Choosing The Lesser of Two Evils, Expanding the Gleichschaltung and the Collective Guilt of Americans

Choosing The Lesser of Two Evils, Expanding the Gleichschaltung and the Collective Guilt of Americans

Gleichschaltung is defined as the integration of man into The State.

Is man the slave of The State or The State the servant of man? Who is to control whom?

What defines “freedom”? Does man recognize he is a captive? How did a man, a community, a collective become subjugated to The State?

How is it that individuals rationalize their participation in the Dictatorship– particularly, those who by their knowledge of God, of history, of principle, ought to know better?

The Dictatorship, also known as The Collective, or The Community, removes personal responsibility from those who have been absorbed into its system ie. Gleichschaltung. Or does it?

In 1953, Jewish Journalist and Professor Milton Mayer returned to Germany to ask German individuals these very questions? Why did they become Nazi’s? Why did they choose to become integrated into The State led by men who were known to be evil? Did they regret the atrocities they as part of The Collective had committed against mankind? Below are excerpts from Mayer’s interviews published in his book entitled: They Thought They Were Free, The Germans 1933-1945.

  1. Abandoning Principle…little by little.

“ Yes,” said my colleague, shaking his head, “the ‘excesses’ and the ‘radicals.’ We all opposed them, very quietly. So your two ‘little men’ thought they must join, as good men, good Germans, and even as good Christians, and when enough of them did, they would be able to change the Party. They would ‘bore from within.’ ‘Big men’ told them only to abandon one little principle after another, to throw away, little by little, all that was good. I was one of those men.”

  1. Attrition of the minds, mental deafness ensues.

“You know,” he went on, “when men who understand what is happening—the motion, that is, of history, not the reports of single events or developments—when such men do not object or protest, men who do not understand cannot be expected to. How many men would you say understand –in this sense—in America? And when, as the motion of history accelerates and those who don’t understand are crazed by fear, as our people were, and meld into a great ‘patriotic’ mob, will they understand then, when they did not before?

We learned here—I say this freely—to give up trying to make them understand after, oh, the end of 1938, after the night of the synagogue burning and the things that followed it. Even before the war begun, men who were teachers, men whose faith in teaching was their whole faith, gave up, seeing that there was no comprehension, no capacity left for comprehension, and the thing must go its course, taking first its victims, then its architects, and then the rest of us to destruction. This did not meat surrender; it meant conservation of energy, doing what little one could (now that it was too late to do anything!) and consuming one’s energy doing it, to relieve the present victim (if only by brazenly saying ‘Hello’ to him on the street!) and to prevent, or at least postpone, the fate of the next victim (if only writing a ‘nonpolitical’ letter abroad asking somebody to take an emigrant!).”

  1. Compromising Conscience by Choosing the Lesser of Two Evils

Another colleague of mine brought me even closer to the heart of the matter—and closer to home. A chemical engineer by profession, he was a man of whom, before I knew him, I had been told, “He is one of those rare birds among Germans,– a European.” One day, when we had become very friendly, I said to him, “Tell me now—how was the world lost?”

“That,” he said, “is easy to tell, much easier than you may suppose. The world was lost one day in 1935, here in Germany. It was I who lost it, and I will tell you how.

“I was employed in a defense plant (a war plant, of course, but they were always called defense plants). That was the year of the National Defense Law, the law of ‘total conscription.’ Under the law I was required to take the oath of fidelity. I said I would not; I opposed it in conscience. I was given twenty-four hours to ‘think it over.’ In those twenty-four hours I lost the world.” 

Yes?” I said.

“You see, refusal would have meant the loss of my job, of course, not prison or anything like that. (Later on, the penalty was worse, but this was only 1935.) But losing my job would have meant that I could not get another. Wherever I went I should be asked why I left the job I had, and, when I said why, I should certainly have been refused employment. Nobody would hire a ‘Bolshevik.’ Of course I was not a Bolshevik, but you understand what I mean.”

“Yes,” I said.

“I tried not to think of myself or my family. We might have got out of the country, in any case, and I could have got a job in industry or education somewhere else.

  1. Submission to evil rationalized by illusions of Humanitarian Benevolence.

“What I tried to think of was the people to whom I might be of some help later on, if things got worse (as I believed they would.) I had a wide friendship in scientific and academic circles, including many Jews, and ‘Aryans,’ too, who might be in trouble. If I took the oath and held my job, I might be of some help, somehow, as things went on. If I refused to take the oath, I would certainly be useless to my friends, even if I remained in the country. I myself would be in their situation.

“The next day, after ‘thinking it over,’ I said I would take the oath with the mental reservation that, by the words with which the oath began, ‘Ich schwore bei Gott,’ I swear by God,’ I understood that no human being and no government had the right to override my conscience. My mental reservations did not interest the official who administered the oath. He said, Do you take the oath?’ and I took it. That day the world was lost, and it was I who lost it.”

“Do I understand,” I said, “that you think that you should not have taken the oath?”

“Yes.”

“But,” I said, “you did save many lives later on. You were of greater use to your friends than you ever dreamed you might be.” (My friend’s apartment was, until his arrest and imprisonment in 1943, a hideout for fugitives.)

“For the sake of argument,” he said, “I will agree that I saved many lives later on. Yes.”

“Which you could not have done if you had refused to take the oath in 1935.”

“Yes.”

“And you still think that you should not have taken the oath.”

“Yes.”

“I don’t understand,” I said.

“Perhaps not,” he said. “but you must not forget that you are an American. I mean that, really. Americans have never known anything like this experience—in its entirety, all the way to the end. That is the point.”

“You must explain,” I said.

  1. Choosing Evil: the problem of the ‘lesser evil.’

“Of course I must explain. First of all, there is the problem of the lesser evil. Taking the oath was not so evil as being unable to help my friends later on would have been. But the evil of the oath was certain and immediate, and the helping of my friends was in the future and therefore uncertain. I had to commit a positive evil, there and then, in the hope of a possible good later on. The good outweighed the evil; but the good was only a hope, the evil was a fact.

“But,” I said, “the hope was realized. You were able to help your friends.”

“Yes,” he said, “but you must concede that the hope might not have been realized—either for reasons beyond my control or because I became afraid later on or even because I was afraid all the time and was simply fooling myself when I took the oath in the first place.

“But that is not the important point. The problem of the lesser evil we all know about; in Germany we took Hindenburg as less evil than Hitler, and in the end we got them both. But that is not why I say that Americans cannot understand. [but can now in 2016] No, the important point is –how many innocent people were killed by the Nazis, would you say?

“Six million Jews alone, we are told.”

“Well, that may be an exaggeration. And it does not include non-Jews, of whom there must have been many hundreds of thousands, or even millions. Shall we say, just to be safe, that three million innocent people were killed all together?”

I nodded.

“And how many innocent lives would you like to say I saved?”

“You know better than I,” I said.

“Well,” said he, “perhaps five, or ten, one doesn’t know. But shall we say a hundred, or a thousand, just to be safe?”

I nodded.

“And it would be better to have saved all three million, instead of only a hundred or a thousand?”

“Of course.”

  1. The Point:

Those who know better, the ‘educated’ influential mentors, should have been Prepared to Resist.

“There then is my point. If I had refused to take the oath of fidelity, I would have saved all three million.”

“You are joking,” I said.

“No.”

“Or that others would have followed your example?”

“No.”

“I don’t understand.”

“You are an American, “ he said again, smiling. “I will explain. There I was in 1935, a perfect example of the kind of person who, with all his advantages in birth, in education, and in position, rules (or might easily rule) in any country.

If I had refused to take the oath in 1935, it would have meant that thousands and thousands like me, all over Germany, were refusing to take it. Their refusal would have heartened millions. Thus the regime would have been overthrown, or, indeed, would never have come to power in the first place.

The fact that I was not prepared to resist in 1935, meant that all the thousands, hundreds of thousands, like me were also unprepared, and each one of these hundreds of thousands was, like me, a man of great influence or of great potential influence. Thus the world was lost.

  1. “Education” –Intellectualism, position, rationalizes away faith.

“You are serious?” I said.

“Completely,” he said. “These hundred lives I saved—or a thousand or ten as you will—what do they represent? A little something out of the whole terrible evil, when, if my faith had been strong enough in 1935, I could have prevented the whole evil.”

“Your faith?”

“My faith. I did not believe that I could ‘remove mountains.’ The day I said ‘No,’ I had faith. In the process of ‘thinking it over,’ in the next twenty-four hours, my faith failed me. So, in the next ten years, I was able to remove only anthills, not mountains.”

“How might your faith of that first day have been sustained?”

“I don’t know, I don’t know,” he said. “Do you?”

“I am an American,” I said.

My friend smiled. “Therefore you believe “education.”

“Yes,” I said.

My education did not help me,” he said, “and I had a broader and better education than most men have had or ever will have. All it did, in the end, was to enable me to rationalize my failure of faith more easily than I might have done if I had been ignorant. And so it was, I think among educated men generally, in that time in Germany. Their resistance was no greater than other men’s.”

*********

Any institution (church, school, college, hospital etc.), organization (service, social and special interest groups), business/industry (contractor, supplier, producer, distributor, vendor, manufacture) or local government (municipal, county, regional, state, etc.) that accepts: funding, tax-exemption, loans, contracts, grants, subsidy or favors from The State (national or local) is part of the process of integrating man into the collective of The State. ie. Gleichschaltung. 

