WK10Assgn Welling T
October
12, 2019
Dr. Melody
Moore
Course Syllabus
Wilhelm Wundt the founder of modern Psychology spent no less than
20 years of his life with a blade pressed against his neck, with an absolute guarantee
of infliction of bodily harm if he did anything at all that his slave masters disapproved
of. For a 5-25-year-old, that is not the definition of trauma, that is the definition
of practically a lifetime of torture. This class will cover about 90% of the information
which led directly to Wundt being able to write his notes but is entirely not covered
by any other Psychology class, and all but ignored by textbooks. Since this is a
brand-new class and degree process, example papers are at the ready. Simple ask
and said will be provided, that cover the basics of what the instructors will be
looking for. Unlike most all other psychology classes, period, this class starts
with the not the scientific method but the basic foundations of where the field
came from, where the field developed from, how all that arrived at the foot of Wundt
who then created notes, which more than 10 years later he turned into a textbook.
However, that story is only a very small fraction of the real events which happened
previous and post Wundt’s work. Plus, that information does not cover Joseph Smith
or Oliver Cowdery at all, neither does any textbook cover the statistical facts
that Wundt was not in Prussia but America at the time of writing those notes. However,
all the information of this class, degree, and the textbooks written by the author
are almost entirely based on the scientific method which means all the facts presented
are lab testable. Most cannot be disproven no matter how hard anyone tries.
Classroom management rules and expectations regarding student participation
The volume of reading and classroom participation is on the extreme
side. 5 credits might not be sufficient, the volume of
substantive work will require a huge amount of time and commitment. However, if
this class is passed, the rest of the classes in the degree will be that much
easier. Pass this class and the student is well on their way to being able to set
their ambition to achieving a PhD.
Course description
This course is intro to General Psychology, unlike almost every other
course in general psychology you will learn information and details which are offered
in literally no other school or class. The information in this class is both far
more detailed, and far more intense. The amount of reading is at least double other
classes, but the pay off is you will have a far higher level of understanding
in the field of Psychology than any other program in the field.
This course and the following classes are designed to be a very deep
dive into the foundations of Psychology.
Rationale for the Course
The rationale for this course is to perform a deep academically and
scholastic dive into the foundations and formulations of the concepts of Psychology
itself. In the years since this researcher has been uncovering facts and evidence
regarding Wundt and what he was able to achieve, the facts that it has been assumed
he was in effect by himself toiling away in a library in Prussia just allowing his
natural genius to work, nothing could be farther from the truth. First he was not
in Prussia, second he was not by himself, third he was in a very carefully constructed
library, fourth he was also a slave (indentured servant) owned by the Prussian Empire,
fifth he had helpers who in some circles are profoundly more famous than he ever
will be (those helpers are the reason both the Prussians and the Americans flat
rejected anyone to actually tell the truth about the foundations of Psychology.
The Prussians created the paramilitary organization the FreiKorp circa 1754, which is a paramilitary organization
{terrorist cell} designed to go in behind enemy lines to sow discontent, there goal
is to entirely crush the enemy culture, so their outmatched at full strength army
only has to come in to mop up. The Munich Terror Cell of the FreiKorp name changed
in 1920 to NAZI, the New York FreiKorp Terror
cell name changed to Tammany Hall (post 1980 they name changed to something else,
but are still very alive and well promoting Prussian terrorist ideas and of course
violence) George Clinton, the Mayor of New York and the president of Tammany Hall
in 1790, ordered Arron Burr the CEO to assassinate Alexander Hamilton{shocker politicians
lie}although publicly the official story is entirely different from what actually
happened. George Clinton wanted to be President but Thomas Jefferson was profoundly
too popular, so he set his sights on the VP slot, but Alexander Hamilton was actually
more popular in some ways to Jefferson, so it was likely to have Hamilton as VP
under Jefferson, then move into the Presidential role instead of James Madison,
who could be President after Hamilton. Which would eliminate entirely James Monroe
from being President installing John Quincy Adams in place of Monroe. Which would
allow Quincy to have 8 full years then be replaced by Andrew Jackson. That entire sequence was interrupted when George Clinton secretly
ordered Arron Burr to assassinate Hamilton. Talk about a depth of information for
the field of Psychology to research. The connections between the American founding
fathers and the Prussian Empire Freikorp is irrefutable. Thomas Jefferson once commented “he’d rather
go to one of David Rittenhouse’s meetings than spend a whole week in Paris.” The ramifications in context cannot be understated. Jefferson not
only loved Paris, but he would have lived his life in Paris if he had that choice.
