An Ides of March Reminder about the Coercive Nature of Socialism

Alexander Solzhenitsyn (1918-2008) Soviet dissident and author of The Gulag Archipelago.

As polls report higher numbers of millennials claiming to be socialist (they don’t have a clue what they’re talking about) and spiking membership for Democratic Socialists of America, let’s try to absorb these words of the late Russian human rights advocate and gulag survivor Alexander Solshenitsyn:

 “In different places over the years I have had to prove that socialism, which to many Western thinkers is a sort of kingdom of justice, was in fact full of coercion, of bureaucratic greed and corruption and avarice, and consistent within itself that socialism cannot be implemented without the aid of coercion.”

Refugees from socialism – Russians, Cubans, Vietnamese – all tell the same story.  Socialism is not what romantics in the West think it is.  The system is coercive, by its very nature.  Give it enough time and enough crises, and socialist states always morph into even more coercive communist states.

College campuses are infested today with a political correctness – and a tragic ignorance of history – that has students singing the praises of socialism, a system that promises free stuff and delivers scarcity.

A year ago — on the Ides of March — I published an essay in the Federalist that explored this phenomenon:  “Socialism’s Bloody History Shows Millennials Should Think Twice Before Supporting It.”  I zeroed in on the case of communist hero Nikolai Bukharin, who was executed in 1937, after the show trials of Soviet strongman Josef Stalin.  It’s a natural progression when a “vanguard” of the people is blindly entrusted with too much power. That’s socialism in a nutshell:  too much power in the hands of too few people.  If you mention this to any pro-Socialist millennial, they are sure to pull out the talking point that theirs is a different brand of socialism, akin to the sort we see in Scandinavian countries.  To them it means social harmony through things like bike-share programs, recycling, free education, and easy housing. I understand, I understand.  The problem is that such freebies are the bait of socialism which cannot help but invite the switch to coercive Borg government.  Which, in the end, means punishment of any dissent and the death of free expression. Forget “resistance” of any sort without Hell to pay.

Prisoners at work in a Soviet gulag camp in the 1930’s.

Here’s an excerpt from my piece, which I hope you’ll read in full:

Socialism and communism both involve ceding to the state control over the distribution of goods and services for the masses. This involves giving up individual rights, and giving the state a good measure of control over our personal lives. This road always leads to tyranny, no matter what you pave it with, and no matter what you name it.

Socialism requires a power clique—or, as Lenin put it, an elite “vanguard”—in order to pretend to function. This means going heavy on executive power and rubber-stamp light on the legislative. Socialism demands that we place blind trust in whoever takes the reins of power to distribute society’s goods and services. This tiny elite, by the way, typically enjoys enormous privileges and a much higher standard of living than the hoi polloi, simply by being a part of the elite “nomenklatura.”

Sure, this oligarchy claims to distribute in the name of “equality.” That’s typically the cover story. The historical fact is that the vanguard, the power clique, eventually takes control of everything that’s produced—medicine, education, housing, food, transportation, etc. Its members then bureaucratically ration out—as they see fit—the means of human survival. In the end, you’ve basically got an elite corps of mobsters with the power to decide which folks are more equal than others.

March 8 as a Day of PC Reminds me of My Little Gig at the UN Conference on the Status of Women

The “International Year of the Woman” was 1975.

March 8 was introduced as the “Day of the Women” early in the 20th century when it was called International Working Women’s Day.  The first observance in the US was in 1908 and was organized by the Socialist Party of America. The communist government of the Soviet Union made it an official holiday soon after the Bolshevik revolution.  This seems logical as the mother-child bond at home was never something celebrated among communists.  Instead, a woman’s place was in the communist workforce, honored to do Drudgery for the State.

We’re hearing a lot more about the Day of the Woman this year than in previous years combined, at least in the United States.  For example, there are calls for women to take part in a general strike on March 8.  Schools around Washington, DC are engaging in political closures  for it this year.  The idea behind the strike is supposedly to help people see what it’s like to have “a day without women.”  I’m not sure how working mothers feel about the last minute political closures that will keep their kids home. Maybe they’ll stay home with the kids? That would seem ironic.  But, I suppose a day without K12 education these days should be welcomed as a day without brainwashing.