Socialist Dictatorships (fascism, communism etc.) are embraced because the people, the collective masses, have been ‘educated’ to want them. The propaganda of socialism is focused on some entity, utopia for which it will control production and distribution, such as economic prosperity and equality.

The people, educated under tutelage of The State, have never developed the spirit, the aptitude, or the desire for Liberty, which of itself originates from faith in The God who abhors the slave State. Sadly, the German and the majority of European institutions of “faith” had long been married to, funded and controlled by The State. 

If The State, The Collective, The Community establishes itself as God- as Provider, Lawgiver, Judge and Savior does it also remove personal and collective guilt?

The majority of Germans interviewed by Mayer, never acknowledged any guilt regarding the horrendous slaughters in which they partook against the members of their “communities” and against humankind. After all, they were just obeying what the “educated” State had instructed them to do.

“The Pharisee stood up and prayed about himself,

‘God I thank You that I am not like other men…’ “

Luke 18:11

 

https://dawnkazmierzak.net/2015/04/16/framework-for-fascism-usa-an-altered-state-of-mind-heartand-soul/

https://dawnkazmierzak.net/2015/04/23/framework-for-fascism-usa-continuing-the-forcible-coordination/

https://dawnkazmierzak.net/2016/07/13/they-thought-they-were-free-the-germans-1933-1945/

https://dawnkazmierzak.net/2014/07/17/double-trouble-a-tale-of-two-republics-eugenics-genetics-and-history-repeating/

https://dawnkazmierzak.net/2014/07/21/double-trouble-twin-republics-eugenics-euphemisms-history-repeating-part-ii/

https://www.amazon.com/Credentialed-Destroy-Education-Became-Weapon/dp/1492122831

They Thought They Were Free, The Germans 1933-1945, by Milton Mayer

pages 175-181

The Fascist, His State, His Mind, by E.B. Ashton

Socialism, An Analysis Von Mises

Edmund Burke, Alexis de Tocqueville, Lord Acton, Margaret Thatcher

The Road to Serfdom by Hayek

Frederic Bastiat

 

 

 

Posted in Culture, Education, Faith, government, History, psychology, social emotional "learning", Values | Tagged , , , , , , , , , , , , , , , , , , , , | Leave a comment

Why Not Government Subsidized Educational Savings Account (ESA) “School Choice” Vouchers?

Why Not Government Subsidized Educational Savings Account (ESA) “School Choice” Vouchers?

“It is hardly too strong to say that the Constitution was made to guard the people against the dangers of good intentions…

There are men, in all ages…who mean to govern well; but they mean to govern. They promise to be kind masters; but they mean to be masters…..”

Daniel Webster

  1. 1. Governments want to govern. Governments want to control their subjects. Governments want subjects to be dependent on government services. Services are provided by the government via redistribution of funds that are gained via taxation.

One is not born being capable of liberty. Being capable of liberty requires being educated and matured for liberty. Education for liberty encompasses the intentional development of abilities, attitudes, intellect, and principles to be capable of self-sufficiency, not government dependence.

If the parents’ goal is to educate their heirs for liberty; then the parents ought not have their heirs trained by the Government whose goal is to shape easily controlled, dependent subjects from which to glean more tax revenues.

  1. Government revenues are generated via taxation of each economic transaction for consumer goods, products, services, and investments as well as taxation on savings, personal and business property etc. Thus, governments gain more tax revenues as the number of transactions increases and as the cost of these transactions rises. Ie. Inflation. Taxation destroys the desire to save, invest, or build private businesses that provide employment options distinct from the ever-expanding number of government related jobs.
  1. The political Left has an extensive history aligned with expanding the role of government, particularly in “education” via government subsidized public schools, Title funding, colleges, universities, training programs etc.
  1. The political Right has joined ranks with the political Left in its efforts to continue to expand the role of government into education. The Right and the so-called “School Choice” ESA movement has decided to further the destabilization of public education via its redistribution of tax funds in the form of Education Savings Accounts (ESA) and create more taxable transactions and increase costs for services via its pumping of “free” money into the formerly private education market.

Of course this will require layers of government oversight, including registration, invasive tracking, testing and measures of accountability for both recipients and vendor providers of goods and services, since it is using taxpayer funded government redistributed money. How convenient is that? The government gets to expand its territory of control, generate more to tax, and control the content of the “education” for subjects at the same time? And it is being done by those who are supposed to be conservative associated with reducing the size and over reach of government. Go figure. Oh yes, it will take some figuring or just multiplying of the magic binary illusion currency, since you’ll not reduce the numbers of dependents on the government but expand the roles of dependents.

  1. Now would be a good time to set the records straight regarding public education in America. Public Education or Common Schools as they were entitled in the early 1800’s, were established for those who were failing to educate their children. They were not free, not compulsory, nor were they universal. The majority of Americans were educated via private education.

Privately funded education was extensive and extremely successful in America. It was Horace Mann, Karl Marx, John Dewey and the Teacher colleges that contrived to make education regimented, standardized, taxpayer subsidized, and government controlled. *

  1. As Milton Friedman used to say, “all act for self-interest”, and “the least amount of care is given when spending other people’s money on other people.” Governments included. Government redistribution of taxpayer funds via Educational Savings Accounts (ESA) under the misnomer of “School Choice” cannot be expected to train or equip its recipients -students, parents, service providers, curriculum and testing vendors,- to embrace liberty, freedom or independence from government dole.

That would be entirely in opposition to the self-interest of the Government, governing system.

  1. Non-profit masquerade. It is also interesting to note that these groups, on the so-called Right and Left (two sides of the ‘Want to Govern’ Coin), avoid taxation. Oh yes, their advertise “Free Market” enterprise yet ironically are quite enterprising in setting themselves up as Non-profit organizations. Is this “new math” or more double speak? Free enterprise that is “non-profit”? How does one pay for one’s enterprise if one does not make a profit? Oh yes, by receiving tax-exempt status for donations and tax benefits for their donors who also take the bait in the bait and switch government control program. Of course both “non-profit” and donor are deceived or part of the oligarchy as they fulfill their government sanctioned “service” to local, state, regional, national and global subjects.

Donors are deceived by taking the tax benefit bait, the coupon that keeps one hooked and missing the mission, method, Audience, and motive detailed in Matthew chapter 6. The “Non-profits” are fulfilling Marx and Engels dialectic of Materialism goals and The Humanist Manifesto Article 14 goals of all to be non-profits, no private property, and no for-profit business. And on a religious aspect, the non-profits are perpetuating a long history of the visible church being under the control of The State.

So as you ponder the cognitive dissonance in all the double-speak about “ School Choice”, remember that governments choose to control and do so by controlling the institutions that influence the citizenry. Whoever takes the bait of “free” ESA money will be mastered and rendered incapable of liberty.

Recall that in Socialism it is not about who owns the property, but who controls it. Socialism works because the mindset of the people is such that they have been trained to want it. And binary dollars are easily replicated, regulated, taxed, tracked, and eliminated.

Oh yes, it is not “Free Market” Competition when one or more of the competitors has access to unlimited resources via its ability to tax the public.

 

 

 

 

* Education and The State, A Study in Political Economy by E.G. West

Posted in Connecting the dots, Education, Faith, government, Parenting, school choice, Time to Choose | Tagged , , , , , , , , , , , , , , | Leave a comment

The Digital Dictatorship’s Formation of Mastered Minions: The Road to Serfdom.

The Digital Dictatorship’s Formation of Mastered Minions: The Road to Serfdom.

The behavior of a human being modifies its neural structure no less than the neural system directs its behavior. What a person does, or engages in formats that person’s brain.

This reveals the relationship between who has access to the minds and the degeneracy witnessed via the intentional mislabeling and debasing of language– particularly in the areas of education, learning, and social emotional training. The results are obvious in our formerly democratic culture, which has been transformed into a Socialist culture in which behavioral science, political science, “education” and mainstream media are the same entity and under the control of the state and state aligned commerce.

Since means determine ends, when building a brain, the appropriate means must be selected to align with the desired ends. A decision must be made whether to take the High Road to educate the individual or the Low Road to train socialist serfs.

*It is recommended, for those still capable of comprehension, to print this out rather than read it off of digital media.

  1. The human brain is an information processor. Information must be given meaning. There is a distinct difference between the physical stimuli that our sensory systems are presented with and the perception we make of those stimuli. In order for that to occur, the brain must transduce sensory input and make a representation of it in the brain. Transduction is the process by which the physical stimulus is detected (light, taste, smell, heat, cold, touch, proprioception, sound, pain etc.) via specific sensory receptors (photo, chemo, thermo, mechano, and nociceptors) and is converted to a form of energy used by the nervous system. Representation is the way information is encoded and organized as an analogue of the stimulus within the structure of the nervous system (brain, for our discussion.)
  1. The High Road. The rational thinking areas of the brain, the cerebral cortex employ analogue encoding and organization. This is accomplished by memory retrieval of past experiences, making comparisons, contrasts, forming relationships, conducting analyses, forming categories, and making new dendritic pathways connecting, organizing, encoding this new sensory input; thereby organizing an internal perception, providing meaning and future access to this new information.

