Connecting the Dots: Subversion, Mass Formation, and Devolution
Demorilization-Part 2
In Part 1, I discussed how education, communication and censorship are part of the long-term play for Demoralization, the first of the four stages of Subversion as described by Yuri Bezmenov: Demoralization, Destabilization, Crisis, and Normalization.
By now it is obvious to everyone the existence of forces in our public schools that seem to have a mission that supersedes all others, to convey to children in the elementary schools what is wrong with our society. It is systemically racist, oppresses the underprivileged, treats poor people with disdain and dispassion, and enjoys their unearned privileges at the expense of the many and growing classes of victims.
Children are being told by adults who subscribe to this mission that unless the grown-ups in their lives devote themselves to climate activism, they will die in a decade. They are being encouraged to become warriors for social justice and are praised when they choose this activism over attending school.
Children are instructed to focus on racial differences and if they are white, to confess the unfair treatment by their race of all other non-white races. When they come to the obvious dilemmas of mixed races, white Latinos, or dark races that clearly are not oppressed, even national figures, they are attacked as not being loyal to their race. There is evidence that some classrooms have gone so far as to arrange activities where students assign themselves to their racial category, with teachers there to make sure their skin color matches up with their choices. Then different classes are all asked to learn how their race has been oppressed by the unearned privileges of the white students. White students are required to publicly express remorse for the sins of their race.
The 1619 project, a CRT based theory about the nature of our founding principles, has been reduced to educational curriculum. You can review it here: https://pulitzercenter.org/lesson-plan-grouping/1619-project-curriculum In response Hillsdale College turned the 1776 Report into curriculum. You can find that here: https://1776project.org/publications-%26-education.
The pattern of “re-education” continues on through the higher grades of public schools, and certainly in most of the social sciences in college. It is no fluke of nature that the attitudes of those who have been subjected to this kind of instruction view Socialism with ever-increasing favor. That is precisely the point, and the effort has been successful, at least according to Gallup polling. It is also clear why this effort takes the longest, 15-20 years because it must dominate the thinking of an entire generation. It must be preceded by placing sufficient teachers and professors in positions of influence before this can become effective. It is common knowledge these days that that has long been accomplished, though how it was done is not precisely known.
Here in Chico, we see it with our own eyes. Not long ago, we witnessed our local Sunrise Movement organize “listening sessions” about climate change in public schools, and then organized a “protest” where students were encouraged to cut class and show up at the City Plaza to participate in a Greta Thunberg-type scolding of all those who did not strictly adhere to the climate agenda. It was demoralizing for the children to see that not everyone felt the same urgency they have learned to embrace and demoralizing for those adults who saw this unwelcome open display of previously underappreciated forces at work on our children.
How is this related to Marxism and why is it relevant? To go into a detailed analysis of Marxist diagnosis and cure for capitalism or trace this philosophy through the various manifestations in America or drawing the connections between the historical products of Marxism, the Soviet Union, the Chinese Communist Party, Pol Pot’s Cambodia, or more recently Venezuela, or tracing the links between Marxism and the post-modern American Progressive movement, are all beyond the scope of this article. There are plenty of sources if you are interested, and one I would recommend starting with is Jordan Peterson’s analysis here in this short clip:
If you have read Will Zoll’s articles on Prussia, called #Prussiagate, you will notice the connection between Prussia, Germany, Rothschild, the Post-Modernism (rebranded Marxism) from French intellectuals in the 1960’s, and its dissemination in the US through Yale University. You can find Will’s article here:
In the simplest terms, Marxism is a story of the oppression of one class by another, and the solution is always more government control. In Marx’s day the classes were simplistic, the proletariat worker-class who were held captive by the oppression of the bourgeoisie capitalist class. Ironically, the objective of the Marxist cure was to get rid of class structure entirely by turning the society over to the workers and turning the government over to “experts” who will act only for the benefit of the collective, classless society. As history has shown, that is never what happens after the revolution. The ruling class of the new order always emerges into the foreground to take over the role of oppressor. While it’s true the working class under the Soviet Union all suffered equally, the Communist Party ruling class lived in relative luxury. Big surprise.
The objective of a Marxist-inspired revolution is to turn the current class structure on its head, to turn the proletariats into the oppressors. This is how society achieves equity: equality of outcome over equality of opportunity, the elevation of the collective classes of the oppressed over the supremacy of the individual. The idea of the sovereign individual is only the central tenant of not only our founding principles but of the entire Judeo/Christian principles of Western Civilization. That is the target of these efforts, the replacement of the perception of government as serving the individual with the perception that government should pursue equity for benefit of the collective. How has that always worked out historically? In short, piles and piles of bodies.
