Curt Doolittle

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  • WORLD WAR ONE’S EFFECT ON THE LOST GENERATION AND AMERICAN ARISTOCRATIC TRADITIO

    WORLD WAR ONE’S EFFECT ON THE LOST GENERATION AND AMERICAN ARISTOCRATIC TRADITIONS
    The postwar left took advantage of the collapse of the european tradition and civilization that resulted from the first world war.

    It Begins with The Lost Generation
    The “Lost Generation,” referring to those born roughly between 1883 and 1900 who came of age during World War I, experienced a profound cultural and societal disillusionment. As a result, several traditions and values were perceived to be “lost” or significantly altered for this generation.

    Core European Traditions and Values Were Impacted:
    1. Faith in Institutions and Authority
    Pre-War Optimism: Before World War I, there was widespread belief in the progress and benevolence of Western civilization, supported by stable political institutions and social hierarchies.
    Post-War Disillusionment: The unprecedented scale of death and destruction during World War I shattered confidence in government, military leaders, and the overall direction of Western society. This disillusionment led to skepticism and cynicism towards traditional institutions and authorities​ (What Generation Am I?)​​ (Art and Popular Culture)​.

    2. Victorian Morality and Social Norms
    Victorian Values: The late 19th and early 20th centuries were characterized by strict moral codes, rigid social norms, and a clear sense of propriety and decorum.
    Rejection of Victorianism: The Lost Generation, having witnessed the brutal realities of war, rejected the rigid moral and social codes of their predecessors. This rejection was evident in their literature, art, and lifestyle, which often embraced more liberal and experimental approaches to life and relationships .

    3. Nationalism and Patriotism
    Pre-War Nationalism: National pride and patriotic fervor were strong before World War I, with many believing in the superiority and just cause of their nations.
    War-Induced Disillusionment: The horrors of trench warfare and the senselessness of the conflict led many in the Lost Generation to question and reject the nationalism and patriotism that had driven them to war. This shift was reflected in their often critical and anti-war literature and art .

    4. Traditional Gender Roles and Relationships
    Pre-War Gender Roles: Strict, traditional gender roles were predominant, with men as breadwinners and women as homemakers.
    Post-War Shifts: The war brought women into the workforce in unprecedented numbers, and the post-war period saw a questioning and reshaping of traditional gender roles. The Lost Generation’s literature and social behaviors often explored and challenged these roles .

    5. Religious Faith
    Pre-War Religious Certainty: Many held strong religious beliefs, seeing the world through a lens of divine order and purpose.
    Post-War Existentialism: The war’s devastation led to a crisis of faith for many, fostering a sense of existential despair and questioning of traditional religious doctrines. This existential outlook is evident in the works of Lost Generation writers like Ernest Hemingway and F. Scott Fitzgerald .

    Notable Impact in Literature and Art
    Modernist Movement: The literary and artistic expressions of the Lost Generation often embodied their disillusionment and rejection of traditional values. Modernist writers like T.S. Eliot, Virginia Woolf, and James Joyce experimented with new forms and themes, reflecting the fragmented and uncertain world they perceived .
    Lost Generation Writers: Authors like Ernest Hemingway, F. Scott Fitzgerald, and Gertrude Stein captured the disillusionment and existential angst of their peers, portraying the lost sense of purpose and direction through their works .

    Conclusion
    The Lost Generation is characterized by a profound sense of disillusionment and rejection of pre-war traditions and values. The impact of World War I fundamentally altered their view of institutions, morality, nationalism, gender roles, and religious faith, leading to a cultural shift that was expressed through literature, art, and social behavior.

    So, a lot more died in the fist world war than empires and men.