Rational memory is stored across many regions of the cerebral cortex. It takes 5-10 minutes of focused attention to begin to consolidate a new memory trace. It is estimated to take nearly 60 minutes of focused attention to form a more permanent memory consolidation. No memory is truly permanent and all memory must be rehearsed, refreshed and the pathways utilized or those non-accessed paths will be pruned.

The middle pre-frontal lobe of the cerebral cortex is responsible for elaboration of thought, prevention of distractibility, keeping mental functions toward the goals, impulse control, deep thought- increase in the depth and abstractness of thought, planning for the future, fear modulation, and response flexibility. Other cognitive roles of the middle pre-frontal lobe include the mental functions of morality, consideration of consequences prior to action, solving complicated mathematical, legal and philosophical problems, emotional balance, attunement in communication with others, and empathy.

To summarize: the rational portions of the brain, the cerebral hemispheres, particularly the left-brain, middle prefrontal lobe, hippocampus etc. employ detailed-oriented, time-consuming methods to form an Analogue memory trace (an accurate as possible representation of that stimulus encoded and organized in such a way that the individual can retrieve, modify, and build upon the information in the future.) Traditionally human beings, parents in particular, have transmitted values, knowledge and beliefs to their heirs by personally overseeing the processing of information and the formation of meanings assigned to the physical stimuli to which their children have been exposed.

  1. The Low Road, the path utilized by the Digital Dictatorship- the Social Emotional Training (SEL) path, utilizing the lower parts of the brain, the Limbic System, cerebellum etc.

Digital media is not analogue. Digital is binary, either “on” or “off”. “Yes or No”. It is fast, harsh, shocking, rapidly changing and overwhelmingly too much stimulation, too much information, and too frequent of distractions for the rational portions of the brain to process. Digital media sends the nervous system into high alert, a hyper-stimulated, agitated, impulsive, stressed condition.

Digital media’s vast amount of sensory stimuli and the speed at which they are presented cause the nervous system to default into survival mode utilizing the Limbic system, the fright, flight, fight, emotional centers of the midbrain. The Amygdala of the limbic system is responsible for associations known as fear conditioning, which results in reflexive behaviors in response to sensory triggers that become linked to previously stressful or highly emotional/rewarding events.

Memory is most deeply seeded when associated with intense emotional stimulation such as fear or pleasure. The use of videos, digital gaming, social emotional training, social media and group experiential “learning” situations, have become commonplace in efforts to format a reflexive, non-rational, behavior in the culture.

The reward center of the mid-brain, the nucleus accumbens, receives a hit of dopamine with each perceived “success” in a video game, social emotional setting, on-line task, clone phone message, therefore providing an internal “reward”. This neurochemical reward, behavioral conditioning is responsible for the noted euphoric response, neural compulsion loops and addictions increasingly cataloged with digital gaming and Internet use. Currently it is estimated that over 30% of American youth have IAD, Internet addiction disorder, via clone phones, (smart phones) many youth and adults are never unplugged from the Internet.

 

  1. Multiplying Minions. The use of digital media training, e-learning, embeds at a neural reflexive level the logic of the software program. “Educational” training software employs the use of Artificial Intelligence with self-adapting algorithms to meet the individual participant where they are and to adapt the program to reward the student when the desired logic of the program is followed. These are also called embedded formative assessments. When an individual interacts with digital media, the individual is being assessed, and formatted with or without their consent. (Embedded within the program)

Desired responses are hardwired into the individual so that the participant is trained, just as B.F. Skinner, Professor at Indiana University and Vladimir Turchenko of the USSR Academy of Sciences envisioned in the 60’s.

“At the present time,” writes Turchenko, “education has merged organically into a single system of social production, science and technology, in a system that is as a whole undergoing revolutionary changes at an historically unprecedented rate.” Turchenko’s book, published in 1973 examines the fundamental directions that the revolution in education will take: introduction of teaching machines, instruction being at a younger age (toddlers, preschool…), linking instruction with productive labour, “continuous” education, and so on.” **

 

  1. The present reality. Via the revolutionary use of digital media bypassing the rational executive thinking areas of the brain, we now have a Digital Dictatorship. We now have herds of socially and emotionally manipulated minions. These minions have been conditioned to respond to symbols, phrases, emotions, and imperative commands. Minion serfs who are incapable of individual liberty, thoughtful rumination, meaningful dialog or self-governing democracy are ripe and ready for obedience to the dictatorship who promises yet more external and internal “rewards” as defined by the logic of the programmers.

Recall that dictatorship is embraced because the citizens have been formatted to want to be dictated to. Dictatorships need not be the result of brute force, but by the control of the means that influence the populace….such as “education” and “media.”

 

https://dawnkazmierzak.net/2013/12/20/educational-assessments-the-digital-gaming-hunters-of-jurassic-park/

 

https://dawnkazmierzak.net/2014/06/09/nature-nurture-technonanny-and-the-wards-of-state/

 

https://dawnkazmierzak.net/2014/06/05/honey-who-shrunk-the-brains-e-learning-technonanny-digital-media-screentime/

 

https://dawnkazmierzak.net/2015/03/05/educations-e-learning-epsilons-techsilons-the-serfs-of-state/

**from the cover of Turchenko’s book entitled The Scientific and Technological Revolution and the Revolution in Education published in 1973.

 

 

 

 

 

Posted in Culture, digital media, Education, government, neurobiology, perception, social emotional "learning", Technology | Tagged , , , , , , , , , , , | Leave a comment

Digital Media KGB Multiplies Minions

Digital Media KGB Multiplies Minions

“There can be no liberty in a community which lacks the means by which to detect lies.”

Walter Lippmann, Propagandist for Woodrow Wilson

Author of Public Opinion

It is well recognized that whoever controls the media and education implants the ideas that control the minds and thereby the actions of individuals, groups, and nations.

Today, via the use of digital media, people of all ages are being uploaded with an internal KGB. An addictive digital KGB, which not only provides a steady diet of deception and disinformation, but is also shaping the very neural structure of the individual interacting with the media. Recall that: the behavior, the actions, whatever one does, experiences or focuses on, modifies the neural system no less than the neural system directs the behavior. This is the essence of education ie. Neuroplasticity.

By habituating to a digital media culture we are subjugating to the very means that will be the destruction of free-thinking and rational acting individuals. As digital media integrates into every activity of daily life, from social media, research, education, finance, news, techno-nanny, communication, commerce, labor etc. it widens its net of influence, dependency and control over the social, emotional, economic, moral and religious aspects of human beings.

By controlling, censoring, tracking access to ‘information’ all the while shaping the internal structures and reflexive habits, digital media acts as the KGB shaping the minds of minions. Minions whose internal habits will be conditioned to act upon the embedded logic of software, specific phraseology, emotions, perceived “rights”, and falsehoods– not unlike those of regimes of the past. (French Revolutions, Bolshevik Communism, Stalinism, Fascism, Nazism, Democratic Socialism, Utopianism….etc.)

The success of those regimes laid not so much in their force and fraud, as in the receptive condition of the minds of the common people. The revolutions and regimes were ‘successful’ because the people had been conditioned to want them. Most people do not want to lead, only to follow. Follow a regime that promises comfort, security and prosperity.

But, there are those who wish to lead, and lead they will. Using external means to shape the internal volition. 

—“A government strong enough to act in defiance of public feeling may disregard the plausible heresy that prevention is better than punishment, for it is able to punish.

—But a government entirely dependent on opinion looks for some security what that opinion shall be, strives for the control of the forces that shape it, and is fearful of suffering the people to be educated in sentiments hostile to its institutions.”

Statesman historian Lord Acton (1834-1902) commenting on Democracy.

Most statesmen recognized that democracy degenerates to socialism and ultimately to absolutism of some fashion. (Totalitarianism, despotism, etc.) Recall that Marx stated, “the first step in the revolution is…to establish democracy.”

Just as the: tax on paper in the 18th century; prohibition on slaves being taught to read; Marx’s Communist Manifesto platform of “free public education” aligned with industrial production; Fascism’s Gleichschaltung programs and Agencies of Propaganda, it is proven that the intent is to deny access to truth and the means by which to recognize truth. Thereby creating an easily manipulated mass of common minions, unable to sustain Liberty.

On this subject, the views of a professional deceptionist may be relevant.

“According to a senior KGB defector, Western opinion has been skillfully and systematically duped ever since Lenin’s NEP (New Economic Policy ie. State capitalism).

The control of all information, combined with selective leaks and plants, enabled the Soviet security service to feed the West with an endless stream of false impressions.

The ‘de-Stalinization’ of the 1950’s was only a modified form of Stalinism. The ‘Sino-Soviet split’ of 1960 was jointly engineered by the CPSU and the CPC. ‘Romanian independence’ was a myth invented for the convenience both of Moscow and Bucharest. Czechoslovak ‘democratization’ in 1968 was orchestrated by progressive elements in the KGB. ‘Eurocommunism’ was another sham. Even ‘Solidarity’ in Poland was run by Moscow’s agents.” Published in 1984, before Gorbachev’s rise to power, this expose’ of the KGB by an insider is obligatory reading for anyone pondering the ambiguities of ‘glasnost’ and ‘perestroika’, or the mysteries of the 1991 ‘Putsch’.

