THE ENSTUPIDATION OF THE QUACKADEMY CONTINUES

THE ENSTUPIDATION OF THE QUACKADEMY CONTINUES

November 7, 2019 By Joseph P. Farrell

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.

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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...