    Cheers
    CD

    Source date (UTC): 2024-05-19 01:16:59 UTC

    Original post: https://twitter.com/i/web/status/1792001471052926976

  • we have people that will produce the illustrations it’s more of a question of wh

    we have people that will produce the illustrations it’s more of a question of whether the AI can do it or not, and it seems ‘not well’. 😉

    Source date (UTC): 2024-05-19 01:07:32 UTC

    Original post: https://twitter.com/i/web/status/1791999096321970334

    Reply addressees: @sebsklo

    Replying to: https://twitter.com/i/web/status/1791998417184432131

  • ASPIE SPECTRUM: FROM OVERLOADING TO DEPERSONALIZATION The Series: Emotional Floo

    ASPIE SPECTRUM: FROM OVERLOADING TO DEPERSONALIZATION
    The Series: Emotional Flooding(Temporary), Emotional Shutdown(Temporary), Autistic Meltdown (Short Term), Autistic Shutdown(Short term) and Depersonalization (Long Term)

    1. EMOTIONAL FLOODING:
    Emotional Flooding occurs when an individual experiences an overwhelming amount of emotional input, which can lead to a state of confusion, withdrawal, or shutdown. This can happen during intense arguments, conflicts, or highly emotional situations.
    Characteristics:
    Overwhelmed: A sense of being overwhelmed by emotions.
    Confusion: Difficulty thinking clearly or making decisions.
    Withdrawal: Pulling away from the situation or becoming unresponsive.

    2. EMOTIONAL SHUTDOWN:
    Emotional shutdown is a state where an individual becomes emotionally numb or detached in response to overwhelming stress or emotional input. This can be seen as a milder, more common version of an autistic shutdown.
    Characteristics:
    Numbness: Feeling emotionally numb or detached.
    Disconnection: A sense of disconnection from one’s own emotions or from others.
    Withdrawal: Pulling away from social interactions or emotionally intense situations.

    3. Autistic Meltdown:
    An intense response to overwhelming situations or stimuli, characterized by a loss of behavioral control. It is a common experience for individuals on the autism spectrum and can be triggered by sensory overload, changes in routine, emotional stress, or other environmental factors.
    Characteristics:
    Behavioral Outbursts: Individuals may exhibit crying, screaming, hitting, kicking, or other aggressive behaviors.
    Physical Reactions: Some may engage in self-injurious behaviors such as head-banging, biting, or scratching.
    Note, this is ‘deep’ autistic behavior. Most people lower on the spectrum shutdown or disassociate instead of produce outbursts.

    4. AUTISTIC SHUTDOWN:
    Autistic shutdown is an intense, involuntary response to overwhelming sensory, emotional, or cognitive overload. It involves a temporary loss of executive functioning and a significant reduction in one’s ability to process and respond to external stimuli. This can be considered a more severe form of emotional shutdown, particularly prevalent among individuals on the autism spectrum. The individual becomes non-responsive or withdrawn.
    Characteristics:
    Complete Withdrawal: Individuals may become non-responsive, unable to speak, move, or engage with their surroundings.
    Physical Symptoms: Reduced motor skills, decreased eye contact, and a general sense of paralysis.
    Cognitive Impairment: Difficulty thinking, processing information, or making decisions.
    Emotional Numbness: A profound sense of detachment from emotions and the environment.
    Functional Impairment: Inability to perform routine tasks or engage in normal activities.
    Social Isolation: Increased likelihood of withdrawing from social interactions, leading to feelings of isolation.
    Emotional Distress: The aftermath of a shutdown can leave individuals feeling drained, confused, and distressed.

    5. DEPERSONALIZATION/DEREALIZATION DISORDER (DPDR)
    A type of dissociative disorder where individuals experience a persistent or recurrent feeling of being detached from their own body or mental processes (depersonalization) or feeling disconnected from their surroundings (derealization). This condition can indeed result in a profound sense of detachment from one’s emotions, memories, and sense of self, impacting cognitive functions such as judgment, planning, and interaction with the external world.
    Characteristics:

    Depersonalization:
    Feeling Detached from Self: Individuals feel like they are observing themselves from outside their body or that they are in a dream. There can be a sense of unreality about one’s self.
    Altered Sense of Self: The inner “me” feels less present or real. Emotional responses might be blunted or completely absent.
    Disconnection from Emotions: A significant reduction in the ability to feel emotions or to connect emotionally with one’s own experiences or with others.

