Considering the days in which we live, psychology is probably one of the most critical topics for Christians to study. Why? Because it is concerned with the health of the mind – a subject that the Bible addresses more than twice as often as it does love. The Proverb says, “As a man thinks in his heart, so he is.” Romans 12:2 adds, “And do not be conformed to this world, but be transformed by the renewing of your mind…” The way we think affects our behavior, therefore we need to be very aware of the ideas we’re taking in so that we aren’t deceived and misled.
Bertrand Russel was a highly revered philosopher, educator, and atheist in the mid-20th century. He wrote: “I think the subject which will be of most importance politically (over the next 50 years) is Mass Psychology. Its importance has been enormously increased by the growth of modern methods of propaganda. It will be used most successfully in the area of public education. Where all children go to school, and all schools are controlled by the government, the authorities can close the minds of the young to everything contrary to official orthodoxy.”
Continuing, he predicts, “Education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished” -The Impact of Science on Society. (1952) 
You may think this was a carefully selected quote, one that does not truly reflect the general thinking of most educated people in the 1950’s, but you would be mistaken. Bertrand Russel won the Nobel Prize for Literature in 1952 for his various literary and philosophical works, and he voiced a theory of education that had been steadily gaining momentum among the educational elite since the early 1900s (more on this later). The results of implementing this philosophy of psychological manipulation in the public education system came to powerful fruition by the 1960s, yet most people are unaware of its existence, and much less aware of its radical purpose and transformational influence.
Christians are instructed in Colossians 2:8: “See to it that no one takes you captive through philosophy and empty deception, according to the tradition of men, according to the elementary principles of the world, rather than according to Christ.”
And in 1 Peter 5:8, we are warned:
|“Be sober-minded; be watchful. Your adversary the devil prowls around like a roaring lion, seeking someone to devour.”|
Knowing the Christian doctrine concerning psychology – the study of the mind – is vastly important in today’s world where we are bombarded daily with propaganda of all kinds; and it is equally important to be aware of the tactics of the enemy of our souls, who seeks to take us captive by deceiving us through carefully-crafted lies. it is our goal to equip you with knowledge of both the truth and the lies, so that you will not be seduced into following the crowd over a cliff; but rather, you will be enabled to see through the haze of destructive ideas with which the world is pummeling us, so you can stand strong and confident against them.
WARNING FROM A WHISTLEBLOWER
John Taylor Gatto was a prominent teacher in the New York State public school system for 35 years. He was honored as the New York State Teacher of the Year in 1990, and twice honored as the New York City Teacher of the Year for his exemplary work with students in Harlem. In his acceptance speech for the State Teacher award before the New York State legislature, he made this courageous statement: “Schools were designed by Horace Mann and by Sears and Harper of the University of Chicago and by Thorndyke of Columbia Teachers College and by some other men to be instruments for the scientific management of a mass population. Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.” 2 (Emphasis added). It is important to know that these statements quoted by Mr. Gatto were made at the very start of America’s state-run schools – around 1820!
This has been the philosophy of the Humanist public school mindset that has been gradually at work in the public schools of our nation since the early 1900s. Today virtually all students are introduced to radical ideas coming from some of the most Godless Humanist minds in history, and they are breeding catastrophic results. And though there are many Christian teachers and administrators laboring diligently to shed the Christian light in public schools, they are greatly outnumbered by those who are simply following the directions of the state and federal bureaucrats and NEA directors in implementing the often-disguised Humanist agenda
THE GODLESS MINDS OF HUMANISTS
The following citations reference a wide array of politicians, psychologists, and prominent educators from the twentieth century who clearly reveal the sordid intentions and devious methods of Humanist thinkers.
Sigmund Freud (1896-1939)
Freud biographer Peter Gay wrote, “Freud’s agenda for many years had been to demolish religion with psychoanalytic weapons. Freud hated God and Christianity. He believed that it is the people who reject a Biblical worldview and follow their ‘natural’ innate desires who are truly sane.” Christianity teaches the opposite. We’re supposed to control those natural desires.3
Speaking also of Freud, Benjamin Wiker, author of Ten Books That Screwed Up the World said, “His rebellion took the form of baptizing as natural the most hideously unnatural sins. Sins condemned by every society as the most unholy and unthinkable, such as incest, cannibalism, lust for killing, homosexuality, pedophilia, and sex with animals, et cetera.” Freud not only condoned those behaviors but promoted them in his writings.4
Charles Francis Potter (1885-1962)
Rev. Dr. Charles Francis Potter was an American Unitarian minister, theologian, author, Humanist, and educator. He wrote in his book Humanism: A New Religion (1930), “Education Is the most powerful ally of Humanism [atheism] and every American public school is a school of Humanism. What can the theistic Sunday schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching?”5
John Dewey (1859-1952)
Known as the Father of the Modern Progressive Public Educational System, Dewey stated, “There is no God and there is no soul. Hence, there are no needs for the props of traditional religion. With dogma and creed excluded, immutable, unchangeable truth is also dead and buried.” 6 In other words, he’s saying that there’s no such thing as absolute truth. “There is no room,” he said, “for fixed natural laws or moral absolutes.”
