that became widespread in the past century (i.e. written media, radio, television, standardized education) have allowed small-scale violence and tragic events and violence to be used to traumatize huge populations (even if these events are drastically misrepresented by the media). if the mass of humanity lacks the faculty of critical thought and the ability to consider the context and history surrounding these stage-managed events and the actors involved, even the most obvious farce can become the catalyst for a world-changing course of events. further, the gradual transformation of beliefs and attitudes can turn a one time nation of rugged individualists into a chemically castrated and mentally crippled nation of willing slaves who adore their abusers. what's more, these slaves will self-police and serve as a kind of 'station-to-station' relay system that enthusiastically propagates the slave-think on behalf of their masters to ensure that each new generation is prepped to adopt ever-increasing submissiveness by incrementalism and successive approximation. in this way, attitudes and behaviors that would seem bizarre, perverse, animalistic a generation ago become seen as normal and even admirable within a few short decades. rather than enumerating copious examples of such a dynamic at work in our times, this post is intended to illustrate what i believe is the key phase which initiated this process in America. it is my contention that the development of ideas and theories always lead the development of policies. thus, it seems appropriate to look at the development of ideas which have led to the incremental establishment of the institutions which now orchestrate mass mind-control in my country. it has often been said by anti-nwo theorists i study (notably Alan Watt Cutting Through the Matrix) that so called 'education' serves as a kind of base or 'operating system' upon which all subsequent propaganda is dependent for its acceptance. if this is true it would make sense that 'public education' is mandatory in the USA, and that avoiding it is a criminal offense. even those who homeschool their children are required to jump through all kinds of bureaucratic hoops to avoid prosecution (this is true in many other 'civilized' countries as well). so how did this come to be? what is the origin and methodology of this system? there is an abundance of information available on the pioneers of our public education system (John Dewey, Horace Mann, etc.) and their heinous ideas, which they were quite public about describing. perhaps i will detail this in a later post. but, for the time being, i wish to lay out what i feel are the theoretical foundations of the methods employed in 'education' today, especially the methods of conditioning and 'behavior modification'.
. . .
Part I: Ivan Pavlov http://en.wikipedia.org/wiki/Ivan_Pavlov
"Ivan Petrovich Pavlov (Russian: Ива́н Петро́вич Па́влов; IPA: [ɪˈvan pʲɪˈtrovʲɪtɕ ˈpavləf]; 26 September [O.S. 14 September] 1849 – 27 February 1936) was a Russian physiologist known primarily for his work in classical conditioning. From his childhood days Pavlov demonstrated intellectual brilliance along with an unusual energy which he named "the instinct for research".[1] Inspired by the progressive ideas which D. I. Pisarev, the most eminent of the Russian literary critics of the 1860s and I. M. Sechenov, the father of Russian physiology, were spreading, Pavlov abandoned his religious career and decided to devote his life to science. In 1870 he enrolled in the physics and mathematics faculty at the University of Saint Petersburg to take the course in natural science.[2] Ivan Pavlov devoted his life to the study of physiology and sciences, making several remarkable discoveries and ideas that were passed on from generation to generation.[3] He won the Nobel Prize for Physiology or Medicine in 1904,[1][4] becoming the first Russian Nobel laureate."
"Pavlov contributed to many areas of physiology and neurological sciences. Most of his work involved research in temperament,[citation needed] conditioning and involuntary reflex actions. . . .Further work on reflex actions involved involuntary reactions to stress and pain. Pavlov extended the definitions of the four temperament types under study at the time: phlegmatic, choleric, sanguine, and melancholic, updating the names to "the strong and impetuous type, the strong equilibrated and quiet type, the strong equilibrated and lively type, and the weak type." Pavlov and his researchers observed and began the study of transmarginal inhibition (TMI), the body's natural response of shutting down when exposed to overwhelming stress or pain by electric shock.[22] This research showed how all temperament types responded to the stimuli the same way, but different temperaments move through the responses at different times. He commented "that the most basic inherited difference. .. was how soon they reached this shutdown point and that the quick-to-shut-down have a fundamentally different type of nervous system."[23] "
" The concept for which Pavlov is famous is the "conditioned reflex" (or in his own words the conditional reflex) he developed jointly with his assistant Ivan Filippovitch Tolochinov in 1901. He had come to learn this concept of conditioned reflex when examining the rates of salivations among dogs. Pavlov had learned that when a buzzer or metronome was sounded in subsequent time with food being presented to the dog in consecutive sequences, the dog would initially salivate when the food was presented. The dog would later come to associate the sound with the presentation of the food and salivate upon the presentation of that stimulus.[24]"