    Derealization:
    Feeling Detached from Environment: The external world seems unreal, distant, or distorted. Objects may appear lifeless, or the environment may seem foggy or dreamlike.
    Altered Perception: There might be visual or auditory distortions, such as blurry vision or sounds being muted or amplified.

    Impact on Cognitive Functions:
    Memory and Judgment: Difficulty accessing memories and associating them with current experiences, leading to challenges in judgment and planning.
    Awareness: Despite feeling detached, individuals usually maintain an awareness that their experiences are not normal. This can create significant distress and anxiety.
    Functional Impairment: Even though individuals can often perform routine tasks and may continue intellectual work (like research), their ability to interact socially or make decisions can be severely impaired.

    Triggers and Causes
    Stress and Trauma: Chronic stress, severe anxiety, or traumatic experiences are common triggers for DPDR.
    Neurobiological Factors: There might be neurobiological underpinnings, such as imbalances in brain chemicals or differences in the way the brain processes sensory information.

    I hope this helps someone. 😉
    Cheers
    CD

    Source date (UTC): 2024-05-19 01:06:46 UTC

    Original post: https://twitter.com/i/web/status/1791998900359880704

  • Correct…. 😉

    Correct…. 😉

    Source date (UTC): 2024-05-19 00:11:23 UTC

    Original post: https://twitter.com/i/web/status/1791984963492986882

    Reply addressees: @sqpatrick77

    Replying to: https://twitter.com/i/web/status/1791982816084762897

  • (harsh truth) All philosophies are class philosophies. The only solution to unif

    (harsh truth)
    All philosophies are class philosophies.

    The only solution to unifying these philosophies is science and law.
    The result is the natural law.

    Source date (UTC): 2024-05-18 23:56:57 UTC

    Original post: https://twitter.com/i/web/status/1791981333465465110

  • (harsh truth) All philosophies are class philosophies. The only solution to unif

    (harsh truth)
    All philosophies are class philosophies.

    The only solution to unifying these philosophies is science and law.
    The result is the natural law.

    Source date (UTC): 2024-05-18 23:56:57 UTC

    Original post: https://twitter.com/i/web/status/1791981333406748672

  • The Cause and Consequence of the Manipulation of the Boomer Generation (Ouch!) (

    The Cause and Consequence of the Manipulation of the Boomer Generation (Ouch!)