The problem is: when do professional deceivers stop deceiving?”

Anatoliy Golitsyn, New Lies for Old: The Communist Strategy of Deception and Disinformation (London 1984), 412

It is said, “perception is 99% of reality.” One’s interpretation, one’s “perception” of reality is dependent upon one’s prior experiences and how the meaning of those experiences was mediated to the recipient. This is why parents are designated by God to be the mediators of meaning, of values, knowledge, beliefs to their children. Fashioning a mind, a value system, a framework upon which to anchor one’s life is serious business. It matters to God and ought to matter to each of us.

Today we have adults online the majority of their waking hours; youth on-line 24-7; mandated K-12 public education digital “E-learning” via Congressional ESSA; ‘educational’ digital media gaming, social media, university, collegiate, continuing ed requiring on-line, digital ‘learning’; presidential BRAIN Initiatives (propagandized as conducting “research” on how the brain works) using taxpayer, foundational, and crony capitalism funds increasing the density of “The NET” to harvest more minions for processing.

This digital Processing is using internal neural chemistry reward centers (nucleus accumbens, dopamine etc.), neural compulsion loops shaping public opinion, neural connections, embedding symbolic images, phrase triggers, ideologies and reflexes serving as the internal formative KGB for soul consumption and mass production of minions.

Research documents 20% reduction in white and gray matter in specific areas of the brain associated with cognition, impulse control and rational thought in digital media users.

Technology oriented countries estimate over 30% of youth with Internet Addiction Disorder.

Digital media use embeds Attention Deficit Disorder as do “Smart Phones”, via the use of changing graphic media, incessant distractions, constant interruptions, texting, emotional content and imperative compulsive nature.

The hyper-vigilant angst inducing state of digital media users is resulting in heightened drug, alcohol, gaming use seeking to imitate the euphoric neurochemical experience induced in the brain or to calm the burnout inherent under digital compulsion overwhelming folks with sensory and information overload.

Kept on a steady diet of propaganda media, movies and global atrocities the masses are increasingly diffusing, sipping, sniffing, smoking, snorting, ingesting and injecting pharmaceuticals, foodiceuticals, supplements, weeds, oils, off label compounding at unprecedented rates in attempts to escape from the stresses of the “technology” that was to make life more comfy, secure and convenient.

And this is good? Perhaps so, if you want a populace designed for slavery…or are an investor in such “capitalist” enterprises.

Economic gobble-ization via division of labor (Adam Smith knew, that while it was good for “Wealth of Nations” it produces very stupid people), removes the ability for independence, self-government, and liberty under God. In the end it results in soul consumption, the self-destruction of the digitally uploaded minions.

The Antidote:

Unplug and take control of your own brain wiring and that of your children.

DeTox. Take charge of the stimuli, experiences and information, which enters your sensory systems.

Return to The Word. Learn to astutely discern the Truth, the times and prepare to fulfill your role in His Plan.

 

Norman Davies, Europe, A History

E.G. West, Education and the State, A Study in Political Economy

Karl Marx and Frederick Engels, The Communist Manifesto

The Humanist Manifesto

Essays in The History of Liberty, Lord Acton

“Honey, Who Shrunk the Brains?…e-learning, TechnoNanny, Digital Media, ScreenTime!”

Reuven Feuerstein, Beyond Smarter

Shmuel Feuerstein, The Biblical and Talmudic Antecedents of Mediated Learning Experience; Intergenerational Transmission of Culture

Vladimir Turchenko, The Technological Revolution and the Revolution in Education

The BRAIN Initiative involving FDA, NIH, DARPA, IARPA and countless “non-profit” colleges, universities, hospitals, clinics, pharmaceutical, foundations, NGO’s and countless crony capitalists and digital technology accomplices poised to reap multitudes of consumers for consumption.

 

 

 

 

 

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They Thought They Were Free, The Germans, 1933-1945

They Thought They Were Free

The Germans, 1933-1945

By Milton Mayer (an excerpt)

 

But Then It Was Too Late

“What no one seemed to notice,” said a colleague of mine, a philologist, “was the ever widening gap, after 1933, between the government and the people. Just think how very wide this gap was to begin with, here in Germany. And it became always wider. You know, it doesn’t make people close to their government to be told that this is a people’s government, a true democracy, or to be enrolled in civilian defense, or even to vote. All this has little, really nothing, to do with knowing one is governing.

“What happened here was the gradual habituation of the people, little by little, to being governed by surprise; to receiving decisions deliberated in secret; to believing that the situation was so complicated that the government had to act on information which the people could not understand, or so dangerous that, even if the people could not understand it, it could not be released because of national security. And their sense of identification with Hitler, their trust in him, made it easier to widen this gap and reassured those who would otherwise have worried about it.

“This separation of government from people, this widening of the gap, took place so gradually and so insensible, each step disguised (perhaps not even intentionally) as a temporary emergency measure or associated with true patriotic allegiance or with real social purposes. And all the crises and reforms (real reforms, too) so occupied the people that they did not see the slow motion underneath, of the whole process of government growing remoter and remoter.

“You will understand me when I say that my Middle High German was my life. It was all I cared about. I was a scholar, a specialist. Then, suddenly, I was plunged into all the ne activity, as the university was drawn into the new situation; meetings, conferences, interviews, ceremonies, and, above all, papers to be filled out, reports, bibliographies lists, questionnaires. And on top of that were the demands in the community, the things in which one had to, was ‘expected to’ participate that had not been there or had not been important before. It was all rigmarole, of course, but it consumed all one’s energies coming on top of the work one really wanted to do. You can see how easy it was, then, not to think about fundamental things. One had no time.”

“Those,” I said, “are the words of my friend the baker. ‘One had no time to think. There was so much going on.’”

 

“Your friend the baker was right,” said my colleague. “The dictatorship, and the whole process of its coming into being, was above all diverting. It provided an excuse not to think for people who did not want to think anyway. I do not speak of your ‘little men,’ your baker and so on; I speak of my colleagues and myself, learned men, mind you. Most of us did not want to think about fundamental things and never had. There was no need to. Nazism gave us some dreadful, fundamental things to think about—we were decent people—and kept us so busy with continuous changes and ‘crises’ and so fascinated, yes, fascinated, by the machinations of the ‘national enemies,’ without and within, that we had no time to think about these dreadful things that were growing, little by little, all around us. Unconsciously, I suppose we were grateful. Who wants to think?

“To live in this process is absolutely not to be able to notice it—please try to believe me—unless one has a much greater degree of political awareness, acuity, than most of us had ever had occasion to develop. Each step was so small, so inconsequential, so well explained or, on occasion, ‘regretted,’ that, unless one were detached from the whole process from the beginning, unless one understood what the whole thing was in principle, what all these ‘little measures’ that no ‘patriotic German’ could resent must some day lead to, one no more saw it developing from day to day than a farmer in his field sees the corn growing. One day it is over his head.

“How is this to be avoided, among ordinary men, even highly educated ordinary men? Frankly, I do not know. I do not see, even now. Many, many times since it all happened I have pondered that pair of great maxims, Principiis obsta and Finem respice—‘Resist the beginnings’ and “Consider the end.” But one must foresee the end clearly and certainly and how is this to be done, by ordinary men or even by extraordinary men? Things might have. And everyone counts on that might.

“Your ‘little men,’ your Nazi friends, were not against National Socialism in principle. Men like me, who were, are the greater offenders, not because we knew better (that would be too much to say) but because we sensed better. Pastor Neimoller spoke for the thousands and thousands of men like me when he spoke (too modestly of himself) and said that, when the Nazis attacked the Communists, he was a little uneasy, but, after all, he was not a Communist, and so he did nothing; and then they attacked the Socialists, and he was a little uneasier, but still he was not a Socialist, and he did nothing; and then the schools, the press, the Jews, and so on, and he was always uneasier, but still he did nothing. And then they attacked the Church, and he was a Churchman, and he did something—but then it was too late.”

“Yes,” I said.

“You see,” my colleague went on, “one doesn’t see exactly where or how to move. Believe me, this is true. Each act, each occasion, is worse that the last, but only a little worse. You wait for the next and the next. You wait for one great shocking occasion, thinking that others, when such a shock comes, will join with you in resisting somehow. You don’t want to act or even talk, alone; you don’t want to ‘go out of your way to make trouble.’ Why not?—Well, you are not in the habit of doing it. And it is not just for fear, fear of standing alone, that restrains you; it is also genuine uncertainty.

“Uncertainty is a very important factor, and, instead of decreasing as time goes on, it grows. Outside, in the streets, in the general community, ‘everyone’ is happy. One hears no protest, and certainly sees none. You know, in France or Italy there would be slogans against the government painted on walls and fences; in Germany, outside the great cities, perhaps, there is not even this. In the university community, in your own community, you speak privately to your colleagues, some of whom certainly feel as you do; but what do they say? They say, “it’s not so bad’ or ‘You’re seeing things’ or ‘You’re an alarmist.’

“And you are an alarmist. You are saying that this must lead to this, and you can’t prove it. These are the beginnings, yes; but how to you know for sure when you don’t know the end, and how do you know, or even surmise, the end? On the one hand, your enemies, the law, the regime, the Party, intimidate you. On the other, your colleagues pooh-pooh you as pessimistic or even neurotic. You are left with your close friends, who are, naturally, people who have always thought as you have.

