From this fairly innocuous location, an invisible army of social engineers, psychiatrists, psychoanalysts, psychological warfare experts, and brainwashers has been created and have been deployed – and are without a doubt, responsible for the spreading of disinformation, covert acts of subterfuge and disruption, masterminding many false flag attacks and are behind the countless acts of downright evil that have been exhibited throughout the world over several decades.
For more than sixty years, Tavistock and its global network have also been responsible for the so-called ‘Educational Reform Movement’ whose objective has been to destroy the minds of children and to turn them into docile and malleable slaves, incapable of neither creative nor independent thought.
Believed to have been founded in 1921, the Tavistock Clinic, as was, has served as the psychological warfare arm of the British monarchy and has greatly benefitted from the patronage of that monarchy and it’s associated networks.
Like many of its generous patrons, Tavistock and its army of operatives have an objective, and that is to destroy all vestiges of western Judeo-Christian civilisation.
Central to it’s philosophy, is the aim of eradicating the view of man as being born in the image of God, from the prospective that each individual is endowed with the potential for creative reason.
The “Paradigm Shift“ that Tavistock seeks, would effectively reduce all of humankind to nothing more than compliant beasts of burden, and as such, easily controlled by the oligarchy and their chosen psychological shock troops, which are deployed through the extended Tavistock network.
It is toward that end that Tavistock has designed the brainwashing methods that have been rolled out in the so-called educational reforms like ‘outcome-based education’, the World Core Curriculum, (UK Common Core) and ‘global education’.
Central to this, is the concept that teachers and tutors are no longer responsible for implanting knowledge and truth in the students who attend mainstream Schools, Colleges and Universities.
This has had the effect, that their role has been changed from that of an educator, to one of therapist, as they make a psychological intervention into the minds of children, very effectively shaping their personality, their values, and ultimately – their attitudes.
In Tavistock jargon they are known as ‘facilitators’ or ‘change agents,’ but they are still therapists, and the majority of school classrooms that have been infiltrated in this way, can be likened to group therapy sessions – as they use similar methods for controlling and manipulating small groups, that were first developed by the Tavistock networks sometime prior to World War II.
At the time, they were known to be using methods described as ‘soft brainwashing,’ which in essence, is the manipulation of a person’s mind without resorting to torture and drugs.
The effects are no different to the more severe ‘hard brainwashing’, however, as the ‘victims’, or in this case, unwitting students and children, have their minds ‘cleansed’ of certain ideas and opinions, and new values are instilled instead.
The group dynamics techniques incorporated into these various ‘New Age’ educational reforms also use the Tavistock method: the creation of a controlled environment (the classroom) in which the group (the class) is forced to operate.
That controlled environment is manipulated by the group leader (the teacher or facilitator) to introduce tension. The group leader, who has an ultimate goal in mind, targets individual members of the group, using peer pressure from other group members, and sometimes ridicule and other forms of manipulation, to force the group toward a desired consensus belief structure.
This methodology, which is totally devoid of appeal to reason, stifles those individuals who are most creative, forcing them ‘back into the group.Group dynamics, as practiced in this manner, is thus very destructive to both creativity and individuality.
It can also be used to turn children against their parents and their parents’ values, effectively exchanging the collective views of the group, rigorously imposed by the group leader, for the values of the family unit.
The group or class or school, in this case, is thus successfully turned into a substitute for the family and/or the church.
Through repeated sessions, or classroom experiences, often brought about through the inducement of hypnotic states via NLP-type practices, the young victims are turned into what are effectively Satanists, as they perfectly mirror the evil minds of their controllers.
Group dynamics teaches, or more precisely, preaches the following mind-altering concepts:
- An emphasis on ‘inner felt needs.’ This is accomplished through ‘holistic brain centering,’ which includes hypnosis, to induce a state in which the mind appears to travel outside the body: a process known in the occult as ‘astral projection.’ Many group therapists say that cognitive processes of reasoning are ‘dead.’
- Non-verbal communication, involving body movement, is considered preferable to language.
