The Deliberate Dumbing Down of America
Chapter 4

The Fomentation of the Forties and Fifties

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Access granted to Truth Devotees only.

If the race is to be freed from its crippling burden of good and evil it must be psychiatrists who take the original responsibility.
Summary
The author begins this chapter with the following:

The forties and fifties will be remembered for the radical, un-American activities and views of some Americans and their paid staffs who, having risen to the highest levels in the tax-exempt foundations and government, were unfortunately accepted by the man on the street as having the best interests of this nation at heart.

These men were, unfortunately, heeded, because they "associated with Ivy League colleges, major industries, and prestigious civic and religious institutions, wore Brooks Brothers suits and button-down-collared shirts, and many had served with distinction in World War II."

The author makes the following very important point:

United States membership in the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1946 set in motion the destabilization of our society through the rejection of absolute morals and values, Judeo-Christian tradition, and Roman law. Legislation authorizing United States membership in UNESCO marked the end of United States autonomy in a very crucial area: that of education. From this time on UNESCO would dictate education policy to our government and others.

When this legislation passed, President Harry Truman’s stated that “Education must establish the moral unity of mankind.” His comments were given strong support from General Brock Chisholm, a Canadian psychiatrist and friend of Soviet agent Alger Hiss, who "redefined health to include 'mental' health, and presented a paper… to the United Nations World Health Organization (WHO) in 1946 which 'reinterpreted' (eradicated) the word 'morality.'"

Brock Chisholm went on to recommend that teachers all over the world be trained in “no right/no wrong” psychotherapeutic techniques found in the schools today. 

Professors Bloom and Krathwohl released a book "breaking behavior down into categories—to be measured and observed." This set the stage for "Skinner and Kinsey to come up with a system to facilitate the necessary "changes" in behavior through operant conditioning and restructuring of the human personality."

This breaking down or “deconstructing of Man” was intended to separate man from his God-given, freedom-providing identity. This opened the door to the study of methods to control man and society… Bloom changed the focus of education from a general, liberal arts education which benefited man as a whole to a narrow training which would be based on the behavioral psychologists’ determination of what changes in "thoughts, feelings, and actions" would be desirable and, perhaps, necessary for the benefit of society as a whole.

In 1941, a book is published, entitled Education for Destruction.[1] It was:

[A]n eyewitness account by Dr. B.R. Burchett, former Head of Department of Latin in the Philadelphia public school system. It is a fearless and devastating exposé of Communism in America’s schools, its concealed objectives, hidden motives, serpent-like power, and its vicious demoralization of children and adolescents. EVERY parent... EVERY educator... EVERY clergyman should read this book!

The superintendent at the school where Dr. Burchett worked denied any knowledge of subversive activity at his school, despite  the Young Communist League being granted permission to meet there, and a Soviet flag being hung in one of the classrooms.

In 1942, Time magazine ran an extensive article in its religion section, outlining a program adopted by the Federal Council of Churches, which began urging "Every local Protestant church in the country… to get behind the program." They called for:

  • Ultimately, “a world government of delegated powers.” 
  • Complete abandonment of U.S. isolationism. 
  • Strong immediate limitations on national sovereignty. 
  • International control of all armies and navies. 
  • A universal system of money... so planned as to prevent inflation and deflation. 
  • Worldwide freedom of immigration. 
  • Progressive elimination of all tariff and quota restrictions on world trade. 
  • “Autonomy for all subject and colonial peoples” (with much better treatment for Negroes in the U.S.). 
  • “No punitive reparations, no humiliating decrees of war guilt, no arbitrary dismemberment of nations.” 
  • A “democratically controlled” international bank “to make development capital available in all parts of the world without the predatory and imperialistic aftermath so characteristic of large-scale private and governmental loans.” 
 
One of the chairmen of this inter-church committee was John Foster Dulles.

Some of the conference’s economic opinions were almost as sensational as the extreme internationalism of its political program. It held that "a new order of economic life is both imminent and imperative"—a new order that is sure to come either "through voluntary cooperation within the framework of democracy or through explosive political revolution."