    (Video ~22min) A Discussion between Curt Doolittle and Bradley Werrell: The case for blaming the boomers on the elites that produced, incentivized, propagandized, educated, and governed a population of people nearly all of whom were from previously uneducated families and only one or two generations off the farm. Terms used are included in definitions at the end of the article.)
    https://youtu.be/-Un7ATONLOA
    The historical arc of causality from the end of the industrial revolution to the present, and the boomers, especially the upscaling of the lower and working classes made possible post war, with the introduction of women into the franchise, and and into business, education, academy – all functioned as the ‘tool’ that the radical postwar financial and credentialist elites could use to appropriate the aristocratic and classical liberal postwar strategy, into a means of spreading the rebellion against civilization and the licensing of degeneracy (devolution) under the legitimacy of that classical liberal strategy, and the great project of ending the tyranny and war of empires – when their postwar elite ambitions were precisely the opposite.
    So after WW1, the Lost Generation was destroyed and humiliated and the traditions were lost. So there emerged an opportunity for a new narrative and strategy to emerge. And while the civil war is where our constitution failed and led to the central government, WW1’s where we went wrong as culture, and post WW2 is where the people that ‘went wrong’ were able to exert influence. And the success by the soviets at rapid industrialization created a tempting prospect for those without any REAL WORLD experience managing businesses, industries, polities, or nations. And thus the age of ideology and credentialists gained purchase over the traditional (aristocratic) culture of europeans.
    When the lost generation was crushed by the world wars, we lost not only empires, but the remnants of aristocratic values that accompanied them, producing ‘lost people’. These lost people re-entered a world that was hopelessly changed, It is very hard to blame any generation given that it’s responding to events that existed during it’s youth and teens. I think I have a grasp of ‘what went wrong’ and it’s largely that the wars opened teh doors for the marxist sequence, and the conversion of the colleges and universities postwar such that the elite institutions stopped training the ‘pseudo-noble’ American families with that traditional loyalty, led to credentialism on one hand and the capacity of marxists and progressives to bypass those traditions and instead use those educations and media to destroy our civilization from within. I Mean, Carnegie was seeking to merge the soviets with the Americans. That kind of idiocy was everywhere: the belief that you can replace aristocratic traditions that made the west rather than lift up the other lasses into that system and build upon it.
    And while not explicitly stated in the video (I avoided it) the implication is that the conversion of the anglo and anglo American cultural aristocracy, when it was replaced by the financial sector elites, then credentialist elites, and supported by ‘talking class’ elites, lost control of the strategic objective of the anglo classical liberal, prewar, and war era, when the financial sector, and the unification of progressives and marxists, and their unification with feminism, allowed the Financial Elites and then the Credentialed elites, to capture the anglo aristocratic strategy consistent with european aristocratic tradition, and impose financial predation and globalism, and then the neo-marxist to feminist to woke cancer that has infected civilization.
    The transformation from a society governed by an Anglo elite with a “long view” and paternal sense of responsibility to one characterized by credentialism and a decline in institutional trust has had profound impacts on American society.
    The key causes and consequences of this shift:
    1. Credentialism Over Traditional Elitism: The rise of credentialism replaced the traditional social hierarchy based on heritage and lineage with one based on educational attainment and professional qualifications. This shift was facilitated by expanded access to higher education and the democratization of knowledge through initiatives like the GI Bill.
    2. Meritocratic Ideals: Meritocratic ideals promoted the idea that anyone, regardless of background, could succeed through education and hard work. This undermined the old elite’s traditional sense of responsibility and stewardship, which was often tied to their inherited status and long-term view of societal welfare.
    3. Economic and Technological Changes: The postwar economic boom, technological advancements, and the rise of a knowledge-based economy prioritized technical expertise and innovation over traditional leadership roles held by the old elite.
    Consequences
    1. Erosion of Institutional Trust: The transition to credentialism contributed to an erosion of trust in traditional institutions. The Anglo elite’s paternalistic view, which emphasized stability and long-term planning, was replaced by a focus on individual achievement and short-term gains. This shift has led to a perception that institutions are no longer serving the common good.
    2. Social Alienation: Robert Putnam’s “Bowling Alone” highlights the decline in social capital and community engagement, which has led to increased social alienation. The breakdown of traditional social networks and communal activities has resulted in a more fragmented society.
    3. Decline in Academic Standards: Credential inflation has led to a devaluation of academic qualifications and a decline in the perceived quality of education. Universities and colleges, once bastions of elite cultural production, have become more focused on vocational training and less on cultivating critical thinking and civic responsibility.
    4. Government Inefficiency: The shift from a paternalistic elite to a credential-based system has affected government operations. The focus on technical expertise and bureaucratic procedures has sometimes led to inefficiency and a lack of coherent long-term policy planning. The decline in public trust has further exacerbated the challenges in governance.
    Economic Consequences: And worst of all the economic consequences:
    1. Credential Inflation and Workforce Competence
    • Credential Inflation: As more people obtain higher education degrees, the value of these credentials has diminished, leading to credential inflation. Jobs that previously required only a high school diploma now often require a bachelor’s degree, while positions that required a bachelor’s degree now often demand a master’s or higher.