- Group discussion and physical exercises emphasize bodily sensuality, including sexuality, and group ‘pairing.’ The emphasis upon promiscuity not only was essential to the launching of the New Age rock-drug-sex counterculture, but it also contributed to breaking down resistance to the introduction of polymorphous ‘sex education’ classes, starting in primary school. It is not accidental that the spread of the group dynamics movement in the United States started with the discovery of hallucinogenic drugs in the 1940s, and expanded with their broader use.
- Emphasis on the ‘here and now,’ thereby cutting off the participant from 15,000 years of known history and knowledge of a transfinite process of future progress.
In this way, educational ‘reforms’ can very easily turn children into unthinking, unfeeling, sadistic monsters.
From its founding in 1921, Tavistock did not even bother to conceal its mission or it’s methods.
Brigadier General Dr. John Rawling Rees, who became the director of the Tavistock Clinic in 1932 and later founded the Tavistock Institute, called for the creation of an army of ‘psychological shock troops,’ who would become the controllers of a society – “where it is possible for people of every social group to have treatment when they need it, even if they do not wish it, without it being necessary to invoke law.”
In Rees’s view, the therapist had the right, and the duty, to impose their will upon anyone who failed to see the value of the proposed therapy.
From it’s inception, Tavistock was the bastion of Freudian psychology in England.
It was known in the 1920s as the ‘Freud Hilton,’ and later became the personal residence of Sigmund Freud’s daughter, Anna, herself a leading child psychologist.
But Rees’s vision of the clinic was not as some academic ivory tower, or even as a therapuetic community, as he was deadly serious about building his army of ‘Shock Troops.’
With this in mind, he recruited to Tavistock a number of like-minded people, representing all variants of Freudian and neo-Freudian psychology.
During the 1930s, he recruited an extended network in Europe and the United States, and started to coordinate projects on both sides of the Atlantic. His recruits fanned out into many other institutions, such as hospitals, clinics, and especially colleges and universities.
They established new institutional centers at such places as the Wharton School of Finance and Business Administration at the University of Pennsylvania, the Institute for Social Research at the University of Michigan, the Stanford Research Institute’s Centre for Advanced Behavioral Sciences, the Sloan School at Massachusetts Institute of Technology (MIT), to name but a few of the most important centres.
These centres in turn spawned other institutes, including such places at the National Training Laboratories (NTL) and the Esalen Institute, which have played a crucial role in designing and implementing New Age educational reforms.
Rees had also transformed the previously small Tavistock Clinic into a fully-fledged institute in 1947, making it much easier to coordinate and deploy its now far-flung network.
One of Tavistock’s objectives, as dictated by its oligarchical patrons, has been one of controlling and manipulating skilled workers. Some of its earliest government-funded projects involved the use of group psychology on these groups.
These groups were in turn deployed to undermine trade unions and their structures, while also appearing to support them.
Following their intervention in an ongoing national coal strike, they also went on to infiltrate chemical plants, steelworks and textile mills, factories etc, which enabled Tavistock to fine tune their concept, which became known as ‘co-participation,’ and is otherwise known as ‘fascism with a human face.’
In Europe, people trained by Tavistock introduced this technique under names like ‘The Swedish Way’ and ‘Autogestion’.
The educational reforms remain, however, at the core, and are part of a wider plan to create a compliant slave workforce out of the majority of it’s students, and Rees, mirroring the freemasonic masters who deployed him, held a racialist view of society identical in almost all aspects to such notorious later racist theorists as Arthur Jensen.
NB: *Racist in the sense of isolating and effectively destroying any elements within a society that Tavistock viewed as being ‘problematic’*
The vast majority of human beings according to Tavistock, were considered nothing more than ‘beasts’, who needed to be ruled over and totally controlled by a combination of elite and psychological shock troops, who would serve as their controllers.
Among these ‘beasts’, there were, according to Rees, racially and genetically defined minorities, whom Rees referred to as the ‘psychopathological tenth’ of the population or the ‘dullards,’ who were often ‘of ethnic origin.’
Their population levels in turn, had to be reduced by any means, according to the genocidalist Rees.
In his 1945 book, ‘The Shaping of Psychiatry by War’, Rees wrote, “Aldous Huxley in his book Brave New World was planning to produce a section of subnormal men who do the dull jobs of society; we don’t need to produce more of them, for there are far too many already.”
