WK4Assgn
Welling T
September 21, 2019
Dr. Melody
Moore
·
This can be a lecture for
any class size from 25, makes no difference it is a generalized class. The
class should be engaging and entertaining, the best way to go about education
is to ground the lessons in something which will memory trigger the students.
the best lectures wrap solid information in a fun package. The endorphins, adrenaline,
etc. are memory triggers (Griggs, 2017).
·
Intro into general psychology
o
starting with the most basic
tools of Psychology CR, OCs.
o
Conditioned response (CR) 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.
to induce various types of pain and or torture in order to
illicit a specific response.
o
Operative Conditioning (OC)
explained in several sequences of detail in the lecture. Basically, to either
live or have a reward you must be punished first, and only if you do x
correctly will the pain stop (Ellis, Goodyear, Prosser, & O'Hara, 2006).
·
The hour should be divided
into 3rds, 20 minutes to talk, 20-minute interactions having the students
engage, 20 minutes for Q and A. The interaction is not a Q and A, it is engagement
(Blankenstein, Dolmans, Vleuten& Schmidt, 2011).
o
·
Being a rather serious fan
of the Socratic Method, there is absolutely no end to questions which can be
asked. There is always more questions at the end of
every answer.
o
of course, their hare a number of different ways in which to teach classes, but
the Socratic method works the best. It allows the students to challenge the status
quo, to ask the question no one else has ever asked. Or no one else has asked
in the last x amount of time.
o
there are of course other
aspects of theories of learning, but the Socratic Method at least according to
this class works the best.
o
the major others which gain
most of the attention are
§ each of these are aspects of the Socratic Method, depending on
how they are applied
§ Behaviorism; focuses on outside simulations are what causes learning.
In basic there is no nature, only nurture, and nurture can be tightly controlled.
Proven time and time again to be fiction.
§ Cognitive Information Processing (Cognitivism) follows the
concept that learning can be defined as a learning through a careful examination
or metaphorically a program or a recipe. Follow the recipe and the end results
will be the same. This also is a huge amount fiction.
§ Constructivism; learning abased on an epistemology
and or a Gestalt form of information comes from all kinds of sources and it is
how each person processes those details which produces learning.
o
·
The best and most efficient strategy
for engaging interacting with students is to stimulate whatever portion of their
brain needed in order to trigger the necessary reactions to have the students
remember what they are being taught.
o
For the teacher using the Socratic
method works the best in a generalized way. It is up to the students themselves
to know enough about not only themselves but also the way they learn in order for them to absorb the information they need in the
best way they can.
Janus and Psychology
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 in reality, the most basic tools of psychology
themselves are all but literally found in the schema of Janus.
Point 1. Explain your topic (1–2 pages):
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 (Mateos, Pizzo, & Ventura, 2017).
The Roman Empire at that time was not a military threat to the Greeks,
yet (Goodwin, 2008). But the writing was clearly on the wall (Hofer, 2014). 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 (Shiraev, 2010).
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
(Keith-Spiegel, Tabachnick, & Allen, 1991). As the Romans absorbed the classics
as their own, they learned from the foundations and fundamental tools of psychology
hidden in the Classics (Geary, 2005).
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.
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 (Deckers, 2010).
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 (Dayton, 2018). 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 hide this unbelievably obvious evidence, generation upon generation
of students were not allowed to cross discipline (Landis, Altman, & Cavin, 2007).
Thanks to the OC of the guild structure (Meyer, 2009). 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 (Hansell, 2008). 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 do over the decades (Melkov, 2019).
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 (Plante, 2011). Do x and you are punished; define a Skinner Box (Manabe, 2017).
Which is absolute best way to suppress anyone questioning the authority of the subjects
presented (Stavredes, 2011). To this day some ideas are still on the extreme side
of suppressed, publishing (Tabachnick, Keith-Spiegal, & Pope, 1991).
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 (Svinicki, & McKeachie,
2014). 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 (Zajacova, Lynch,
& Espenshade, 2005).
Point 2. Explain your topic (1–2 pages)
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 (Clayton, 2009). 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 (Smarandache & Christianto 2006).
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 (Feist, 2009).
Why
does this matter (Straub, 2007).
Raise your hands
Point 3.
This will be the question and answer part.
Who has questions?
I will put up a sequence of slides to spur more questions and of
course fill in art to illustrate why Janus and the field of Psychology are the same
subject, which also presents a rather extreme amount of evidnece to suggest
that Rome was built to be little Israel.
Activity:
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 break these illusions”
Conclusion
The most agonizing aspects of the field and study of Psychology
is not to understand the brain and how humans think. That stuff is for the most
part entirely easy. Hypothesis come, hypothesis become theories for a while,
those theories are proven incorrect, new hypothesis come up all the time. The
academic situation requires “publish or perish” which is a very harsh Skinner Box,
but in all hard reality all too very true. This class has been a remembrance of
the last x thousand years of history. Some portions go all the way back to
ancient Egypt, some cover just the resent ancient history of the Greco Roman
Civilization. What is amazing is that the concept of Janus could very well be
where Socrates and Plato then later Freud pulled some of their most profound
thinking from. However, the cultures they lived in did not allow OC them to be
honest about the Jewish connections and the Little Egypt evidence where they
got it from. So western culture has been forced to develop CRs to obey those
blood thirsty enough to gladly kill to keep what they do not like secret.
