Wk10 Welling T Class syllabus v2

if you are educated in the field of psychology. If you have read all the normal literature, you will not succeed in this class well. This class represents information almost the entire field of psychology has either only covered in the absolute minimum, or has ignored flat out. This class and associated classes with this bachelor’s degree, which is directly associated with a follow up PhD. No master’s degree, this course is not unlike pre-med but unfortunately for the field of medicine this class 101 to PhD you learn less than a double MD PhD. Those degrees would be much simpler and easier. Most of the information involved is not about the standard William James to Mark Calkin, to Skinner, to x to y, to x ideas, theories etc. which were developed in what seems like a linear progression of ideas. The problem is, those ideas were not developed linearly. They were developed due to a vast amounts of different influences, some in isolation some with the weight of the world and world wars crashing down around the creators of the ideas. Modern textbooks on the subjects of modern psychology doe not cover almost anything of what my degree covers. You will learn about those things too, of course. But my information takes those concepts and places them into serious and substantial context.

Take the Individual assignment already created.

Now take that assignment and expand the key points.

but the information presented in the first week and first class should be the foundation for the next 30 classes of the degree itself. Allow students to gain an idea of what is to come within the foundation and structure of the beginning presentations.

even if those subjects are just a word or a paragraph in week one, mentioned a time or two in the following weeks of class. To grow an metaphoric eco system of education, getting the seeds ready in a protected area while you get the acres and acres of soil ready outside both are important.

by the time the soil is ready, so will the not mature saplings.

Create a website database.

when you are building an experiment regarding the concept of the quantum field not only exists but it very likely has

filling in your own dsm

dictionary

encyclopedia

to be checked over time. this is for your edification, to be graded only for progress and correctness. not for a letter grade. correct or not correct grading.

a class on how to interact with students online,

a class about how to interact with students in a brick and mortar.

Class One

· week 1

o Class information

§ Wundt

§ Tiffin Ohio

§ Ogle family

§ The Kingdom of Ogle

o DQ 1

§ Question One

§ Question Two

o Paper

o References

§ textbooks

· Wundt

· the history of Tiffin Ohio

· the history of the Ogle family

· the history of the Great Library

· The formulation of the NAZI Party; shockingly the foundation of the NAZI party and psychology are the same subject.

· Janus

· Pyramids

· FreeMasonry and Dante’s Inferno

· The City of Samhain (Janus)

· Mezuzah

· Israel

o Janus; Egypt west face, Levant lands east face

· Pyramids

· Trojan War; Old Kingdom, Moses, 18^th dynasty, Hyksos/Avaris,

· Old Kingdom

· IWNW

· Crucifixion

· The Julii family

· Joseph Smith Oliver Cowdery worked with Wilhelm Wundt

· Versailles

§ articles

· week 2

o Class information

§ Trojan War aka the Classics

§ Wilhelm Wundt 1840-1920

§ William James 1870-1910

§ Ivan Pavlov 1880-1936 CR

§ Sigmund Freud 1880-1940

§ G. Stanley Hall 1880-1924

§ Alfred Binet 1880-1910 IQ test

§ Edward B. Titchener 1890-1927

§ Alfred Adler 1900-40

§ Edward Thorndike 1900-50

§ Carl Jung 1900-60

§ John B. Watson 1900-60

§ Clark L. Hull 1910-52

§ Karen Horney 1910-52

§ Kurt Lewin 1920-50

§ Lev Vygotsky 1920-30

§ Jean Piaget 1930-80 Switzerland

§ Carl Rogers 1930-90

§ Erik Erikson 1930-90

§ Anna Freud 1930-82

§ Gordon Allport 1930-70

§ Harry Harlow 1930-80

§ B. F. Skinner 1930-90 OC

§ Raymond Cattell 1930-2000

§ Albert Ellis 1930-2007

§ George Armitage Miller 1930-2012

§ Donald O. Hebb 1930-85

§ Mary Ainsworth 1933-2000

§ Jerome Bruner 1940-2016

§ Hans Eysenck 1940-2000

§ Abraham Maslow 1940-70

§ David McClelland 1940-2000

§ Neal E. Miller 1940-2002

§ Solomon Asch 1940-96

§ Robert Zajonc 1950-2008

§ Albert Bandura 1950-present

§ Stanley Schachter 1950-2000

§ Leon Festinger 1950-90

§ Philip Zimbardo 1955-present

§ Lawrence Kohlberg 1960-90

§ Stanley Milgram 1960-80 * Milgram the shock heard round the world

§ Walter Mischel 1960-2018

§ Ulric Neisser 1960-2012

§ Martin Seligman 1960-present

§ Paul Ekman 1960-present

§ Daniel Kahneman 1960-present

§ Jerome Kagan 1960-present

§ Michael Posner 1960-present

§ Endel Tulving 1960-present

§ Amos Tversky 1965-96

§ Robert Sternberg 1970-present

§ Elizabeth Loftus 1970-present

o DQ 2

§ Question One

· pick 2 of the above key psychologists and write a 250 a piece about them and their ideas

