The Process of Brainwashing, Psychological Coercion, and Thought Reform

The landmark book by Margaret Thaler Singer, Cults in our Midst, was
an academic investigation into the minds and methods of cults. After reading it
I found some of thoughts correspond in nature and have synergy to our present realities.

The definitions of Education, Advertising, Propaganda and Indoctrination
and can be argued on examination through academic
interpretations and their nuances.

The point of this post is to examine if some of the techniques of mind control let alone propaganda and indoctrination are being used by the administration. I, in no way, am suggesting that they are, however, some of the aspects of her interpretations of thought reform are evident in certain aspects Americans desensitization to torture, lying, and governmental crime is alarming.

The end results of a thought-reform program are organized to:

Destabilize a person's sense of self,
Get the person to drastically reinterpret his or her life's history and radically alter his or her worldview and accept a new version of reality and causality,
Develop in the person a dependence on the organization, and thereby turn the person into a deployable agent of the organization.


The tactics of a thought-reform program are organized to:
1. Keep the person unaware of what is going on and the changes taking place.
2. Control the person's time and, if possible, physical environment.
3. Create a sense of powerlessness, covert fear, and dependency.
4. Suppress much of the person's old behavior and attitudes.
5. Instill new behavior and attitudes.
6. Put forth a closed system of logic; allow no real input or criticism.


Now if we can address
each of these pedagogic concepts
Education
Advertising
Propaganda
Indoctrination
Thought Reform Control
which use different means and sources of persuasion
we can address how each use their points of education and persuasion and see if
they are applicable to this administration



Focus of body of knowledge

E Many bodies of knowledge, based on scientific findings in various fields
A Body of knowledge concerns product, competitors, how to sell and influence via legal persuasion.
P Body of knowledge centers on political persuasion of masses of people.
I Body of knowledge is explicitly designed to inculcate organizational values.
T Body of knowledge centers on changing people without their knowledge.

Direction & degree of exchange

E Two way pupil-teacher exchange encouraged.
A Exchange can occur, but communication generally one-sided.
P Some exchange occurs, but communication generally one-sided.
I Limited exchange occurs; communication is one-sided.
T No exchange occurs, communication is one-sided.



Ability to change
E Change occurs as science advances; as students & other scholars offer criticism; as students & citizens evaluate programs
A Change made by those who pay for it, based upon the success of ad programs; by consumer law; & in response to consumer complaints.
P Change based on changing tides in world politics and on political need to promote the group, nation, or international organization.
I Change made through formal channels, via written suggestions to higher-ups.
TChange occurs rarely; organization remains fairly rigid; change occurs primarily to improve thought reform effectiveness.


Structure of persuasion

E Uses teacher-pupil structure; logical thinking encouraged
A Uses an instructional mode to persuade consumer/buyer.
P Takes authoritarian stance to persuade masses.
I Takes authoritarian & hierarchical stance.
T Takes authoritarian & hierarchical stance; no full awareness on part of learner.


Type of relationship

E Instruction is time-limited; consensual.
A Consumer/buyer can accept or ignore communication.
PLearner support & engrossment expected.
I Instruction is contractual; consensual.
T Group attempts to retain people forever.

Deceptiveness

E Is not deceptive.
A Can be deceptive, selecting only positive views
P Can be deceptive; often exagerated.
I Is not deceptive. * this is what it is
T Is deceptive.

Breadth of learning

E Focuses on learning to learn & learning about reality; broad goal is rounded knowledge for development of the individual.
A Has a narrow goal of swaying opinion to promote and sell an idea, object, or program; another goal is to enhance seller & possibly buyer.
P Targets large political masses to make them believe a specific view or circumstance is good.
I Stress narrow learning for a specific goal; to become something or to train for performance of duties.
T Individualized target; hidden agenda (you will be changed one step at a time to become deployable to serve leaders).

Tolerance

E Respects differences.
A Puts down competition.
P Wants to lessen opposition.
I Aware of Differences.
T No respect for differences.

Methods

E Instructional techniques.
A Mild to heavy persuasion.
P Overt persuasion; sometimes unethical.
I Disciplinary techniques.
T Improper and unethical techniques.


I would like for you to draw your own conclusions since this is an academic exercise
and I'm throwing this out for your intellectual digestion.



