PSYC 8762/PSYC
6766: Teaching of Psychology
Week 4 Instruction
Plan Template
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 possbie 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 Conditioning to respond
to specific ideas, cocpets, and group think models which over the millennia
have bcome twisted intoi whatever the new leaders want it to mean. but in
reality, the most basic tools of psychology tmelseves 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 gencidally extreme side of ironic) and the up and
coming Roman Empire.
The
Roman Empire at that time was not a military treat 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) eveyryera sometimes more in city on city fighting. They
simply could not put away the blood lust long enough 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 toher. A stlintered 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 of behind.
This
is all Psychoolgoy, since this is when and hwere the classics which is hwo the
Clasics traveled from Greece to Rome, through those conflicts. As the ROmansn
absorbed the classics as their own, they learned from the foundations and
fundamentals tools of psycolgoy hidden in the classics.
Ironically
because the Capital of Greece is the city of Athens, which is after
backtracking through 100 language translateions form 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 Rueepan Llnaguge. You have the name ATEN, which is the first deity
of Egypt. Which is an extremely long, detailed, and complicated aspect of
Egytian culture, and Pryaids, and the city of Rome itself.
The
Ppyramids are in essence the backbone, the causways are the major nervs coming
off the spine.
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 Conditiingo in order to hide those most
basic and fundamental aspests of western ctulreu.
The
ways in which those two cultures used OC to bury these facts, is by emplying
the not yet called said Scientific Method to argue students who strayed to
close to the facts and evidence that the ATEN, the Pyraids, the Jews (who built
the pryamids), eventually called the city of Rome after a 500 year war which
occurred immediateluy after the Trojan War (where the classcis were in part
created from), the concept of the schema/deity Janus, etc. by 100s if not 1000s
of other surroudign topics. To keep students for the last 2500 years asking
questions about these sequences of infroatmion, that any first year medical
student or a person trained in the dispone of gross anatomy, looking at the
pyrmids draw a line from the very center
of each pyrmids. Thse connected dot lines form a perfect double Spine. To hide
this unbelievabley obvious evidence, generation upon generation of students
were nt allowed to cross disippoine. Thanks to the OC of the guild structure.
Studnets were serveraly punished if they went outside their chsen “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; depenign on what the vaican and then the rules of western
acadmics was allowed to do over the decades.
The
skinner box of “in a classroom”/skinner box, depending on the teachers and the
amdintion extremely harsh punishemtns existed up till just a few decades ago. Do x and you are
punished; devine a skinner box. which is the absolute best way to suppress
anyoneo questinign the authority of the subjects presented. TO this day some
ideas are still on the extreme side of suppressed, publishing.
All
students are rewarded CR with good grades and support from the teachers,
admisination, and the academic world for staying on topic and keeping within
the acceptable boundaries of whaat has been approved. Rewarded with treats,
ringing a bell eg recidign 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 form school, skinner box. Palvov 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 Pavolvian or Conditiooned response.
Point
2. Explain your topic (1–2 pages)
Now
that you understand how to use the tools of CR and OC, the question remines why
n te 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 frumation of the Roman Empire, which allowed
the formulation of the Holy Roman Empire, which allowed the formulation of the
kingdom of Freance, which in a way allweod for the formation of the Kingdom of
Engaldn. Although the English and the Brish are two radically different
cultures, desitpe the facts that the genocide level OC’s applied by the Englsh
to absorbe the brltish and use the name British does nt oactualy make the
EDennglish British, it only means the English have been on the extreme side of
great at forcing the world to believe they are Britihs and killing anyone
(skinner box, and for that matter Schrodingers Cat) who questions the authority
of the English calling thsmemles British.
The
Bristh are the direct descendants of the Trojans and the 18th
dynasty who themselves are the direct descendats of the Old Igndom of Egypt, who
built the ePraymids and formulated the Pryamids to be the Siemese twins of the
double spine of Janus.
Extremely
complex, but went boiled down, extmreely simple. THE descendnts of the Hyksos
used every manipulation tool they could get ther hands on in order to erase the
facts which the Old Kgidom built and udnersaod, which obviously the Hyksos felt
threatened by.
why
does this matter.
Rais
your hands
Point
3. Explain your topic (1–2 pages)
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
hadns up.
When
the questions no longer apply to you, put your hand down. But not till 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.
Those
that do.
Eveyrone
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 stimjuation, You avhe been
conditioned to respond in a specific way. So put your hands back up.”
if
everyone in the class does not drop their hands, continue bypassing this.
next
question
“how
many understand
References
(Plante, 2011) (Deckers, 2010) (Goodwin, 2008) (Geary, 2005)
(Feist, 2009) (Meyer, 2009) (Hansell, 2008) (Shiraev, 2010) (Clayton, 2009)
(Straub, 2007)
Deckers, L. (2010). Motivation: Biological,
Psychological, and Environmental (3rd ed.). Boston: Pearson/Allyn
& Bacon.
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.
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.
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.
Deckers, L. (2010). Motivation: Biological,
Psychological, and Environmental (3rd ed.). Boston: Peerson/Allyn
& Bacon.
Hansell, J. & Damour, L. (2008). Abnormal
psychology (2nd ed.). Hoboken, NJ: Wiley.
Shiraev, E. B. & Levy, D. A. (2010). Cross-cultural
psychology: Critical thinking and contemporary applications (4th ed.).
Boston: Peerson/Allyn Bacon.
Clayton, S. & Myers, G. (2009). Conservation
psychology. Hoboken, NJ: Wiley-Blackwell.
Straub, R. O. (2007). Health psychology (2nd ed.). New
York: Worth Publishers.
Meyer, R. G., Chapman, L. K., & Weaver, C. M.
(2009). Case studies in abnormal behavior (8th ed.). Boston,
MA: Peerson Education/Allyn & Bacon.