It should not be surprising that the British ruling elite deployed Tavistock operatives for liaison with like-minded Nazis. When Nazi Deputy Reichsfuhrer Rudolf Hess flew to Britain in 1941, not only to confirm that the Nazis would not invade the UK, but to propose a British alliance with Germany against Russia, he was of course handled by Tavistock.
It was no coincidence that during the Second World War, Rees created the Directorate of Army Psychiatry
He had Henry Dicks, who had handled the Hess case, seconded to this unit, which concentrating solely upon psychological warfare.
Other Tavistock members helped lead the Psychological Warfare Division of the Supreme Headquarters, Allied Expeditionary Forces (SHAEF).
Their ambition was ‘to out-Goebbels, Goebbels.’
Following the war, Tavistock personnel, led by Eric Trist, built a community for returning prisoners of war, which employed drug induced abreaction techniques.
Other Tavistock psychiatrists were part of the processes carried out at Ditchley Park to ‘de-Nazify’ Germans and instil permanent levels of ‘collective guilt’ in the German population.
Tavistock made contact in the 1930s with Kurt Lewin, the man who is credited as the father of ‘group dynamics’ and whose Research Centre for Group Dynamics at the Massachusetts Institute of Technology gave birth to the NTL in 1947.
Bion was then Tavistock’s leading group theoretician, and he had been influenced by Melanie Klein (a protege of Anna Freud), a child psychologist who trained many Tavistock leaders.
Since NTL’s founding, there has been a regular exchange between its staff and that of Tavistock.
The next generation of Tavistock leaders sent to work with NTL was led by Eric Trist, who was sent to the United States to control the network there, with Harold Bridger, who developed a new group theory based upon his work with one of the founders of political correctness as Jacques Derrida.
According to Bridger, a group cannot make and carry out plans for the future until its ‘ghosts from the past’ are brought out and examined for their political correctness.
Bridger, who has taught the Tavistock Workshop at NTL’s Bethel, Maine retreat since 1970, was until his death in 2005, working with the North American consultant of the genocidal Club of Rome and with the NTL to use group dynamics sessions to win passage of the North American Free Trade Agreement and then the Uruguay Round of the General Agreement on Tariffs and Trade (GATT).
While Tavistock was involved for decades in the development of the social engineering techniques now widely applied in the U.S. public school system, since 1988 it has also been directly involved in the re-tooling of the British education system.
With a £1 million start-up grant from the Thatcher government, administered by Labour Minister Lord Young, Tavistock launched the Enterprise in Higher Education, a university-based training program adopting the ‘tracking’ methods of education theorist John Dewey to the higher education curriculum.
Tavistock evaluation team member Elizabeth Sommerlad told EIR that the Enterprise program is similar to some of the experimental programs launched in the United States by the New American Schools Development Corp. (NASDC), especially those involving collaboration between the corporate world and the schools.
Under the enterprise program, students at 88 British universities are being trained in classrooms using Bion’s leaderless group techniques; they are regularly profiled through computerised ‘student learning profiles,’ which will be made available to prospective employers.
As another feature of the Enterprise program, Tavistock has developed a ‘multi-media, interactive database,’ which is conveyed by ‘telematics,’ to establish a British tutorial system on the European continent for schools and industry.
In reality, like NTL and Esalen in the United States, Tavistock is effectively destroying the British educational system and has moved on to destroy that which exists on the continent.
The National Training Laboratories grew out of Kurt Lewin’s MIT-based group dynamics center in 1947, which was launched the year Lewin died. Almost from its inception until 1968, NTL was an arm of the National Education Association (NEA), focused on transmuting certified teachers into ‘facilitators.’ Although NTL continues this work when states fund the project, it has branched out into using group dynamics with corporate management and employees, as well as having a multitude of workshops on feminism, multiculturalism, ecology, and such topics.
In recent years, both Tavistock and NTL have become more openly infused with New Age and even so-called ‘Satanic’ theories.
NTL, in particular, has brought in a host of Satanic Jungian psychiatrists, students of eastern mysticism, and members of the ‘human potential’ movement, to bring about this change.
While the penetration by NTL into the teaching profession has fallen off in recent years, the impact is still devastating. There are now an estimated 400 NTL operatives working in educational and corporate positions in the United States alone, according to NTL’s published literature.