Finally, let’s look at other consequences of some modern demoralizing forces. Crime has risen sharply since the permissive progressive policies of AB109, Props. 36, 47, and 57, all enacted between 2011 and 2016, which reduced the prison population, reduced the penalties for drugs and petty crimes, reduced sentencing and liberalized parole, and nearly destroyed the successful drug court diversion programs. It filled up our county jails by making them substitute for state prisons so that only the most violent of criminals see much jail time. Businesses are forced to close their doors because of rampant, organized theft rings, and unaccountable criminals have learned to stroll into the gaps the state has generously created, and the consequences are felt by the citizens of cities both large and small.
The “spiked devil” of the plandemic has served as a tremendously demoralizing force. Increasingly we are learning that the initial premises touted by the “experts” and universally through the mainstream media outlets are turning out to be false. Suppression of the free flow of information has been rampant. By now there are credible reasons to suspect that the origins are human-made, the experts have been either dismally wrong or purposefully deceitful, the early treatment protocol has been largely suppressed while the mass-treatment, primarily through vaccinations that don’t stop the spread of infections as promised, has been institutionally favored.
We are experiencing the enforcement of “rules” handed down by Governors operating under emergency powers, leading scientific “experts” who seem to have histories of conflict and self-dealing, some of the richest individuals on the planet strangely interested in telling us what we must do and believe, and a media empire that seems to be remarkably aligned with the official narrative, while blatantly active, unabashed censorship of any information that might challenge the official version of reality is common. Remember, if the objective is to change the general perception of reality, I can think of no better example than the last two years of “health emergency”.
I will soon move to the second stage, Destabilization, and the plandemic plays a major role in that as well. But for now, simply consider its demoralizing effects. We have been separated from our loved ones. We have been barred from gathering together for any purpose, from participating in government meetings to BBQs on the Fourth of July. Public rallies are forbidden, leaving us with fewer ways to interact and influence each other. Elections have become remote affairs, and trust in elections, in general, is at an all-time low. Many local businesses have had to close their doors, some to never come back, while the large corporate box stores were never inconvenienced by the restrictions, and even enjoyed banner years as they became increasingly the sole source for many essential consumer items.
In short, the feelings that accompany demoralization involve those of not having control of your own life, the ability to exercise your God-given liberties, and the disintegration of your deepest held values, all while realizing there is little that we as individuals can do about it. The experience of oppression is now palpable. Yet we are told that by suffering this indignity, we are serving our families, our friends, and society as a whole, in other words, the “collective” must take precedence over the individual. Concentration camps are showing up around the world to isolate conformists from those resisting the collective imperatives.
The “enemy”, the ultimate source of these dramatic changes in our social institutions, is invisible, vague, and unreachable. The reason for doing these things is always someone higher up, the Governor, the CDC, the Oval Office. As is increasingly obvious, no longer does the buck stop at just the Oval Office. But who or what that may be is still a matter of speculation.
Add all of this together, and the word “demoralized” fits pretty well. But it is not a question of if, or even why we feel this way. Just look around, the sources are everywhere. The question is why is this happening? What is the purpose? And most importantly, what can we do about it?
My answer is this: expand your understanding, pull information from a larger context. If we develop an understanding, a perception of reality that comes from beyond our own personal experience, yet consistent with what we see and feel, if we connect the dots in a way that useful meaning emerges, solutions can arise naturally and simultaneously. Under the current circumstances, we cannot depend upon our traditional social institutions for this understanding. They are now obviously part of the problem. So, as in all times of turmoil, we must turn to each other for understanding.
I will end this part with a story that comes from that great movie, based on real-life events, known as Apollo 13. As you recall, this space capsule was on its way to the moon when it had a problem. Part of the capsule had exploded while they were still hurtling away from Earth.
In those days, to be an astronaut you first had to be a pilot, so everyone in the Apollo 13 capsule was. In the Houston control center was another pilot-astronaut, Ken Mattingly, who was scheduled to be on the flight but was scrubbed because of a fear he may come down with rubella. Now he was part of the Houston control team, talking with the Astronauts on the radio, and conveying the messages from flight control on the ground to the tiny spacecraft traveling through the void between Earth and the Moon.
It was up to Houston to determine what steps to take, how to deal with a situation the astronauts themselves could not understand on their own, although they had heard an explosion and saw their O2 levels falling, they were unsure of what had happened. Houston however, had all the telemetry, and all the information about the various systems in the capsule. They did not want to tell the crew how serious the problem was until they had worked out a solution to the life-threatening event.
But as time went on, and the Astronauts were becoming anxious about not hearing anything definite from Houston, tensions began to build. This is when Mattingly snapped to the Flight Director Gene Kranz when he wanted to delay longer before informing the crew, “You tell the pilots the condition of their craft!” Mattingly won, and the crew was informed. From that point forward, the crew and Houston worked together as a team, and everyone survived.
That is the point, to learn the condition of our craft. This must be done before we can deal with the life-threatening problems so that we survive. This is going to take a little while, so buckle up. Part 3 is coming soon.