"As Pavlov's work became known in the West, particularly through the writings of John B. Watson, the idea of "conditioning" as an automatic form of learning became a key concept in the developing specialism of comparative psychology, and the general approach to psychology that underlay it, behaviorism. Pavlov's work with classical conditioning was of huge influence to how humans perceive themselves, their behavior and learning processes and his studies of classical conditioning continue to be central to modern behavior therapy.[26] The British philosopher Bertrand Russell was an enthusiastic advocate of the importance of Pavlov's work for philosophy of mind.[27]
Pavlov's research on conditional reflexes greatly influenced not only science, but also popular culture. Pavlovian conditioning was a major theme in Aldous Huxley's dystopian novel, Brave New World, and also to a large degree in Thomas Pynchon's Gravity's Rainbow."

so, the salient aspects of this information on Pavlov that i want to leave you with are these:
1. the concept of 'reflex': a response to a stimulus, whether completely involuntary or merely unconscious/habitual, as applied to induce and reinforce certain behaviors within a controlled environment.
2. the fact that, no matter the character of an individual, it is assumed that there is some threshold of stress/pain/shock at which one's control of one's own behavior will 'shut down' on a mechanistic level. (this is the basis for much of modern techniques like 'enhanced interrogation'/torture as a means of inducing compliance and of behavior modification.
3. the direct influence of Pavlov on Skinner, Russell, Huxley etc.
. . .

Part II: B. F. Skinner and Behaviorism http://en.wikipedia.org/wiki/B._F._Skinner
 
"Burrhus Frederic (B. F.) Skinner (March 20, 1904 – August 18, 1990) was an American psychologist, behaviorist, author, inventor, and social philosopher.[1][2][3][4] He was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974.[5]
Skinner believed that human free will is an illusion and that any human action is the result of the consequences of the same action. If the consequences are bad, there is a high chance that the action will not be repeated; however if the consequences are good, the actions that led to it will become more probable.[6] Skinner called this the principle of reinforcement.[7]
Skinner called the use of reinforcement to strengthen behavior operant conditioning, and he considered the rate of response to be the most effective measure of response strength. To study operant conditioning he invented the operant conditioning chamber, also known as the Skinner Box,[8] and to measure rate he invented the cumulative recorder. Using these tools he and C. B. Ferster produced his most influential experimental work, which appeared in the book Schedules of reinforcement.[9][10]
Skinner developed a philosophy of science that he called radical behaviorism,[11] and founded a school of experimental research psychology—the experimental analysis of behavior. He imagined the application of his ideas to the design of a human community in his utopian novel Walden Two,[12] and his analysis of human behavior culminated in his work Verbal Behavior.[13]
Skinner was a prolific author who published 21 books and 180 articles.[14][15] Contemporary academia considers Skinner a pioneer of modern behaviorism along with John B. Watson and Ivan Pavlov. A June 2002 survey listed Skinner as the most influential psychologist of the 20th century.[16]"
"Skinner called his approach to the study of behavior Radical behaviorism.[26] This philosophy of behavioral science assumes that behavior is a consequence of environmental histories of reinforcement, (see Applied behavior analysis). In contrast to the approach of cognitive science, behaviorism does not accept private events such as thinking, perceptions, and unobservable emotions as causes of an organism's behavior. However, in contrast to methodological behaviorism, Skinner's radical behaviorism did accept thoughts, emotions, and other "private events" as responses subject to the same rules as overt behavior. In his words:
The position can be stated as follows: what is felt or introspectively observed is not some nonphysical world of consciousness, mind, or mental life but the observer's own body. This does not mean, as I shall show later, that introspection is a kind of psychological research, nor does it mean (and this is the heart of the argument) that what are felt or introspectively observed are the causes of the behavior. An organism behaves as it does because of its current structure, but most of this is out of reach of introspection. At the moment we must content ourselves, as the methodological behaviorist insists, with a person's genetic and environment histories. What are introspectively observed are certain collateral products of those histories.[27]"
 "In Beyond Freedom and Dignity, Skinner suggests that a technology of behavior could help to make a better society. We would, however, have to accept that an autonomous agent is not the driving force of our actions. Skinner offers alternatives to punishment and challenges his readers to use science and modern technology to construct a better society."
"Ethical control may survive in small groups, but the control of the population as a whole must be delegated to specialists—to police, priests, owners, teachers, therapists, and so on, with their specialized reinforcers and their codified contingencies"[75]
"It is a mistake to suppose that the whole issue is how to free man. The issue is to improve the way in which he is controlled"[76]
[emphasis added to the above quotations]