Delegates were told by the co-secretary of the World Council of Churches that "Collectivism is coming, whether we like it or not."

In 1943, George Counts (discussed previously, in chapter 3 of this book) published a book with co-author John. L. Childs, entitled America, Russia, and the Communist Party in the Postwar World, which claimed that the United Nations was the "only agency that can establish [world] peace," and that "differences in social systems and ideologies, [between America and the Soviet Union] can [emphasis in original] exist side by side."

The author points out that these comments were made "after Stalin’s mass terror of the 1930s."

This book also discussed the need for "education [of American youth] for world-citizenship," and claims that if America is to be a good world citizen, she must:

  • "abandon… her historic policy of no “entangling alliances."
  • "enter unreservedly into the partnership of the United Nations"
  • stop saying that "that a collectivist state, being contrary to the laws of human nature, economics, and morality, must sooner or later collapse."
  • "repudiate her earlier policy toward the Soviet Union," including by not allowing adherents of the free enterprise system "to determine our postwar relations with Russia."
  • "have a vivid consciousness of the weaknesses in her own domestic economy"

In 1945, WWII ended and efforts to produce "a duly constituted world government" began. For instance, the U.N. Charter became effective on October 24th, in which the United States Chamber of Commerce played an important role. Because of this, local Chambers of Commerce are "deeply involved in the highly controversial, socialist/fascist, dumbing-down workforce training—necessary for a planned, global economy."

The U.S. Chamber of Commerce worked with the International Chamber of Commerce, which had a Carnegie Foundation Trustee as its president. They had "plans for a unified, controlled world economy" and saw that the establishment of the U.N. would help them achieve their mutual goals.

The following are some of the measures the Chamber of Commerce has supported to aid in the transfer of power from individuals and independent governments, groups, businesses and professions to the Chamber-advocated management system: 
 1. Creation of the United Nations.
 2. Creation of the Organization for Economic Cooperation and Development.
 3. Regional Government or “New Federalism.”
 4. Medicare (Commercialization of medical professions).
 5. Postal reorganization.
 6. Organized Crime Control Act.
 7. Contracting for school services with private industry.
 8. Voucher system for education.
 9. Management and human relations techniques for handling personnel in industry. 10. Health care planning councils.
 11. Prepaid medical practice (HMOs).
 12. Federal land use planning.
 13. Federally-imposed career education.
 14. Equal Rights Amendment.
 15. Cross-town busing for desegregation 

Also in 1945, B.F. Skinner became chairman of the Psychology Department at Indiana University. At the same time, Hermann J. Muller joined the Zoology Department alongside Alfred Kinsey. Muller was an "advocate of forced sterilization and selective eugenics" and published a book in 1935 which also advocated "selective breeding" and "the cloning of masses of human 'resources.'"

In 1946, Brock Chisholm's article called "The Psychiatry of Enduring Peace and Social Progress" was published; it was republished in 1948 with a preface by Alger Hiss. Chisholm claimed that the "objectives of practically all effective psychotherapy" was "re-interpretation and eventually eradication of the concept of right and wrong which has been the basis of child training, [and] the substitution of intelligent and rational thinking for faith in the certainties of the old people." He also spoke of the need to "root out and destroy the oldest and most flourishing parasitical growth in the world, the tree of the knowledge of good and evil," and stated that "If the race is to be freed from its crippling burden of good and evil it must be psychiatrists who take the original responsibility."

The author here states that, in case the reader thinks Chisholm's statements were just one man's opinion and therefore not to be taken seriously, we need look no further than the following statement from Madeline Albright, U.S. Ambassador to the United Nations, as quoted in the Congressional Digest in 1997:

The United Nations is one instrument that we use to make this world a little less inhumane, a little less brutal, a little less unfair than it otherwise would be. This brings us to another important, and basic, function of the United Nations. And that is its role in creating a global consensus about what is right and what is wrong.