“But your friends are fewer now. Some have drifted off somewhere or submerged themselves in their work. You no longer see as many as you did at meetings or gatherings. Informal groups become smaller; attendance drops off in little organizations, and the organizations themselves wither. Now, in small gatherings of your oldest friends, you feel that you are talking to yourselves, that you are isolated from the reality of things. This weakens your confidence still further and serves as a further deterrent to –to what? It is clearer all the time that, if you are going to do anything, you must make an occasion to do it, and then you are obviously a troublemaker. So you wait, and you wait.

“But the one great shocking occasion, when tens or hundreds or thousands will join with you, never comes. That’s the difficulty. If the last and worst act of the whole regime had come immediately after the first and smallest, thousands, yes, millions would have been sufficiently shocked—if, let us say, the gassing of the Jews in ’43 had come immediately after the ‘German Firm’ stickers on the windows of the non-Jewish shops in ’33. But of course this isn’t the way it happens. In between come all the hundreds of little steps, some of them imperceptible, each of them preparing yo not to be shocked by the next. Step C is not so much worse than Step B, and, if you did not make a stand at Step B, why should you at step C? And so on to Step D.

“And one day, to late, your principles, if you were ever sensible of them, all rush in upon you. The burden of self-deception has grown too heavy, and some minor incident, in my case my little boy, hardly more than a baby, saying ‘Jewish swine,’ collapses it all at once, and you see that everything, everything has changed and changed completely under your nose. The world you live in—your nation, your people—is not the world you were born in at all. The forms are all there, all untouched, all reassuring, the houses, the shops, the jobs, the mealtime, the visits, the concerts, the cinema, the holidays. But the spirit, which you never noticed because you made the lifelong mistake of identifying it with the forms, is changed. Now you live in a world of hate and fear, and the people who hate and fear do not even know it themselves; when everyone is transformed, no one is transformed. Now you live in a system which rules without responsibility even to God. The system itself could not have intended this in the beginning, but in order to sustain itself it was compelled to go all the way.

“You have gone almost all the way yourself. Life is a continuing process, a flow, not a succession of acts and events at all. It has flowed to a new level, carrying you with it, without any effort on your part. On this new level you live, you have been living more comfortably every day, with new morals, new principles. You have accepted things you would not have accepted five years ago, a year ago, things that your father, even in Germany, could not have imagined.

“Suddenly it all comes down, all at once. You see what you are, what you have done, or, more accurately, what you haven’t done (for that was all that was required of most of us: that we do nothing.) You remember those early meetings of your department in the university when, if one had stood, others would havde stood, perhaps, but no one stood. A small matter, a matter of hiring this man or that, and you hired this one rather than that. You remember everything now, and your heart breaks. Too late. You are compromised beyond repair.

“What then? You must then shoot yourself. A few did. Or ‘adjust’ your principles. Many tried, and some, I suppose, succeeded; not I, however. Or learn to live the rest of your life with your shame. This last is the nearest there is, under the circumstances, to heroism: shame. Many Germans became this poor kind of hero, many more, I think, than the world knows or cares to know.”

I said nothing. I thought of nothing to say.

“I can tell you,” my colleague went on, “of a man in Leipzig, a judge. He was not a Nazi, except nominally, but he certainly wasn’t an anti-Nazi. He was just—a judge. In ’42 or ’43, early ’43, I think it was, a Jew was tried before him in a case involving, but only incidentally, relations with an ‘Aryan’ woman. This was ‘race injury,’ something the Party was especially anxious to punish. In the case at bar, however, the judge had the power to convict the man of a ‘nonracial’ offense and send hi to an ordinary prison for a very long term, thus saving him from Party ‘processing’ which would have meant concentration camp or, more probably, deportation and death. But the man was innocent of the ‘nonracial’ charge, in the judge’s opinion, and so, as an honorable judge, he acquitted him. Of course, the Party seized the Jew as soon as he left the courtroom.”

“And the judge?”

“Yes, the judge. He could not get the case off his conscience—a case, mind you, in which he had acquitted an innocent man. He thought that he should have convicted him and saved him from the Party, but how could he have convicted an innocent man? The thing preyed on him more and more, and he had to talk about it, first to his family, then to his friends, and then to acquaintances. (That’s how I heard about it.) After the ’44 Puntsch they arrested him. After that, I don’t know.”

I said nothing.

“Once the war began,” my colleague continued, “resistance, protest, criticism, complaint, all carried with them a multiplied likelihood of the greatest punishment. Mere lack of enthusiasm, or failure to show it in public, was ‘defeatism.’ You assumed that there were lists of those who would be ‘dealt with’ later, after the victory. Goebbels was very clever here, too. He continually promised a ‘victory orgy’ to ‘take care of’ those who thought that their ‘treasonable attitude’ had escaped notice. And he meant it; that was not just propaganda. And that was enough to put an end to all uncertainty.

“Once the war began, the government could do anything ‘necessary’ to win it; so it was with the ‘final solution of the Jewish problem,’ which the Nazis always talked about but never dared to undertake, not even the Nazis, until war and its ‘necessities’ gave them the knowledge that they could get away with it. The people abroad who thought that war against Hitler would help the Jews were wrong. And the people in Germany who, once the war had begun, still thought of complaining, protesting, resisting, were betting on Germany’s losing the war. It was a long bet. Not many made it.”

******

Vielen Dank to our German friend, who kindly recommended Milton Mayer’s book.

This brief passage details the systematic intentional transformation of a people’s principles, values and culture gleaned from interviews with German people, many of whom look back with shame and regret. Shame and regret for lacking the courage to stand, resist, and refuse to made minions of The State.

While many of the German people sensed something was wrong, they chose to conform, adapt, ignore, compromise and capitulate the very foundations upon which liberty is possible; they allowed The State to usurp the reign of God.

Perhaps if individuals had been more diligent in the study of God’s Word, they would have recognized the “end” and acknowledged their part in acting in behalf of God’s chosen people The Jews.

Particularly, those that take His Name, ought to consider this and act upon this truth while there remains Time To  Choose.

 

Copyright notice: Excerpt from pages 166-73 of They Thought They Were Free: The Germans, 1933-45 by Milton Mayer, published by the University of Chicago Press. ©1955, 1966 by the University of Chicago. All rights reserved. This text may be used and shared in accordance with the fair-use provisions of U.S. copyright law, and it may be archived and redistributed in electronic form, provided that this entire notice, including copyright information, is carried and provided that the University of Chicago Press is notified and no fee is charged for access. Archiving, redistribution, or republication of this text on other terms, in any medium, requires the consent of the University of Chicago Press. (Footnotes and other references included in the book may have been removed from this online version of the text.) ISBN: 978-0-226-51192-4

 

 

 

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Socialism 101: Recognizing 18 Features of the Socialist “Family”

Socialism 101: Recognizing 18 Features of the Socialist “Family”

 

“What has made us free is our Constitution…

The genius of the American constitutional system is the dispersal of power.

Once power is centralized in one person, or part [of government], a Bill of Rights is just words on paper.”

Supreme Court Justice Antonin Scalia

 

Planning leads to dictatorship; the direction of economic activity inevitably necessitates the suppression of freedom.”

Friedrich Hayek, The Road to Serfdom 1944

 

Socialism: Socialism is a Collectivist social system based on public control of the means of production and distribution by a planning central authority.

Central planning is totalitarian. Any deviation from the decrees of the central authority are deemed as treason to the authority, the community, ‘the state.’

 

Totalitarianism: The term totalitarianism was taken up from 1928 to encompass the common denominator of both fascism and communism.

The socialist twins of terror, communism and fascism, were never identical: each evolved over time producing their own variety of offspring. There are at least 18 traits which ought to be recognized as American’s consider submitting to socialism.

  1. Nationalist-Socialist ideology. Both fascism and communism were radical movements which developed ideologies professing a blend of nationalist and socialist elements. During the 1920’s the Bolsheviks watered down their inter-nationalist principles, whilst adopting the characteristic premise of ‘National Bolshevism’. The German Nazis modified the socialist elements of their ideology over the same time period. In both cases the socialist-nationalist or national-socialist blend was stabilized in 1934.

Intentionally the communists and fascists were schooled to stress their differences. But when pressed to summarize their convictions they often gave strikingly similar answers. The populaces immersed in such social emotional education were apt to think of communists as ‘red fascists’ and of fascists as ‘brown communists.’

The 21st century version is touted as united nationalism on global proportions stressing humanitarianism, environmentalism and thus, centralized behavioral and economic planning.

 

  1. Pseudo-science. Both fascists and communists claimed to base their ideologies on fundamental scientific laws which supposedly determined the development of human society. Communists appealed to their version of ‘scientific Marxism’ or ‘historical materialism’, the Nazis to eugenics and racial science. Today, via the use of digital media, adaptive computer software, integrated formative assessments such as the Brain Initiative, computer gaming, social media etc. society is being engineered to a unified group mindset.

 

  1. Collectivism: Totalitarian regimes laid on all sorts of activity which strengthen collective bonds and weaken family and individual identity. State-run nurseries, ‘social art’, youth movements, party rituals, military parades, and group uniforms all served to cement high levels of social discipline and conformist behavior. In Fascist Italy, a system of Party-run Corporations was established to replace all former trade union and employers’ organizations.