Which he did not. This David Rittenhouse character/person, Paris, Freikorp founding fathers of America, etc. is the same exact
equation dynamic reflected in the events of a half century later in Tiffin, Ohio,
five most of the first half century of the foundation of Psychology is all political
theater which has little actual foundation in facts, six the tools Wundt would were
within the structure of the stories of the Trojan War, etc. This course covers these
details and equations, which little to not any of this information is available
in any other course offered in the entire field of Psychology. An entire Television
fictional version of this concept of a hidden David Rittenhouse FreiKorp; truth
behind the political spin was extremely poetic license fictionalized into the tv
show “Timeless” about a black man who invents a time machine. The antagonist to
the protagonists of the show eg the “great enemy” is an
organization called Rittenhouse, which fictionally came from the very real person
David Rittenhouse. The problem is the TV show did not include the all to very real
and not fiction in any way David Rittenhouse was a member of the Prussian FreiKorp.
He was only American by birthright, heritage he was 100% loyal to Prussia from first
to last breath. So was George Clinton (no relation to POTUS 42, although most do
not know that little William Jefferson was adopted by his stepfather into the Clinton
family. His birth surname is Blythe) he was a born and bread Prussian. The time travel issues are a
historical fact regarding the 800 year history of the Prussian
Empire, they have been tied to various and assorted missions and documentation regarding
research into time and time travel at least 20 times in their history. The NAZI
party devoted huge amounts of time and resources to the concept of time and making
time travel machines. So much so that they defunded their own “Manhattan Project”
to focus on their time travel research. Evidence found inside the function and structure
of enumerable sources. Not to mention the facts and evidence that Wundt was researching
“The Classics”, the cornerstone books of the Classics are The Iliad and Odyssey.
Which are the Trojan War, and the story of AEniad. Which was written by Virgil under the careful protection
of the Julii family. The Julii family and the foundation of Christianity despite
how much the Roman Senate to the depth of their being hated to a disgusted level
any and all things related to the Julli family and of
course Christianity. From 50 to 300 ce, many of the most
prominent Roman Senate families began to evacuate out of Rome over the genocidal
war being fought between the hard line descendants of Agamemnon (Trojan War) and
the bran new descendants of Paul who were trying to battle over supremacy of Rome
and of course the direction of Christianity. Leaving the founders of the ministry
enemies of both, as well as those who did not want to live in a genocidal war zone.
Many hard line but not interested in living under extreme
guard Roman Senate families evacuated out of Italy for Germany and Slovakia areas.
Same hatreds against the Jews, same need to find and destroy the Trojans, but outside
of the battle ground which Rome became. Their descendants are who created the Prussian
Empire. The Prussian empire who took the German/Prussian Wilhelm Wundt at age 5
into a state of slavery, moved him to Tiffin Ohio and put him to work translating
the Classics to find weapons and Weapons of Mass Destruction (WMD)’s from which
to have supremacy over the entire world. Half of the Trojan culture are what remained
of the 18th Egyptian Dynasty who were forced to evacuate out of Egypt
in the decades previous to the killed in battle King Tut.
Psychologically the next sentences is beyond key to understanding
why all the above ties together, and the factual foundation of why this course and
degree process should be required field wide. The 18th Egyptian Dynasty
their secret religion was of the ATEN, Amenhotep iv aka Akhenaten (ATEN) took the
families private/secret religion of the ATEN and went public with it. He openly
worshiped the ATEN, and attempted to allow his citizens
to worship the ATEN in public as well. The results did not go very well, or nicely.