In any case, it all reminds me of a talk I gave around this time last year at the United National Conference on the Status of Women in New York.   I was honored to speak on a panel about “Political Correctness and Gender Ideology” along with Michael Walsh, author of The Devil’s Pleasure Palace, and Austin Ruse, president of C-FAM.  C-FAM wrote the event up here:  “UN Panel on Political Correctness Startles Young Social Justice Warriors.”

One of the great ironies today is that those who purport to support women are actively involved in the legal abolition of women.  Think about it.  Acceptance of gender ideology, specifically transgenderism, among feminists results in the erasure of women. Because if one’s biological sex is meaningless and interchangeable with something called “gender identity” then nobody is either male or female in the eyes of the law.  It means, for example, that I am only a woman because I think I’m a woman.  We should be challenging these folks to tell us exactly what a woman is. And why merely thinking about being male or female makes it so.

The central point in my presentation at the UN Conference was that censorship – and especially government sponsored censorship – is central to pushing through the agenda of gender ideology.  The gender identity anti-discrimination laws require us all to reject the physical reality of  our sex, and legally replace it with something called “gender identity.”  This means that being male or female can only exist in our minds. So once that notion is enshrined in law you end up with severe limits on what you express not only about your perception of reality, but about yourself.  Gender ideology does not tolerate physical sex distinctions.  It is a universal requirement based in the premise of every one of its laws passed so far – that our sex is merely “assigned at birth.” So this restricts what you may express about your own physical reality, your own personal identity, and your own relationships.

Gender ideology absolutely requires a regime of political correctness – or political conditioning – that manipulates the fears of social isolation in people in order to get them to self-censor.  Once self-censorship like this takes hold, a society can be induced to conform to any agenda at all. It takes on a life of its own.

I discussed the four main ways gender ideology serves as a vehicle for consolidating the power of the state.  I also wrote up my experience at the event in the Fall 2016 issue of The Human Life Review in an article entitled, “Transgenderism: A Creature of Political Correctness.”

Maybe Ferris Bueller took a Day Off, but Real Education has taken Generations Off

When I see the great clip below of Ben Stein as a high school economics teacher — from “Ferris Bueller’s Day Off” — I’m very amused.  But at the same time, I  can’t help but feel saddened because I believe the scene also reflects the  intellectual theft committed by our education establishment over the past couple of generations.  The lecture in this classroom scene deals with the handling of the U.S. economy in the wake of the Great Depression. It’s another fascinating topic rendered irrelevant and boring by our factory methods of schooling, as well as by the effects of radical education reform.  The students neither know the answers nor care.  And their apathy is not something we can simply blame on a boring teacher.

I recall a feeling of annoyance — anger, actually — when I realized that so much classical education was basically withheld from me in my public high school.  Thanks to radical education reform, my high school did not offer the average student any year-long surveys or foundational courses in English and History. Instead, we got a new curriculum with a fractured menu from which we could pick from among many various 9-week classes.  Among the offerings were “American Drama” in which students could read a play or two by Lillian Hellman or Tennessee Williams; “Modern Poetry,” which mostly consisted of the lyrics of songs by Bob Dylan, The Beatles, and Simon & Garfunkel;  “Shakespearean Tragedy,” in which you could spend the academic quarter reading and studying nothing but Macbeth.  As far as History was concerned, students could choose from a menu in which they might study the Civil War for a quarter.  Or a new course called “Ecology.”  Or American Presidents. In the latter each student would simply pick one president to write a report about and then share it with the class.