 

  1. Utopian goals. All socialist totalitarians cherished the vision of a New Man who was to create a New Order cleansed of all present impurities. The nature of the vision varied. For some it was the final, classless stage of pure communism as preached by the Marxist-Leninist: the racist, Jew-free Aryan paradise of the Nazis; or the restoration of a pseudo-historical Roman empire in Italy. The New Order was a mission which justified all the sacrifices and brutalities of the present.

 

  1. Gangsterism: Many observers have noted the strong similarity between the conduct of socialist elites and that of professional criminal confraternities. Gangsters gain a parasitical hold over a community by ‘protecting’ it from the violence which they themselves generate. They habitually terrorize both their members and their victims, and eliminate their rivals. They manipulate the law and, whilst maintaining an importance façade of respectability, use blackmail and extortion to take control of all organizations in the locality. Ie. Regional Cities Initiatives.
  2. The dualistic party-state. Once in power, the totalitarian socialist party created organs within its own apparatus to duplicate and to oversee all other existing institutions. State structures were reduced to the status of conveyor belts for executing the Party’s wishes. Thus, this dualistic dictatorial system was much more pervasive than that implied by the familiar but misleading term of the ‘one-party state.’
  3. The Fuhrerprinzip or ‘Leader Principle’. Totalitarian socialist parties operated on strict hierarchical lines. They exacted slavish obedience from their minions, through the unquestioning cult of the Party Leader, the source of all wisdom and beneficence—the Fuhrer, the Vozhd’, the Duce, the Cadillo or the ‘Great Helmsman’. This was the centerpiece of both Stalinism and Hitlerism.
  1. Bureaucracy. All totalitarian socialist regimes required vast army of bureaucrats to staff the bloated and duplicated organs of the party-state. This bloated bureaucracy offered rapid advancement to droves of opportunistic individuals of any social origin. Entirely dependent on the Party, the bureaucracy formed the only social constituency whose interests the regime had to consider. At the same time it included a number of competing ‘power centers’ whose hidden rivalries gave rise to the only form of genuine political life in existence.
  1. Propaganda. Totalitarian Socialist propaganda owed much to the subliminal techniques of modern mass advertising. It employed emotive symbols, political art and impressive architecture, and the principle of the ‘Big Lie’. Its shameless demagoguery was directed at the vulnerable and vindictive elements of society uprooted by the tides of war and modernization. In the 21st century it is catalyzed by centralized control of technology used in education, social media, communications, healthcare, investment, industry, commerce and financial sectors.

“A government strong enough to act in defiance of public feeling may disregard the plausible heresy that prevention is better than punishment, for it is able to punish.

But a government entirely dependent on opinion

looks for some security [as to] what that opinion shall be, strives for the control of the forces that shape it, and is fearful of suffering the people to be educated in sentiments hostile to its institutions.”

Lord Acton in Essay on Democracy in Europe

 

  1. The Aesthetics of Power. Totalitarian Socialist regimes enforced a virtual monopoly in the arts, propagating an aesthetic environment which glorified the ruling Party, embellished the bonds between Party and people, reveled in heroic images of national myths, and indulged in megalomaniac fantasies. Italian Fascists, German Nazis, and Soviet Communists all shared an obsession with self-portraits of the Leader, grandiose galas, ostentatious building schemes, bogus benevolence, and monumental programming for populace homage.
  2. The dialectical enemy. No totalitarian regime could hope to legitimize its evil designs without an opposite evil to contend with. The rise of fascism in Europe was a godsend for the communists, who otherwise could only have justified themselves by reference to the more distant evils of liberalism, imperialism, and colonialism. The fascists never ceased to justify themselves in terms of their crusade against Bolshevism, nor the communists through ‘the struggle against fascism’. The contradictions within socialism provided the motor for hatreds and conflicts which it promoted.
  3. The psychology of hatred. Totalitarian Socialist regimes raised the emotional temperature by beating the drum of hatred against ‘enemies’ within and without. Honest adversaries or honorable opponents did not exist. In the fascist repertoire, Jews and communists headed the bill; in the communist repertoire, fascist, capitalist dogs, ‘kulaks’, and alleged saboteurs were mercilessly pilloried.
  4. Pre-emptive censorship. Socialist ideology could not operate without a watertight censorship controlling all sources of information. It was not sufficient to suppress unwanted opinions or facts; it was necessary to prefabricate all the data that was permitted to circulate.

21st century socialism advances the use of technology to fashion the socialist mindset for 21st century global workers via the KGB of internet media and computer adaptive software assessing and formatting the internal neural systems, thus behaviors, of users to be useful idiots for the socialist state.

  1. Genocide and coercion: Totalitarian Socialist regimes pushed political violence beyond all previous limits. An elaborate network of political police and security agencies was kept busy first in destroying all opponents and undesirables and later in inventing opponents to keep the machinery in motion. Genocidal campaigns against innocent social or racial ‘enemies’ via abortion, eugenics, euthanasia, medial experimentation or forced labor camps added credence to ideological claims and kept the population in a permanent state of fear. Mass arrests and shootings, concentration camps, and random murders were routine.

21st Century medical ‘care’, medical research, third-party payment (socialized medicine), healthcare rationing, UNCRPD tribunal oversight, taxpayer funded abortion, abortifacients, and legalized physician assisted suicide in the United States and Europe assure that Totalitarian Socialism is alive and well, while the masses will be whittled down to efficient proportions for said socialist ‘Utopia’.

  1. Universalism. Totalitarian Socialist regimes acted on the assumption that their system would somehow spread across the globe. Communist ideologues held that Marxism-Leninism was ‘scientific’ and therefore universally applicable. The Nazis marched to the refrain ‘Denn heute gehort uns Deutschland, Und morgen die ganze Weld’ (For today it’s Germany that’s ours, and tomorrow the whole wide world.) Lebensraum required room to live, propagate and build the Socialist Utopian Scientific Culture. UNESCO, Globalization 101, Communist Internationale-Comintern etc.
  2. Contempt for Individual Rights. All Totalitarian Socialists despised democratic constitutional republics for their personal liberties of conscience, religion, speech, association, private property, right to bear arms, and free-market commerce and for their attachment to law and tradition.
  3. Moral nihilism. All Totalitarian Socialists shared the view that their goals justified their means. ‘Moral Nihilism’, wrote one British observer, ‘is not only the central feature of National Socialism, but also the central feature between it and Bolshevism’.
  4. Militarism. Totalitarian Socialist regimes habitually magnified the ‘external threat’, or invented it, to rally citizens to the fatherland’s defense. Rearmament received top economic priority. Under party control, the armed forces of the state enjoyed a monopoly of weapons and high social prestige. All offensive military plans were described as defensive. Even against their own citizens. Today this is exemplified in Technologic armament dispensed to and stealthily acting upon citizenry for 21st century mind and soul mutilation.

Communist Socialism and Fascist Socialism obviously differed in their sources of self-identity. Communists were wedded to the class struggle, the Nazis to their campaign for racial purity. Important differences also lay in the social and economic realm. The fascists were careful to recruit the big industrialists to their cause- today’s global capitalism and chamber of commerce infrastructures.

The Communists abolished most aspects of private property. They nationalized industry, collectivized agriculture, and instituted central command planning. On these grounds, communism could be judged the more totalitarian branch in Socialism’s family tree.

“Economic control is not merely control of a sector of human life which can be separated from the rest;

It is the control of the means for our ends.

And whoever has sole control of the means

must also determine which ends are to be served,

Which values are to be rated higher and which lower—

In short, what men should believe and strive for.”

Friedrich Hayek, The Road to Serfdom

 

Personal liberty of life, labor, religion, conscience, education and private property cannot co-exist in a centrally planned economy, socialist nation, or a United Nations Globalized New World Order.

Once again Edmund Burke’s famous statement that ‘men learn the price of freedom when they are masters of slaves’, will resonate with the few that stand in resistance after the majority has surrendered liberty under God, for what is euphemistically called ‘socialist security’.

 

https://dawnkazmierzak.net/2016/02/03/definitions-101-defining-terms-to-precipitate-political-truth/

 

Partial resource list:

Europe, A History by Norman Davies

Socialism, An Economic and Sociological Analysis by Ludwig Von Mises

Essays in the History of Liberty by Lord Acton

Wealth of Nations by Adam Smith

The Fascist, His State, His Mind by E.B. Ashton

Benito Mussolini on Fascism, Enciclopedia Italiana

Margaret Thatcher, Biographies

Frederic Bastiat, Essays on Socialism, Protectionism, Tariffs, Communism

The Road to Serfdom, F. A. Hayek

The Crusade Years, Herbert Hoover

Edmund Burke, Essays on the French Revolution

The German Question, by Foerster

Democracy in America and Essays, Alexis de Tocqueville

The Bible, Talmud and Torah commentaries

Biblical and Talmudic Antecedents of Mediated Learning Experience, Shmuel Feuerstein

The Jewish World, The History and Culture of the Jewish People

Scars of War, Wound of Peace, Shlomo Ben-Ami

The Scientific and Technological Revolution and the Revolution in Education, Vladimir Turchenko

The Spirit of the Laws by Charles des Montesquieu

Slouching Toward Gomorrah, by Robert Bork

 

 

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Definitions 101: Defining Terms to Precipitate Political Truth

Definitions 101: Defining Terms to Precipitate Political Truth

“There can be no liberty for a community which lacks the means

by which to detect lies.”

