|Reference: United Nations Promoting Sustainable Development|
Resolution adopted by the United Nations General Assembly on 25 September 2015: “Transforming our world: the 2030 Agenda for Sustainable Development“
Sustainable: Of, relating to, or being a method or lifestyle for using resources so that the resources can be maintained and continued, and are not depleted or permanently damaged.
[from Old French sustenir (French: soutenir), from Latin sustineo, sustinere, from sub– (under) + teneo (hold, uphold, possess, guard, maintain)]
The U.N. Sustainable Development Goals
The 17 United Nations Sustainable Development Goals (SDG) and their 169 associated targets adopted in 2015 and accepted by all Member States seek to realize the human rights of all and balance economic, social and environmental factors towards peace and prosperity for all.
To this end we examine some of the existing factors which block or inhibit the realization of these goals, and which must be eliminated so that the goals can be achieved in practice.
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
How Psychiatry Obstructs Target 4.6
Children worldwide are under extremely dangerous assault. Parents and teachers are being deceived in the name of improved mental health and better education. The results are devastating.
In 1967, a group of psychiatrists met in Puerto Rico to discuss their objectives for psychotropic drug use on “normal humans” in the year 2000. Their plan included drugs to “enhance the learning capacity of the individual.” Today, with at least 17 million children worldwide consuming mind-altering drugs and the almost exclusive use of psychology-based curricula in many schools, literacy is fast becoming a thing of the past.
In the U.S. alone, 1.5 million children and adolescents on antidepressants are at risk of known, drug-induced violent or suicidal side effects; while education achievement standards have plummeted as a result of psychology-based education curricula.
According to educators, traditional academics have been jettisoned in favor of psychological behavior modification that places emotions above educational outcomes.
In Basic Principles of Curriculum and Instruction, Ralph Tyler, president of the Carnegie Foundation (provider of private funding for education and testing), wrote that the “real purpose of education is … to bring about significant changes in the students’ pattern of behavior.” It meant targeting the child’s emotions, feelings, beliefs, and as a secondary objective, his intellect.
The current psychiatric push for mandatory “mental illness screening” in schools funnels children directly into the mental health care system, leading to rising illiteracy, crime, drug abuse and suicide rates.
School mental health programs have been designed to channel the lives of children towards specific ideological objectives at the expense of their literacy and well-being. Instead of directing children toward genuine achievement and the demonstration of competence, the psychiatric “self-esteem” concept is to tell the child he has accomplished something whether he has or not.
Psychiatric drugs and programs in schools have been implicated in increasing child violence. Skyrocketing youth suicide rates have also followed in the wake of widespread psychiatric, drug-based, child programs and psychological school curricula.
Research analyst Diane Alden stated, “We have had years of counseling, therapy, drugs and touchy-feely non-academics, and what we have gotten for this is dumb kids who feel good about being dumb and violent.”
Ultimately, psychiatry and psychology must be eliminated from all education systems and their coercive and unworkable methods should never be funded by the State.
Find out more by downloading and reading the CCHR report “Harming Youth — Psychiatry Destroys Young Minds — Report and recommendations on harmful mental health assessments, evaluations, and programs within our schools.“
Psychiatric fraud and abuse must be eradicated so that SDG 4 can occur.
Permissiveness: Allowing or characterized by great or excessive freedom of behavior. A permissive person, society, or way of behaving allows or tolerates things of which other people disapprove.
Apparently the quote “DO AS THOU WILT because men that are free, of gentle birth, well bred and at home in civilized company possess a natural instinct that inclines them to virtue and saves them from vice. This instinct they name their honor.” [François Rabelais, 1534] has been shortened by the psychological and psychiatric industries to the first four words.
From where does this radical permissiveness come?
“The biomedical model [the biological underpinnings of mental disorders] currently dominates psychiatric clinical practice and research.”