Question: What’s wrong with this picture?  Answer:  It is devoid of context.  Instead of a continuum of foundational knowledge, students are offered fractured bits and pieces of out-of-context readings and discussions unattached to any greater body of knowledge.  A good survey course, on the other hand, will place historical events and people in context.  You’ll get the Big Picture instead of a few random and disconnected puzzle pieces.  A good English survey course will provide the entire spectrum and history of English literature.  By the time I got to college I realized that neither Chaucer nor Milton were even mentioned once in any of my English classes.  There were really only two ways to get a survey of history at my high school:  either you were selected for Advanced Placement or took the summer school class which crammed the entire academic year into six weeks. The former was not available to very many students, and the latter (which I opted for) was too compressed to retain much of anything.

This sort of experimental education laid the groundwork for the even more fractured education children are getting today, so much of it rife with political correctness.  And, as I wrote a couple of weeks ago at The Federalist, “Today’s Riot-Prone Mobs are a product of America’s Cult Like Education System.”

Do you Know the Difference Between Real Education versus Coercive Thought Reform?

Margaret Thaler Singer (1921-2003)

Every college student should get acquainted with the chart below. In fact, all thoughtful citizens watching the spectacle of the zombification of college students – as they protest against what they don’t understand and shout trendy slogans to promote what they don’t understand – should be familiar with the chart.

Margaret Thaler Singer, the 20th century’s preeminent expert on cults, put together this excellent table called the “Continuum of Influence and Persuasion.” It shows how various forms of persuasion stack up against one another.  She lists five forms of influence, starting with the most open, true education, and ending with the most tyrannical, “thought reform” (also known as brainwashing or coercive persuasion.  You can also find this chart in Singer’s excellent book “Cults in Our Midst: The Continuing Fight Against Their Hidden Menace.”)  Take a look:

As you can see, Singer identifies five major methods by which people can be influenced.  The most open and honest of them all is true education.  Education exposes us to many bodies of knowledge and allows for civil discourse in which students feel free to ask questions openly.  They are therefore able to develop their ability to think clearly and independently.  In an environment of real education, students are respected as individuals with minds of their own.  The aim is to transfer knowledge about our common reality.  There is no deception in true education.

Thought reform or brainwashing, on the other hand, is the most deceptive and authoritarian form of persuasion. The subject is unaware of being manipulated to promote a hidden agenda.  The main purpose of thought reform is to turn the subject into a deployable agent to recruit others to agitate for that agenda.  As you watch today’s student protests, there can be little doubt that they are acting as agents for elites pushing various agendas. When interviewers ask them basic questions about the meaning of their protests, they tend to hem and haw, exposing their ignorance of the subject at hand. Their collectivist mindset tells you that they have had little in the way of meaningful education.

There are various other methods of persuasion that differ in their structure, level of deception, and other factors.  Singer identifies them on this continuum as advertising, propaganda, and indoctrination.  But the main takeaway from this chart should be a clearer understanding of the difference between education and thought reform.

Congress will soon take up reauthorization of the Higher Education Act.  Let’s hope that Congress overhauls it.  If education can not get back on the road to its true meaning, its institutions will only continue to be centers of coercive persuasion, not learning.

It’s Time to Call Out the Education Establishment for Betrayal and Intellectual Theft

I wrote earlier this week in The Federalist that schools seem to deal more in cult like methods of indoctrination than they do in truly educating students so that they can successfully navigate the world.  The article I wrote, entitled “Today’s Riot-Prone Mobs are a product of America’s Cult Like Education System,” generated about 800 comments.  I generally don’t get caught up in reading comments, but I happened to scroll through some of them on that article, and one of them caught my eye.

The commenter, “Peter” shared his insights about his experiences in the public schools. I am excerpting some of his comments below.  He harbored a feeling much like my own when I realized that I was academically mind-hacked: I felt anger and a sense of betrayal.  The generational difference between the commenter and me means that he no doubt experienced far more oppressive political correctness than did I.  Nevertheless, the curriculum changes at my high school — especially in history and English — paved the way for what Peter would experience.  My high school’s history and English curricula destroyed the wholeness of survey courses and replaced them with out-of-context fragments of knowledge. In short, it was a form of intellectual theft, marketed as “relevance.”  I hope to write more about that later.  Political correctness also serves to drive very damaging divisions between students.