The Hyksos/Avaris rose up and performed the coup d’état, to seize the Throne of
Egypt again from the “Old Kingdom”. The Old Kingdom who build the Pyramids. The
Pyramids are not just those huge square buildings with a point roof, the vast majority of the Pyramids are the miles and miles long
causeways which stretch to the east. Those Causeways when drawn out form the ATEN.
But if you draw a line down from the first Pyramid Djedefre
to the center of Khufu, etc. to the Bent Pyramid. You get an odd line. That odd
bent line forms the double Spine of the schema of the city of Rome itself Janus.
The Schema of the city itself is the center part of the culture of Rome. Everything
imaginable regarding the Roman Culture revolved around the schema of Janus. The
symbology of Janus is found in the seal of the Presidency of America the double
eagle is Janus in animal form. Almost not a single aspect of the above beyond impossible
to disprove working gears of where the information Wundt gained access to is taught
in modern Psychology class, but should be. This is where
Wundt formed the field from. Everything about the above is the foundation for Psychology,
and every single idea, hypothesis came from the above information. But almost no
one knows it. It appears that all aspects of western culture are a battle over who
controls the information of the ATEN and its associated Janus. The Causeways are
the major nerves stemming off the spinal cord. Djedefre
Pyramid is in basic the first vertebrae down from the Skull, the skull houses the
brain. A significant scientific argument can be made that both St Peters Basilica
Vatican Rome and the Sistine Chapel directly north by few feet, are both built to reflect different
aspects of the Janus Concept. Apparently, the Janus/ATEN concept has been the reason
for at least 3 entire Genocides, the foundation of why the Intelligence Quotient
was created in the first place (by the Prussians in both France and Minnesota),
why Wundt was in Tiffin Ohio, etc. The ATEN of the Pyramids forms the shape of a
Wing, so it stands to reason that the wings in art have some reflection to the ATEN/Cherubim.
Exploration for this would play an extremely interesting aspect to psychology.
In addition, Psychology is a form of Medicine, you cannot find a
medical doctor who is not interested in taking a complete history of their patients.
A complete and thorough history is exactly what the field of Psychology itself is
missing.
List of prerequisites, if applicable
If you can handle the class load, come on in.
Textbook* and readings
There are of course several aspects to the formulation of a classroom,
and of course there are outside required readings. But the majority of the
textbooks and articles required for this class come from the author of this class. Since the
information cannot be found in one condensed format, the author of this class created
textbooks, in order to allow just the important information from 1000s of outside
sources in a condensed form. Although, not to have to read the entirety of 10 textbooks,
a few paragraphs, chapters, from each book build a story per the 12 weeks of the
class. Not to mention dozens and dozens of jpg images to better describe and
define the multi-dimensional aspects of some of the ideas. Including the Electro-Magnetic
sphere e.g. magnetosphere around the planet and its direct reflection in both
Janus and Freud’s work.
Credit Hours
That would be up to the school board and of course the administration
to determine how many course hours this class is worth. Although by shear word
count, and volume needed to read, not sure if 5 credit hours is sufficient.
Course Outcomes
Each student will have a beyond current measure sold grounding
in the foundations of Psychology. Depending on the puritanical level of the respective
boards who will be required to review said, a section can be added regarding
the ancient Roman Memento Mori Part 1 a b and Part 2 ceremony which has trickled
into modern culture and still have a profoundly huge grip on the rites and customs
of most all western cultures in the present. A 1000s of year-old ceremony can
be directly linked into the foundation of modern Criminal Justice, modern date
dating rituals, and why some people are (through the concept of Janus/Genius) have
little choice regarding performing some inappropriate actions. However, two
entirely behaviors (part 1 a and b) of the three of Memento Mori are entirely not
G rated in any way to look at them; however criminal justice and modern mating rituals
are also not G rated. The facts and statistics are undeniable, but not G rated.
The Main purpose of the course is to provide the strongest and most
fundamental foundation for the study and pursuit of where Wundt found the pieces
and tools he turned into notes. Those notes more than 10 years later became the
foundation for his textbook. The textbook being published is where most professionals
and scholars in the industry begin their research into the field of Psychology.