C.S. Lewis also published That Hideous Strength in 1946, in which he "accurately [predicts] how society would be manipulated into acceptance of totalitarian control." In it, his fictitious character, Lord Feverstone, attempts to recruit a young sociologist to sell his ideas to the world: "sterilization of the unfit, liquidation of backward races… selective breeding… psychological… manipulation of the brain," in order to create "A new type of man."

Also in 1946, Community-Centered Schools: The Blueprint For Montgomery County Schools was published in Maryland. This was an influential document. In it, school is referred to as "an agency of society" and it declared that schools exist "to serve the people of the entire community" instead of just children.

1946 also sees the publication of Learning and Peace: UNESCO Starts Its Work, which documents the history of UNESCO all the way up to when Congress authorized the United States to join, on July 30, 1946.

Educational Testing Service is established in 1946, which will be addressed more later in the book.

In 1947, the National Training Laboratory (NTL) was established. It is connected with the Office of Strategic Services (which later became the CIA). The NTL and NEA become the premiere agencies for "human relations training," ie., brainwashing people to become "change agents." A joint NTL/NEA book published in 1962 discusses "'unfreezing, changing, and refreezing' attitudes in order to bring about change," and references methods used by Chinese Communists in achieving this. An NTL newsletter issued in 1997 documents how its founders developed "the notions of 'action research laboratory' and 'change agent' which were terms coined to denote a very vigorous proactive social change kind of posture, a merging of radical education, deviant behavioral science, and humanistic democracy."

The President’s Commission on Higher Education released a report in 1947, which revealed that "The role which education will play officially must be conditioned essentially by policies established by the State Department in this country and by ministries of foreign affairs in other countries. Higher education must play a very important part in carrying out in this country the program developed by [UNESCO] and in influencing that program by studies and reports bearing upon international relations."

In 1948, the infamous book Sexual Behavior In The Human Male was published by Alfred Kinsey. Judith Reisman, Ph.D. published a book about Kinsey in 1998, in which she said: "Three books written by leading legal, scholarly, and scientific authorities and assisted by Kinsey, were published in 1948 in tandem with Kinsey’s Sexual Behavior in the Human Male. All three books called for legal implementation of Kinsey’s 'grand scheme' to loosen, alter and/or overturn America’s laws concerning sexual behavior."

One of these three books that Kinsey assisted with was written by René Guyon, a French pedophile who advocated sex with children before the age of eight. In the introduction to this book, "international sexologist" Dr. Harry Benjamin wrote that "Many... sex activities, illegal and immoral, but widely practiced, are recorded by both investigators…" and that "It probably comes as a jolt to many, even open-minded people, when they realize that chastity cannot be a virtue because it is not a natural state."

These writings have had profound effects on the area of human sexuality, so much the the American Psychological Association (APA) "felt comfortable publishing in its Journal a study suggesting that pedophilia is harmless and even beneficial if consensual." There was a public outcry that prompted a "House of Representatives resolution condemning it," after which the APA apologized "not that it supported the idea of acceptable adult-child sex—but that the article had been published in a public journal."

1948 also brought us Walden Two, a novel by B. F. Skinner. "Skinner recommended in this novel that children be reared by the state; to be trained from birth to demonstrate only desirable characteristics and behavior." "Wisconsin history teacher Gene Malone wrote a short review of Walden Two" that includes the following quotations, among others (with page numbers):

92—“Community love”
245—“We not only can control human behavior, we MUST.”
219—“The new order.”
189—“Psychologists are our priests.”
188—“Walden Two is not a religious community.”
282—“Their behavior is determined, yet they’re free.”
286—“What is love, except another name for the use of positive reinforcement?”
278—“Let us control the lives of our children and see what we can make of them.”
186—“We can make men adequate for group living.... That was our faith.”
134—“Our goal is to have every adult member of Walden Two regard our children as 
his own, and to have every child think of every adult as his parent.”
135—“No sensible person will suppose that love or affection has anything to 
do with blood.”
112—“Education in Walden Two is part of the life of the community.... Our children 
begin to work at a very early age.”
108—“History is honored in Walden Two only as entertainment.”

