Have a look at this:
THE GAMES THEY TEACH OUR CHILDREN
What Is This Intellectual Development?
What is the base for the technique of mindwarp being
imposed throughout our education system?
If you are a grandparent you may recall that, when a
child, you were often told you were allowed to be seen but
not heard. Our change-agents today throw up their hands in
horror at such a suggestion; they would claim it, at very
least, an intolerable denial of child rights.
But ask these advocates of (what they call) 'child rights'
on what moral or factual base they rest their claim and
they will only splutter like a broken record ... child
rights ... child rights ... child rights ... just as they
have been brainwashed to repeat.
Any person not mindwarped beyond all appreciation of
reality knows that decisions made by 5-year-olds will not
be as valid as those made by ten- year-olds; those of ten-
year-olds not so good as twenty-year-olds; and twenty-year-
olds not so sound as a forty-year-olds; all this assuming
that natural mental development is unhindered.
It follows then that the longer one can leave opinion-
forming the more mature will be the opinions formed. Or,
conversely, that the earlier one is induced to form
opinions, then the more immature will be the opinions
formed.
Our grandparents had it right: it was made clear to
children that their opinions, on matters beyond their
experience and understanding, were of no value. They were
neither encouraged to give them nor, therefore, did they
have to defend them.
When a person gives an opinion then that is the first step
to possession. Once that opinion is defended then that is
the second step to possession. If this process is repeated
then possession becomes nine points of the mind's law;
meaning that the mind possessed by an opinion tends to see
it as law. It is not so much the mind that possesses the
opinion as the opinion that possesses the mind.
Once a person makes an opinion public, then ego becomes
involved and that person begins to search out evidence to
feed the opinion and, while doing so, tends to reject
information that might harm the opinion. Dogmatism sets
in, the mind tends to become rigid and biased against
truth. The younger this process begins the less experience
the mind has of coping with these pressures and so the
more inflexible and dogmatic it becomes.
Values clarification games are very cleverly designed to
force children to 'adopt' opinions and defend them in a
peer group situation. This imposition goes well beyond
dogmatizing children to adopt adolescent ideas because
the ideas dogmatized are not those that children of
tender age would naturally have. Young children do not
naturally despise their parents; they do not naturally
take an anti-moral outlook; they do not naturally fight
for an anti-defense position; etc. So although the self-
admitted change agents fiercely maintain that they do not
interfere with the opinion-forming process, it is self-
evident that they have introduced their concepts and
attitudes as the 'correct' concepts and attitudes, which
are then fixed into minds by values clarification games.
This appears to be the sole purpose of the 'game'.