This course starts with the Pyramids and the Trojan War with a bit of the Ǽniad written by Virgil; who was a central player in the
story “The Divine Comedy” written by Dante Alighieri. Which more than a little literary
assistance from the Brothers Grimm.
where the tools Wundt found came from
Pyramids
Janus
The Trojan War
The Classics
Ǽnied
Virgil
The Julii family
The Divine Comedy
Versailles
The Vatican remodel 1450-1600s
The brothers Grimm
The Samhain War
Legal Ease
Obviously, the legal ease stuff per assignment will be either copied
from the present school or the standard forms from other schools. The turn in by
day x reply to your fellow students by day y for DQs. Assignments same file name
the school requires and turn in by day z. Those are universal legal ease, simply
copy and paste it from whatever source is needed. The school likely has its own
legal language they use, which when provided simply put said into place.
Course Schedule
Course Calendar
all Daily Questions your post due day 2, responses to your classmates
by day 4.
weekly papers due by Sunday 12 midnight est.
Course Materials
Textbooks
Janus
Janus and the Pyramids
Janus and the Roman Empire
Janus and Memento Mori part 1 a b, and 2; which is a huge amount
of information regarding Psychological Criminal Justice. Domestic Violence,
killers, serial inappropriate behavior, etc. are rooted in why the Romans created
the Memento Mori Ceremony sequences.
DQs
Titles for each Week of the course that reflect the topic(s) covered
that Week
Week 1
Heidelberg University, Wundt, translates the classics into modern
psychology.
Week 2
Pavlov and Skinner standby tools, CR and OC
Week 3
Janus the Greeks, Romans, Freud and Janus.
Week 4
Janus, The Trojan War, the Classics, the ATEN of Egypt.
Week 5
Janus and Genius, Pyramids, Janus, Freud
some information regarding key western culture concepts which
are still in absolute active participation ancient Rome to present, only
aspects of the façade have changed, the working tools are virtually identical (Caligula
and the Memento Mori part 1 a and b ceremonies)
Week 6
Scientific Method
Week 7
Tiffin Ohio, Heidelberg U, the Guild Structure, Papal Bull,
Week 8
the Guild Structure Skinner Box, Schrodinger’s Cat
Week 9
Trojan War as it applies to European Civilizations through Schrodinger’s
Cat (Janus) two states of being at the same time, with the invisible what is
the present when not looking to the future or the past. Describe the Cat experiment,
the foundation for modern Quantum Physics. Which is most of the field of Cognitive
Psychology.
Week 10
Versailles and the brothers Grimm.
Define Versailles, translate it. The Nickname of Versailles and
how it directly applies to Pharaoh Narmer. Noah’s Fleet. The Old Kingdom
of Egypt and the science of the Mind.
When dealing with conquest cultures, never look to the culture itself
to tell the truth. Even the allied army lied about what if found, evidence some
of the comments General Patton made. Look to the impact from secondary sources.
Said evidence will tell a much better story every time than the one the conqueror
wants to tell. Direct evidence can be found in the Tom Clancy Novel “The Hunt for
Red October” the captain’s nick name is Vilnius Nastavnik;
that name in fiction has a dozen layers most of which have direct connections and
explanations for and from the Holocaust. The Slovakian city (reference previous,
this one of the areas Romans evacuated out of Italy circa 50-300 ce to avoid the genocidal war between the remnance of the Philistines eg the
culture Agamemnon formed and the descendants of Paul who had no problem using any
and all tools to obtain supremacy over the Vatican, Rome, and of course all homo
sapien sapien’s.) widely known
for its immense Jewish populations; based from a documentary the Jewish population
was over 45% of the city. As apposed to Manhattan with its huge Jewish population
of 15%. The School the fictional Russian submarine commander taught at sits directly
over the ruins of a Synagogue complex which is roughly the same size as the Vatican
grounds, not just those world famous buildings. Same areas
in general are where the Brothers Grimm collected their stories about amazing people
and events. They can all be tied directly back to Versailles and its associated
cultures and library.
