THE ENSTUPIDATION OF THE QUACKADEMY CONTINUES

THE ENSTUPIDATION OF THE QUACKADEMY CONTINUES

Tired of studying hxstory? Do you feel the oppression of the cisheteropatriarchy and a contextual rage against its emplaced stri/uctures embxdding a glass partition to prevent your rising to your full potential of authentication and self-actualization? (And yes, even the word "embedding" contains its own hxsto/erical and subliminal bows to the cisheteropatriarchy and those subliminal bows can only be eradicated by being more gender-inclusive and breaking down the cisheteropatriarchal resonances associated with beds and binary cisheteropatriarchal socio-sexual constructs associated with beds; hence, "embxdding", which removes purely social constructs against agorophilia, aborophilia, and hence the rampant agoro/aborophiliaphobia that is so rampant in cisheteropatriarchally privileged societies.)

For that mxtter (and again, "matter" is derived from the Latin mater, which itself is a construct of the cisheteropatriarchy in its unending efforts to oppress the cisheteromatriarchy and encumber it with binary soci0-sexual constructs in a similar fashun to "embxdding". Indeed, all norms are so-shul construkts which demand a careful recalibration of orthographical conventions of the proper spelling of words, for "ortho" in orthography connotes straightness or erectness, which is of course, phallic and therefore ultimately cisheteropatriarchal in nature, and  hence orthography itself is another example of cisheteropatriarchal oppression in disguise.) So-called orthographical constructs such as spelling or grammar, being restrictive social constructs, like grammatical "completeness" of sentences." Another example of cisheteropatriarchal repression, with its overtones of white privilege and androcentrism.

***

You think I'm joking?

Well, I'm not. And that brings us to today's rant against Amair'kuhn edgykayshun.

The Marxist-neo-Gnostic lunacy that is the modern Amair'kuhn quackademy has shown its true colors once again in the latest "curriculum" to come out of Looneyfornia, which of course, will soon spread to Boregon, Aridzona, New Nuttyco, Disconnecticut (already home to a well-known quackademy), Taxachusetts (home to a few other well-known quackademies) and other Amair'kuhn states, according to these articles shared by V.T.:

Hxrstory, Cisheteropatriarchy, and the Remaking of America: A New Curriculum Emerges in California

Marxist Ethnic Studies Curriculum Threatens to Engulf California Schools

From the first article, we find this:

In short, this proposal marks an agenda for absolute social transformation in the United States. Evers argues, “The document is filled with fashionable academic jargon like ‘positionalities,’ ‘hybridites,’ ‘neplantlas,’ and ‘misogynoir.’ It includes faddish social lingo like ‘cisheteropatriarchy’ that may make sense to radical university professors and activists but doesn’t mean much to the regular folks who send their children to California public schools. It is difficult to comprehend the depth and breadth of the ideological bias and misrepresentations without reading the whole curriculum, something few will want to do.”

While I did not want to read the proposal, I did—what I found was exactly what I expected, namely, an absolute agenda for a radical reorientation of the United States. It is an educational agenda aimed at a total societal transformation of American culture. The opening lines of the proposed curriculum read, “As early as the 1970s, some California public high schools began offering ethnic studies, positing that courses in the field would provide an opportunity to engage the hxrstory [sic], cultures, contributions, perspectives, and experiences of groups that have been overlooked, historically marginalized, and often subjected to invisibility within mainstream courses.”

“Hxrstory,” is not an accidental misspelling of the word “history.” There is a footnote in the curriculum that explains the word’s meaning. The curriculum states, “Throughout this model, curriculum language is used that deliberately offers an alternative to traditional wording that could have a particular context within the dominant culture. More information about these terms can be found in the glossary.”

On page two of the curriculum, the document states, “The field critically grapples with the various power structures and forms of oppression, including but not limited to white supremacy, race and racism, sexism, classism, homophobia, Islamophobia, transphobia, and xenophobia that continue to impact social, emotional, cultural, economic, and political experiences of native peoples and people of color.”

And from the second, this:

The state's Education Department has issued an "Ethnic Studies Model Curriculum" and it's too much even for the liberal Los Angeles Times. The ethnic studies class would indoctrinate more than educate, and the proposal is chock-full of jargon that citizens and parents are unlikely to comprehend. This gobbledygook is a clever way to pass off false, subversive, and dangerous ideas as good or at least elite-sounding.

"Ethnic Studies is about people whose cultures, hxrstories [this is not a typo], and social positionalities [also not a typo] are forever changing and evolving. Thus, Ethnic Studies also examines borders, borderlands, mixtures, hybridities, nepantlas, double consciousness, and reconfigured articulations, even within and beyond the various names and categories associated with our identities," the document explains. As an afterthought, it adds something intelligible: "People do not fit neatly into boxes, and identity is complex."

The jargon continues: "Ethnic Studies is xdisciplinary, in that it variously takes the forms of being interdisciplinary, multidisciplinary, transdisciplinary, undisciplinary, and intradisciplinary. As such, it can grow its original language to serve these needs with purposeful respellings of terms, including history as herstory and women as womxn, connecting with a gender and sexuality lens, along with a socioeconomic class lens at three of its intersections. Terms utilized throughout this document, which may be unfamiliar to new practitioners of the field, are defined in the glossary."

The glossary is 22 pages, and its Orwellian definitions of words are impressive. Yet for those who are new to this topsy-turvy world of progressive intersectional leftism, the authors of the document make their bottom line quite clear. One of the key goals of Ethnic Studies is to "critique empire and its relationship to white supremacy, racism, patriarchy, cisheteropatriarchy, capitalism, ableism, anthropocentrism, and other forms of power and oppression at the intersections of our society."

And throughout all of this gobbledygook, there is one point that is never mentioned: when, on this "model", does society ever reach "equality"? when is there no more to be done? What's the end goal? How much progress is enough?

And that's the key. Those things are never defined because the whole game is not about equality or anything even approaching it. It's about the never-ending process itself, and keeping those who are its arbiters in power.