Here are excerpts of what Peter wrote (emphases mine):

I am a Millennial and I went through public education. I suffered racial hatred, sexism and all that jazz. I was treated horribly in those schools where they like to set up a black sheep and blame him for everything. If you can’t fight back, they choose you. A corrupt system finds these little relief valves, of sorts. The kind of people who lie, need to lie, and need to lie about those lies. When you see this kind of dysfunction, you’ve got blatant corruption.
What they never expected from me is that I’m a fighter and I don’t give up. It wasn’t easy, but I got through. . . .

I was indoctrinated into suffering this totalitarian belief system. They never told me about conservativism. I never learned about the Constitution in depth, or history such as Baron Montesque and Polybius, and of course the Bible was never mentioned. That was just for those racists in the south, those deplorables, I presume. What they didn’t expect was their abuse put a sour taste in my mouth, and my natural male rebellion and my natural gifts and curiosity led me to educate myself.
Years after high school and college, I stumbled on a YouTube video that lectured on the Constitution and how the founding fathers designed it to perpetuate freedom. I don’t know if this was it, but it was much like this: https://www.youtube.com/watch?…
I think it was really a British professor, originally…
Anyways, when I stumbled on this certain video I was angry. I should have been taught this while in high school. I’m supposed to be an informed voter and a good citizen, right? Well, why was I taught only one side of history where the liberals prevail using quasi-Machiavellian tactics for the sake of the vulnerable and the oppressed (or really propaganda, excusing the tactics which actually create fascism from a democratic system, abusing it), when I should also have been taught all this other stuff? Why was this unfit for my expanding mind? How dare they humiliate me like this.
This wasn’t the first time I discovered another way of looking at things. I educated myself in business years ago and what I learned about free enterprise was stunning. It was a whole new look at economics outside of government control and regulation. It argued effectively against socialism and communism. Hint: socialism and communism suck. The main idea here is that I was assured that there’s just no other way to look at things outside of, gee, Capitalism simply failed because during the Great Depression, the stock market failed due to capitalism, and inevitable result, and we should be liberal socialists to control it, because the richer got richer and the poor got poorer. How can you look at history and not see this?
Well, that was only some of the information, and it’s good information, but it’s only a fraction. I don’t hold them in contempt that they shilled liberalism, they have a right to a bias and their own opinions and if they feel they’re right, they may try to sell their ideas to me, but I draw the line at intellectual dishonesty. For this reason their totalitarian philosophy towards education is absolutely antithetical to education, more or less, it’s blatant indoctrination into their liberal cult. . .

Hear, hear.

I am very familiar with Peter’s sense of betrayal, of being sold a bill of goods.  And whatever your political inclinations, as a person of goodwill you should be able to sympathize. I would add that this is not so much about liberalism versus conservatism as it is about freedom versus censorship.  He was deprived of the wholeness of the knowledge base that every student needs in order to make sense of the world.  And he was stuck basically in a prison that shuts down natural curiosity.  He was fed a diet of political correctness that propagandized him and was hostile to questions.  Worse, he was never educated about the real story about the founding of the American Republic, which at its very essence stood for freedom to express one’s conscience, freedom to learn.

I think a public list of grievances is in order.  Millennials — as well as those of other generations — who understand the damage done to them by the lies of the education establishment should band together and make those grievances known. Perhaps that could begin a process of de-programming for others who have been trapped in the cult of K12 and Higher Ed.

I want also to stress that wonderful teachers suffer at least as much as the students who are stifled and stuck in this system.  So a campaign airing these grievances would serve to support those good teachers, and could help to free them to fully pursue the joy of teaching.

 

Connection Between Riot-Prone Mobs and Cult-like Education

One of many mobs of agitators, angry about the US election results. (Wikipedia)

My article in The Federalist this morning — “Today’s Riot-Prone Mobs are a Product of Today’s Cult-Like Education System” — examines the growth of mindless group think that is fueling so much of the street theater we’re seeing these days.  I believe public education has developed a lot of the hallmarks of cult-like indoctrination, including coercive thought reform, the cultivation of emotional reflexes, and relational aggression against anyone who expresses an unauthorized thought.  Sadly, the agitators have been deployed as cannon fodder to serve the agendas of power elites who are hostile to any truly civil society in which real public discourse can take place.  And the radical education reforms of the past 50 or so years have played a huge role in bringing us to this moment.