Source and credits
Jossey-Bass Publishers San Franciso
By Margaret Thaler Singer (with Janja Lalich)
c 1995

Cults in our Midst, Chapter 3

The tactics of a thought-reform program are organized to:
1. Keep the person unaware of what is going on and the changes taking place.check
2. Control the person's time and, if possible, physical environment.check
3. Create a sense of powerlessness, covert fear, and dependency.check
4. Suppress much of the person's old behavior and attitudes.check
5. Instill new behavior and attitudes.check
6. Put forth a closed system of logic; allow no real input or criticism.CHECK

for starters all of these check ... i.e. #1 (shadow government, secret wire tappings, proceed without the knowledge of the court, limit the FOIA...DISTORT THE TRUTH etc.etc.etc.)

#2..make traveling difficult (although neighborhood snitches have not yet been established that we know of).

3... bush is the savior and only he can save americans from the evil terrorists.

4. "you are either with us, or you are against us"--take a deep breath and don't even think!

5. think evil terrorists out to get you all the time...forget about freedom, liberty and democracy.
this is a time of war.

6. DISSENT? YOU MUST BE KRAZZZZZZZY!!!!!!

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http://www.villagevoice.com/blogs/bushbeat/archive/002140.php

this passage in Ron Suskind's memorable October 17, 2004 New York Times Magazine story, "Without a Doubt":

In the summer of 2002, after I had written an article in Esquire that the White House didn't like about Bush's former communications director, Karen Hughes, I had a meeting with a senior adviser to Bush. He expressed the White House's displeasure, and then he told me something that at the time I didn't fully comprehend — but which I now believe gets to the very heart of the Bush presidency.

The aide said that guys like me were
"in what we call the reality-based community," which he defined as people who
"believe that solutions emerge from your judicious study of discernible reality."
I nodded and murmured something about Enlightenment principles and empiricism. He cut me off
. "That's not the way the world really works anymore,"
he continued.
"We're an empire now, and when we act, we create our own reality. And while you're studying that reality — judiciously, as you will — we'll act again, creating other new realities, which you can study too, and that's how things will sort out. We're history's actors … and you, all of you, will be left to just study what we do."


Within this passage are some revealing synergies to the Shiner book
the promotion of the cult of personality of the bushenfurher in his militaristic jingoistic backdrops
the repetition of keywords used in cult behavior, thought programing which were used by
cults, be it religious or other types, but in this case the key words are.

IE freedom, 9-11, terror, protect, safety etc.
rinse and repeat, with a large dosage of support from the media and pundits and after a while, if I may quote the in of 1984.

After room 101 and denying Julia he :

His thoughts wandered again. Almost unconsciously he traced with his finger in the dust on the table:

2+2=5

But it was all right, everything was all right, the struggle was finished. He had won the victory over himself. He loved Big Brother.

Well, if we are it will be the shortest empire in history. China is getting ready to eat our lunch and I couldn't care less.

that you are suppose to precieve by our programming.

You need to watch more Faux news, go to mega churches and get back to me after you see the rational of the empire of God.
:sarcasm: :rofl:

citizen's experiences in other countries, as well as our own--is it harder to accept a reality change when you are crushed under the authoritarian, or totalitarian boot, or to slowly realize that you have lost initiatives because of venal leaders and personal apathy.

Americans are certainly ripe for the picking when you consider the EAPIT criteria, who has been administering it, and the timely coalescing of these threads: resurgence of fanatical religiosity, erosion of work ethic, the "right" for fulltime leisure/entertainment pursuits, erosion of common civilities and civic responsibilities. There are other things that could be listed, tweaked, etc., but how many are seriously needed?

I believe the young and old are alarmed, but are powerless to do anything. I believe our middle ages are torn, conflicted about whether there is, or is not, a problem. The problems themselves are obscure depending upon social and economic points of view.

Education has always been the last stand against the assault on democratic principles, but it continually receives hammer blow after hammer blow from those who would be king.

I think the analysis is spot on. The question I have is, "Is it too late to act in order to preserve our democratic principles?"

NoFederales

The question I have is, "Is it too late to act in order to preserve our democratic principles?"

this is essentially at the core of my missives and treaties i have posited here on this forum, especially in recent weeks.

there is an amazing level of denial (and a strange willingness to remain ignorant) among a few of our community members.... i think it may be based on a lot of fear (one might be compelled to conclude) -

I'm sounding the call for a velvet style revolution, in calling for a special recall election, short of a court order to honor the true 2004 election results. it's about the only thing i can think of that is non-violent, and responsive in turning things around while at the same time preserving democratic principles.