Samuel Blumenfeld and Alex Newman stated in their 2014 best-selling book, Crimes of the Educators, “The plan to dumb down America was launched in 1898 by socialist John Dewey, outlined in an essay titled ‘The Primary-Education Fetich.’ In it he showed his fellow progressives how to transform America into a collectivist utopia by taking over the public schools and destroying the literacy of millions of Americans. The plan has been so successfully implemented that it is now a fact that half of America’s adult population are functionally illiterate.
“In ‘The Primary-Education Fetich’, Dewey stated that the only way to undermine the capitalist system was to get rid of the emphasis primary schools placed on the development of high literacy and independent intelligence. Why? Because both of these sustained individualism. What was needed, they believed, was a new curriculum that emphasized socialization and taught children to read by a whole-word method that would lower the nation’s literacy level and make its children more amenable to collectivist [socialist] values. That the conspirators’ utopian fantasy would destroy our constitutional republic did not faze them at all. They considered themselves peerless intellects and socialism a morally superior way of life.” 7
Dr. Brock Chisholm (1896-1971)
As the first Director-General of the World Health Organization of the U.N., Dr. Chisholm held a prominent, weighty position. He said, “What basic psychological distortion or perversion can be found in every civilization of which we know anything?” His answer: “Morality. The concept of right and wrong… The reinterpretation of and the eventual eradication of the conception of right and wrong are the belated objectives of nearly all psychotherapy.” This is from a speech he gave in California at an education conference in 1954. He continued, “To achieve world government, it is necessary to remove from the minds of men their individualism, loyalty to family tradition, national patriotism, and religious dogmas.” 8
Dr. Chester M. Pierce
Dr. Pierce was a Professor of Education and Psychology at Harvard. In an address he gave in 1973 to the Childhood International Education Seminar, he stated, “Every child who enters the school at age five is mentally ill because he enters school with an allegiance toward our elected officials, our founding fathers, our institutions, the preservation of this form of government that we have, patriotism, nationalism, sovereignty. All this proves that the children are sick, because a truly well individual is one who has rejected all these things and is what I would call the international child of the future.” 9
It appears obvious that these men all have an agenda and are aiming for a one-world, global government. To achieve their goals, they need to get everybody thinking alike.
Ellwood P. Cubberley (1868-1941)
An American educator and a pioneer in the field of educational administration, Mr. Cubberley spent most of his career as a professor and later as dean in the Stanford Graduate School of Education in California. He detailed and praised how the strategy of successive school enlargements (meaning adding more required grade levels) had extended childhood by two to six years already (at this time, forced schooling was still quite new). He had written in his book Public School Administration (1922) that “our schools are…factories in which the raw products (children) are to be shaped and fashioned…And that is the business of the school… to build its pupils according to the specifications laid down.” 10
Willard Givens (1886-1971)
Givens was a self-described socialist who served as Executive Secretary of the National Education Association from 1935-1952. He said, “The major function of the school is the social orientation of the individual. It must seek to give him understanding of his transition to a new social order.”
“Parent’s attitudes about what they want for their children represent one of the greatest barriers to the successful implementation of school-to-work policies.” In other words, we don’t want parental influence here. We want to be able to simply get the kids through school and get them working to support the state.11
We can see how successful these master manipulators of the modern mind have been in fulfilling their dreams. Is it any wonder that because of these psychological exploitations, such a vast number of people today have no apparent ability to think critically? They can only follow the crowd because – through intimidation, threats, and ridicule – they have been thoroughly brainwashed by leaders blinded by their hatred for the Christian worldview and for God Himself.
Summary of Humanism’s Purpose for Society
The goal of humanistic psychology is to control the masses. Humanism hates individualism. The overall objective is to create a “Utopia” where the masses are manipulated into falling in line with the ideas of the Intellectual Elite. This thinking is prominently on display in our public education system and the media where the dominant message is: There is no God. There is no such thing as sin. And there is no such thing as right or wrong. In short they say, “Absolute truth doesn’t exist – truth is what we tell you it is.”
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(The following is extracted from the booklet titled “Psychology and Humanism” – GTImin.com)
1 -Bertrand Russel, The Impact of Science on Society, Unwin Hyman; New edition (November 1988)
2-Gatto, John Taylor. Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling New Society Publishers. Kindle Edition.
3- Peter Gay, Freud, A Life for Our Times (New York, W.W. Norton, 1998). P. 527
4- Brannon Howse, Grave Influence, 21 Radicals and Their Worldviews that Rule America from the Grave (Worldview weekend Publishing, 2009)
5-Charles Francis Potter, Humanism: A New Religion (New York: Simon and Schuster, 1930, p 128
6-John Dewey, The New Republic, 12/5/1928
7-Crimes of the Educators. 2014, by Samuel Blumenfeld and Alex Newman. WND Books, Washington D.C; pp XII, 1-2.
8-Story, Christopher (2007). The New Underworld Order: Triumph of Criminalism the Global Hegemony of Masonic Intelligence. Stanger Journalism. p. 441; Wikipedia: Brock Chisholm
9- Brannon Howse, Grave Influence, 21 Radicals and Their Worldviews that Rule America from the Grave (Worldview weekend Publishing, 2009)
10-Gatto, John Taylor. Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling . New Society Publishers. Kindle Edition.
11 -1975, from The Department of Education’s Office of Educational Research and Improvement.