Here’s an excerpt from my piece:

“Let’s face it. Today’s street theater is the culmination of decades of radical education revision. The radical Left’s systematic attack on the study of Western Civilization has essentially been an attack against the study of any and all civil societies. It is an attack on the features that make a society civil and free. Those features include freedom of expression, civil discourse, the Socratic method of figuring out truth, value of the individual, and a common knowledge of the classics of history and literature that help us understand what’s universal in the human experience. All of that had to go.

“Now, as we see students marching to demonize as “fascists” proponents of free speech, their ignorance is in full view. This is really a full frontal attack on the rule of law, the Constitution, and a system of checks and balances that guards against the consolidation of centralized power.

“That’s the whole point of the education these students have been fed. In fact, a lot of 1960s agitators, including domestic terrorist Bill Ayers, decided to place their bets on radical education revision. For at least 40 years, Ayers has been devoted to transforming schools from places of actual education to places of coercive thought reform. As Andrew McCarthy recently pointed out in National Review: “It was a comfy fit for him and many of his confederates, once it dawned on them that indoctrination inside the schoolhouse was more effective than blowing up the schoolhouse.”

“If you review the history of radical education reform, it’s clear these agitators have been committing mind arson on the children, undermining their ability to think independently and clearly.”

Two Quotes on Ignorance and Tyranny

Let’s spark imaginations, not stupid Molotov cocktails.

Maximillien Robespierre was a major figure of the French Revolution, probably best known for his role in the reign of terror.  I only bring him up because of this fascinating quote:

“The secret of freedom lies in educating people, whereas the secret of tyranny is in keeping them ignorant.”

In that same vein, Thomas Jefferson noted:

“If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be.”

But what is education?  What is ignorance? What do those words mean?   Today, only a clear and free mind — not one that has been pre-programmed — can begin to approach the true answers to those questions.  And that’s because our language has been so throughly corrupted by radical education reforms that have replaced content knowledge with politically correct scripts in our schools.  In his novel, 1984, George Orwell showed how the corruption of language leads to a dystopia whose people will accept as true such slogans as “Ignorance is Strength” and “Freedom is Slavery.”

So we need to demand the teaching of real knowledge.  Our schools should encourage natural curiosity instead of enforcing politically correct scripts that squash that curiosity.  They should allow for real tolerance instead using a PC label of tolerance that’s only meant to empower the power mongers, and to smear anybody with whom they disagree.  If we don’t do these things, we have essentially given in to the building of a cult mindset.

Instead, let’s encourage the building of axemaker’s minds that will promote innovation, self-reliance, true community building, and real knowledge.  And let’s fight the mind arson that’s been committed for too long by radical education “reformers.” By doing all of these things, we can begin to spark the productive fire of imagination, not the ignorance that causes people to mindlessly throw Molotov cocktails.  In this way, we can promote domestic tranquility, real friendship, and the possibility of real love among us.

 

When you Suspect Propaganda, Here are 10 Questions to Ask Yourself

Bolshevik Vladimir Lenin, agitated the masses and spread propaganda, basically to get people to disempower themselves.

Yesterday I was interviewed about an essay I wrote for the Intercollegiate Review, called “Truth or Propaganda?” and you can click here to read it.  (I’ll post a link to the podcast when I get it.) I wrote the piece in order to help people — particularly college students — understand some of the hallmarks of being propagandized. What does it feel like? How to detect it?

Quite often you can discern propaganda — or political correctness — simply by the shut-in feeling you get when being confronted with it.  So, I came up with a list of ten questions to ask yourself whenever you feel pushed to censor yourself. The first step to overcoming this oppressive state of affairs is to recognize it.  If more people got in the habit of recognizing and then confronting propaganda, we can begin to rebuild a civil and free society.

