WK7Assgn Welling T
October
12, 2019
Dr. Melody
Moore
Course Syllabus
introduction
Classroom management rules and expectations regarding student
participation
Course description
Course introduction that includes a rationale for the course
List of prerequisites, if applicable
Textbook* and readings (peer-reviewed journal articles, reputable
websites, books); be sure to provide full references for all textbooks and
readings
Titles for each week of the course that reflect the topic(s)
covered that week
week 1
week 2
week 3
week 4
week 5
week 6
week 7
week 8
week 9
week 10
week 11
week 12
At least one discussion question DQ each week
week 1
week 2
week 3
week 4
week 5
week 6
week 7
week 8
week 9
week 10
week 11
week 12
File Descriptions
week 1
Wundt and the Ogle family of Tiffin Ohio
This class is not going to start out the way 99% of other general
psychology classes starts out. Almost the entire field of Psychology has no
idea the following subjects exist let alone are the foundation from where Wundt
gathered the tools from which to write the textbook.
Wilhelm Wundt
William James
Mary Calkin
Ogle
week 2
CR
OC
Janus
Trojan War
Socrates
Hello class, the concept of Janus the schema of Rome and why both the entire Roman Empire and Psychology as well as a significant amount of western academics revolves around the concept of Janus.
Want to know what in the world I am talking about. The word the Romans used almost no possible way the language origin is Latin, since Janus existed centuries before the invention of Latin. The Romans concept of schema was Janus, which has an insanely long, detailed, and complex history which ironically has its origins in Judaism despite the facts that the cultures which use Janus the most are as anti-Semitic as it got a few centuries ago.
Western cultures have been Conditioned response and Operative Conditioned to respond to specific ideas, concepts, and group think models which over the millennia have become twisted into whatever the new leaders want it to mean. but, the most basic tools of psychology themselves are all but literally found in the schema of Janus.
Pavlov rang a bell before feeding his dogs, months of this every day action produced the dogs would salivate at the sound of a bell, the Pavlovian or Conditioned Response (CR).
Operative Conditioning (OC); to induce various types of pain and or torture in order to illicit a specific response
janus Samhain, pumpkin faces, the headless horsemen.
week 3
Greeks
The Roman Empire
Janus
Plato learned about the functions and structures of the Janus concept from Socrates; who very likely based on the propaganda evidence released from both the Athenians (which is on the genocidally extreme side of ironic) and the up and coming Roman Empire.
The Roman Empire at that time was not a military threat to the Greeks, yet. But the writing was clearly on the wall. The Greek City state models were not going to be able to maintain and function as a cohesive unit when the Roman Army came a calling in a couple centuries.
The largest problem, the Greeks loved to fight so much they lost dozens if not 100s of people (infantry) every year sometimes more in city on city fighting. They simply could not put away the blood lust to work together long enough to create a sufficiently large army. This was not a problem for the Roman Empire. The Romans fought together, rarely against each other. A splintered group of armies, versus a unified army who took the best parts of the Spartan phalanx concept, improved it to make the Roman square, leaving the parts that did not work after several centuries left behind.
week 4
Classics
Greece to Rome
Athens
Athens to ATEN
The ATEN of Egypt, a Synapse
This is all Psychology, since this is when and where the classics which is how the Classics traveled from Greece to Rome, through those conflicts. As the Romans absorbed the classics as their own, they learned from the foundations and fundamental tools of psychology hidden in the Classics.
Ironically because the Capital of Greece is the city of Athens, which is after backtracking through 100 language translations from 1330-present take the H off after the T, and the ‘s off since it is not needed to indicate a proper name in Indo European Language. You have the name ATEN, which is the first deity of Egypt. Which is an extremely long, detailed, and complicated aspect of Egyptian culture, and Pyramids, and the city of Rome itself.
week 5
The Pyramids
Back Bone, Spinal Cord, Synapse
Janus
Plato thought Processing
Conditioned Response; CR
Operative Conditioning OC
The Pyramids are ,in essence, the backbone, the causeways are the major nerves coming off the spine. It is also the construction of a Synapse in the brain, part of a neuropathway.
The evidence is beyond easy to look at and reassemble, however the evidence has been hidden behind the Greeks and Romans using the tools from the classics of Conditioned response and Operative Conditioning in order to hide those most basic and fundamental aspects of western culture.
week 6
Scientific Method
Idea
Hypothesis
Test
Theory
Conclusion
Explain the Scientific Method
The ways in which those two cultures used OC to bury these facts, is by employing the not yet called said Scientific Method to argue students who strayed too close to the facts and evidence that the ATEN, the Pyramids, the Jews (who built the pyramids), eventually called the city of Rome after a 500 year war which occurred immediately after the Trojan War (where the Classics were in part created from), the concept of the schema/deity Janus, etc. by 100s if not 1000s of other surrounding topics. To keep students for the last 2500 years from asking questions about these sequences of information, that any first-year medical student or a person trained in the discipline of gross anatomy, looking at the pyramids draw a line from the very center of each pyramid. Those connected dot lines form a perfect double spine.
week 7
week 8
Guild Structure
Heresy,
“Stay on Topic”
To hide this unbelievably obvious evidence, generation upon generation of students were not allowed to cross discipline. Thanks to the OC of the guild structure. Students were severely punished if they went outside their chosen “stay on topic, of this class, this degree process, this subject matter”. Deviations from said subject matter were on the extreme side of harshly disciplined. From the Vatican murdering the student for heresy, up to and through being kicked out of the school; depending on what the Vatican and then the rules of western academics was allowed to
week 9
Skinner Box of “in a classroom
Schrodinger's Cat
The Skinner Box of “in a classroom” depending on the teachers and the administration extremely harsh punishments existed up until just a few decades ago. Do x and you are punished; define a Skinner Box. which is the absolute best way to suppress anyone questioning the authority of the subjects presented. To this day some ideas are still on the extreme side of suppressed, publishing.