Week 11
Foundation of the British Culture from the city of Samhain aka Rome
Week 12
Open Discussion Think Tank
Classroom Interactions
At least one discussion question (DQ) each Week
Proven beyond measured fact in Medicine (which psychology is an arm
of Medicine) when every single patient goes to see a doctor, or a medical professional
interacts (professionally) with a patient. Two things happen by default. First thing
that happens, what is the medical issue today, second question what the history
of the patient is. The history of the patient is actually more
important than what is the current symptom seeking treatment. Any discussion which
involves not having these two questions asked every time makes the answers irrelevant.
Each of the DQ posts are doable. First question is; describe the information presented.
Second question; how is this relative in the larger picture of history. Schrödinger
proved his beyond any doubt in his study about a creature in the box is both alive
and dead at the same time. The answer x is important, but the context y is more
important. Y is the determinate for two states of existence to apply simultaneously.
Which is literally the physical embodiment of the Roman schema of Janus; looking
both east (future) and west (past) at the exact same time. Not to mention the
third invisible head which is the present; evidence for this is the magnetosphere
of the planet earth, the orbital east bulges out east, orbital west bulges
west, while the top bulges from the origin of the Electro-Magnetic Waves. Compass
North was an unknown to the Romans, but all to very real.
Week 1
(insert due on day x after question 1, reply to at least a number of classmates by day y.)
Question 1: Where was Wundt when he reformed modern psychology. 2
Where did Wundt find the sources he reassembled into modern psychology.
Question 2: what the historical context is. exactly where did this
tool come from,
Week 2
Question 1: A couple sentence description of CR, a couple sentences
description of OC. More if you want. The foundation tools of the human psyche, however
they work different nurture versus nature. Philosophy concept CR and OC as compared
with Janus.
Question 2: what is the historical context? exactly where did these
tools come from?
Week 3
Question 1: define Janus as it directly relates to the field of psychology.
It directly relates in more than a couple ways; chose at least two and provide descriptions.
Compare Janus with the incorrect translations of this concept from Freud.
Question 2: what the historical context is. exactly where did this
tool come from,
Week 4
Question 1: The origins of Janus the Pyramids and the applications
of the differences between comfortable fictions versus uncomfortable facts.
Question 2: what the historical context is. exactly where did this
tool come from,
Week 5
Question 1: Janus and Genius as it directly associates with collectivism
and group think concepts. Define how Janus becomes Genius, describe how Genius is
defined, and how the artist/poet/vessel/person is defined by society as either the
east face (good) or the west face (bad) of Janus.
Extra credit, the north and south aspects of Janus as applied
through the documentation from the time of Caligula regarding Memento Mori north
and south temples.
Question 2: what the historical context is. exactly where did this
tool come from,
Week 6
Question 1: Scientific Method; fully define and describe the scientific
method.
Question 2: what the historical context is. exactly where did this
tool come from. Where did the scientific method come from.
Week 7
Question 1: before Wundt could come to Tiffin, Ohio, what was the
name of the city before 1830. How long does it take to create the legal framework
to obtain a charter to teach. where did Heidelberg Tiffin,
Ohio come from. Where did the books which reformed Edinburgh U come from. Trace the origins back as far as you can go.
Question 2: what the historical context is. exactly where did this
tool come from,
Week 8
Question 1: what the guild structure is and why did the Vatican allow
it. Guild structure as it directly relates to Skinner Box and of course Schrodinger’s
Cat
Question 2: what the historical context is. exactly where did this
tool come from,
Week 9
Question 1: Schrodinger’s cat, define and describe the cat experiment
Question 2: what the historical context is. exactly where did
this tool come from,
Week 10
Question 1: Versailles and the brothers Grimm; define both in context
to each other. Who built Versailles, it was named after, combine the definition
of Versailles and the key names.
Question 2: what the historical context is. exactly where did
this tool come from,
Week 11
Question 1: overall what did you learn from
this class. What stuck out in your mind.
Question 2 what the historical context is. exactly where did this
tool come from,
Week 12
Question 1: open discussion, anyone have questions.
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 possible a few centuries ago. Although to hide portions of the concept, the conquerors want the power and weapons from Janus but hate the facts that Janus is a Jewish thing. Direct physical evidnece, the Mezuzah, the Khufu Pyramid, Janus, and Israel. Those 4 things are the same subject.
