The alternative news media outlets have recently been flooded with news about the soon-to-be-released DSM-5’s latest guidelines for professionals in the filed of psychiatry. To make a long story short, basic every human emotion is now being classified as a “mental disorder” of some sort.
In an article published on HuffPost on December 3rd, professor emeritus at Duke University, Allen Frances, states, “This is the saddest moment in my 45 year career of studying, practicing, and teaching psychiatry. The Board of Trustees of the American Psychiatric Association has given its final approval to a deeply flawed DSM-5 containing many changes that seem clearly unsafe and scientifically unsound. My best advice to clinicians, to the press, and to the general public — be skeptical and don’t follow DSM-5 blindly down a road likely to lead to massive over-diagnosis and harmful over-medication. Just ignore the 10 changes that make no sense.”
Fear, anxiety, grief, frustration, excitement are now deemed to be “mental disorders”, which are obviously treated with prescription drugs brought to you by big pharma. Here are some examples of what’s to come:
1) Disruptive Mood Dysregulation Disorder: DSM-5 will turn temper tantrums into a mental disorder — a puzzling decision based on the work of only one research group.
2) Normal grief will become Major Depressive Disorder, thus medicalizing and trivializing our expectable and necessary emotional reactions to the loss of a loved one and substituting pills and superficial medical rituals for the deep consolations of family, friends, religion, and the resiliency that comes with time and the acceptance of the limitations of life.
3) The everyday forgetting characteristic of old age will now be misdiagnosed as Minor Neurocognitive Disorder, creating a huge false positive population of people who are not at special risk for dementia.
4) First time substance abusers will be lumped in definitionally in with hard-core addicts despite their very different treatment needs and prognosis and the stigma this will cause.
5) DSM-5 has created a slippery slope by introducing the concept of Behavioral Addictions that eventually can spread to make a mental disorder of everything we like to do a lot. Watch out for careless over diagnosis of Internet and sex addiction and the development of lucrative treatment programs to exploit these new markets.
Read the article in its entirety HERE.
First they came for your minds, now they’re coming for your guns
In a 1995 press conference, the then U.S. Attorney General Eric Holder said, “It’s not enough to simply have a catchy ad on a Monday, and then do it only on Mondays. We need to do this everyday of the week, and really just brainwash people into thinking about guns in a vastly different way.”
To some extent the brainwashing propaganda worked, for nearly half of the American population believes in tougher gun control policies or in a complete ban thereof. Check out some of the pollsHERE.
A recent executive order signed by Barack Obama entitled “Improving Access to Mental Health Services for Veterans, Service Members, and Military Families” with the alleged focus on “strengthening support for the emotional and mental health needs of our service members and their families”, now amalgamates the Departments of Veterans and the Department of Defense (DoD), the Departments of Veterans Affairs (VA) and Defense under the auspices of Mr. Barry Soetoro. This means in foreseable future no one will allowed to possess firearms, as everyone will be deemed psychologically unstable.
A Brief History of Psychology
For the past several decades, “psychology” has been a popular theme in both American society and abroad. Exactly what is psychology? This field of study may be defined as “the science of mind and behavior,” the mental or behavioral characteristics of an individual or group” or “the study of mind and behavior in relation to a particular field of knowledge or activity.” If taking in consideration the actual Latin root words ‘psych’=soul and ‘logia’=study, then suddenly there appears to be an incongruent definition of the word, as current, modern psychiatry completely disregards the existence of the soul. This is because there is a conspicuous difference between approaching the topic from a biblical perspective or from a humanistic viewpoint.
From the dawn of recorded civilization, humans have not only speculated about the nature and causes of mind and behavior, but have also employed their ingenuity to put these speculations to empirical test.
In the seventh century BCE, the Egyptian King Psamtik I supposed that children with no opportunity to learn a language from other people would spontaneously develop the natural and universal language of humankind, which he presumed to be Egyptian (Hunt, 1994). He tested this hypothesis by having one of his subjects isolate a number of infants and observe which language they first spoke; he was disappointed to learn that they did not speak Egyptian. SOURCE
In 1877 James Ward and John Venn petitioned the University of Cambridge in England to have experimental psychology introduced as an academic discipline. The University Senate refused to do so on the grounds that it would “insult religion by putting the soul on a pair of scales” (Hearnshaw, 1989, p. 125).
In a 1907 paper published in American Medicine, Dr. Duncan Macdougall of Haverhill, Massachusetts, described his attempt to put the soul on a scale (Macdougall, 1907). He persuaded six dying patients to spend their last hours in a special bed that rested on a platform beam scale. By comparing the weight of the individual (plus bed) before and immediately after death, Macdougall estimated the weight of the human soul to be about “three-fourths of an ounce.” He repeated this experiment with 15 dying dogs, which manifested no weight loss upon expiration, confirming the popular belief that animals have no soul (Roach, 2003).