although it would certainly be possible to delve into this topic more deeply, i intend these posts to be of an introductory nature, and not to overwhelm the newcomer with too much data. in concluding this section, i merely wish to emphasize 3 aspects referred to above.

1. Skinners belief that there is no 'autonomous' agent at the root of behavior, nor any 'feeling' state, nor any morality of any kind at work, nor ANYTHING, that makes the subject of conditioning an individual or sovereign with any kind of rights. In short, skinner de-emphasizes any possibility of 'free-will' or moral character in an individual that would be resistant to manipulation by 'reinforcement' or 'punishment'. this viewpoint is essential if the goal is to treat everyone as a 'human resource' void of any soul or integrity, any innate character that should be respected. In Skinner's world, humans are no different than pigeons or rats that he had no problem caging, electrifying, starving, etc. (much like Pavlov) in order to produce a desired behavior according to the whims of the experimenter/'expert'.

2. Skinner's assertion that 'ethical control' is the purview only to 'small groups' of 'specialists', who are totally justified in using any expedient means to coerce the behavior of the masses, because, as already stated, these non-specialists have no inner character of their own, nor any free will, but are nothing but the sum of their conditioning. and of course this conditioning is arbitrarily determined by the 'specialist' who thus has total control and is essentially 'creating' this person as they sculpt their 'responses' purely according to reinforcement.

3. The profound influence of Skinner on modern psychology and education. As we see on wikipedia, he was declared " the most influential psychologist of the 20th century.[16]" What is now referred to as OBE outcome-based education is the cornerstone of public education in America and elsewhere, and it is founded on the work and concepts of B. F. Skinner.

Part III: Wilhelm Wundt http://en.wikipedia.org/wiki/Wilhelm_Wundt

"Wilhelm Maximilian Wundt (16 August 1832 – 31 August 1920) was a German physician, physiologist, philosopher, and professor, known today as one of the founding figures of modern psychology. Wundt, who noted psychology as a science apart from biology and philosophy, was the first person to ever call himself a Psychologist.[4] He is widely regarded as the "father of experimental psychology".[5][6] 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.[7]
By creating this laboratory he was able to explore the nature of religious beliefs, identify mental disorders and abnormal behavior, and find damaged parts of the brain. In doing so, he was able to establish psychology as a separate science from other topics. He also formed the first academic journal for psychological research, Philosophische Studien, in the year 1883."

Wundt emerged in the society where education was public, free, and compulsory. the so-called 'prussian model of education' http://en.wikipedia.org/wiki/Prussian_education_system was a pioneering system that was later imitated by other countries. it was brought to the USA by disciples of Wundt's theory and methods (G. Stanley Hall, John Dewey).