All students are rewarded CRs with good grades and support from the teachers, administration, and the academic world for staying on topic and keeping within the acceptable boundaries of what has been approved. Rewarded with treats, ringing a bell e.g. receiving an A grade for work done within the boundaries of the stated rules. Stray outside those rules and you are punished with Fs and eventually removed from school, Skinner Box.
week 10
Trojan War
European Kingdoms
Holy Roman Empire
Witch Burning times
Schrödinger’s Cat
Now that you understand how to use the tools of CR and OC, the question remains why in the world use them to such extremes to hide information about the Trojan War, and all its close to infinite applications. That answer is of course, the Trojan War is what allowed for the formation of the Roman Empire, which allowed the formulation of the Holy Roman Empire, which allowed the formulation of the Kingdom of France, which in a way allowed for the formation of the Kingdom of England. Although the English and the British are two radically different cultures, despite the facts that the genocide level OC’s applied by the English to absorb the British and use the name British does not actually make the English British, it only means the English have been on the extreme side of great at forcing the world to believe they are British and killing anyone (Skinner Box, and for that matter Schrödinger’s Cat) who questions the authority of the English calling themselves British.
The British are the direct descendants of the Trojans and the 18th dynasty who themselves are the direct descendants of the Old Kingdom of Egypt, who built the pyramids and formulated the Pyramids to be the Siamese twins of the double spine of Janus.
Extremely complex, but when boiled down, extremely simple. The descendants of the Hyksos used every manipulation tool they could get their hands on in order to erase the facts which the Old Kingdom built and understood, which obviously the Hyksos felt threatened by.
Why does this matter.
week 11
§ The British are the direct descendants of the Trojans and the 18th dynasty who themselves are the direct descendants of the Old Kingdom of Egypt, who built the pyramids and formulated the Pryamids to be the Siamese twins of the double spine of Janus.
§ Extremely complex, but when boiled down, extremely simple. The descendants of the Hyksos used every manipulation tool they could get their hands on in order to erase the facts which the Old Kingdom built and understood, which obviously the Hyksos felt threatened by.
§ why does this matter.
§ Everyone raise your hands.
§ Everyone hands up.
§ When the questions no longer apply to you, put your hand down. But not until then.
§ First question
§ “How many present want to be in this class?”.
§ “How many in this class have been affected by a CR and or an OC.?”
§ A few might put their hands down.
§ If everyone in the class does not drop their hands, continue without this
§ Those that do.
§ Everyone keep your hands up. but I have specific questions for those students to realize they have actually been conditioned to respond in specific ways.
§ “Do you understand the words coming out of my mouth. Congratulations, you have been trained to respond in given ways to a given stimulation, You have been conditioned to respond in a specific way. So put your hands back up.”
§ next question
§ “How many understand that the history of western education is profoundly different than you were both told and were through not a small degree of torture led to believe”
§ next question
§ “what do you need to do, according to your own path and wyas you learn how to begin to extinct these behavior patterns. Keep your hands up”
§ “will you stay with the accepted dominant paradigm information, or will you strive
week 12
class open discussions describe how think tanks work. Allow open
discussion of anything covered in the class. Be open to having this discussion bleed
into a different more open discussion in either a hall, restaurant, someplace open,
etc.
At least six assignments over the course of the 12 weeks
week 1
week 2
week 3
week 4
week 5
week 6
week 7
week 8
week 9
week 10
week 11
week 12
Tests (You may select the number of tests to administer and when
to administer them; however, be sure to include the test type you will use to
assess learning.)
At least four activities that promote student engagement and
facilitate rapport over the course of the 12 weeks (apart from other
discussions and assignments)
Grading criteria for discussions, assignments, and assessments
Media ideas (optional)
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C.,
& Norman, M. K. (2010). How learning works: 7 research-based principles for
smart teaching. San Francisco, CA: Jossey-Bass.
American Psychological Association. (2010). Ethical principles
of psychologists and code of conduct: Including 2010 amendments. Retrieved from
http://www.apa.org/ethics/code/index.aspx
Corty, E. W. (2008). Resolving a conflict between APA learning
goals and APA ethical principles. Teaching of Psychology, 35(3), 223–225.
Landis, B. D., Altman, J. D., & Cavin, J. D. (2007).
Underpinnings of academic success: Effective study skills use as a function of
academic locus of control and self-efficacy. Psi Chi Journal of Undergraduate
Research, 12(3), 126–130.
Retrieved from the Walden Library databases.
Stavredes, T. (2011). Effective online teaching: Foundations and
strategies for student success. San Francisco, CA: Jossey-Bass.
Svinicki, M., & McKeachie, W. J. (2014). The ethics of teaching. In McKeachie's
teaching tips: Strategies, research, and theory for college and university teachers
(14th ed., pp. 319–327). Belmont, CA: Wadsworth.
Tabachnick, B. G., Keith-Spiegal, P., & Pope, K. S. (1991). Ethics
of teaching: Beliefs and behaviors of psychologists as educators. American
Psychologist, 46(5), 506–515.