I've said it before, and I say it again: this process is intimately tied to the claptrap that teachers have to learn to get their "certificate," the "license to practice" the latest neo-Gnostic goonery, and to do so on children, adolescents, and even - in their continuing edubabble courses - each other. It's time to recognize that "education" is not a discipline, and to abolish it altogether. But it's also time to quit feeding this system. If you think I'm joking about education courses, think again, because such "language" is found in them, repeatedly.

And above all, quit bowing to their linguistic agenda, for the hallmark of all Gnostic systems is this: you signal your assent to their cosmology by assenting to their linguistic dictates.

Discussion is over. I vote no on all proposals to spend more money on teachers salaries, textbooks, administrative salaries, and so on, because that's just throwing more money into a corrupt system of enstupidation. And I shall continue to vote no until the teachers themselves come to their collective senses, and themselves demand and insist on an end to certification, and all the quackery of "education" courses, because it has rendered a once noble profession into its own special form of welfare for the terminally stupid who concoct such nonsense.

Ok. Rant over.

See you on the flip side...

 

 

 

 

 

32 thoughts on “THE ENSTUPIDATION OF THE QUACKADEMY CONTINUES”

  1. Just watched this last week … Jordan Petersen deconstructs post-modernism accompanied by a penetrating critique of Marxism … also a nice retelling of the stories from Genesis , as a psychologist he extracts the ‘moral’ psychology out of the stories … I was riveted by the whole thing … long overdue.
    Identity politics and the Marxist lie of white privilege (2017)
    https://www.youtube.com/watch?v=PfH8IG7Awk0
    Also, just just saw a fun parody of identity politics — a bumper sticker on a one ton Ford pick-up … “I identify as a Prius.” Just do google search for images with that as your criteria, many truck owners are having fun with it.

    1. Nice Prius identity.

      Curiouser and curiouser about Petersen. Heard last week he had to rehab off a
      major antidepressant after his wife survived liver cancer treatment. He and his daughter and probably his wife have suffered massively all sorts chronic degenerative diseases and even more massive pharma induced non-cures and diseases. Last I heard, he and the daughter are still doing the carnivore diet to get clear of all their past dietary faults.

      What’s curiouser to me is the apparent connections to the CFR-er’s and other globalony-ists even as he rails against the sjw’s who attack. Curiouser how insanely the sjw’s attack him. Almost seems too insane to not be scripted. Kinda the way Antifa steps up so perfectly in time and place to the worse false narrative violent scenes. Petersen’s incredible success seems also that as well – incredible. AKA too good to be true.

      Am reminded of his connections to the intellectual dark web crowd and their creep connections to Theil and their globaloney Moloch-y crowd (Bret and Eric Weinstein, Steven Pinker, Joe Rogan,……………………….)

  2. One gets the impression that there are those of a questioning species having difficulty with their lengthy, linear, and imprecise language. It may be wiser for them to stop taking lessons from a linguistically keen peta-flopping story telling source that’s Mandarin versed with a Marxist tweak. The artificial intelligence (AI) telling stories seems able to regurgitate verse and rhyme on a whim to suit ill faded agendas of disruption onto the susceptible as well as concoct additional pseudo terms of a preferred lexicon. Inventive some say. Well-funded, too, it seems. Possibly by the well-known palindrome soroS, no less.

    Such is the case of this language conundrum, as one calls it.

    Quite right! Quit feeding this, . . this, . . . this something, as it may be not worthy of being called system for a [system], and one looked it up specifically for this, [is a set of things working together as a mechanism or interconnecting network. . .] What is witnessed is more akin to [“the system”] as in a [prevailing political or social order, especially when regarded as oppressive and intransigent.] Essentially, a forced Hegelian dialectic (one will save the interested reader time in thumbing through book sources for meaning)::
    Hegelian Dialectic: an interpretive method in which some assertible proposition (thesis) is necessarily opposed by an equally assertible and apparently contradictory proposition (antithesis), the contradiction being reconciled on a higher level of truth by a third proposition (synthesis).

    Essentially, there are those trying to force change through disruption, chaos, and imposition toward communistic socialism. Let’s think about what and who that actually sounds like in the here and now.

    This presumptive cis-hetero-patriarchy mush-mash of terms is little more than AI word play with terms substituted for yet others in hopes of arriving at something the perpetrators hope will serve their purpose and gain a following. Aside from AI, it’s essentially, a very old game of contrive-the-analogy to interpret the setting in environment in verse. It’d be almost al-chemical if it were not for hints of AI involvement in some linguistics laboratory setting who-knows-where and a smattering of hate filled misandrist over tones so loud they nearly jump out at one in the likeness of shouters on their favorite tap screens.

    Dear, oh dear, where do those academics waste their time with such linguistic pathologies. There does, indeed, seem to be a pathology infesting “Amair’kuhn edgykashun” forcing schools to become “Rotten to the (Common) Core.” What’s that phrase? Feed a cold; starve a fever?

    The pathology of a ‘cold’ and most other illnesses essentially forces the body, through its immune system, to take over the body’s resources and energy reserves to fight the bugs that wreck-havoc one’s health. The primary reason many folks feel weakened or lethargic or fatigued often with a fever. Producing white cells, the body’s defense force, requires energy, lots of it to produce those white cells to fend off those pathogens as well as to re-enforce the good normal cells to stay as they were built by the body in the first place. With these processes remain ongoing the body with the cold is fed and the pathogens are reduced toward a level of riddance or immunity that starves the fever or returns body temperature to some level of normalcy.

    By extension, one could take that previous blurb about the pathology of a cold and substitute terms and phraseology to deter or combat those semblances of Orwellian imposition, disruption, and chaos in “Amair’kuhn edgykashun” and quackademia to move forward again. In a way, stop feeding the deterioration of education while finding additional usefulness in this lengthy, linear, and imprecise language conundrum of sorts. History is riddled with multiple millennia of language losses. Does anyone know any better why some ancestors only left remnants of something once presumed to have meaning in verse, rhyme, and song?