I have to say that the initiating inspiration to write this post comes from the work of Charlotte Iserbyt  (former senior policy advisor to the US Department of education):
 http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf
"WILHELM WUNDT, FOUNDER OF EXPERIMENTAL PSYCHOLOGY AND THE FORCE BEHIND ITS dissemination throughout the Western world, was born in 1832 in Neckarau, southern Germany. The following excerpts concerning Wundt’s contribution to modern education are taken from
The Leipzig Connection: The Systematic Destruction of American Education by Paolo Lionni and Lance J. Klass (Heron Books: Portland, Ore., 1980):

 "To Wundt, a thing made sense and was worth pursuing if it could be measured,quantified, and scientifically demonstrated. Seeing no way to do this with the human soul,he proposed that psychology concern itself solely with experience. As Wundt put it... Karl Marx injected Hegel’s theories with economics and sociology, developing a “philosophy of dialectical materialism.”... (p. 8) From Wundt’s work it was only a short step to the later redefinition of education. Originally, education meant 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. To the experimental psychologist, however, education became the process of exposing the student to “meaningful” experiences so as to ensure desired reactions: [L]earning 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 really influential factors in learning are readiness of the neurones, sequence in time, belongingness, and satisfying consequences. If one assumes (as did Wundt) that there is nothing there to begin with but a body, a brain, a nervous system, then one must try to educate by inducing sensations in that nervous system. Through these experiences, the individual will learn to respond to any given stimulus, with the “correct” response. The child is not, for example, thought capable of volitional control over his actions, or of deciding whether he will act or not act in a certain way; his actions are thought to be preconditioned and beyond his control, he is a stimulus-response mechanism. According to this thinking, he is his reactions. Wundt’s thesis laid the philosophical basis for the principles of conditioning later developed by Pavlov (who studied physiology in Leipzig in 1884, five years after Wundt had inaugurated his laboratory there) and American behavioral psychologists such as Watson and Skinner; for laboratories and electroconvulsive therapy; for schools oriented more toward socialization of the child than toward the development of intellect; and for the emergence of a society more and more blatantly devoted to the gratification of sensory desire at the expense of responsibility andachievement. (pp. 14–15)"
when looking into the significance of Wundt, we see some of the same familiar elements:
1. extreme convenience of his theories and methods to the aims of centralizing governments with no concern for the rights or disposition of the individual.
Wundt's life corresponded with the early maturity of the Prussian model of compulsory, highly class-stratified 3-tiered education system in which children were groomed and conditioned for their eventual positions within a strictly controlled and militaristic society (this phase is the sequel to my earlier post about hessian mercenaries berzerkers-hashishin-and-hessians.html) and he was well-supported and funded by the rather parsimonious government of his time.
2. the common view he shared with Pavlov and Skinner that humans are predictable machines with no innate moral or personal character, and thus there could be no reason not to completely co-opt their behavioral processes of any individual in service of the social order (esp. the mercenary-selling tendencies of german rulers).
3. the profound and widespread influence of Wundt on Pavlov, Skinner, Dewey, G Stanley Hall, Horace Mann, etc. It is no stretch to say that modern initiatives like 'no child left behind' and 'common core' are basically superficial upgrades and refinements of the system Wundt outlined more than a century ago.

i hope by now readers will see the disturbing continuity between the fields of psychology, totalitarian governance, public education, and PSYWAR. this type of philosophy is at the root of world fascism and mercantilism which has oppressed and murdered its way around the globe for centuries. nearly every aspect of modern mass culture bears the imprint of this worldview. there is a common motivation behind all of these aspects as well as the cultural imperialism and ethnic/cultural genocide of any group that maintains opposition to the extreme and delusional materialism which serves as a pre-requisite for the establishment of fundamentally anti-human and self-destructive governmental and social substrates now being advanced under the banner of a 'multi-culturalism' which is actually a totally synthetic, homogenized, and forced mono-culture which is systematically stripped of any genuine cultural continuity with the past. it is only by the co-opting of the educational process and the compulsory conditioning of children from an early age under governmental auspices, that any such farce becomes feasible. yet society (with only token exceptions) is totally compliant with this agenda, and indeed will largely attack any dissident to this process as some type of fringe lunatic. think about that a minute.