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 them 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.
Put an accountant in the middle of a battlefield, or a mosh pit at a rock concert, or in any number of other intensely chaotic situation the analytical accountant likely will not be abel to function at all. However put an artistic person in those situations and they will absolutely love and thrive in them. The Cosmos is pure artistiy, chaos, and the infinity of the universe, the planet is more analytical. Most things about the planet earth are completely predictable in most wayas, hence the field of science. Finding the predictable patterns on the earth. Janus, looking east the analitycal side of the mind is surrounded by analytical things (for the most part). The creative part of the mind is directed towards the cosmos and infinity. The west directed face of Janus that brain is exactly opposite. The Analytica is directed at the chaotic cosmos, and the creative side of the mind is directed at the planet. The environment each side of the brain thrives in becomes flipped looking east as opposed to looking west. This dynamic is written about and explained in great detail in the book “The Divine Comedy” written in the 1300s by Italian writer Dante Alighieri.
The Janus schema was part of the Roman Psyche from day one to present, it is present in all of the cultures which came from the Romans, since that includes the English-speaking cultures. The cultural concept of schema janus is still a foundation from which western culture makes descriptions. Baby new year "janus east" last year old man "janus west". New Years eve celebrations and event is based on janus. Looking forward to the "new beginnings" is done analytical "grounded", but the past is perceived through analytical brain is in the "cosmos" influence. Hence the 20/20 hindsight, the things are far better or far worse in our minds eye (Janus west) than the actual events (Janus east).
Freud's confusion is he found this information and did not translate it well.
The evidence is the definitions and descriptions of Janus, Genius, and related materials. Language changes and genocide level anti-antisemitism are absolutely huge in this confusion. NO matter how many times conquerors "gave the building a face lift" the building itself did not change, only its facade. In this case how the brain works the descriptions and in direct civilization behavior patterns comparisons match perfectly. Just the labels changed. We do not have gladiator contests anymore, but we do have action movies, horror movies, etc. the Janus part i ceremony has been on its surface outlawed, but I can absolutely guarantee that x number of people today will go see a movie on a date and .... after . No matter if that is a onetime date or long-term couple, the behavior is 100% consistent 3000 years ago memento mori to present specifically in the western world Europe/America specifically. Certain other cultures have it too, but I know first hand Europe and America. This is the foundation for some of the nastiest parts of why the Roman Senate hated Caligula so much, he forced the wife’s of the Senators to perform the part 1 b Memento Mori ceremony in the north smaller temple of Janus I which was located approximately where the Domes on the roof of St Peters Basilica is post 1550. Caligula decreed “if you want to continue performing that ceremony, you have to use your own wife’s to do it”. The Senate was beyond upset with this.
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.
The Greek city/states would fight Memento Mori part 1a, then find either their wives or … and perform the b part. Then go into battle assuming their immortality was intact and fight some more. Then repeat the b part, again and again and again.
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 the Catholic Church and the Prussians 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.
To keep students from asking too many questions, the powers that be created the Guild Structure. With the task of educating the citizens of the known world to a point the church could have monuments built to its honor and feed the people, but not so much the citizens would be able to question the legitimacy and authority of the church itself.
Week 7
The Ogle family and the great library
He was born about 10 years before the city was officially renamed
to Tiffin after Edward Tiffin the politician. The city was renamed from x name to Tiffin
in 1835, just a few years before Wilhelm Wundt arrived in the city. Also just a few years before Oliver Cowdery by documentation
also arrived in the city. The naming and the history of the city are layered
and complex. There were at different times at least 3 cities in the same general
couple square mile area. The village outside to the south east of Heidelberg,
the city to the east of Fort Ball, and the city the Ogle family built which all
but the smallest amount of evidence regarding said subject has been entirely
lost to history.