  3. Of course all this Frankfurt School cultural Marxism is highly insidious and first infested education, there to proselytize, fester and spread. And boy, spread it has, with all its attendant insanity.

    The most insane part of all this is just what do the people pushing this think will happen if they actually do succeed in toppling traditional societal values and replace them with their endless dialectic of grievances against da Man? You know, the endgame?

    First and most obviously, the people pushing this are overwhelmingly the very patriarchy/privileged whites/well-educated bourgeoisie (to use the foundational term) that they want to topple. Huh? Just how do you think that is going to work out for you and your offspring, when you’ve painted yourselves as the very target of societal scorn and the source of all its ills while cultivating a culture of victimization and endless grievances?

    It all reminds me of Duke Louis-Philippe, cousin of Louis XVI and one of the richest men in France, who during the French Revolution voted for his beheading, then styled himself as Philippe Égalité and threw his lot with the Jacobins, only to be beheaded in turn during the Terror.

    Ride the tiger at your peril.

  4. In the spirit of Khalypso’s definitions and such, I am reminded of yet another child of the Enlightenment that is now taking place in the political, finance and educational spectrum. This comes with full knowledge of Dr. Farrell’s latest news and views regarding the BIS and its Nazi social engineering schemes. That child is:

    Surrealism: a 20th century avant-garde movement in art and literature which sought to release the creative potential of the unconscious mind, for example by the irrational juxtaposition of images.

    We’re on the cusp of a new Dark Age. If the surrealists have their way in politics, finance and education it will take centuries to recover what will be lost. While I was in college in the 1980’s this was “the rage” in the English literature department. Little wonder that I continue to arrive at the conclusion that we see before us yet another “Fall”.

    1. Yes.
      Either a fall and/or a Tower of Babel.
      A new metaphor for the darkness of the wicked events coming this way.
      Mind Control will become the stark backdrop against this coming controlled environment “they’re” rolling out/into the present/although here and now in certain distributed laboratories
      No doubt these technologically advanced “environments”/at least on their 3D/4D blueprint futures market[s], are controllable; principally what “wild” life is left will be their major source of conflict. A live/analogue versus it’s dark mirror image evil/digital.

      ” Something” cosmically quarantined has been purposely breached. Probably w/in the realm of the mind control quantum borders being researched/experimented on living souls. Diabolically evil/mixed w/sacrificial blood?

      [Your speculation sparked my…
      responsively/dark speculations]

      1. Between the two, I consider the attempt to engineer a new financial system ala the BIS article from yesterday, with all of its attendant technologies as a Tower of Babel moment. The mind control elements, with its attempt to re-engineer the human race, is another “Fall”. The first fall was an outside attempt to break cause humanity to break the first commandment–the attempt to deify man’s will within Creation. The second almost appears to be an attempt to remove the “image of God” from humanity–which goes at the heart of his “human nature”. Because of human participation this appears to be a tacit violation of the second commandment: the replacement of our “nature” with one created in “our own design.” Yes, I think this is a dark, spiritual thing. Your latter paragraph, beginning with “Something” is your articulation of my basic idea I think. But my use of Scriptural language preserves something curious in its own right.

    2. OC
      I gather from your writings that you frequent museums of art. A good way to maintain a healthy visual diet.

      From my perspective, I enjoy going in w/o and preconceived preconceptions. To look on painting, for example, on their own terms. in their own visual language. As if the art comes alive as I engage in communicating w/the art.
      Now to my real reason for bringing this up.
      Museums are now augmenting the art experience w/audio and visual aids. You put on the wifi-ears and hear the history and how it relates to the piece you looking at. Or, you put on your google-like glasses and see the stats and what ever frame “they” wish you to view through. You may as well be looking through a TV window/thru its way of looking.

      Is that what technocratic progress in the arts…
      looks like/hears like?

      1. It’s more like the art of the steal.
        In this instance, to steal your personal frame;
        before it even has a chance to germinate and grow.
        Your individual perspective[s] has been alchemized…
        into a collective one.

  5. TL:DR? (shame on you..) Frankfort School and Critical Theory. (thingly disguised cultural marxism)

    The Dialectic Process was created by Georg Hegel. The Dialectic Process was used as a process to describe change. Hegel, a social philosopher, used the Dialectic Process to describe how societies could come to a state of more rational, elevated thinking.

    Karl Marx took Hegel’s idea of the Dialectic Process and changed it subtly. Marx used it as a process to describe social change. There are three key parts to the Dialectic Process:

    The first is the Thesis – or Starting Point. A better term might be the Status Quo – where we are today.

    Marx believed that in order for things to change there would have to be some form of opposition to the Status Quo. This opposition is the second part – the Antithesis – or the mechanism for change. It is the people and ideas that do not support the status quo – the opposing group.

    When the Thesis and the Antithesis meet – or clash – you have the third component – Synthesis. Another word for Synthesis might be Revolution. Marx believed that Synthesis was Progress – a necessary confrontation that would allow for society to emerge as a better place for most people involved.

    Marx believed the Dialectic Process to be a true process – an important distinction – as a true Process does not end – it is ongoing. In other words, once we reach Synthesis the process will start again. Synthesis will now become the Thesis – the Status Quo. And new Opposition will arise.

    And that – in very simplistic terms – is how Marx perceived society progressing over time.

    Marx also established the two basic divisions of a society – the “structure” or economic base that gives rise to the two classes – worker and capital owner; and the “superstructure” of institutions and beliefs that surrounds the economic base.

    “Western civilization at the present day is passing through a crisis which is essentially different from anything that has been previously experienced. Other societies in the past have changed their social institutions or their religious beliefs under the influence of external forces or the slow development of internal growth. But none, like our own, has ever consciously faced the prospect of a fundamental alteration of the beliefs and institutions on which the whole fabric of social life rests … Civilization is being uprooted from its foundations in nature and tradition and is being reconstituted in a new organization which is as artificial and mechanical as a modern factory.”