So, here are 10 questions you might ask yourself when you’re trying to determine if you’re having a real discussion with people or if you’re being propagandized:

  1. Is your natural curiosity being suppressed?
  2. Are you being threatened with slurs or labels?
  3. Do you feel you will be ostracized if you ask a question or express a politically incorrect view?
  4. Do you notice a “herd effect” as people shift their opinions to adapt to a politically correct opinion?
  5. Are you being pigeonholed as a result of your question or opinion?
  6. Do you sense that if you express ideas freely, you will be labeled a nutcase?Do you sense relational aggression at play?
  7. Will others be “triggered” by your opinion?
  8. Are you expected to trade in reality to prop up somebody’s illusion?
  9. Are you tempted to self-censor to avoid social punishment?Or are you tempted to falsify what you believe to gain social rewards?
  10. Do you feel like you’re stuck in a cult?

 

About Blog Dormancy

Asleep at the keyboard. (“Sheila the PC Cat” @ Wikimedia Commons)

My lulls in social media use and posting to my blog come down to two things: aversion and fracturing.

First, I’ve built up quite an aversion to social media. Have you? The sad fact is that we live in an increasingly uncivil society, and the trend line only shows that the vulgarity and hostility fueled by political correctness is getting worse.  That’s not constructive for getting anything done.

The second issue is that extensive internet use — and social media in particular — is disruptive to the process of deep thinking. Constant mental gear shifting has a fracturing effect on the mind. You can read about this phenomenon in Nicholas Carr’s excellent book The Shallows: What the Internet is Doing to Our Brains. I’ve been trying to avoid the constant browsing that the internet and social media require, because so much of what I am trying to explore in my writing requires a very deep focus.

Our age is distracting enough, especially with the growing attacks on civil discourse.  The recent rioting intended to shut down speech at UC Berkeley and NYU have shown beyond a doubt that we’re in a bad way in that department.  So it’s more important than ever to nurture one’s ability to think clearly and deeply. And independently. Then we should try to spread that habit to others so that they and all of society can flourish in an atmosphere of civility.

I thank all who sent me messages through the contact form.  I very much appreciate your thoughts and support.  If I missed getting back to you about a question you had, I regret that. (Correspondence has become a bit more unwieldy too.)

Going forward, I hope to intensify my efforts on the subject of propaganda awareness.  Propaganda — along with its latter day spawn, political correctness —  is anathema to independent thinking, which means it is hostile to human conversation and friendship.

In the future I hope to post regularly at least twice a month.  Please subscribe if you’re interested!

“The Donald” vs. the Clinton Machine

In case you haven’t noticed, tomorrow is Election Day in America. I would guess that many Americans don’t really have great faith in either of the two main candidates running for president. But this choice isn’t about what we used to call “character” in quainter times. It’s more about choosing whether America should change course or continue at breakneck speed in the same direction (which ends us up over the precipice.)  Another big question is:  Do we even have faith in the electoral process anymore?   Many issues are muddying the waters when it comes to free and fair elections.  A few of them include:  digital technologies susceptible to hacking; the attack on voter ID; and the growing ignorance about the Constitution itself and why preserving it is important. (A few months ago, I also wrote of my concern that our right to a secret ballot could soon face challenges.)

But I think highest on the list of factors that got us where we are is that we are living in a post-virtue society.  The culture has become so coarse and our institutions have become so corrupt, that we seem to have lost the capacity to govern ourselves.  Such are the conditions that gave us the candidates we now have. I’ve wrestled for a while with the idea of voting for Donald Trump. Yes, he has a penchant for speaking and acting crassly — as do a lot of our celebrities and so many of whom pass today as role models. The reality is that a Hillary Clinton presidency will put us into hyper drive in growing the bureaucratic Borg State. Such a state would end the right to live a private life.  It would essentially cancel out the Bill of Rights.

We are where we are.

So the other day, I explained in greater detail why I decided to pull the lever for Trump:  to allow for a chance to get some breathing room for the Constitution.  You can read it at The Federalist here.