§ Question Two

· how does the two you pieced ideas relate directly to the history of psychology. past, and how did their ideas influence others.

o References

· most of the major theories fit into the above historical structures

· week 3

o Class information

§ 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.

o DQ 1

§ Question One

§ Question Two

o Paper

o References

· week 4

o Class information

§ 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.

o DQ 2

§ Question One

§ Question Two

o Paper

o References

· week 5

o Class information

§ 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.

o DQ 2

§ Question One

§ Question Two

o References

· week 6

o Class information

§ 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.

o DQ 2

§ Question One

§ Question Two

o Paper

o References

· week 7

o Class information

§ 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.

o DQ 1

§ Question One

§ Question Two

o Paper

o References

· week 8 1

o Class information

§ 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

o DQ 2

§ Question One

§ Question Two

o Paper

o References

· week 9

o Class information

§ 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.

o DQ 2

§ Question One

§ Question Two

o References

· week 10

o Class information

§ 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 18^th 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.

o DQ 1

§ Question One

§ Question Two

o Paper

o References

· week 11

o Class information

§ The British are the direct descendants of the Trojans and the 18^th 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.

§ 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

o DQ 2

§ Question One

§ Question Two

o Paper

o References

· week 12

o Class information

o DQ 2

§ Question One

§ Question Two

o References

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Clayton, S. & Myers, G. (2009). Conservation psychology. Hoboken, NJ: Wiley-Blackwell.

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Deckers, L. (2010). Motivation: Biological, Psychological, and Environmental (3rd ed.). Boston: Pearson/Allyn & Bacon.

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Goodwin, C. J. (2008). A History of Modern Psychology (3rd ed.). Hoboken, NJ: Wiley.

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Next Classes

· How do you learn how do you think

o not every student thinks and processes information the same way.

o schools and the like literally forcing students to think in specifically regimented ways is actually a form of mental torture which is absolutely bad for some students.

o so, this class is specifically designed not to demand the students think and process information the way the teacher or academics has come to demand but to find out how each student actually processes information.

o to harness that way of processing information.

o example in the Operation Ultra courtesy of the British government, the new man in charge of the decryption of the enigma machine was Alan Turing. He created a sequence of tests and puzzles which were designed to use math to find out exactly how people think by having them solve math puzzles like a cross word puzzle. The equation the applicants were asked to complete was not about finding the =x but how did they divide the equation to solve each part.

o in teaching the brain is not one big thing, it is several little things.

o each one of those little things is subdivided into smaller things.

o then you add the very ancient form of Janus and its philosophical concepts (which is in part what Socrates was executed for) Socrates proposed that looking Janus east the analytical part of the mind is focused on the cosmos and astrophysics things, while the creative part of the mind is directed towards earthly things.

o the exact opposite for thinking about things from the past. the west facing head the analytical part of the mind is directed towards thinking about earth and grounded things, while the creative part of the mind is directed towards cosmic and of course astrophysics things. this argument was so scary and upsetting he was executed for it. but for the last 2300 years the key aspect of his explanation has been lost because he was talking about Janus, the “deity” of Rome proper. Which has an insanely long, detailed, complex, layered, and genocidally extreme anti-Semitic/anti-Jewish history. Janus itself is a translated into a more acceptable concept the Mezuzah A picture containing items, indoor, table

Description automatically generated which is the thing Jews are supposed to place in the doorframe of their houses. The American version of this would be the St Louis Arch Image result for st louis arch that structure has a beyond huge and almost every single aspect of its history is hidden and few in western cultures have any interest in the 99.9% of that structures history are they interested in at all. That structure is a poetic license stylized version of the Mezuzah. The Latinized/Italicized version of that is the Deity Janus, which has a Siamese Twins double spinal cords one facing east one facing west. The Spinal Cords are literally the outline and framework of the Pyramids of Egypt. Makes the Pyramids of Egypt the Mezuzah, add to that the physical evidence of the Hebrew character of Shin is about 95% the internal structure of the architecture of the Pyramid Khufu.

o There are any number of research applications of the ideas presented in the architecture of Khufu, the problem is Hebrew is not supposed to have bene invented previous to 1330 bce, Khufu was built 2500 bce. Directly physically linking Khufu with Janus, Janus with the Mezuzah, the Mezuzah with left and right brain thinking, left and right brain thinking directed east one way, west another.

o How do humans think;

o Dante wrote about this same thing in his “psychics” applications of hell. Where the ‘backwards looking people’ would have their heads twisted around backwards.

o how do humans think, how do you think. how do humans process different tasks.

o how much information to humans “group think” ignore e.g. Milgram, how much do humans pay attention to the uncomfortable aspects of life.

o almost every adult has walked past a bum on the streets begging for change and ignored them.

o this class is about organizing the lessons to determine how the student thinks and processes information.