Walter Lippmann, author of Public Opinion

 

Ever since Man became a political creature, there have been two opposing views of the relationship between a community and its members:

  1. a) One that puts the state above the individual and
  2. b) One that puts the individual above the state.

Community: A body comprised of smaller units, individuals, citizens or cells united around a common creed, interest, locale, identity or purpose.

Polis: literally means “city” in Greek. Polis can also mean citizenship or a body of citizens. A polis was the typical structure of a community in the ancient Greek world i.e. City/states. A polis consisted of an urban centre, often fortified and with a sacred centre built on a natural acropolis or harbor, which controlled the surrounding territory of land.

Broadly a polis is a state or society especially when characterized by a sense of community.

Republicanism, Monarchism, Collectivism, Socialism, Fascism, Nazism, Communism, Anarchy, Tyranny and Liberty under God, exist because the mindset of the people is such that they want it.

Monarchy: Rule of one man (monarch, despot, autocrat) through appointed officials

Rights of ruler stressed over those of the ruled.

Monarchies exhibit the tendency to centralization of power and atrophy of regional and local authorities.

Ancient models: Sparta, Persia, and Roman Empire

 

Absolute Monarchy: Ruler’s will is supreme. “Law” is equivalent to the ‘ruler’s decree.’

It creates no polis. It expresses no relationship between a group and its members, only the power of one individual over all others. In a state identified with a single exalted individual, the conceptual connection between the community and the other individuals is dissevered and no more speculation is possible about their relative importance i.e. Louis XIV

Oligarchic System: “Rule by the few.” Membership in the ruling class can be acquired by birth, office, wealth, education, economic, business or financial control etc.

Double Political System:

For most communities there existed/exists a double political system. The relation between the state and the “upper class” being built on individualistic lines –the state as a device to protect elite interests– Protectionism of the privileged few.

For the lower class the system was/is Collectivist. The state does not see itself in a subordinate role, but rather as Master. The state grants the lower class protection of the law, but only in exchange for a claim on their services, resources and on unconditional submission to regulation of their lives. i.e. Plato’s Republic, and many current “constitutional republics.”

 

Collectivism: Supremacy of the State over the individual.

The community is no longer merely the sum of the total of the individuals. By addition of an imponderable element, The Collective gains life and an aim of itself. Aka “the cloak of tyranny.” The weapon of those who wish to kill the mind, thought and conscience, thus The Collective begets the “New Idol”, “the coldest of all monsters”, the State.

Its purpose is no longer to benefit its members; on the contrary, the Collective assumes that the sole natural function of each individual member is to serve the interest of the Collective Community.

The final goal is not the well being of the individual, but the well being of the Unified Collective, the State. Fascism, Communism, Socialism, Nazism etc. The Collective easily gained control where state religions were also hierarchical in structure, such as Italy and Germany where both Mussolini and Hitler received worship.

 

Socialism: Socialism is a Collectivist social system based on public “community” control of the means of production and distribution by a planning central authority.

Control is accomplished via legislation, regulation, decree, protectionism, favors, force, behavioral conditioning, status etc.

In this regard it is equal to communism.

But it differs from communism in so far as there is no equality of the portions allotted to each individual for his own consumption.

Marx, Lenin, Mussolini, Hitler, Stalin, Mao etc. were all “socialists”. The distinctions in application arose as to the methods of executing Socialist control. Those that envisioned a rapid transformation applied acute violence, coercion, elimination and oppression;

whilst the Fabian Socialists applied, and continue to apply, steady infiltration into existing institutions of education, government, and media. i.e. United Kingdom and United States of America.

 

Communism: In simple terms, liberty is exchanged for “equality.”

The dialectic of materialism. Collectivism and Equality.

To accomplish this “equality”, the State appears in pronounced authoritarian role to take control of the means of education, production and distribution for the supposed welfare of the society on the road to some ill defined, yet advertised as “inevitable,” Utopia.

Karl Marx, like many Jews, hungered for political equality and social acceptance. Thus, his stated goals were to “dethrone God and destroy capitalism.” And level the field flat to a standardized mediocrity.

Precisely who is to coordinate the ‘will of the community’ or the ‘will of the people’; who is to distribute the goods; and on whose principles ‘equality’ is to be defined– has long plagued this ideology.

Alas, digital media, electronic learning, the use of computer adaptive software, embedded formative assessments, computer ‘gaming’, using artificial intelligence with embedded “logic” have now fulfilled the Dewey, Pavlov, Skinner, Vygotsky and Turchenko dreams of “teaching machines” to behaviorally condition the “community” members to their servitude to the Comintern, the Communist International, State. The goals of socialist, communist, and fascist regimes aim toward globalization.

Duty to Work: The communist rights include the ‘right to work’, which means the duty to work. To fulfill the needs of the collective, each member must fulfill their labor role. This duty to work is closely related to the “Right to Existence”. The right to existence must be justified by claiming one’s allotment of work. One’s mind, body and soul belong to the entire Collective and it is only the lack of 100 percent participation that has supposedly forestalled Utopia’s arrival.

 

Balkan joke: “What is the difference between Communism and Capitalism?”

Answer: “Communism is the exploitation of man by man.

In Capitalism it is the reverse.”

 

Fascism/ Prussianism: Liberty is exchanged for “prosperity.”

Collectivism and Capitalism.

Fascism removes the need for individuals to think. Confers simple tasks to “do” as commanded, with no responsibilities and restless busyness. Controls the intellectual diet, eliminates any reasoning and produces a religious worship of the fascist state.

Per Benito Mussolini:

“Fascism is a religious conception of life, in which Man is seen in his inherent relation to a higher law, to an objective will that transcends the individual and raises him to the consciousness of a spiritual community…

“According to its anti-individualist attitude the idea of Fascism is for the state, and for the individual insofar as he coincides with the state…since the state has changed in the consciousness and will of the people…Fascism affirms the state as the true reality of the individual. It is the only freedom which can seriously be considered—the freedom of the state, and of the individual within the state—because, for the Fascist, everything is in the state, and outside of the state nothing legal or spiritual can exist, or still less be of value. In this sense Fascism is totalitarianism, and the Fascist state is unity and synthesis of all values and gives the whole life of the people its meaning, development and forcefulness.”

This might as well be a catechism for communism except for who gets to determine the “objective will” of the Fascist state.

The Fascist/Prussians still want to hang on to the Capitalist incentive component; so representative government is replaced with: the Prussian Road to Capitalism: State control of Infrastructure, Education and Crony Protectionism. “Prosperity” is defined by material economic production, organization, and efficiency, regimented obedience to said goals of the state.

  1. Hierarchy- Appointment from the Top.

The supreme head of the state appoints a few big officials, each of whom appoints a great many smaller ones, and so down to the mayor, judge and county clerk…and every official is responsible not to the people whose affairs he administers but to the official who appointed him. “Just following orders, doing what I’m told.”

  1. Authority- government by Command from superior. The method of government decisions is by decree from superiors; subordinates have no vote, only unquestioning obedience.
  2. Fascist ‘Discipline’- Voluntary Obedience

Comprehensive Gleichschaltung

Fascist discipline involves a surrender of individual consciousness and devotion, without reserve, of every activity of body and mind to the collective will. This social- emotional conditioning means the complete voluntary adjustment of an individual to a group, the change from and independent human mind to an intellect capable of working in a group, through a group, and towards a goal not chosen individually but always common to the whole group community.

It comes perilously close to the concept of a Robot programmed for the collective will. For the Fascist the function of making up his mind has simply been formatted as reflexive via social engineering. Today this is being accomplished via adaptive computer software with ongoing embedded formative assessments. (see below for more on Digital media and E-learning, Behavioral and Cognitive Science)

 

Republican government: is that government in which the body, or only a part of the people, is possessed of the supreme power.

When the body of the people is possessed with the supreme power it is called a democracy;

When power is lodged only in the hands of a part of the people it is called an aristocracy.

Examples: Ancient Roman Republic; Peoples Republic of China, Federal Republic of Germany, United Soviet Socialist Republic, United States of America

 

Democracy: Rule by the body of people who have been granted suffrage to participate in or elect representatives to act on their behalf in the assemblies and institutions of government.

Rule by code of law (in constitutional government), which limits the powers of all, including the ruler.

Rights and freedoms of citizens stressed over those of rulers or the state.

Democracy has nothing to do with any economic point of view. It can logically exist in connection with socialism as with capitalism.

It is a system of representative self-government of a people, and its one and only axiom is that the community exists only to serve the interests of its members. Thus, as a political tool it is subject to the current perceived “interests” of the members. Compare the interests and outcomes of Revolutionary America and Revolutionary France. A Democracy can be as despotic in its oppression of the individual as can the Collective or the Czar.

This is precisely why the United States of America was founded as a democratic Constitutional Republic, to protect the God given rights of the individual.

 

Constitutionalism: Recognizing that human nature is fallen and that government is needed among men; recognizing that power tends to concentrate and corrupt those in power– a framework or restraint defining organization, purpose, duties and limits of government is required.

