Psychiatry and its views on education

Psychiatrists on Education










The Psychiatric Condition of the Psychiatrists
Dr. Chester M. Pierce, Psychiatrist, address to the Childhood International Education Seminar, 1973 :

“Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well by creating the international child of the future.”
Dr. G. Brock Chisholm, President, World Federation of Mental Health :

“We have swallowed all manner of poisonous certainties fed us by our parents, our Sunday and day school teachers, our politicians, our priests, our newspapers, and others with a vested interest in controlling us. Thou shalt become as gods, knowing good and evil, good and evil with which to keep children under control, with which to impose local and familial and national loyalties and with which to blind children to their glorious intellectual heritage The results, the inevitable results, are frustration, inferiority, neurosis and inability to enjoy living, to reason clearly or to make a world fit to live in.”

John Dewey, Educational Psychologist :

“Teaching school children to read was a perversion and high literacy rate bred the sustaining force behind individualism.”
Report: Action for Mental Health, 196 :

“The school curriculum should be designed to bend the student to the realities of society, especially by way of vocational education the curriculum should be designed to promote mental health as an instrument for social progress and a means of altering culture.”
Bertrand Russell quoting Johann Gottlieb Fichte, the head of philosophy & psychology who influenced Hegel and others Prussian University in Berlin, 1810 :

“Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished. The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at: first, that influences of the home are obstructive and verses set to music and repeatedly intoned are very effective It is for the future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.”
Harold Rugg, student of psychology and a disciple of John Dewey :

“Through schools of the world we shall disseminate a new conception of government one that will embrace all of the collective activities of men; one that will postulate the need for scientific control and operation of economic activities in the interests of all people.”

National Institute of Mental Health (NIMH) sponsored report: The Role of Schools in Mental Health :

“Education does not mean teaching people to know what they do not know it means teaching them to behave as they do not behave.”

Dr. William Coulson, explaining Outcome Based Education (OBE) : Info

“This is the idea where we drop subject matter and we drop Carnegie Unites (grading from A-F) and we just let students find their way, keeping them in school until they manifest the politically correct attitudes. You see, one of the effects of self-esteem (Values Clarification) programs is that you are no longer obliged to tell the truth if you don’t feel like it. You don’t have to tell the truth because if the truth you have to tell is about your own failure then your self-esteem will go down and that is unthinkable.”

Charles F. Potter, Humanist :

“Education is thus a most power ally of humanism, and every public school is a school of humanism. What can the theistic Sunday school, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teachings?”
John B. Watson, psychologist, founder of Behaviourism :

“Men are built, not born. Give me the baby, and I’ll make it climb and use its hands in constructing buildings of stone or wood. I’ll make it a thief, a gunman or a dope fiend. The possibilities of shaping in any direction are almost endless.”
W. H. Auden :

“Of course, Behaviourism works. So does torture. Give me a no-nonsense, down-to-earth behaviourist, a few drugs, and simple electrical appliances, and in six months I will have him reciting the Athanasian Creed in public.”

Edward Lee Thorndike, pioneer of animal psychology :

“Despite rapid progress in the right direction, the program of the average elementary school has been primarily devoted to teaching the fundamental subjects, the three R’s, and closely related disciplines Artificial exercises, like drills on phonetics, multiplication tables, and formal writing movements, are used to a wasteful degree. Subjects such as arithmetic, language, and history include content that is intrinsically of little value. Nearly every subject is enlarged unwisely to satisfy the academic ideal of thoroughness Elimination of the unessential by scientific study, then, is one step in improving the curriculum.”
Dr. John Rawlings Rees, Strategic Planning for Mental Health, June 18, 1940 :

“We can therefore justifiably stress our particular point of view with regard to the proper development of the human psyche, even though our knowledge be incomplete. We must aim to make it permeate every educational activity in our national life. We have made a useful attack upon a number of professions. The two easiest of them naturally are the teaching profession and the Church: the two most difficult are law and medicine.”
1899 Teachers College Course :

“Psychology, and child-study stand first in order among the required subjects of technical nature The course of child-study is supplementary to the prescribed courses in systematic and applied psychology.”
Benjamin Bloom, psychologist and educational theorist, in Major Categories in the Taxonomy of Educational Objectives, p. 185, 1956 :

“A student attains higher order thinking when he no longer believes in right or wrong. A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. A large part of what we call teaching is that the teacher should be able to use education to reorganise a child’s thoughts, attitudes, and feelings.”

Paul Popenoe, Behavioural Eugenist and co-author: Sterilisation for Human Betterment :

“The educational system should be a sieve, through which all the children of a country are passed. It is highly desirable that no child escape inspection.”

Further Study
In Profile : Wilhelm Wundt, Psychological Programming of Children
Psychiatrists and Professors are Lobbying to Normalise and Decriminalise Paedophilia
Froebel Education Method and the Third Reich
EM Fields Affected by Mobile Phone Radiation
Scalar and Psychoenergetics

Tags : Action for Mental Health, Behaviourism, Benjamin Bloom, Bertrand Russell, Charles F. Potter, Dr. Chester M. Pierce, Dr. G. Brock Chisholm, Dr. John Rawlings Rees, Dr. William Coulson, Edward Lee Thorndike, Harold Rugg, Johann Gottlieb Fichte, John B. Watson, John Dewey, Major Categories in the Taxonomy of Educational Objectives, National Institute of Mental Health (NIMH), Outcome Based Education (OBE), Paul Popenoe, Sterilisation for Human Betterment, W. H. Auden, World Federation of Mental Health

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