· Neuro PT

· Historiography

· lifespan development

o based on retracing the same library from which Wundt accessed to create his books and writings from. I did the same thing, some of those materials go back to the oldest recorded library in existnace at Heirakonopolis

o that library circa 4000 bce was in upper Egypt, not far from both Thebes and Ethiopia

o obviously, I have a vastly different take on lifespan development. the Old Kingdom of Egypt carried forward a huge amount of research and understanding of early childhood development as well as from birth to death.

o the riddle of the sphinx, what walks on 4 legs, 2 legs and three legs. a person’s walk-through life.

o the sphinx is party of an unbelievable elaborate sequence of architecture which is in part laid out as a copy of a synapse bundle in the brain.

o the causeways of the pyramids based on the shear volume of quartz rocks used in the construction literally

· for the rest, take my papers from each class and apply them. Add my papers to each class, will fill in the textbook nicely. go over the paper and expand some of the ideas.

· Psychology and bio/phys

o the human body is governed by and moved by nerve impulses.

o The same exact nerves which control thoughts control motions.

o Which means that in the field of medicine, specifically physical therapy. The body has CR’s and OC’s just like in thinking patterns.

o Those thinking patterns built into the body PT have developed similar techniques to psychology to extinct bad patterns. however, neither field is paying the attention needed to perform these actions with any solid level of proficient.

o now if you take the functions and structure of the tools of both psychology and PT, combine the tools, both can help and support each other.

o find out what tools work the best in what situation and what tools do not work in what situations. the more knowledge the better.

· STATISTICAL REASONING IN PSYCHOLOGY

· BIOLOGICAL FOUNDATIONS IN PSYCHOLOGY

o start with the synapses of the brain

o the brain language

· MOTIVATIONAL PROCESSES IN HUMAN PSYCHOLOGY

· COGNITIVE PSYCHOLOGY

o this class needs a total overhaul, so much of this class is pure proven incorrect ideas pretending to be theories.

o start with quantum physics, not the equations the concepts. the electrical field.

o the work of Wundt, the clinical works of Lightener at Penn state who built close to an exact replica of Wundt’s Leipzig lab which was obliterated in the bombings of WWII

· LEARNING AND COGNITION

· SOCIAL PSYCHOLOGY

· THEORIES OF PERSONALITY

o working along side sociology

· ABNORMAL PSYCHOLOGY

· DIVERSITY AND CULTURAL FACTORS IN PSYCHOLOGY

· ENVIRONMENTAL PSYCHOLOGY

· PSYCHOLOGICAL TESTS AND MEASUREMENTS

· INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY

· ELEMENTS OF CLINICAL PSYCHOLOGY

· Electives and specific future specialties.

o Egyptology specific to psychology

§ great library

· the great library from Hierakonpolis to present; the library has enacted its own special and unique big bang where it has been forced to expand exponentially, collapse inward and be collected in one place at one time (Hierakonpolis, Heliopolis, Memphis, Alexandria, Rome, Edinburgh, Sorbonne, Harvard, Smithsonian, etc.) and where it has been blown up again where the pieces are scattered all over the place to keep as many copies alive as possible because a new dark age is coming and the Parissi need to scatter the library to the winds in order to protect it. copies being sent to the 4 corners to keep it out of the hands of cultures which have a genocide and burn all the libraries to the ground goal direction.

§ the psychology of dark ages

§ western academics

· cyber education

· modern education

· late guild structure academics aka the Renaissance

· middle guild

§ Leonardo Da Vinci

· yes Leo did a huge amount of work on studying people, the brain, biology, inventing the first 3 years of medical school, etc. he did a huge amount of work on studying psychology.

§ Clinical

§ Forensics

§ Treatment

§ Administration Organization, train to be a leader of the APA itself.

· CAPSTONE COURSE IN PSYCHOLOGY

· no masters program straight to PhD

o deep deep dives into each of the subjects.

o start with rome; janus, janus is the framework for how humans thing,

o in