During 1948, Soviet spy Alger Hiss wrote the preface to Brock Chisholm's lecture, "The Psychiatry of Enduring Peace and Social Progress." Hiss speaks about how the Constitution of the World Health Organization was wonderful because it redefined the word "health" as a “state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity." He also mentions the involvement of the Rockefeller Foundation in the World Health Organization.

In 1949, Professor Ralph Tyler, chairman of the Department of Education at the University of Chicago published Basic Principles of Curriculum and Instruction, in which he stated that "the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the student’s pattern of behavior."

In 1950, Life Magazine published an article about a "militant citizens’ group" that "accused [the school superintendent] of permitting Communistic influences in the schools—because he continued already established classes in sex education and favored the elimination of report cards."

1951 brought us "The Greatest Subversive Plot In History: Report To The American People On UNESCO," from The Congressional Record, in which Congressman John T. Woods, of Idaho, called UNESCO a "band of spies and traitors" and said:

UNESCO’s scheme to pervert public education appears in a series of nine volumes, titled Toward World Understanding which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government, of which the United States will form but an administrative part…

The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence—UNESCO calls it the outgrowth of the narrow family spirit—are to be dealt an abundant measure of counter propaganda at the earliest possible age.

Congressman Woods provides a quote from a UNESCO booklet, which says that:

The kindergarten or infant school has a significant part to play in the child’s education. Not only can it correct many of the errors of home training, but it can also prepare the child for membership… in a group of his own age and habits—the first of many such social identifications that he must achieve on his way to membership in the world society. 

Also in 1951, John T. Flynn published While You Slept: Our Tragedy In Asia And Who Made It, a "Cold War treatise on the connections between the American left-wing elite and Communist organizers." He says, "While we arm against Russia, we remain defenseless against the enemies within our walls."

1951 also brought us Impact Of Science On Society by Bertrand Russell, in which he writes:

Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished.... Influences of the home are obstructive; and in order to condition students, verses set to music and repeatedly intoned are very effective.... It is for a future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.

1952 brought us a Senate report on Subversive Influence In The Educational Process, which included testimony from Bella V. Dodd. Dr. Dodd was a member of the Communist Party, and she testified that "the majority of the people in the top leadership of the Teachers’ Union were Communists, or, at least, were influenced by the Communist organization in the city… The Communist Party as a whole adopted a line of being for progressive education."

1952 also brought us Cooperative Procedures in Learning, written by professor Alice Miel and published by Columbia University Press. In it, she describes working with students in an "experimental approach to curriculum improvement":

I noticed that most of those who seemed in favor of group projects were students who were well developed socially and had worked well with others in the past, whereas those favoring individual projects were almost entirely the A students who obviously knew they were capable of doing good work on their own and would receive more recognition for it through individual work.

The author notes that "The collectivist philosophy that the group is more important than the individual got off the ground in education in the 1950s as a result of the experimental research of educators conducting work similar to that of Alice Miel."

1952 was also the year that "modern math" was introduced so that students "couldn’t apply the math concepts to 'real life situations when they get out of schools,' according to a 'Dr. Ziegler' who served as chairman of the Education Committee of the Council on Foreign Relations in 1928."

In 1953, the Reece Committee was formed, with Norman Dodd as research director, "to investigate the status of tax-exempt foundations." He sent out a survey to lots of companies, and the "president of the Carnegie Endowment for International Peace, invited Dodd to send a committee staffer to Carnegie headquarters in New York City to examine the minutes of the meetings of the foundation’s trustees. These minutes had long since been stored away in a warehouse. Obviously, Johnson, who was a close friend of former Carnegie Endowment’s president and Soviet spy Alger Hiss, had no idea what was in them."

In those minutes it was revealed that this "Endowment for International Peace" had been pondering a way to "alter the life of an entire people" and determined that they needed to involve the United Stated in a war, since that was the only to do it, and to do that they needed to "control the diplomatic machinery of the United States by first gaining control of the State Department." This supported Dodd's previous findings that "the Carnegie Endowment… had already become a powerful policy-making force inside the State Department." When they saw how effective World War I was at meeting their goals, "They sent a confidential message to President Woodrow Wilson, insisting that the war not be ended too quickly."