    • .Mismatch of Skills: The emphasis on formal qualifications over practical skills can lead to a workforce that is highly educated but not necessarily more skilled or competent in practical, job-related tasks. This mismatch can reduce productivity and innovation within the economy​ (
      What Generation Am I?
      )​​ (
      Art and Popular Culture
    2. Economic Inefficiencies
    • Bureaucratization: The rise of credentialism has contributed to the growth of bureaucracy in both public and private sectors. This can lead to inefficiencies and increased operational costs, as more resources are devoted to maintaining and navigating complex administrative structures.
    • Short-term Focus: Credentialism can promote a focus on immediate, measurable achievements (e.g., test scores, degree attainment) rather than long-term planning and investment. This short-term focus can hinder sustained economic growth and competitiveness.
    3. Innovation and Entrepreneurship
    • Barrier to Entry: The emphasis on credentials can create barriers to entry for talented individuals who may lack formal qualifications but possess the skills and innovative ideas necessary for entrepreneurship. This can stifle innovation and limit the dynamism of the economy.
    • Risk Aversion: Credentialism can foster a culture of risk aversion, where individuals and institutions prioritize safe, conventional paths over innovative, riskier ventures. This aversion can slow the pace of technological advancement and economic progress .
    4. Global Competitiveness
    • Lagging Behind: As other countries invest in education systems that balance practical skills and formal education, the U.S. may fall behind in global competitiveness. Countries like Germany and Switzerland, with strong vocational training programs, produce highly skilled workers who contribute to robust economies.
    • Talent Drain: Highly skilled individuals may seek opportunities abroad if they perceive the U.S. job market as overly reliant on credentials rather than merit and innovation, leading to a potential talent drain.
    5. Economic Inequality
    • Wage Gaps: Credentialism can exacerbate economic inequality by creating a divide between those who can afford higher education and those who cannot. This divide can lead to wage gaps and reduced social mobility, ultimately impacting economic stability and growth .
    • Access to Opportunities: Inequitable access to quality education and the resulting credentials can limit economic opportunities for large segments of the population, reducing the overall talent pool available to the economy.
    Supporting Theories and Research
    • Human Capital Theory: Suggests that investment in education should improve economic productivity. However, if the education system emphasizes credentials over actual skill acquisition, this investment may not yield the expected economic benefits .
    • Credentialism Critique: Scholars like Randall Collins argue that credentialism serves to reinforce social stratification without necessarily improving job performance or economic efficiency .
    Conclusion
    The shift towards credentialism in the postwar era has had mixed effects on the competitiveness of the American economy. While it has democratized access to education and created a more meritocratic system, it has also led to inefficiencies, skill mismatches, and barriers to innovation. Addressing these challenges requires a balanced approach that values practical skills and competencies alongside formal educational achievements.
    Cheers CD
    • Credentialism: Credentialism is the overemphasis on certificates, degrees, and formal qualifications in assessing an individual’s capabilities, skills, and suitability for a job or social position. It involves the belief that formal educational credentials are the primary indicators of a person’s ability and worth, often at the expense of practical experience or other forms of competence.
    • Credentialist: A credentialist is someone who practices or supports credentialism. This person places significant value on formal educational qualifications when evaluating others for employment, promotion, or other opportunities, often to the exclusion of other measures of ability or competence.
    • American Generations: Generation: “a “generation” is defined as a cohort of individuals born over a span of approximately 20-22 years who share a common location in history and collectively possess a distinct set of beliefs, behaviors, and attitudes shaped by the major social, political, and economic events they experience during their formative years.” – Gilded Generation: 1822–1842 – Progressive Generation: 1843–1859 – Missionary Generation: 1860–1882 – Lost Generation: 1883–1900 The term “Lost Generation” encapsulates the feelings of disillusionment, aimlessness, and cultural dislocation experienced by those who lived through World War I and its aftermath. It highlights the generational impact of the war on traditional values and societal norms, leading to a pervasive sense of loss and search for new meaning. – G.I. Generation: 1901–1924 – Silent Generation: 1925–1942 – Baby Boom Generation: 1943–1960 – Generation X (1961–1981) – Millennials (1982–2000) – Generation Z (2001–2015) – Generation Alpha (2016–Present)
    • Generational Archetypes (Rotation of Generational Behavior): Strauss and Howe identify four generational archetypes that repeat in a fixed cycle: Prophets, Nomads, Heroes, and Artists. – Prophets (Idealist generation): Born during or just after a crisis, they grow up as increasingly indulged children, come of age as the self-absorbed young crusaders of a spiritual awakening, and age into moralistic midlife leaders. – Nomads (Reactive generation): Born during an awakening, they grow up as under-protected children, come of age as the alienated young adults of a post-awakening world, and age into pragmatic midlife leaders. – Heroes (Civic generation): Born after an awakening, they grow up as protected children, come of age as the heroic young team-workers of a crisis, and age into energetic midlife leaders. – Artists (Adaptive generation): Born during a crisis, they grow up as overprotected children, come of age as the sensitive young adults of a post-crisis world, and age into thoughtful midlife leaders.
    • The Marxist Sequence: the marxist sequence of sedition by conflict generation consist of marxism(working class marxism), neo-marxism(anti-cultural), postmodernism(relativism, anti-truth, anti-merit, anti-excellence), political correctness (anti-truth), feminism (sex), libertarianism(middle class marxism), neoconservatism(ruling class marxism), woke (race marxism) as the sequence by which the radical left has sought to destroy the institutions of cultural production of the west by the self-confessed ‘march through the institutions of cultural production’, resulting in capture of education, academy, media, bureaucracy and state, augmented by the undermining of group homogeneity through immigration and replacement reproduction.