    ~ Christopher Dawson, Enquiries into Religion and Culture, p. 259.

    Social Engineering

    Human Relations in Curriculum Change (ed. Kenneth D. Benne & Bozidar Muntyan, 1951) contains valuable information — key to recognizing the social engineering group processes used for preparing populations to live in an elite-controlled collectivist society.
    http://www.channelingreality.com/Niwa/Documents/Social_Engineering/1951_HRCC_Benne_122710.pdf

    The transformational group processes found in Human Relations in Curriculum Change were used early on within the U.S. education system. They have since been applied to other sectors — government, military, law enforcement, community development, churches, corporations, etc. — and are being employed under the guise of leadership training, professional development, “problem solving,” conflict resolution, (facilitated) consensus building, sensitivity training, Delphi, and many other labels. Through group activity, participants are processed for “group thinking” (a term used in Human Relations in Curriculum Change).

    Excerpt from the book’s preface that recognizes the role of the NEA: “Two recent lines of intellectual development with which one of the editors has had the good fortune to be closely associated have contributed fundamentally to this book. . . .” — one of which includes:

    “The work of the National Training Laboratory in Group Development, sponsored by the National Education Association and the Research Center for Group Dynamics, University of Michigan, has helped to advance our understanding of group development in the interrelated contexts of training, research and social action. This latter work has built in some large part upon the frontier theorizing of Kurt Lewin and his associates.”

    Kurt Lewin is an important link between the National Training Labs (United States) and the Tavistock Institute (London).

    Kurt Lewin (1890-1947) was a German-American psychologist, known as one of the modern pioneers of social, organizational, and applied psychology in the United States.
    Lewin made a new life for himself, in which he defined himself and his contributions within three lenses of analysis: applied research, action research, and group communication.
    Lewin often associated with the early Frankfurt School, originated by an influential group of largely Jewish Marxists at the Institute for Social Research in Germany. But when Hitler came to power in Germany in 1933 the Institute members had to disband, moving to England and then to America. In that year, he met with Eric Trist, of the London Tavistock Clinic. Trist was impressed with his theories and went on to use them in his studies on soldiers during the Second World War.
    Kurt Lewin had moved from studying behaviour to engineering its change, particularly in relation to racial and religious conflicts, inventing sensitivity training, a technique for making people more aware of the effect they have on others, which some claim as the beginning of political correctness.
    This would later influence the direction of much of work at the Tavistock Institute, in the direction of management and, some would say, manipulation, rather than fundamental research into human behaviour and the psyche. It was a partnership between Trist’s group at the Tavistock, and Lewin’s at MIT that launched the Journal ‘Human Relations’ just before Lewin’s death in 1947.

    1. Tavistock Institute

      Formed at Oxford University, London, in 1920 by the Royal Institute for International Affairs (RIIA), a sister organization to the Council of Foreign Relations (CFR) created by the Round Table, the Tavistock Clinic became the Psychiatric Division of the British Army during World War II
      The clinic took its name from its benefactor Herbrand Russell, Marquees of Tavistock, 11th Duke of Bedford. The Dukes of Bedford was the title inherited by the influential Russell family, one of the most prominent aristocratic families in Britain who came to power and the peerage with the rise of the Tudor dynasty. Herbrand Russell and arch-conspirator Bertrand Russell shared the same great grandfather, John Russell, 6th Duke of Bedford. Bertrand Russell was descended from John Russell’s third son, Bertrand’s grandfather, John Russell, 1st Earl Russell, who served twice as Prime Minister of the England in the 1840s and 1860s. Herbrand Russell’s son, Hastings Russell, Lord Tavistock, the 12th Duke of Bedford, went on to become patron of the British Peoples Party, a far-right political party founded in 1939 and led by ex-members of Oswald Mosley’s British Union of Fascists. It was he whom Rudolf Hess flew to England to contact about ending World War II.
      A successor organization, the Tavistock Institute of Human Relations, was then founded in 1946 under a grant from the Rockefeller Foundation when it separated from the Tavistock Clinic. According to John Coleman, a former British Intelligence agent, it was Tavistock-designed methods that got the US into World War II and which, under the guidance of Dr. Kurt Lewin, established the OSS. Tavistock became known as the focal point in Britain for psychoanalysis and the psychodynamic theories of Sigmund Freud and his followers. Tavistock is ostensibly a British charity concerned with group behavior and organizational behavior. Tavistock engages in educational, research and consultancy work in the social sciences and applied psychology. Its clients are chiefly public sector organizations, including the European Union, several British government departments, and some private clients. Its network now extends from the University of Sussex to the US through the Stanford Research Institute (SRI), Esalen Institute, MIT, Hudson Institute, Brookings Institution, Aspen Institute, Heritage Foundation, the Center of Strategic and International Studies at Georgetown, US Air Force Intelligence, and the RAND Corporation.

      Sigmund Freud

      David Bakan, in Sigmund Freud and The Jewish Mystical Tradition, has shown that Freud too was a “crypto-Sabbatean,” which would exlain his extensive interest in the occult and the Kabbalah. As shown in “The Consolation of Theosophy II,” an article by Frederick C. Crews for The New York Review of Books, several scholars have established that Freud was among the key figures who developed therapy through the retrieval of forgotten trauma, through a debt to Franz Anton Mesmer
      Adam Crabtree’s From Mesmer to Freud: Magnetic Sleep and the Roots of Psychological Healing traces Mesmer’s use of artificially induced trance-states to uncover the influence of unconscious mental activity as the source of unaccountable thoughts or impulses. Jonathan Miller traced the steps by which psychologists gradually stripped Mesmerism of its occult associations, reducing it to mere hypnosis and thus paving the way for recognition of nonconscious mental functioning.
      Hypnotism is nothing new. It is merely what had been known as putting someone under a spell, and practiced for thousands of years by witchdoctors, spirit mediums, shamans, Buddhists, and yogis. Freud himself was renowned in Vienna as a suggestive healer, his practice relying heavily on the use of hypnosis, a method he characterized as essentially “mystical.” Freud engaged in magical propitiatory acts and tested the power of soothsayers. He confided to his biographer Ernest Jones his belief in “clairvoyant visions of episodes at a distance” and “visitations from departed spirits.”
      He even arranged a séance with his family members and three other analysts. He also practiced numerology and believed in telepathy. In Dreams and Occultism, he declared, “It would seem to me that psycho-analysis, by inserting the unconscious between what is physical and what was previously called ‘psychical,’ has paved the way for the assumption of such processes as telepathy.”
      Freud, when he was made aware of the Lurianic Kabbalah apparently exclaimed, “This is gold!” and asked why these ideas had never previously been brought to his attention. Carl Jung, who had worked with Freud, commented approvingly on the Jewish mystical origins of Freudian psychoanalysis, stating that in order to comprehend the origin of Freud’s theories:

      …one would have to take a deep plunge into the history of the Jewish mind. This would carry us beyond Jewish Orthodoxy into the subterranean workings of Hasidism…and then into the intricacies of the Kabbalah, which still remains unexplored psychologically.

      Freud’s theories were excessively concerned with sex and even incest, which is reflected in Sabbatean antinomianism. As Gershom Scholem noted, the Sabbateans were particularly obsessed with upturning prohibitions against sexuality, particularly those against incest, as the Torah lists thirty-six prohibitions that are punishable by “extirpation of the soul,” half of them against incest. Baruchiah Russo (Osman Baba), who in about the year 1700 was the leader of the most radical wing of the Sabbateans in Salonika and who directly influenced Jacob Frank, not only declared these prohibitions abrogated but went so far as to transform their contents into commandments of the new “Messianic Torah.” Orgiastic rituals were preserved for a long time among Sabbatean groups and among the Dönmeh until about 1900. As late as the seventeenth century a festival was introduced called Purim, celebrated at the beginning of spring, which reached its climax in the “extinguishing of the lights” and in an orgiastic exchange of wives.
      As Bakan indicated, in his book Moses and Monotheism, Freud makes clear that, as in the case of the Pharaohs of Egypt, incest confers god-like status on its perpetrators. In the same book, Freud argued that Moses had been a priest of Aten instituted by Akhenaten, the Pharaoh revered by Rosicrucian tradition, after whose death Moses was forced to leave Egypt with his followers. Freud also claims that Moses was an Egyptian, in an attempt to discredit the origin of the Law conferred by him. Commenting on these passages, Bakan claims that his attack on Moses was an attempt to abolish the law in the same way that Sabbatai Zevi did.
      Thus, Freud disguised a Frankist creed with psychological jargon, proposing that conventional morality is an unnatural repression of the sexual urges imposed during childhood. Freud instead posited that we are driven by subconscious impulses, primarily the sex drive. In Totem and Taboo, published in 1913, which caused quite a scandal. Freud theorized about incest through the Greek myth of Oedipus, in which Oedipus unknowingly killed his father and married his mother, and incest and reincarnation rituals practiced in ancient Egypt. He used the Oedipus conflict to point out how much he believed that people desire incest and must repress that desire.
      Through Freud’s influence, the “incest taboo” would become an issue of fundamental concern to the Frankfurt School. For example, Claude Levi-Strauss (1908 – 2009), a French anthropologist and one of the central figures in the structuralist school of thought, considered the universal taboo against incest as the cornerstone of human society. Incest, he believed, was not naturally repugnant, but became prohibited through culture. Lévi-Strauss’ theory was based on an analysis of the work of Marcel Mauss who believed that the basis of society is the need for the exchange of gifts. Because fathers and brothers would be unwilling to share their wives and daughters, a shortage of women would arise that would threaten the proliferation of a society. Thus was developed the “Alliance theory,” creating the universal prohibition of incest to enforce exogamy. The alliance theory, in which one’s daughter or sister is offered to someone outside a family circle starts a circle of exchange of women: in return, the giver is entitled to a woman from the other’s intimate kinship group. This supposedly global phenomenon takes the form of a “circulation of women” which links together the various social groups in single whole to form society.

      1. Frankfort School

        In the days following the Bolshevik Revolution in Russia, it was believed that workers’ revolution would sweep into Europe and, eventually, into the United States. But it did not do so. Towards the end of 1922 the Communist International (Comintern) began to consider what were the reasons. On Lenin’s initiative a meeting was organized at the Marx-Engels Institute in Moscow. Amongst those present were Georg Lukacs (a Hungarian aristocrat, son of a banker, who had become a Communist during World War I ; a good Marxist theoretician, he developed the idea of “Revolution and Eros” — sexual instinct used as an instrument of destruction); and Willi Münzenberg (whose proposed solution was to “organize the intellectuals and use them to make Western civilization stink. Only then, after they have corrupted all its values and made life impossible, can we impose the dictatorship of the proletariat”). “It was,”said Ralph de Toledano (1916-2007), the conservative author and co-founder of the National Review, a meeting “perh “perhaps more harmful to Western civilization than the Bolshevik Revolution itself.”

        Lenin died in 1924. By this time, however, Stalin was beginning to look on Münzenberg, Lukacs and like-thinkers as “revisionists.” In June 1940, Münzenberg fled to the south of France where, on Stalin’s orders, a NKVD assassination squad caught up with him and hanged him from a tree.

        In the summer of 1924, after being attacked for his writings by the 5th Comintern Congress, Lukacs moved to Germany, where he chaired the first meeting of a group of Communist-oriented sociologists, a gathering that was to lead to the foundation of the Frankfurt School.
        This “School” (designed to put flesh on their revolutionary program) was started at the University of Frankfurt in the Institut für Sozialforschung [Institute for Social Research]. To begin with, school and institute were indistinguishable. In 1923 Weil was born in Argentina and at the age of nine was sent to attend school in Germany. He attended the universities in Tübingen and Frankfurt, where he graduated with a doctoral degree in political science. While at these universities he became increasingly interested in socialism and Marxism.
        The aim of the meeting was to clarify the concept of, and give concrete effect to, a Marxist cultural revolution.