With the fathers off at war, the mothers were out of the home, working in the factories. "After the war, the Carnegie Endowment trustees reasoned that if they could get control of education in the United States they would be able to prevent a return to the way of life as it had been prior to the war." They recruited the help of the Rockefeller Foundation.

Mr. Dodd was subsequently invited to a personal meeting with the president of the Ford Foundation, where he was told that they were puzzled about why Congress wanted to know about their organizations, since

all of us here at the policy making level of the foundation have at one time or another served in the OSS [Office of Strategic Services, CIA forerunner] or the European Economic Administration, operating under directives from the White House. We operate under those same directives.... The substance under which we operate is that we shall use our grant making power to so alter life in the United States that we can be comfortably merged with the Soviet Union.

Gaither never publicly admitted having said this, although Dodd repeated it several times, and the Ford Foundation never sued him, but he was threatened that "If you proceed with the investigation as you have outlined, you will be killed." The Reece Committee was never able to finish their task, as it was later discovered that one of their members had been placed there to deliberately disrupt the proceedings. They had been preceded by the Cox Committee, which was also unable to accomplish anything, but which "did find that there had been a Communist, Moscow-directed plot to infiltrate American foundations and to use their funds for Communist purposes."

B.F. Skinner published another book in 1953, Science And Behavior, discussing how "Operant conditioning shapes behavior as a sculptor shapes a lump of clay."

1953 also brought us another book by Alfred Kinsey, this one entitled Sexual Behavior in the Human Female. Kinsey's books and "research"[2] played a huge role in the transition from "public morals" to "private morals."

In 1953, Dr. Lewis Albert Alesen published Mental Robots, which discusses the Pavlovian techniques "employed by the Soviets," and other psychiatrists, in their brain-washing and brain-changing techniques." He quotes another book, Conditioned Reflex Therapy, which says that "We are meat in which habits have taken up residence… Our 'will power' is dependent on our previously learned reflexes."

Dr. Alesen discusses the successful implementation of these techniques in various Communist countries, and goes on to discuss cybernetics, which he says are necessary to understand how Americans are likewise being manipulated. He defines cybernetics as "The science dealing with communication and communication-control theory as applied to mechanical devices and animals; and including the study of…feed-back mechanicisms."

Alesen also quotes from a presentation entitled "Inside U.S. Communism" by Herbert Philbrick, in which the Soviet use of cybernetics is discussed. Philbrick says it is the Soviet's "favorite term for their system of influencing people in devious ways," and it is the application of a legitimate mechanical science, applied to humans, "a technique of brain-washing, if you will; the highly developed science of demolishing the minds and the spirits of men. [emphasis in original]" Philbrick continues:

It is based on the findings of Pavlov which say that a man, like an animal, conditioned to respond to certain impulses, can be conditioned to respond to words, phrases and symbols. Therefore you pour in the words, phrases and symbols to which he will respond without thinking [emphasis in original]. And then you withhold other certain words which will cause him to respond in a way which you may not desire. It is the scientific control of human beings by means of control [of] information.

He urges the reader to look into how far America has been affected by this philosophy, and to determine "whether we as individuals do, in fact, possess characteristics of sufficient value to justify any resistance to this seemingly almost overwhelming juggernaut of collectivism which is rushing headlong upon us."

1954 brought us Education In The New Age by Alice Bailey, who was an occultist and Theosophist. She said that the "various schools of psychology, so numerous and separative, will each eventually contribute its particular and peculiar truth, and thus the real science of the soul will emerge from this synthesis," and that science would clearly formulate the nature of individual and racial problems."

In 1955, President Eisenhower convened the first White House Conference on Education. According to the author, "This conference was probably one of the first national conferences to use the manipulative and non-representative group dynamics/Delphi Technique to orchestrate the participants into reaching consensus on pre-determined goals."[3]

In 1956, the book Taxonomy of Educational Objectives: The Classification Of Educational Goals is published, which "provided the necessary tool for the schools of education to restructure education from academics to values (behavior) change."