    [END]

    Source date (UTC): 2024-05-18 23:06:46 UTC

    Original post: https://x.com/i/articles/1791968702696460593

  • “Curt, why was the beneficent WASP elite of the first 150 years of America repla

    –“Curt, why was the beneficent WASP elite of the first 150 years of America replaced by hostile ethnic Powers That Be? Fatigue? Malice?”–

    Great Question:
    1. The end of the emphasis on families demonstrating tradition and loyalty (cultural nobility), success at performance in…

    Source date (UTC): 2024-05-18 23:05:33 UTC

    Original post: https://twitter.com/i/web/status/1791968394310193641

    Reply addressees: @DroopMountain @sqpatrick77

    Replying to: https://twitter.com/i/web/status/1791965247881748979

  • “Curt, why was the beneficent WASP elite of the first 150 years of America repla

    –“Curt, why was the beneficent WASP elite of the first 150 years of America replaced by hostile ethnic Powers That Be? Fatigue? Malice?”–

    Great Question:
    1. The end of the emphasis on families demonstrating tradition and loyalty (cultural nobility), success at performance in military or industry, and the conversion of those ‘natural elites’ to those without demonstrated capacity or success in real world environments via credentialism in the academy – which is just, as is obvious at present, a secular clerisy. At least, outside of the subset of the STEM disciplines.
    2. While it does not seem to have been detrimental to expand the franchise to all white males in the early 19th century – it was so by the latter part of the century. This problem could ahve been avoided by opening the Franchise but only a new lower House, that had only veto and assent powers, not the capacity to introduce legislation. Worse, the introduction of women into the voting pool in 1920, without giving them a separate house of government, being the worst thing political decision we have made. Without that mistake there would be no left shift in politics after the war. Combined with direct election of the senators, by passing their appointment by the legislatures, thus further disempowering governors and states, and increasing the problem of mass democracy.
    So basically we took away all the loyalty and responsibility safeguards that were built into the traditional method of government.
    3. And as such these people set about undermining our common natural law and concurrent legislation trying constantly to impose policy that encourage and financed irresponsibility under the auspices of charity and care. The consequences have been, and are approaching the severity under which rome fell, and the dark ages followed.
    Cheers
    Curt

    Source date (UTC): 2024-05-18 23:05:32 UTC

    Original post: https://twitter.com/i/web/status/1791968394129952768

  • Although your framing “ensure male energy is directed towards them” is a very si

    Although your framing “ensure male energy is directed towards them” is a very simple and clear way of expressing the idea in easily understood language. 😉

    Source date (UTC): 2024-05-18 22:53:41 UTC

    Original post: https://twitter.com/i/web/status/1791965409278652635

    Reply addressees: @Lauhaz0 @AdamLaneSmith @iwishyouknewpod

    Replying to: https://twitter.com/i/web/status/1791957794968498231