“Psychiatry’s growth and power during the twentieth century also can be traced in part to its alliance with Western science’s goals of control and domination of nature. … For example, during this century, capitalism has simultaneously needed to increase consumption and the technical control of social reality in order to maximize profits. This creates a paradox in which morality is slackened to increase permissiveness, and consequently, consumption.”
“Biological psychiatry’s rush to transmogrify much of human life into clinical or biological entities has become increasingly suspect on scientific as well as sociopolitical grounds.”
[“The Biomedicalization of Psychiatry: A Critical Overview“, Carl I. Cohen, M.D., Community Mental Health Journal, Vol. 29, No. 6, December 1993]
The problem with the biomedical model is that psychiatrists attempt to explain environmental, behavioral, social and spiritual phenomena with strictly biological factors. This is called “biological reductionism.” It places a heavy emphasis on the chemistry of the brain instead of searching for root causes of mental distress in areas that have more effective treatments. This leads to dependence on psychotropic drugs which have been shown to be addictive and harmful.
The transformation of psychiatry into a purely medical model was driven primarily by third-party reimbursement (insurance), the pharmaceutical industry, and government funding.
Freudian theory developed in the 1890’s called for radical permissiveness in sexual mores and child rearing, and left parents in constant worry of unwittingly perpetrating untold psychological harm upon their children.
[Chapter 3, Psychiatry The Ultimate Betrayal, Bruce Wiseman, Freedom Publishing, 1995]
To this day, thanks to the large-scale Freudian indoctrination of teachers, doctors, social workers, and others, many a mother and father is filled with dread, fearing irreparable mental damage, whenever some minor or major trauma strikes their child.
When lawyers turn to “childhood trauma” as a defense for criminality, it is assumed that the jury and the public will understand this: “everybody knows” that psychological damage comes from one’s childhood.
“The indiscriminate, ‘nonjudgmental’ approach, of dubious value with neurotics, amounts to a frank condoning of crime when applied to offenders and threatens to undermine and eradicate social and moral attitudes. This is the more serious, since this psychiatric-social work approach combines with the ‘permissive’ or ‘progressive’ upbringing of the home and school and a very lax enforcement of justice by the police and the courts.” The statement was made in 1962 by psychiatrist Melitta Schmideberg, president of the Association for the Psychiatric Treatment of Offenders.
[ibid. Chapter 8]
In 1966, schools began to be used as an ideological platform for the abandonment of self-discipline and morality. The assault on social values came with the textbook called Values Clarification: A Handbook of Practical Strategies for Teachers and Students. Children were asked to abandon values instilled through family, home and church, and substitute new values which they were free to make up.
This “therapeutic education,” or “behavior modification,” gradually replaced academics in favor of feelings and emotions, eroding discipline and promoting permissiveness, redefining and replacing earned self-esteem with psychological doubletalk like “anger management” and “mental health.”
The undermining of traditional education and values can be traced to a German psychologist, Wilhelm Wundt of Leipzig University, who founded “experimental psychology” in 1879. Declaring that man is an animal with no soul, he claimed that thought was merely the result of brain activity — a false premise that has remained the basis of psychiatry until this day.
Wundt was a strong advocate of Gottlieb Fichte, head of psychology at the University of Berlin in 1810, who believed that “Education should aim at destroying free will so that after pupils are thus schooled they will be incapable of thinking or acting otherwise than as their school masters would have wished.”
Influential educational psychologist Ernst Friedrich Wilhelm Meumann, professor of philosophy and education at Leipzig University and student and assistant of Wundt, sought to radically change schools by the “oppression of the children’s natural inclinations.” His book discussing Mental Hygiene in the Schools became required reading for several generations of education students in Germany and he propagated the idea that schools should be used for “preventative mental health functions.”
For more information download and read the CCHR report Harming Youth — Psychiatry Destroys Young Minds — Report and recommendations on harmful mental health assessments, evaluations, and programs within our schools.