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
Blankenstein, F. M., Dolmans, D. M., Vleuten, C. M., &
Schmidt, H. G. (2011). Which cognitive processes support learning during small-group
discussion? The role of providing explanations and listening to others.
Instructional Science, 39(2), 189–204.
Clayton, S. & Myers, G. (2009). Conservation
psychology. Hoboken, NJ: Wiley-Blackwell.
Corty, E. W. (2008). Resolving a conflict between APA learning
goals and APA ethical principles. Teaching of Psychology, 35(3),
223–225.
Dayton, J. (2018). CHAPTER 4: Eros and Polemos: Eroticised
Combat in the Trojan War Myth. At the Interface / Probing the Boundaries, 93,
65–80. https://doi-org.ezp.waldenulibrary.org/10.1163/9789004382299_006
Deckers, L. (2010). Motivation: Biological,
Psychological, and Environmental (3rd ed.). Boston: Pearson/Allyn
& Bacon.
Deckers, L. (2010). Motivation: Biological,
Psychological, and Environmental (3rd ed.). Boston: Peerson/Allyn
& Bacon.
Ellis, R. A., Goodyear, P. P., Prosser, M. M., & O'Hara, A.
A. (2006). How and what university students learn through online and
face-to-face discussion: Conceptions, intentions and approaches. Journal of
Computer Assisted Learning, 22(4), 244–256.
Feist, J., & Feist, G. (2009). Theories of
personality (7th ed.). New York: McGraw Hill.
Geary, P., Kishlansky, M., &
O’Brien, P. (2005). A brief history of Western civilization: The
unfinished legacy (4th ed.). Upper Saddle River, NJ: Pearson Education.
Goodwin, C. J. (2008). A History of Modern
Psychology (3rd ed.). Hoboken, NJ: Wiley.
Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY:
Worth.
Hansell, J. & Damour, L. (2008). Abnormal
psychology (2nd ed.). Hoboken, NJ: Wiley.
Hofer, B. (2014). Motivation in the college classroom. In M.
Svinicki & W. J. McKeachie, McKeachie's teaching tips: Strategies,
research, and theory for college and university teachers (14th ed.,
pp. 139–149). Belmont, CA: Wadsworth.
Kaposi, D. (2017). The resistance experiments: Morality,
authority and obedience in Stanley Milgram’s account. Journal for the
Theory of Social Behaviour, 47(4), 382–401. https://doi-org.ezp.waldenulibrary.org/10.1111/jtsb.12137
Keith-Spiegel, P. C., Tabachnick, B. C., & Allen, M. (1991).
Ethics in academia: Students view of professor’s actions. Ethics and Behavior,3(2),
149-162. Lawrence Erlbaum Assoc Inc.
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.
Landrum, R. E. & Davis, S. F. (2010). The psychology
major: Career options and strategies for success (4th ed). Upper
Saddle River, NJ: Pearson/Prentice Hall.
Manabe, K. (2017). The Skinner box evolving to detect movement
and vocalization. Revista Mexicana de Análisis de La Conducta, 43(2),
192–211. https://doi-org.ezp.waldenulibrary.org/10.5514/rmac.v43.i2.62313
Mateos, P., Pizzo, A., & Ventura, A. (2017). Arcus Divi
Constantini: An architectural analysis and chronological proposal for the arch
of Janus in the Forum Boarium in Rome. Journal of Roman Studies, 107,
237–274. https://doi-org.ezp.waldenulibrary.org/10.1017/S0075435817000296
Melkov, D. (2019). Evolution of the official position of the Roman
Catholic Church towards the Ecumenical movement according the results of the Second
Vatican Council. Astra Salvensis, (12), 443. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.f635387a7d6d4546b769c997a2765f69&site=eds-live&scope=site
Meyer, R. G., Chapman, L. K., & Weaver, C. M. (2009). Case
studies in abnormal behavior (8th ed.). Boston,
MA: Peerson Education/Allyn & Bacon.
Plante, T. G. (2011).
Contemporary clinical psychology (3rd ed.). Hoboken, NJ: John Wiley & Sons.
Shiraev, E. B. & Levy, D. A. (2010). Cross-cultural
psychology: Critical thinking and contemporary applications (4th ed.).
Boston: Peerson/Allyn Bacon.
Smarandache F., & Christianto V. (2006). The neutrosophic logic
view to Schrödinger Cat paradox. Progress in Physics, (2), 58.
Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.3e9d3d16feae419f8386f2e6210ef3b9&site=eds-live&scope=site
Stavredes, T. (2011). Effective online teaching: Foundations and
strategies for student success. San Francisco, CA: Jossey-Bass.
Straub, R. O. (2007). Health psychology (2nd ed.). New
York: Worth Publishers.
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.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005).
Self-efficacy, stress, and academic success in college. Research In Higher Education, 46(6), 677–706.
Retrieved from the Walden Library databases.