According to the introduction to this short article, the term is defined thusly: The “sanction of the victim” is the willingness of the good to suffer at the hands of the evil, to accept the role of sacrificial victim for the “sin” of creating values
The great majority of the US population - and that of the UK, Australia, New Zealand, and Canada - have been conditioned by at least 12 years of public education to be mindless and obedient, an easily managed herd of sheep - hence, the "sheepdog" role often referred to by law enforcement types:
John Taylor Gatto wrote: "Shortly after I retired from teaching I picked up Conant's 1959 book-length essay, The Child the Parent and the State, and was more than a little intrigued to see him mention in passing that the modern schools we attend were the result of a "revolution" engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis's 1918 book, Principles of Secondary Education, in which "one saw this revolution through the eyes of a revolutionary."
Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.
Inglis breaks down the purpose - the actual purpose - of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:
1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.
2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.
3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.
4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best.
5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.
6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.
That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers." http://wesjones.com/gatto1.htm
Television - and perhaps any form of video watching, including Youtube - continue and reinforce this conditioning: "Further research by Krugman revealed that our brain’s left hemisphere, which processes information logically and analytically, tunes out while we are watching television. The left hemisphere is the critical region for organizing, analyzing, and judging incoming data[4]. This tuning-out allows the right hemisphere of our brain, which processes information emotionally and uncritically, to function unimpeded.
In other words, we switch off our critical thinking abilities and just absorb anything thrown at us. We watch emotionally, not intelligently.
Further to this, psychophysiologist Thomas Mulholland found that after just 30 seconds of watching television the brain begins to produce alpha waves, which indicates torpid (almost comatose) rates of activity. Alpha brain waves are associated with unfocused, overly receptive states of consciousness (as with the left-to-right hemisphere shift). High frequency alpha waves do not normally occur when the eyes are open. In fact, Mulholland’s research implies that watching television is neurologically analogous to staring at a blank wall.[6]
Production of alpha waves and the subsequent receptive state are also the goal of hypnotists. They’re both present during the “light hypnotic” state used by hypno-therapists for suggestion therapy." https://sidawson.org/2011/03/tv-is-heroin-crossed-with-hypnosis
Ensure that most Americans know little or nothing about science or how it actually works, are conditioned to obey authority and go with the crowd - or herd - and you can easily scare the wits out of this "virtual herd of mindless consumers" and get them to swallow en masse whatever nonsense justification for whatever draconian "measure" you choose, such as mask mandates, lockdown orders, and mandatory “vaccinations”. Very few Americans - or citizens of the other countries listed above (although it's not nearly so bad in the Commonwealth countries) - have the knowledge of science to be able to discern good science from arrant nonsense. The way out, of course, is to break the conditioning...
The great majority of the US population - and that of the UK, Australia, New Zealand, and Canada - have been conditioned by at least 12 years of public education to be mindless and obedient, an easily managed herd of sheep - hence, the "sheepdog" role often referred to by law enforcement types:
John Taylor Gatto wrote: "Shortly after I retired from teaching I picked up Conant's 1959 book-length essay, The Child the Parent and the State, and was more than a little intrigued to see him mention in passing that the modern schools we attend were the result of a "revolution" engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis's 1918 book, Principles of Secondary Education, in which "one saw this revolution through the eyes of a revolutionary."
Inglis, for whom a lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical incision into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole.
Inglis breaks down the purpose - the actual purpose - of modem schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier:
1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.
2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.
3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.
4) The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best.
5) The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.
6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.
That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines. Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers." http://wesjones.com/gatto1.htm
Television - and perhaps any form of video watching, including Youtube - continue and reinforce this conditioning: "Further research by Krugman revealed that our brain’s left hemisphere, which processes information logically and analytically, tunes out while we are watching television. The left hemisphere is the critical region for organizing, analyzing, and judging incoming data[4]. This tuning-out allows the right hemisphere of our brain, which processes information emotionally and uncritically, to function unimpeded.
In other words, we switch off our critical thinking abilities and just absorb anything thrown at us. We watch emotionally, not intelligently.
Further to this, psychophysiologist Thomas Mulholland found that after just 30 seconds of watching television the brain begins to produce alpha waves, which indicates torpid (almost comatose) rates of activity. Alpha brain waves are associated with unfocused, overly receptive states of consciousness (as with the left-to-right hemisphere shift). High frequency alpha waves do not normally occur when the eyes are open. In fact, Mulholland’s research implies that watching television is neurologically analogous to staring at a blank wall.[6]
Production of alpha waves and the subsequent receptive state are also the goal of hypnotists. They’re both present during the “light hypnotic” state used by hypno-therapists for suggestion therapy." https://sidawson.org/2011/03/tv-is-heroin-crossed-with-hypnosis
Ensure that most Americans know little or nothing about science or how it actually works, are conditioned to obey authority and go with the crowd - or herd - and you can easily scare the wits out of this "virtual herd of mindless consumers" and get them to swallow en masse whatever nonsense justification for whatever draconian "measure" you choose, such as mask mandates, lockdown orders, and mandatory “vaccinations”. Very few Americans - or citizens of the other countries listed above (although it's not nearly so bad in the Commonwealth countries) - have the knowledge of science to be able to discern good science from arrant nonsense. The way out, of course, is to break the conditioning...