As the fictional city history backed up by the rather strong political
movement of the still in the area Jacksonians; there version of the events from
1820-1840 are the only acceptable versions. The entire history of the Ogle family
is not acceptable and post 1985 had been all but entirely erased from the history
books. Despite the Ogle family were the only family on the continent with the
library connections to actually have access to the
library which formed the foundation of Heidelberg University. The fiction propaganda
from the Prussians is that a book seller who was not rich enough donated his
library to found Heidelberg University from. The problems with that is that
book maker and traveling preacher presented not the slightest ability to actually have those types of books in his possession
previous to 1830. Nor did he have anywhere close to the knowledge those books would
have contained. He also would not have had access to the scholars who would
have known how to write said books. But the Ogle family not only had but had a
1000s of year history of access to said materials. Edinberg University is only
70 miles from Castle Ogle. 300 years ago the kingdom
of Northumberland was many times larger than it is currently depicted.
Northumberland the city itself stretched south past York, and north past Perth.
St
Andrews, Edinberg, New Castle, etc. universities
all used to be clearly within the boundaries of Northumberland. That is more than
sufficient evidence that the Ogle family had access to
world class libraries, which means that Heidelberg came from the Ogle family of
hiway 224 bipass and Market
street on the west side of Tiffin with the city laid out to the east. Laid out according
to the general architecture of Janus. Feel free to google map Ogle Castle Northumberland,
Edinberg U, St Andrews, New Castle. Minus St Andrews which is a couple hundred miles
north east; Ogle Castle is 12 miles south east, Edinberg
is 70 miles north. The official story of the founding of Heidelberg has no basis in reality.
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 perform.
The very end of the Vatican’s Guild structure Psychology emerged
within decades of the loss of power from the Vatican. But not the loss of power
from the Prussians, who were only just starting to tighten their grip on academic
and scholastic power in western cultures. The foundations of Psychology
suffered to an extreme level under the Prussian suppression of scholastic ideas
they did not like.
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. This 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.
Schrodinger’s cat and Janus; east face the analytical part of the
mind is facing the earth, west face the imagination part of the mind is facing the
earth.
Week 10
Trojan War
Versailles; Adam, Enoch, Noah, Narmer, Jacob, Caesar, Louis, Tier
Brothers Grimm
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. Because Janus is built into the foundation of the Pyramids of Egypt, Janus is the schema of Rome, Janus is the foundation for most of the ceremonies/rituals and customs involved with western cultures. Easter, Halloween, very difficult to find any type of entertainment which does not have Janus as its general them (many dying slowly with the Hero emerging), one or a few people dying slowly with a single person or a group dealing with their grieve in different ways West death face of janus East hopeful face of janus, and of course the double Christmas/Hanukkah and News Years celebrations, etc. Cornerstones to most aspects of western culture.
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 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.
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 ways 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 to learn and apply yourself to expand past the boundaries which the culture feels comfortable with.”
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
word length
Week 1
950-1050
Week 2
950-1100
Week 3
1050-1250
Week 4
1100-1500
Week 5
1250-1650
Week 6
1500-1750
Week 7
1750-2000
Week 8
1850-2150
Week 9
2150-2400
Week 10
2200-2500
Week 11
open discussion group activities Part i
Week 12
open discussion group activities Part ii
paper descriptions
Week 1
Wundt and Oliver interact together, with a very likely in a state
of slavery Joseph Smith
Week 2
write an in-depth description of CR and OC.
Week 3
Janus in direct comparison with Freud and the balance between the
individual and the society/culture itself. a brief description of where Janus is
found in archaeology in both Egypt and Rome, a brief description for Janus and the
mezuzah. How Freud took a perfectly great idea which had been around for several
millennia and translated it wrong. Why might Freud have translated the concept of
Janus incorrectly.
Week 4
The Egyptian Pyramids and Janus, the Egyptian Pyramids and the geocentrically
accepted idea that the pyramids were graves. Describe the discovery of the biology
of Janus in the Pyramids. Describe the connect the dots. Describe the invasion of
Egypt by the Hyksos, where did the old kingdom evacuate too, where did Janus schema
arrive in the Latin language.
Week 5
Janus and Genius describe the functions and structures of the Janus
Freud connection from a perspective not chosen in week 3. Choose at least 3 aspects
of Janus which have a direct impact with modern psychology. You might want to include
the Holy Roman Empire library and Freud gaining access to it, you might also want
to include how Wundt learned about it.