        ‘Cultural Marxism’ and (((‘critical theory’))) are concepts developed by a group of German intellectuals, who, in 1923 in Germany, founded the Institute of Social Research at Frankfurt University. The Institute, modeled after the Marx-Engels Institute in Moscow, became known as the Frankfurt Schoo
        In 1933, when the Nazis came to power in Germany, the members of the Frankfurt School fled to the United States. While here, they migrated to major U.S. universities (Columbia, Princeton, Brandeis, and California at Berkeley). These intellectual Marxists included Herbert Marcuse, who coined the phrase, ‘make love, not war,’ during the anti-Vietnam War demonstrations.
        William S. Lind relates that ‘cultural Marxism’ is an ideology with deep roots. It did not begin with the counter-culture revolution in the mid-1960s. Its roots go back at least to the 1920s and the writings of the Italian Communist Antonio Gramsci. These roots, over time, spread to the writings of Herbert Marcuse.
        Herbert Marcuse was one of the most prominent Frankfurt School promoters of Critical Theory’s social revolution among college and university students in the 1960s. It is instructive to review what he has written on the subject:

        “One can rightfully speak of a cultural revolution, since the protest is directed toward the whole cultural establishment, including the morality of existing society …there is one thing we can say with complete assurance. The traditional idea of revolution and the traditional strategy of revolution have ended. These ideas are old-fashioned … what we must undertake is a type of diffuse and dispersed disintegration of the system.”

        1. This sentiment was first expressed by the early 20th century Italian Marxist, Antonio Gramsci.

          Antonio Gramsci, a Marxist theorist and a founding member of the Communist Party of Italy, took this societal division a step further when he broke the “superstructure” into coercive (governmental, legal) and non-coercive (church, school, political party) elements. Gramsci defined the non-coercive elements as “civil society”. So Gramsci saw society as being comprised of three elements: the economic base, the coercive element and the non-coercive element.
          Gramsci then created the Theory of Cultural Hegemony – the way in which nations use cultural institutions to maintain power in capitalist societies. In Gramsci’s view, the governing class – in order to succeed, maintain power and the status quo – must persuade those being governed to accept and even embrace the social, moral and political values held by the governing class. This is a subtle but crucial distinction. Gramsci felt that the ruling class’ primary method of control came from the non-coercive element. The coercive element was only used as a last resort.
          Hegemony, Gramsci believed, was created through society’s institutions – the family, church, schools, economy, universities and government. These institutions were the bonds that cemented the ruled to the rulers.
          His answer – his response – to Cultural Hegemony was exceedingly simple. Turn the process back on the governing hierarchy. Change the way institutions work – change the family, church, school – change social norms and beliefs. This would require the introduction of an entirely new set of values and beliefs – a new morality. It would also be slow.

          Gramsci embraced gradualism – a policy of gradual reform as a means to his end. He recognized that his process must be lengthy, methodical and persistent. He advocated evolution over revolution – or as he put it “a long march through the institutions”. A slow transformation from within.
          Gramsci insisted that alliances with non-Communist leftist groups would be essential to Communist victory. In our time, these would include radical feminist groups, extremist environmental organizations, so-called civil rights movements, anti-police associations, internationalist-minded groups, liberal church denominations, and others.
          By winning ‘cultural hegemony,’ Gramsci pointed out that they could control the deepest wellsprings of human thought — through the medium of mass psychology. Indeed, men could be made to ‘love their servitude.’ In terms of the gospel of the Frankfurt School, resistance to ‘cultural Marxism’ could be completely negated by placing the resister in a psychic ‘iron cage.’ The tools of mass psychology could be applied to produce this result.
          (relate back to Mindwashing)

          By promoting the dialectic of ‘negative’ criticism, that is, pointing out the rational contradictions in a society’s belief system, the Frankfurt School ‘revolutionaries’ dreamed of a utopia where their rules governed. “Their Critical Theory had to contain a strongly imaginative, even utopian strain, which transcends the limits of reality.” Its tenets would never be subject to experimental evidence. The pure logic of their thoughts would be incontrovertible. As a precursor to today’s ‘postmodernism’ in the intellectual academic community, “…it recognized that disinterested scientific research was impossible in a society in which men were themselves not yet autonomous…the researcher was always part of the social object he was attempting to study.” This, of course, is the concept which led to the current fetish for the rewriting of history, and the vogue for our universities’ law, English literature, and humanities disciplines — deconstruction.
          The Frankfurt school studied the ‘authoritarian personality’ which became synonymous with the male, the patriarchal head of the American family.

          ‘The Authoritarian personality,’ studied by the Frankfurt School in the 1940s and 1950s in America, prepared the way for the subsequent warfare against the masculine gender promoted by Herbert Marcuse and his band of social revolutionaries under the guise of ‘women’s liberation’ and the New Left movement in the 1960s. The evidence that psychological techniques for changing personality is intended to mean emasculation of the American male is provided by Abraham Maslow, founder of Third Force Humanist Psychology and a promoter of the psychotherapeutic classroom, who wrote that, ‘…the next step in personal evolution is a transcendence of both masculinity and femininity to general humanness.

          A modern utopia would be constructed by these idealistic intellectuals by ‘turning Western civilization’ upside down. This utopia would be a product of their imagination, a product not susceptible to criticism on the basis of the examination of evidence. This ‘revolution’ would be accomplished by fomenting a very quiet, subtle and slowly spreading ‘cultural Marxism’ which would apply to culture the principles of Karl Marx bolstered by the modern psychological tools of Sigmund Freud. Thus, ‘cultural Marxism’ became a marriage of Marx and Freud aimed at producing a ‘quiet’ revolution in the United States of America.
          It is of interest to note that the ‘sensitivity training’ techniques used in our public schools over the past 30 years and which are now employed by the U.S. military to educate the troops about ‘sexual harassment’ were developed during World War II and thereafter by Kurt Lewin and his proteges. One of them, Abraham Maslow, was a member of the Frankfurt school and the author of ‘The Art of Facilitation’ which is a manual used during such ‘sensitivity’ training. Thereby teachers were indoctrinated not to teach but to ‘facilitate.’ This manual describes the techniques developed by Kurt Lewin and others to change a person’s world view via participation in small-group encounter sessions. Teachers were to become amateur group therapists. The classroom became the center of self-examination, therapeutic circles where children (and later on, military personnel) talked about their own subjective feelings. This technique was designed to convince children they were the sole authority in their own lives.