In 1958, during the height of the Cold War, President Eisenhower signed the first U.S.-U.S.S.R. agreement, which included education.

Also in 1958, the National Defense Education Act was passed by Congress, "which set the stage for incredible federal control of education through heavy financing for behavior modification, science, mathematics, guidance counseling, and testing, etc."


References:

[1] Education for Destruction (patri-x.com) <https://patri-x.com/Wickedpedia/education-for-destruction/, accessed 2021-02-25.>

[2] Kinsey's "research" was questionable, to say the least:

"Alfred Kinsey in the Kinsey Reports (1948 and 1953) included research on the physical sexual response of children, including pre-pubescent children (though the main focus of the reports was adults). While there were initially concerns that some of the data in his reports could not have been obtained without observation of or participation in child sexual abuse, the data was revealed much later in the 1990s to have been gathered from the diary of a single pedophile who had been molesting children since 1917." (Child sexuality, Wikipedia. https://en.wikipedia.org/wiki/Child_sexuality, accessed 2021-02-26.)

[3]
The Delphi Technique: Let’s Stop Being Manipulated! (archive.org) <https://web.archive.org/web/20210116130659/http://www.vlrc.org/articles/110.html, accessed 20210-02-26.> We suggest you copy and save this important essay before the Internet Archive memoryholes it!
Analysis
The opening segment of this chapter illustrates the importance of being led by principles and not people. People too often abuse their current or prior positions to insinuate that they should be trusted. Recently, we have all been led astray by the UN, the CDC, and Dr. Fauci, as concerns the dreaded COVID-19. Leaders of corporations, religious institutions, and governments, all jumped onto the bandwagon that has steamrolled us into every previously unrealized goal of the United Nations and the New World Order.

Had we, instead, taken a principled approach, we would have waited to see if there was actually going to be a pandemic, instead of allowing them to convince us that there would be, before shuttering businesses and bringing our lives to a complete standstill.

When the United States joined UNESCO, President Harry Truman said: "Education must establish the moral unity of mankind." This is utterly false, for many reasons. For example, in Philip K. Dick's novel The Penultimate Truth, there is a society of people who live underground hiding away from what they believe is a nuclear war aboveground. In the end, they discover that everything is actually fine aboveground, and they meet up with some Communists who had previously been their enemies. They all agree that they can live together in peace, and go off into the future arm-in-arm.

This is nonsense because of one word: worldview. Communism is an atheistic belief system wherein it is acceptable to lie, cheat, steal, and murder, in order to advance the cause of the state. People don't matter, only the state. There is no agency. This is entirely incompatible with Judeo-Christian values, and those of many other religions and cultures. The only way to "establish… moral unity" would be to corrupt those religions and cultures from within (discussed in chapter 4 of It's Very Simple: The True Story of Civil Rights) to eradicate those values, and to indoctrinate the up-and-coming generations into the Communist worldview. This has happened, and is happening, here in America.

As General Brock Chisholm stated, this has all required the "reinterpretation and [eventual] eradication of the concept of right and wrong."

Once again, this chapter initiates a discussion about individualism versus collectivism. This leads us to ponder our underlying assumptions about the purpose and destiny of mankind. Those with Judeo-Christian or similar values believe that there is a purpose to life that goes far beyond merely eking out an existence; instead, life is intended to be used for the improvement of mankind on an individual basis. For this reason, we will each be held accountable on Judgment Day, singly and separately, before God. But even from a non-religious perspective, there is the belief that men are born free and should remain so, able to choose their own paths.

Collectivism, on the other hand, assumes that life is pointless, and that those who can assert themselves into positions of power can impose their own views on other human beings against their will. Here it must be remembered that subconscious manipulation is still imposition of one man's will onto another.

As we read about the Federal Council of Churches call for implementation a New World Order in this chapter, we again remind the reader about the deliberate efforts of Communists to infiltrate religious institutions, corrupt their doctrines, and turn them into Communist fronts.