And NTL offers 50 different sensitivity training courses that are given an estimated 110 times per year on such ‘politically correct’ topics as:
- Centring for Individual and Professional Development
- Personal and Professional Development for Women
- Development of Highly Performing Culturally Diverse Organisations
- Diversity Across Gender, Race, and Nationality
- A Look Into the Future
- Power: How to Create It, Keep It, Use It
- Creating Change for a Sustainable Environment.
All of these areas represent core components of OBE and World Core Curriculum; NTL administrator Axel Vogt acknowledges that large numbers of teachers and educational administrators still participate in these group sessions, despite the formal break between NTL and NEA.
The core of what became NTL goes back to work done shortly after Lewin’s arrival in the United States in the 1930s at New Britain Teachers College, where he led a group of educators toward eventual development of the ‘T-group’ and encounter group.
Among the main non-educational participants were the American Jewish Committee, which was then the safe haven for such Frankfurt School members as Communist International Comintern/Lucy espionage network member Max Horkheimer and Theodor Adorno.
Lewin’s staff consisted of Kenneth Benne, Leland Bradford, and Ronald Lippitt from Lewin’s MIT center, who would go on to run NTL. Benne had studied under the pro-communist educational theorist John Dewey, whose theory of pragmatism rejected reason and universal ideas. Lippitt was influenced by the ideas of Jacob Moreno, who developed an encounter group therapy in 1912 before inventing psychodrama theatre, where a patient expressed his inner feelings toward family figures on a stage.
Lewin, while in Vienna, was an associate of Comintern operative Karl Korsch. It was during this time that he developed his theory of the psychological field and the concept of topological psychology which infuses the Tavistock method. According to Lewin, all psychological phenomena occur in what is called a ‘life space.’
This is composed of two fields, the ‘environment’ and the ‘self.’
Behaviour, said Lewin, is a mathematical function of the life space and the environment.
If this held true for an individual, it would also hold true for a group.
While Lewin fumbled about trying to make topological and mathematical representations of this, others, including Bion and Rees, realised that he had discovered something quite useful for their purposes-and quite evil. If one could remove all outside influence on the group, and assuming that a person had a defined and recognisable personality, by manipulating the environment within the group, you could control or alter behaviour.
It could be done not only in small group situations, but in larger groups as well.
By further manipulating the environment through the application of tension, one could also not only change behavior within the group, but alter the personality of each individual participant.
In effect, a person’s whole identity could be changed.
This process was later expanded by another Tavistock brainwasher, William Sargent.
In simplified terms, sufficient stress was found to lead to a regressive transformation of personality, to one more willing to accept the views of the group, as manipulated by a group leader.
This of course, is the key concept in all educational brainwashing techniques – Complete Control.
Since Lewin’s early work on group dynamics, new techniques have been pioneered at NTL to make the brainwashing process more palatable.
Asked how a certified teacher was transformed into a grade school ‘facilitator’ at NTL, one of the group dynamics trainers said that the methods had become far more sophisticated, involving ‘diversity videos’ and other ‘instrumentation.’
A great deal of time is spent on ‘holistic brain centering’ techniques to stress the affective over the cognitive, based on the pseudo-scientific ‘left brain/right brain’ concept.
This includes hypnotically induced ‘Astral Travel,’ where the mind appears to separate itself from the earthbound body to the accompaniment of music.
Finally, group techniques are used to bring out strong emotional feeling in the equivalent of ‘spilling your guts,’ another way to undermine a teacher’s self-conception as a conveyor of knowledge through a dialogue based on ideas.
In a 1973 book spelling out the history of NTL, author Kurt Back described the laboratories’ intensive involvement in pioneering the education revolution:
“Convictions about the importance of sensual understanding as contrasted with verbal understanding have brought some people into the movement to try to revamp the whole educational system and put stronger emphasis on sensual education and less on symbolic and verbal instruction. Their educational proposals for the future would include having people ‘really’ understand their senses, having them work on vision, touch and so on, using education much more for feeling than for understanding.”
