Mind Damage Through
Diplomate, American Board
of Psychiatry and Neurology
Given the extremely high prevalence of
mental illness, family dysfunction, and
chronic stress in our society, we must examine the root causes of such
read this article on
coercive mind control tactics,
and note that some of these methods are used in today's
'tough-standards' approach to education.
The following elements impair mindfulness by interfering with whole brain
integration, heightening suggestibility, and suppressing
|critical thinking. The impact of these
methods will vary widely depending on the overall educational program
and the personality of the student.
Cults and 'tough-standards' education have
the following in common:
Extended drills, excessive and exact
repetition of routine activities
Establish control over the person's social
environment and manage
his time by using a system of excessive rewards and punishments.
Create a sense of powerlessness by subjecting
the person to frequent actions
and situations, which undermine his confidence in himself and his
Create strong aversive emotional arousals in
the subject by use of nonphysical punishments such as
humiliation, loss of privilege, change of social status, intense
guilt, anxiety, or manipulation.
It is difficult for former students - especially those who have
spent many additional years in college or pursuing advanced
degrees - to admit that they have been thoroughly deceived, and speak
out about the evils of our present educational system.
Their problems, shortcomings, and anxieties; they blame themselves for
all of these things, and hold modern education responsible for nothing.
'The group' is never at fault.
To admit that they had been fooled or brainwashed
would suggest that the major
decisions made in their lives were arrived at unwisely or naively, and
not completely self-legislated. They deny that they have been
hurt by the system because it is too hard for them to face the pain.
To mistrust one's own major decisions and
perceptions of reality is frighteningly close to that
ultimate terror: insanity. This level of denial of past reality
is difficult to overcome.
The formal academic
world is often similar to a cult. Although teachers are
among the most likeable and dedicated people in our society, and often
attempt to teach students to 'think for themselves', our general
population still suffers from an underlying delusion regarding our
educational system: We believe that the formal academic world is
conducive to healthy mental development.
||There are Latin and
algebra teachers who whole-heartedly believe that their subject
matter is completely relevant to the real world. Graduates who
have taken these subjects often hold rigidly to these same beliefs.
There are also
Scientologists who believe
that people are composed of clusters of spirits of dead
|space aliens which they call "thetans;" aliens
who were brought to earth 75 million years ago by an evil intergalactic
tyrant named Xenu. They also hold rigidly to their beliefs.
It is the same mentality, given that the latter is far more bizarre but
It is pointless to
teach students 'critical thinking', when they have been controlled
by a coercive educational system for years. Some gifted
people manage to get through this system unscathed. Most
students, however, do not. Their critical minds have been put out of commission.
In the film
Born on the Fourth of July, we see this process
magnified many times. The main character starts out as a
beautifully idealistic young man who goes through our competitive
school system, and later joins the marines to fight in Vietnam.
When he returns home, he suffers from a severe case of post-traumatic
stress disorder with major personality impairment. Although he
later becomes an activist, his efforts lack effectiveness because they
do not address the root causes of defects in our systems of education
and government. The film illustrates how his school experience
shaped his early character development and set the stage for his future
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