When we hear phrases like "world citizenship" or "global citizenship" today, we think nothing of it. Naively, we think of this as referring to our sharing the planet with others. Of course, there has always been a word for that: humans. This is semantic redefining in order to subliminally push the concept of global government.

When B.F. Skinner writes in Walden Two that "History is honored in Walden Two only as entertainment," he accurately described the modern day, did he not? How much of what you think you know about history has come from Hollywood, or entertainment-masquerading-as-education such as the History Channel, or even documentaries that were created or funded by those with questionable motives? The end result is what is called revisionist history–a sort of pseudo-history that makes us feel knowledgable while lacking any actual substance, deliberately ignoring facts, and adding spin to present completely fabricated morals.

The fact that it questionable "scientist" Alfred Kinsey who championed the transition from "public morals" to "private morals" should give us all pause. Today, we are inundated with the message that "the government should stay out of my bedroom!" This completely denies the obvious fact that private actions have an effect on society. If for no other reason, society should have a say because what is allowed gets protected and promoted, as we are witnessing today with the push to popularize sexual deviancy in all its forms. This undermines morals that follow true principles, and promotes behaviors that cause confusion, illness and disease, encourages abortions, and leads to a general decline in birth rate to the point where, today, most countries are in a downward spiral, population-wise.[1]

Something that most people do not know anything about is the effect that eliminating morals had on the Soviet Union. We refer you to this page[3] for more information on this topic, mainly from Soviet writers.

As we learned about how cybernetics conditions people "to respond to words, phrases and symbols… without thinking," were you reminded of today's "liberal" college students, charging about from one emotion-driven cause to another? They have not actually been educated about any actual issues, only filled with vitriol "by means of control [of] information." As they charge about, tearing down Confederate statues, do they know that the South was already phasing out slavery in its existing states, and not allowing it in new states that joined them?[2] Of course not; that would interfere with their ability to be manipulated. Indeed, Philbrick calls these people "the international robot of the future."

In passing the National Defense Education Act, Congress asserted further federal control of public education by claiming that, since the Cold War was a thing, public education was now a matter of "national security." CuZ wE NeEd smARt KiDz tO bE SaFE! This is s stupid argument which, unfortunately, has been used over and over by our government throughout the decades. This has succeeded because of a) a lack of understanding of true principles among our populace, and b) the horrendous interpretation of the Constitution as a "living document" that doesn't severely limit the feds by defining the only things they can do, but instead allows them to do literally anything they can think of just by claiming it as being for "the public good"!


The Mormon Angle

It is our belief that one reason we are commanded to read our scriptures daily is so that we will have true principles instilled into our minds and hearts, so that we can avoid being deceived. However, what matters more than merely reading them is truly studying and pondering them, seeking a deep understanding rather than a simple familiarity, which is not enough. Thus armed with the sword of truth (Ephesians 6:17), we can cut through the falsehoods we are inundated with daily.

The statement about how "chastity cannot be a virtue because it is not a natural state" is actually quite twisted, but it contains a half-truth. We learn from The Book of Mormon that "the natural man is an enemy to God, and has been from the fall of Adam, and will be, forever and ever, unless he yields to the enticings of the Holy Spirit, and putteth off the natural man and becometh a saint through the atonement of Christ." (Mosiah 3:19) This is our test here on earth: to learn to overcome our "natural state" and become godly, instead.

The prophet Jacob also teaches that "I, the Lord God, delight in the chastity of women. And whoredoms are an abomination before me" (Jacob 2:28). The flip-side of this is, obviously, the necessary chastity of men in order to make this happen.

From these verses, it is clear that chastity is a virtue because it is not a natural state. True principles save the day once again.


Footnotes:

[1] Demographic Winter - the decline of the human family (Full Movie)
(youtube.com) <https://www.youtube.com/watch?v=lZeyYIsGdAA, accessed 2021-02-26.>

[2] This topic is discussed in the Analysis for
chapter 16 of It's Very Simple: The True Story of Civil Rights.

[3]
Sex in the Soviet Union (mailstar.net) <http://www.mailstar.net/sex-soviet.html, accessed 2021-03-01.>
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