          1. Since the 1940s, subtle changes appeared in the Frankfurt School’s descriptions of their work. For example, the opposite of the ‘authoritarian personality’ was no longer the ‘revolutionary,’ as it had been in previous studies aimed at Europeans. In America, it was now the ‘democratic’ who opposed the ‘authoritarian personality.’ Thus, their language matched more closely the liberal “…New Deal rather than Marxist or radical..” language. Education for tolerance, rather than praxis for revolutionary change, was the ostensible goal of their research. They were cleverly merging their language with the mainstream of liberal left thought in America while maintaining their ‘cultural Marxist’ objectives.

            To further the advance of their cultural revolution the School recommended (among other things):

            1. The creation of racism offences.
            2. Continual change to create confusion.
            3. The teaching of sex and homosexuality to children.
            4. The undermining of schools’ and teachers’ authority.
            5. Huge immigration to destroy identity.
            6. The promotion of excessive drinking.
            7. Emptying of churches.
            8. An unreliable legal system with bias against victims of crime.
            9. Dependency on the state or state benefits.
            10. Control and dumbing down of media.
            11. Encouraging the breakdown of the family.

            One of the main ideas of the Frankfurt School was to exploit Freud’s idea of “pansexualism”– the search for pleasure, the exploitation of the differences between the sexes, the overthrowing of traditional relationships between men and women. To further their aims they would:

            • attack the authority of the father, deny the specific roles of father and mother, and wrest away from families their rights as primary educators of their children.
            • abolish differences in the education of boys and girls.
            • abolish all forms of male dominance – hence the presence of women in the armed forces.
            • declare women to be an “oppressed class” and men as “oppressors.”

            Münzenberg summed up the Frankfurt School’s long-term operation thus: “We will make the West so corrupt that it stinks.”

          2. Critical Theory

            Critical theory rejected the ideal of Western Civilization in the age of modern science, that is, the verification or falsifying of theory by experimental evidence. Only the superior mind was able to fashion the ‘truths’ from observation of the evidence. There would be no need to test these hypotheses against everyday experience.
            One of the basic tenets of Critical Theory was the necessity to break down the contemporary family. The Institute scholars preached that “…Even a partial breakdown of parental authority in the family might tend to increase the readiness of a coming generation to accept social change.” The ‘generation gap’ of the 1960s and the ‘gender gap’ of the 1990s are two aspects of the attempt by the elite Boomers (taking a page out of ‘cultural Marxism’) to transform American culture into their ‘Marxist’ utopia.
            The transformation of American culture envisioned by the ‘cultural Marxists’ is based on matriarchal theory. That is, they propose transforming American culture into a female-dominated one. This is a direct throwback to Wilhelm Reich, a Frankfurt School member who considered matriarchal theory in psychoanalytic terms. In 1933, he wrote in The Mass Psychology of Fascism that matriarchy was the only genuine family type of ‘natural society.’

            Matriarchal Theory

            Eric Fromm, another charter member of the Institute, was also one of the most active advocates of matriarchal theory. Fromm was especially taken with the idea that all love and altruistic feelings were ultimately derived from the maternal love necessitated by the extended period of human pregnancy and postnatal care. “Love was thus not dependent on sexuality, as Freud had supposed. In fact, sex was more often tied to hatred and destruction. Masculinity and femininity were not reflections of ‘essential’ sexual differences, as the romantics had thought. They were derived instead from differences in life functions, which were in part socially determined.” This dogma was the precedent for today’s radical feminist pronouncements appearing in nearly every major newspaper and TV program, including the television newscasts. For these current day radicals, male and female roles result from cultural indoctrination in America — an indoctrination carried out by the male patriarchy to the detriment of women. Nature plays no role in this matter.
            They proposed transforming our culture into a female-dominated one. In 1933, Wilhelm Reich, one of their members, wrote in The Mass Psychology of Fascism that matriarchy was the only genuine family type of “natural society.”

            Education

            Lord Bertrand Russell joined with the Frankfurt School in their effort at mass social engineering and spilled the beans in his 1951 book, The Impact of Science on Society. He wrote: “Physiology and psychology afford fields for scientific technique which still await development.” The importance of mass psychology “has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called education. The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at. First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective. Fourth, that the opinion that snow is white must be held to show a morbid taste for eccentricity. But I anticipate. It is for future scientists to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black, and how much less it would cost to make them believe it is dark gray . When the technique has been perfected, every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen.”

            Writing in 1992 in Fidelio Magazine, (“The Frankfurt School and Political Correctness”), Michael Minnicino observed how the heirs of Marcuse and Adorno now completely dominate the universities, “teaching their own students to replace reason with ‘Politically Correct’ ritual exercises. There are very few theoretical books on arts, letters, or language published today in the United States or Europe which do not openly acknowledge their debt to the Frankfurt School. The witchhunt on today’s campuses is merely the implementation of Marcuse’s concept of ‘repressive toleration’ — tolerance for movements from the left, but intolerance for movements from the right — enforced by the students of the Frankfurt School.”

            “Socialism will triumph by first capturing the culture via infiltration of schools, universities, churches and the media by transforming the consciousness of society” – Antonio Gramsci

          3. I love progressive rock. King Crimson is praised by some as one of the greatest bands in the genre, though to be honest it was one of those that didn’t always make sense to me. I was more into Yes, Renaissance and Kansas. It was once said by some researchers that Tavistock had a direct role in shaping the musical legacy of some bands from the 1960’s. Robert Fripp was one of the musicians implicated. What makes this so interesting to explain is the song Epitaph–which is one of the few in the KC canon that I do like. Go figure!