While the Tavistock Institute and even the National Training Labs maintain a pretence of scholarship, science, and respectability, the number-three think tank behind the New Age education movement, the Esalen Institute at Big Sur, California, wallows in the absolute filth of the counterculture.
Yet Esalen, through its La Jolla, California spinoff, the Western Behavioral Science Institute, has been running affective educational programs in every public school in Los Angeles and the majority of public schools in the San Diego area for many years.
Esalen was literally created as an outgrowth of the CIA and British Secret Intelligence Service’s several decades of experimentation with drug-induced brainwashing techniques. The CIA’s pet project MK-Ultra, which flooded the universities and urban centres of America with LSD and other psychedelic drugs in the early 1960s, can be directly linked with the launching of Esalen.
In 1959, two offbeat Stanford graduates, Michael Murphy and Richard Price (the latter fresh from a six-month stint in a mental institution, where he was zapped with electroshock treatments and heavy drugs on a daily basis), attended Aldous Huxley’s lectures at the University of California Medical School at San Francisco and became converts to Huxley’s ‘human potentialities movement,’ the British Fabians’ euphemism for hallucinogenic drug-induced mind control.
The Huxley lecture series was sponsored by the U.S. Information Service and was part of the CIA’s MK Ultra.
Murphy and Price were steered to other MK-Ultra operators, including British intelligence figure Gregory Bateson, his wife Margaret Mead, and Stanford psychologist Willis Harman, and before long, were hosting weekend mind-bending seminars at a hot springs resort at Big Sur which had been in Murphy’s family for generations.
That resort became the Esalen Institute, and within a few short years, the centre was running year-round courses in group dynamics, psychodrama, Reichian sex therapy, out of-body experiences, and other experiments which were so bizarre, they are notoriously difficult to describe easily.
Willis Harman, the psychologist whose late 1960s study ‘The Changing Images of Man’ would be the basis for the new education movement, and who today is one of the leading consultants to state education commissioners peddling OBE, delivered the first lecture series at the newly formed Esalen Institute on ‘The Expanding Vision.’
In November 1962, Esalen sponsored a seminar boldly titled ‘Drug-Induced Mysticism,’ delivered by Dr. Paul Kurtz and Myron Slolarot. The two admitted LSD users had created an MK-Ultra front called the ‘International Foundation for Advanced Studies’ to conduct their LSD experiments, and Kurtz was a leader of the ‘Theosophist Society for Psychical Research’.
By 1969, when the counterculture was reaching its entirely controlled and violent apex, Charles Manson made visits to Esalen, spending the weekend there just before deploying his brainwashed followers to carry out the satanically linked – Tate/LaBianca murders.
For several years, Esalen was the home base of Dr. Abraham Maslow, the founder of the Frankfurt School-linked self-actualisation school of psychology.
For many years afterwards, Maslow’s leading student, Carl Rogers, played a pivotal role at Esalen.
Toward the end of his life, Maslow came to the realisation that his theories were all wrong, and were causing enormous mental damage to their practitioners.
Rogers, however, never did own up to the disastrous consequences of these brainwashing techniques, and today is still viewed as a guru of the OBE movement.
In one of his more insightful comments, Maslow said of Esalen: “If Satan himself came to Esalen, Mike Murphy would have invited him to lead a seminar. “
Despite this unblemished history of countercultural kookery, Esalen has been as actively involved in the OBE process as NTL or Tavistock.
Willis Harman is today perhaps America’s leading educational ‘change agent,’ devising blueprints for the schools of the future based on economic projections of a post industrial America in which the majority of the labour force is to be a docile collection of low-skilled clones.
During the formative years of the ‘new education’ offensive, the Ford Foundation bankrolled an Esalen experimental program using group-sensitivity techniques on grammar school children in public schools all over California.
The findings of that several-year-long study, published by George Brown in a book, ‘Human Teaching for Human Learning’, noted that children responded particularly well to some of the role-playing techniques which, after all, were very similar to many children’s games.
Brown, incidentally, felt the need to include a chapter, ‘Proceed with Caution,’ warning “that the introduction of group-sensitivity methods to any classroom environment, will be more successful in destroying pre-existing values and learning – than in replacing the abandoned values and knowledge with anything positive.”
And the results can be seen almost everywhere you care to look today.
Adapted from Various Sources….