As the centuries progressed, critical thinkers continued to speculate about the nature and causes of mind and behavior and to subject their theories to empirical test. The process was accelerated by the scientific revolution in Europe in the 16th and 17th centuries and by the development of experimental physiology and evolutionary theory in the 19th century, which promoted the growth of the institutional science of psychology in the late 19th and 20th century. The story of this progression, development, and growth is the history of psychology. SOURCE
The narrowing (dumbing down) of intellectual freedom had begun, then epitomizing the shift in education from academic education (1880–1960) to values education (1960–1980). SOURCE
In The Deliberate Dumbing Down of America writer Charlotte Iserbyt chronicles this shift and the later shift to workforce training “education” (1980–2000). The case is made that the values education period was critical to the transformation of education. It succeeded in persuading (brainwashing? duping?) Americans into accepting the belief that values were transient, flexible and situational—subject to the evolution of human society. Brave new values were integrated into curricula and instruction. The mind of the average American became “trained” (conditioned) to accept the idea that education exists solely for the purpose of getting a good paying job in the global workforce economy. In other words, the goyim, the cattle, need to be readied for a life of servitude. SOURCE
The most dangerous of all disciplines is the field of psychology. Humanistic disciples of modern psychology have taken over this discipline and use it to disseminate the five basic doctrines of satanic humanism: atheism, evolution, amorality, self-centrism and socialist one-world view.
The basic shortcoming of modern psychology is that it leaves out God. Behavioral psychology says that man is the product of his cultural environment. It also denies the existence of the soul, and thus free will. Man is simply a stimulus-response animal with no self-determinism and needs to be trained like any other animal; supply the correct stimulus, and you get the desired response, just like dogs or rats.
That man is made in the image of God, thereby being responsible for his own actions and possessing free will, is nothing but theological myth to science and behaviorists. To some extent, the behaviorist theory has plausible points, as humans are definitely affected by their environment, but this does not mean he cannot transcend his surroundings or rise above his environment. (1 Cor. 6:9-20).
Wilhelm Wundt, the father of modern psychology, asserted that humans are devoid of spirit and self-determinism, and that man is just the sum of his experiences. This atheistic, materialistic philosophy was the foundation for his study of the human psyche, which enabled him to reduce the study of ‘man’ to an external, physiological examination of stimulus and response.
Wundt’s greatest achievement was perhaps in establishing his laboratory in Leipzig University in 1875 and attracting students who would subsequently spread his theories all over the U.S., Europe and then the rest of the world. Wundt’s Ph.D. students flooded the US towards the end of the 19th century, who then found little difficulty in securing positions of influence at major American universities.
Dewey was an American philosopher and psychologist whose ideas greatly influenced education in America and promoted social reforms. Dewey stated, “The school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated, which will be most effective in bringing the child to share in the inherited resources of the race, and to use his powers for social ends.”
Dewey believed that teachers were not instructors, but designers of learning experiences on the Pavlovian model. Dewey wanted schools to feed experiential data to young brains and nervous systems, rather than teaching mental skills. Schools no longer seek to have teachers facilitate education in reading, writing, arithmetic, history, geography etc., but rather they are required to guide the socialization of the child – a role previously undertaken by parents, siblings, extended family, neighbors, the local community, church congregations, etc. Teachers’ functions today revolve around leading children to adapt to the specific behavior required in order to get along in the group and thence society.
In `My Pedagogic Creed’ John Dewey states:
“The school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.”
Moreover public schools must `take an active part in determining the social order of the future … according as the teachers align themselves with the newer forces [?!] making for social control of economic forces.‘
[Quoted in Allen, Gary, “Hands off our Children,” American Opinion, XVIII, No, 9 (October 1975), 3.].
The Absurdity of Modern Psychology
Although man, at times, needs reinforcement and drug therapy, it is a fallacy to view man utterly as an animal that is environmentally controlled, desensitized and deterministically guided. Psychology cannot explain man’s non-material needs, such as love, loyalty, morality, etc. These can only be explained from a biblical perspective, which explains that humans are spirits of light created in the image of God.SOURCE
Psychoanalysts treat deviant behavior, or any human emotion, as someone else’s responsibility. The blame is always cast on someone or something else – friends, teachers, videogames, and society in general. While this has a hint of truth, everyone can live above the pressures of life if we so choose.“And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God” (Romans 12:2).
Psychiatry’s Views on Education
`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. That the typical school overemphasizes instruction in these formal, academic skills as a means of fostering intellectual resources … is a justifiable criticism. Elimination of inessentials by scientific study, then, is one step in improving the curriculum.’
Thorndike, Edward L., and Arthur Gates, ‘Elementary Principles of Education’ (New York: Macmillan, 1929), 308[quoted by Lionni op cit p36 – p45].
“In August 2003, the National Institute of Mental Health (NIMH) and the National Science Foundation (NSF) announced the results of their $1.2 million taxpayer-funded study. It stated, essentially, that traditionalists are mentally disturbed. Scholars from the Universities of Maryland, California at Berkeley, and Stanford had determined that social conservatives, in particular, suffer from ‘mental rigidity,’ ‘dogmatism,’ and ‘uncertainty avoidance,’ together with associated indicators for mental illness.”
Source: B.K. Eakman, Chronicles, October 2004, pp. 28-29.
“Political conservatism as motivated social cognition”By Jost, John T.; Glaser, Jack; Kruglanski, Arie W.; Sulloway, Frank J. APA Psychological Bulletin, May 2003, Vol 129(3), p 339-375
“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. Chester M. Pierce, Psychiatrist, address to the Childhood International Education Seminar, 1973
Teaching school children to read was a “perversion” and high literacy rate bred “the sustaining force behind individualism.”
John Dewey, Educational Psychologist
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…”
Report: Action for Mental Health, 1961
“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.”
Bertrand Russell quoting Johann Gottlieb Fichte, the head of philosophy & psychology who influenced Hegel and others – Prussian University in Berlin, 1810
“…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.”
Harold Rugg, student of psychology and a disciple of John Dewey