Week 6
The ways the scientific method is used incorrectly. The differences
between the method being used for the good to dig into how to find good solid information
and how to use it wrong to use sociopathic techniques to burry ideas a person, a
group, or a leader does not like. provide examples of how the scientific method
is used incorrectly in history.
Week 7
Describe the functions and structures of the conditions Wundt was
in when he was writing the notes which became the first modern textbook on psychology.
Describe the influence the Ogle family had. describe the influence the Prussians
at Fort Ball had.
Week 8
Detailed description of the Guild Structure, the steps involved with
current cyber academics back to the
origins of cyber academics, back to brick and mortar academics, to Vatican approved
academics, back to the guild structure, back to the dark ages, back to Roman education,
Greek education, the Alexandria lighthouse, the Dorian dark age, untranslated languages,
back to Hierakonpolis.
Week 9
Schrodinger’s cat and the quantum field describe Schrodinger’s cat
experiment in detail as well as how it directly applies and interacts with the function
and structure of psychology. Being two states of existence at the same time;
Janus. Which can be compared to the two states of existence humans find themselves
one part of the mind is thinking about the future, ne part of the mind is
thinking about the past. While the present mind is trying to balance the two. Describe
the how much do an individual live in the real world versus how much the individual
lives in a fantasy world. In addition to the nature v nurture, as well as with Skinner
Week 10
Describe how the Trojan War led to the creation of the Classics,
cascade effect led to the creation of the cornerstone books of the Classics the
Iliad and Odyssey, which led to the story of Aeneas which Virgil wrote down Aeneid,
which led directly to Dante Alighieri’s “The Divine Comedy” which led directly to
the reformulation of modern FreeMasonry via the book Halliwell Manuscript, which
led directly to the modern academic degree “The Classics” which is what Wundt studied
to find the tools of psychology inside. Describe each of those points in detail.
Week 11
How does a think tank work,
Open discussion
Week 12
open q and a continuation of the previous weeks open discussion
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.)
no tests, unless the admin
demands them, if so attach the created test.
At least four activities that promote student engagement and facilitate
rapport over the course of the 12 Weeks (apart from other discussions and assignments)
each dq have follow up posts at least to one if not three substantive
posts to classmates each week. But one post of 500-1200 words counts for 2 two 3
posts.
Grading criteria for discussions, assignments, and assessments
the dqs are 10points a piece, assignments are between 5 for the first
weeks with low word counts, up to 10, 20, 50 and 100 points.
provide example papers of what is expected based on how different
and difficult the class is. The author of the class writes the paper, to provide
both students and teachers what is expected.
Media ideas (optional)
Depending on if the admin has a requirement, PPS are fine. Use the
same basic parameters as the paper but add graphics.
Conclusion
How to create a week assignment in both Daily Discussion and Paper
form, how to turn that weeks assignment into a 12
week class, then how
to take that 12 week class and turn it into a full degree process. Fortunately some people their brains are wired to perform
said actions. Being able to visualize an entire degree process from first day
college up to and through a couple PhD’s in the subject, that requires building
an interactive database of information. That database is build
one letter at a time. This class is designed to begin the process to build an
eventual individual student database where the metaphoric infrastructure of the
building itself. Seperated out into the word by word concept it appears to be
pure chaos, but there is an overall plan for each word, each sentence, etc. up
to the full class and degree process. It might appear chaotic till you assemble
the pieces together, the zigsaw puzzle takes on a
complex form. To learn Psychology, this is not a course for the teacher to use the
students to run experiment's on. This is a course designed to retrain the
students mind to think more like the mind processes information.
Seemingly odd and random information which at first glance appears to be out of
place and “off topic” is actually part of a larger and
more specific topic. Example the famous connection between the American pass
time Baseball and the Cuban missile crisis. But in truth the game of baseball
has its own connections sequences which date back centuries. So is it just as easy
to take one of the components which made up baseball and compare that with the
Cuban Missile crisis to see how they are not only connected but are in fact in
part the same subject. This class is designed to
present an entirely different way of thinking and processing information, which
seems to be much close to that of how the human brain actually
processes information.
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.