I say this assuming that Congress will not impeach, prosecute and convict G.W. Bush, Dick Cheney, Condi Rice anytime in the near future.

Never, through history you have seen this that is too late to act.
But time is another question
A change of consciousness only happens
One mind at a time.

I don't know if justice will come, I
think that some of our leadership on our side are part of the problem on change. (duh)

I would write more but my arthritis at this time in the evening prevent that.

NoFederales

that afflicts many of us. Doesn't it just keep piling up, the lies, the misanthropic activities, the blatant fists shaken in our faces? I feel like I should set loose the raging bull into the china shop, but that's not rational, just not yet, anyway.

So I am going to stir my stumps, shake off the disbelief that our corporate politicians mean well, and join Howard Dean's ranks at the grassroots. The rules are stacked against the individual and the minority groups who would like to seize the impeachment process. Better to swell the ranks and make our presence undeniable. Keep throwing the democratic principles at these losers at every opportunity, be loud, and be organized.

If it ever comes to torches and pitchforks, let's make it a large mob, not a small one.

NoFederales

on edit: sp

Do you think, in the face of repeated defeats, the Democratic Party has decided to adopt the methods of the opposition to attain "wins?"

Do you think this sort of propaganda is now a tool of TPTB on all sides?

Education has always been the last stand against the assault on democratic principles, but it continually receives hammer blow after hammer blow from those who would be king.


I would like to ask this general question:

Why has the American public participated in delivering those hammer blows? Why have they not protected education as the foundation of a democratic society?

Sadly, I don’t believe parents even think about democratic principles. Their children’s lives are about safety and privilege to a large degree. But there is a whole range of parenting going on from a completely hands off approach to the parent trying to live life through their child’s experiences.

I think a perceived failure by education from the parent’s POV has more to do with the lack of preferential treatment bestowed upon their children than by egalitarian standards. Consider dropout rates. Why are they so high, and why do schools try so hard to hide the high numbers? This is a critical tipping point, but I don’t see parents involved in fighting against dropout rates, against the disenfranchisement of education and what it means socially and economically. How does that compare with being prom King or Queen? a sports Captain? class Politician? the class Bully? Joker? Most Likely To Succeed? Most…………you get the idea?

And then there is the disenfranchisement of education at the postsecondary level where many freshman (I lack a % to provide here) fail to last a semester or two. Where is the concern here by parents? Challenging classes in core areas fight low enrollments. And oh, that AP Bio class doesn’t teach Intelligent Design. Secondary schools are routinely screamed at about being too hard, too much homework, not enough high grades—if they are so tough, why the post-secondary educational failures, and why aren’t the parents showing up in droves to reinforce sound practices that enhance learning? Does graduating the child relieve the parent of further educational concerns?

As far as safety goes, if you don’t feel safe at school, the best teachers EVER can’t teach you anything.

And taxes. Why should folks have to pay taxes, ever increasing taxes, for education?

And those goddamned educators make too much money, and do nothing!

Need a new computer lab, or larger facility? Better throw an extracurricular chunk of pork in there with it or it won’t get passed.

And family values—why aren’t the goddamned schools awash in family values?

Where are the democratic principles? You tell me why they should be important to a bunch of self-indulgent parents, coaches, and administrators sold on a lazy non-threatened status quo of educational pap?

There are those people out there who are searching for answers; education is the most important work we can bestow upon someone. A carpenter who hits the nail askance can easily enough remedy the problem. My concern is less that hammer blows may rightly fall on faulty education, just don’t let the blows be aimed askance in pretense of sincerity. Those blows mean nothing and everything.

NoFederales

I've spent 23 years in public education simply wanting "permission" to encourage my students to think, to bring some active participation in intellectual exercise to my classroom, and to value ideas as well as facts and procedures.

go outside of the box--make your efforts true public service. A high profile effort is usually authentic, it's invested, and it's worthwhile. I congratulate you.

NoFederales

is what we should try to do before thinking.
AND IRONY.

thanks my friend.

A lot of thought, nice work... thank you for posting this.

factual information is power

They've been kicking our butt ever since.

n/t