This conversation covered a wide range of historical topics regarding the development of modern systems of control and programming of human thought and behavior. We began by examining the origins of mental programming throughout history, tracing influences as far back as Prussian military tactics after the Napoleonic Wars. A key development was the implementation of a rigid school system by Horace Mann after visiting Prussia, which compartmentalized learning and standardized curriculum.

The discussion then analyzed how this model was imported to America by dignitaries receiving advanced education in Germany. Figures like William James and G. Stanley Hall established the first psychology departments and trained the initial wave of psychiatrists. This laid the groundwork for institutional control of human development and the treatment of abnormal thought. At the same time, prominent families funded the expansion of this system through major universities.

The conversation suggested this infrastructure was purposefully designed to promote specific agendas of control. By separating children from traditional modes of learning and restricting free thought, new forms of indirect slavery could be established. Populations were conditioned to serve the aims of oligarchical bloodlines through mass media manipulation and the suppression of independent spirituality. World Wars were proposed as a means to sacrifice populations while protecting elite interests.

Overall, the discussion provided students a thought-provoking look at unseen forces that have shaped modern society. While some claims require further research, the analysis offers a unique perspective for understanding 20th-century history and considering the relationship between power structures and human development. With increased media literacy and an awareness of hidden influences, young people can avoid being used as pawns in the agendas of secretive organizations and preserve their independence of thought.

Syllabus: Deprogramming the Mind | Examining Systems of Thought Control

I. Origins and Development of Mental Programming
A. Prussian Influences on Education After the Napoleonic Wars
1. Implementation of Rigid School System by Horace Mann
B. Importation of German Educational Models to America
1. Training of First Psychologists and Psychiatrists by Figures Like William James

II. Engineering Consent Through Infrastructure
A. University Systems Funded by Prominent Families
B. Establishment of Psychology Departments to Control Abnormal Thought

III. Indirect Forms of Slavery Through Conditioning
A. Compartmentalization of Learning Separates Children from Tradition
B. Standardization of Curriculum Restricts Independent Thought

IV. Mass Media and Spirituality as Tools of Programming
A. Media Used to Manipulate Populations’ Behavior
B. Suppression of Spirituality Replaces Internal Authority with External Control

V. The Role of War in Social Engineering
A. Population Sacrifices Cover Preservation of Elite Bloodlines
B. Wars Proposed as Means to Redirect Conflict Away from Ruling Classes

VI. Preserving Independent Thought in the Modern World
A. Importance of Increased Media Literacy for Young People
B. Avoidance of Political Manipulation by Secret Organizations
C. Retention of Individual Freedom of Consciousness

Core Concepts

Prussian Education System
After Prussia’s defeat in the Napoleonic Wars, Johann Gottlieb Fichte proposed the people lost due to soldiers thinking independently instead of obeying orders. Fichte advocated a rigid school system that would “write on the blank slate” of children’s minds, controlling what they learned, thought about, and for how long through compartmentalization.

Importation to the US
Horace Mann visited Prussia and became the “father” of the US education system, implementing the German model of thought control through standardized curriculum and hierarchy.

Founding of Psychology
William James trained the first 300 psychiatrists in the US, establishing psychology as a method of analyzing and altering abnormal thought patterns.

University Control
Ivy League schools were funded by elite families like Rockefeller and Carnegie to oversee the 5% of society educated at the highest level.

Indirect Slavery
By separating learning from tradition and restricting independent thought, new forms of willing servitude replaced direct slavery systems.

Mass Media Manipulation
Entertainment industries introduced by figures like Walt Disney and Aleister Crowley utilized subliminal suggestive techniques to condition populations.

Suppression of Spirituality
Organized religions and centralized spiritual authorities replaced internal spiritual authority, making people dependent on external doctrine.

World Wars as Social Engineering
Wars were proposed as controlled sacrifices that redirected conflict away from ruling bloodlines while protecting their interests across Europe and America.

Preservation of Secret Agendas
Intermarriage of German and British royal families allied them to continue guiding social development across borders under new identities.

Avoiding Political Manipulation
With awareness of hidden influences, young people can maintain independence of thought and avoid serving as unknowing tools of secretive organizations.

Definitions

Demoralization – The process of reducing a person’s spirit or confidence in himself/herself and his/her community. It makes what is obvious unclear and breeds dependence on external authorities.

Compartmentalization – The process of dividing information or tasks into separate parts, units, or categories. In the context of mind control, it refers to separating the mind into disconnected fragments to restrict holistic thought.

Entrainment – The process where two interacting oscillating systems lock into phase and synchronize their periodicity, due to energy transfer between them. In the context of mind control, it refers to manipulating populations through subliminal suggestive techniques in media.

Oligarchy – A form of power structure where power effectively rests with a small elite segment of society distinguished by royalty, wealth, family ties, commercial, military or religious power.

Supremacism – The belief that a particular race, religion, ethnic group or culture is superior to others and entitles those who identify with it to dominate, control or rule those who do not.

Focus Points

• Thought control
• Mind manipulation
• Behavior conditioning
• Independent restriction
• Population engineering

Objectives

Thought control: Standardized education to write on blank slates and restrict free thinking.

Mind manipulation: Psychology, psychiatry, media used to analyze and alter thought patterns.

Behavior conditioning: Compartmentalized learning bred willing servitude over independent spirit.

Independent restriction: Curriculum separated children from traditions to suppress autonomy.

Population engineering: Wars and sacrifices directed populations while protecting elite interests.

Procedure

1. Research the Prussian education model implemented by Horace Mann that formed the basis of the modern school system.

2. Examine how figures like William James established the first psychology departments in universities funded by elite families.

3. Consider how standardized curriculum and separation from tradition conditioned populations into indirect forms of slavery.

4. Analyze the role of mass media and suppression of spirituality in manipulating populations to serve political agendas.

5. Trace how world wars were proposed as controlled sacrifices that redirected conflict while preserving ruling bloodlines.

Tangible Results

Gain a deeper understanding of unseen forces that have structured modern society and systems of control. Recognize subtle forms of thought conditioning exerted through established institutions. Avoid being used as an unwitting tool by secretive organizations seeking to manipulate public thought. Maintain a strong, independent sense of identity and freedom of consciousness outside external programming. Encourage freer, more holistic forms of learning that cultivate autonomous, critical thinking skills.