Identity disruption in a nutshell

The first steps, in the first indoctrinating lesson.

I just read an excellent substack by an 18 yearold, which I have just re-stacked, comparing the transgender movement to a cult.

I see it as a cult too, with the entry point first being first achieved through very specific steps of identity disruption- in this sequence, by:

1. Establishing authority as a teacher- often first class of the year;

2. Presenting trustworthy harmless content on 'identity' to gain trust of the students;

3. Then introducing just a little bit of doubt about one's competency in one's self and one's life, e.g. through getting children to complete the sentence, "a value that I try hard to keep is...".

Note that it's not, "A value that I keep is", but is, "A value that I try hard to keep is..." The words ‘try hard to’ implicitly convey doubt about one’s self and are therefore suggesting and inducing vulnerability. The child is being induced to declare something incompetent about him or herself, which is effectively taking down their defences.

4. Then, introduce discontent, e.g. through getting children to complete the sentences, "I wish..." and "if only..."

The act of being induced to write or say these sentences is psychological abuse and is cracking open the door of discontent and fostering desire for something they don’t have. It’s inducing envy.

Here’s a look into one such teacher guide:

5. Then, 'labels' are introduced in the class. The teacher tells the children that these labels represent, ‘different aspects of identity’. BUT- the only aspects listed are 'upper rung aspects' - gender, sexuality, race, and there is no mention of basic humanity, character or faith. It is doing exactly what reputable subject matter expert psychologist Dr Steven Stosny warns should not be done…it’s inducing a hyperfocus at the top of the identity pyramid, and that leads to ‘prolonged stress and dysphoria’.

As an aside- from an instructional design point of view, any teaching materials which direct teachers to follow these kinds of psychologically abusive classroom instructions, are what I would describe as not only ‘instructionally unsound and lacking integrity’, primarily because they have failed to take content directions from a reputable subject matter expert; but also criminal and unconscionable, because they establish a very vulnerable foundation for further harm to be induced in children and families. The developers and funders and authorisers of these materials need to be held to account.

The child, being very young and innocent, and trusting his/her teacher, doesn’t know that he/she is being taught lies by ommission. The teacher also doesn’t know because he /she is young and trusting and has never been taught the true Philosophy of Education. A grounding in the Philosophy of Education would have given that young teacher the ability to discern true education from schooling, training and indoctrination- and he/she might have decided to not follow the directions of the military-style instructionally designed training materials called ‘mental health education’.

On the contrary, the young teacher’s recent teacher training has led her to believe that the military-style instructional materials are “quality pedagogy”, and that her proper job is to follow the instructions and deliver them to the students.

These young naive teachers do not realise that they have been reduced to being mere mouthpieces for a system of diabolical indoctrination.

Indeed, they can not be called “professionals” because they have been reduced in their authority and autonomy as teachers to use their own minds. Take note, PPTA.

These young teachers may earnestly want to teach children, and find it very distressing that the children are not positively responding to what they feel they must teach. How distressing for the teachers! Also for the school principals, who are probably also too young to know anything about the Philosophy of Education.

This step by step approach convinces the children, subliminally, that gender, sexuality and race are THE foundations of anyone's identity.

There’s no-ne watching to say otherwise. The children are a captive audience with a naive teacher who knows no better.

6. Then, hammer, hammer, hammer home these concepts with multiple lessons and activities which repeat and inflate the hyperfocus onto gender, and destroy the foundations of a normal healthy identity.

That then is the start of identity disruption and the entrance into the cult has been paved.

The children then believe that the made-up concept of “gender” is the FOUNDATION of their identity.

The naive teacher has then ‘successfully’ paved the way for their psychological and bodily destruction, and they don’t even realise it.

If this makes sense to you- get copies of the ‘mental health education’ resources used by your teachers in your local schools, and find the first lessons on ‘identity’, for children aged about 11. It might be earlier, but based on what I’ve looked at, here in New Zealand, age 11 seems to be a critical ‘target year’.

If you’re a parent wanting to avoid or minimise this brainwashing, find out when the first lessons on ‘identity’ are due to be delivered to your child’s class- and don’t let them go to school on those days.

Then, compare the first or first few lessons on identity, and see if you find a similar pattern of ideas. If you do find the same patterns- could you please take photos of them and send them to me? Thank you so much.

Elisabeth
exposingidentitydisruption@gmail.com