The United States Constitution is singular in the history of mankind. Aptly described by Abraham Lincoln as the “frame of silver” surrounding the Declaration of Independence, the “apple of gold.” Proverbs 25:11

“It is hardly too strong to say that the Constitution was made to guard the people against the dangers of good intentions….There are men, in all ages…who mean to govern well: but they mean to govern. They promise to be kind masters; but they mean to be masters…They think there need be but little restraint upon themselves….The love of power may sink too deep in their own hearts…” Daniel Webster

“Our Constitution was made only for a moral and religious people. It is wholly in adequate to the government of any other.” John Adams

One must ask, “What then has changed, the Constitution, or the people?” And if the people are no longer moral or religious could an immoral and unfaithful mass be entrusted to fashion any better Constitution exists?

 

Purpose of Education in America:

To prepare a moral and religious people for self-government.

The founders’ vision was never for labor force development.

 

Theocracy: God as King, Lawgiver, Judge and Redeemer. As much as the Isms wish to deny the reality of humanity and human nature, each individual is created for a relationship with their Creator. Why God should wish to do this is beyond our human comprehension, but it is the purpose for which we were created. From Genesis to Revelation, the Purpose is clear. God is to dwell, shacan, mishkan, tabernacle with man.

God’s Theocracy recognizes the sanctity of each individual life and each individual’s responsibility to God and his fellow human beings.

God’s Law came before the Jewish monarchy. The king, like any other man, was subject to God, His Law, His Priests and His Prophets.

 

Liberty: Individual liberty, physical, emotional, cognitive and spiritual liberty requires the ability to discriminate between a set of moral absolutes of right and wrong, good and evil in thought, motive and behavior.

Liberty is not a state of domicile as in a fiefdom or freedom, but implies a choice of behavior, participation, action and the responsibility of each individual for the consequences of each decision. (Ezekiel 18)

There can be no “liberty” in a collectivist state.

 

Culture: Culture is the means by which we transmit knowledge, values and beliefs from one generation to the next.

 

Cybernetics: Machines governing men. Machines performing what human beings used to perform.

 

Behavioral Science/ Cognitive Science: The behavior modifies the neural system no less than the neural system directs the behavior. What one does modifies the brain and the behavior.

 

Logic, Adaptive Software, E-learning and Digital Media:

Behind biology is chemistry;

Behind chemistry is physics;

Behind physics is mathematics;

Behind mathematics is logic;

Behind Logic is God….

 

BUT with the advent of Artificial Intelligence (AI) with self-adapting algorithms; adaptive computer software—whoever writes the software program embeds the logic and assumes the role of “god” over those participating in the embedded formative assessments, computer gaming, digital media, educational “learning.” This was the dream of behavioral scientists such as Pavlov, B.F. Skinner; socialist philosophers like John Dewey and communist educators such as Vladimir Turchenko.

Ongoing embedded formative assessments/computer adaptive learning is now funded by American Taxpayers and used in public education across the USA. It is completely incompatible for a self-governing people, to be governed by machines. It is incomprehensible that machines would educate human beings. Which begs the question: What will these beings, be?

 

Charter Schools: A public school charter granted to a Charter Management Organization (CMO) by the state, which provides the CMO access to taxpayer funds in exchange for compliance with state and federal criteria. The public, taxpayer, parents, teachers and students are denied access to and authority over the Charter Management Organization board, as well as denied the oversight of educational content, personnel, purposes, testing, assessments, methods etc.

Parents seeking to escape a traditional public system, one that is no longer safe for minds, bodies or souls of children, are finding CMO’s another tragedy of government meddling in education.

(There are a few dozen admirable parent led charters…but these are the rare exceptions.)

 

“School Choice”: Another of those Double meaning phrases that gushes with curb appeal until…

  1. The term School Choice sounds like a no brainer. Who wouldn’t like a choice? Chocolate, Vanilla, Butter Pecan. The Naïve interpretation; the Marketing Propaganda, Public Opinion Pollster sound bite, sounds great to the harried masses. But just like its “choice” cousin in the abortion industry…Pro Choice, means to choose death to the baby—School Choice, implies, and invites death to the Liberty of Parental oversight in Education.

 

  1. The meaning and implications behind the Public Relations blitz of “School Choice” Propaganda.

“School Choice” means the use of taxpayer funds via vouchers, Education Savings Accounts (ESA), credits etc. to expand state and federal control over any form of educational institution or approved use that would participate in the receipt of the redistributed funds.

All taxpayer redistribution schemes whether via grants, vouchers, tax credits, tax deferment, favors, financial aid, scholarships etc. require adherence to a bureaucracy of state and Federally defined criteria, administrations, accountability, tracking, measureable outcomes, methods, content, processes, accreditation, licensing etc.

Expanding the access to monies via special legislated accounts follows the dangerous pattern of any account in which the “government” pretends the part of benevolent parent broker.

Consider the constraints, changing rules, lack of access, penalties, maintenance fees, etc. of 529 plans, HSA, FSA, IRAs, 401K plans etc. These accounts provide fertile ground for increased central planning, fraud, hacking, and opportunistic businesses to reap more taxpayer plunder, while encouraging global dependency in the cradle to grave welfare state.

Considering the effects of similar federal/state redistribution schemes in healthcare, health insurance, college-university financial aid; Medicaid, Medicare, Social Security Insurance, banking, finance and investment industries one can be certain that the results will include: hyperinflation of costs, rampant fraud and a proliferation of hungry beasts, “the eager entrepreneurs,” of services, books, media technologies, self acclaimed ‘experts’, advisors, investment funds brokers to devour the state/federal taxpayer subsidized dole.

These “Choice” accounts, credits, favors etc. will of course demand, yet another, layer of infrastructure, independent regulatory agencies, staffed with, yet more, bureaucrats and technocrats to regulate, adjudicate, define, administrate and execute the legally sanctioned plunder. Needless to say, the masses will get what they are manipulated to demand, particularly since they believe it is their own idea.

 

Classical “education” method:

Classical is an educational method known for training statesmen, leaders, clergy, intellectuals and self-governing laity.

The Classical method traces its popular origins to the Ancient Greek philosophers, notably Socrates, Plato and Aristotle. The method employs a master- sage(s) lecturing, facilitating discussion, debate and thoughtful rumination using the art of inquiry, rhetoric and logic. Each master had his own focus. Socrates mentored Plato and Xenophon etc.; Plato expanded to an Academy; Aristotle, who tutored Alexander the Great, founded his Lyceum.

Greek and Roman education of the elite included the mastering of the trivium: grammar, logic and rhetoric, before advancing to the quadrivium: astronomy, arithmetic, music and geometry. The content was not standardized and depended greatly on the knowledge of the particular master(s).

Rhetoric, the art of persuasion through spoken or written language was central to political life. Julius Caesar and Marcus Cicero both studied under Apollonius Molon of Rhodes, in order to advance their political careers. Rhetoric was central to persuading the masses, the military, the Senate, the slaves, the subjugated, the occupied and the allied. And still is.

Charlemagne resurrected the classical method in the late 8th and 9th centuries due to a lack of educated priests and scribes for the royal court. The 12th century again witnessed a renaissance of the classical art of debate combined with a growing demand for education, which led to the foundation of the first universities in the 12th and 13th centuries.

The rediscovery of ancient Greek and Latin texts during the later medieval period stimulated interest in classical learning and contributed to the artistic and cultural Renaissance of the 15th and 16th century.

Humanism, the key intellectual movement of the Renaissance also had its roots in classical education as the loose network of scholars attempted to reconcile the wisdom of the ancient Greeks and Romans with their Christian faith. They became known as “humanists” reflecting the degree to which they placed humankind, rather than God, at the center of their world-view.

This prepared the way for the Protestant Reformation, the Ages of Reason, Enlightenment, Rationalism, and the ongoing waves of Revolution. Thus, by the time Bastiat and Acton, had witnessed the effects of “classical education” on their nations and Europe at large, they urged extreme caution as to its content. Pointing out that it is a method, a form and like any other method or form the key factor is in precisely what is the content, and who is acting as Master mediating the meaning, shaping the logic, the principles and the purposes that will guide the rhetoric of their disciples.

 

Partial resource list:

Socialism, An Economic and Sociological Analysis, Ludwig von Mises

The Fascist, His State, His Mind by E.B. Ashton

Benito Mussolini on Fascism, Enciclopedia Italiana

Essays in the History of Liberty by Lord Acton

Europe, A History by Norman Davies

Margaret Thatcher, Biographies

Frederic Bastiat, Essays on Socialism, Protectionism, Tariffs, Communism

The Road to Serfdom, F. A. Hayek

The Crusade Years, Herbert Hoover

Edmund Burke, Essays on the French Revolution

Europe and the German Question, by A.W. Foerster

Democracy in America and Essays, Alexis de Tocqueville

Wealth of Nations, Adam Smith

The Bible, Talmud and Torah commentaries

Biblical and Talmudic Antecedents of Mediated Learning Experience, Shmuel Feuerstein

The Jewish World, The History and Culture of the Jewish People

Scars of War, Wound of Peace, Shlomo Ben-Ami

The Scientific and Technological Revolution and the Revolution in Education, Vladimir Turchenko

The Spirit of the Laws by Charles des Montesquieu

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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