  6. The Chinese take pride in serving, as means to an end. It is a matter of principle.

    It is impossible to serve, when one’s function is unknown. True identity defines function.

    Idea of “leap between lives” defines function in a bigger context, knowing ancestral roots.

  7. I was fortunate to have been introduced to science fiction at a relatively early age. All sorts of concepts were aired, from slightly exotic to mega exotic. This included every form of alien or ‘identity’ imaginable. So, in my opinion, mundane society is just catching up to sf-dom of the 30s-50s.

    What is different is the weaponization of ‘identity’: In sf-dom, variations in idenitity (including every possible form of sexuality) proceeded out from a constructed worldview. It made an internal sense. Nothing was ‘pushed’, it just was.

    Contrariwise, most of the identity politics of today feel forced or strident , as if they were being pushed from some behind-the-scenes “Wizard of Oz” level. This is different from simple ‘recognition’ of a minority identity, or of basic levels of fairness. There is a militancy to be seen, which suggests ulterior motivations.

    (As I’ve said before, America & the world are ‘fortunate’ to even have to deal with this “enstupidation of the quackademy.” Usually, world wars or extreme events – including big financial crashes – force a return to normalcy. It has been around three generations since anything Big (world shaking) happened. So, the newer generations are fat, dumb, and happy enough – inexperienced of hard-core deprivation & survival – to have these second-tier ‘issues’ come to be their center-of-interest. Not that I want anything Bad to happen to America & the world. This is just some background as to Why we are where we are. And, leaving-aside probable dark-side manipulation…)

    1. Every day over seven billion people awake each day on our planet, some with an idea about what their role is on the world stage, some without and some who don’t care. Implementing their plan for those who have one is relatively easy these days, what with the great leap in the “social sciences”, mass media and propagation of ideas.

    2. Gosh, all I can add to that line of thought:
      Perhaps we’re not looking at events that indicate a fattened generation in need of a hard time. Perhaps we are looking at events intended to fatten and prepare a generation for a hard time. We are all too excluded to have a good working memory of any and all the fraud and corruption executed and orchestrated to make wars happen. This might be a repeated history as to how to make a society appear crazy enough to burn books. Books destructive enough to warrant burning do not give witness to the evil intent behind their publishing – once they are burned. I have heard rumors that German book burnings before WWII started on porn first. But then how would we know?

      I think the simple guy’s version of this is the same as calling religious prophesy out as a script and plan, not a prophesy.

  8. I wonder if I was a kid today if they wouldn’t have put me into a Juvenile Detention ReEducatshun Camp. Australia has had mandatory Holocaust studies in schools since 2012. By Holocaust, of course, they only mean one thing.
    Dr Doom on Rense this week talking about the courses they have in Maths Majors. You know, the role of sexist white pig males in mathematical history. Todays vilification was brought to you by the number 2, which is a supremacist number that puts down all the hermits and presupposes filthy heterosexual mating habits of a lifetime breeding selfish little brats too young for gay bars and devlish discos.

    1. Propaganda should be an elective; not mandatory.
      Of course, there’s only one holocaust that counts.
      It’s a crime in some countries to want to investigate it.
      It’s also a crime to speak ill of some other country
      even while inside your own country.
      Unbelievable?
      That depends on successful their propaganda has been.

  9. To paraphrase a late mayor of Chicago schools are not there to promote education but to prevent education. Or as Samuel Clements aka Mark Twain, I never let my schooling interfere with my education. Most schools are propaganda camps anyway it just has gotten worse or they are more out front with the brainwashing. What the old saying the victors write the history.

  10. How ironic that a state that so concerns itself with gender neutral language is notorious for its treatment of female prisoners. California is the home of the world’s largest women’s prison, the Central California Women’s Facility in Chowchilla, and three other major facilities for female inmates that operate more than 50% over design capacity. Female prison population skyrocketed from about 3500 at the beginning of the 1980s to over 10000 at the end of the 1990s. About two thirds of women in California prisons are imprisoned for non-violent offenses. Prisoners who work earn as little as $0.08 per hour and they are forced to pay inflated prices for basic hygiene products. Persistent privacy violations are a fact of life; for example, male guards observe female inmates at all times–taking showers, dressing, going to the bathroom and being strip searched. 71% of women in California prisons report experiencing continual physical abuse by guards or other prisoners. In 2017 there was a spike in suicide attempts by women prisoners. The United States also has the largest female prison population rate in the world and more than double than the country that is second (which is Chile).

  11. If the communists, er Dummyrats, manage to steal the next election, we will all be going to “re education” camps aka China’s treatment of it’s Muslim population. I think it’s obvious to a great many of us that we are about to lose what’s left of Amerika to the lunacy of the extreme, socialist left.

  12. Druidic faculty uses metaphors:

    1. Kangaroo spin will cause the crocodile to fall off carousel.

    2. Leap between lives will cause grandfather paradox.

    3. Saxon warrior soul travels in time machine through bloodlines.

    4. Siegfried’s Rune sword slays the dragon.

    https://dl.dropboxusercontent.com/s/qav7519hrnzumpp/kylie-the-kangaroo.jpg

    A Brexit Rune:

    Meadow was first
    in east slopes besown sedges,
    until love over wave
    went prosperous after rain.
    Thus the hard ones,
    by that way, refuge settled.

    1. Decoded:

      In imagery of Runes, the “hard ones” (or hardings) are grains sown in field. Preferably grains of truth, rather than devil seeds.

      Earthly minds are fertile grounds, where ideas take root, that trace effect back to cause, learning deduction.

      The succeeding Rune is when ideas see light of day, induced into common principles, that define common sense.

  13. While I don’t believe in the burning of books, even ones by ding-a-lings for ding-a-lings, I would attend a book burning of this type of utter garbage…carbon footprint & climate change be damned.

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