(some important insights) [P]eter Hitchens (all), If you put the ‘dumbing down’ of the British population in historical context, it is an attempt to establish a secular version of christianity under pseudo-scientifc argument, and the closure of the church, and the extermination of the aristocracy, using forcible conversion by the state, using the same aggressive means that christianity was a successful attempt to establish a mystical christianity, using forcible conversion by the state, and the closure of the pagan temples and stoic schools, and the extermination of the aristocratic families. In the modern era, feminism and socialism and the attack on marriage and family have caused a population collapse as great as any plague in history. In the ancient era, the transfer of rates of reproduction from the middle and upper class to the lower classes, plus rapid immigration by the lower classes, was followed by devastating plagues that left the western roman empire indefensible. Our middle ages did not experience immigration, so we survived that plague. IN the ancient and modern world we did not, and may not unless we learn from it. In this context there is no difference between the prelude to the dark ages in the collapsing roman empire, and the prelude to another dark age in the collapse of the British empire. There is no talk necessary. We will destroy, fight and kill, or be little more than the priests at Lindesfarne as the boat people come to steal from us. Curt Doolittle The Philosophy of Aristocracy The Propertarian Institute Kiev, Ukraine https://www.youtube.com/watch?v=sV3rfd0JqGA
Theme: Education
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How and Why The Collapse of Britain Mirrors The Collapse of Rome: Pseudoscience Over Mysticism – But Still The Same Lie
(some important insights) [P]eter Hitchens (all), If you put the ‘dumbing down’ of the British population in historical context, it is an attempt to establish a secular version of christianity under pseudo-scientifc argument, and the closure of the church, and the extermination of the aristocracy, using forcible conversion by the state, using the same aggressive means that christianity was a successful attempt to establish a mystical christianity, using forcible conversion by the state, and the closure of the pagan temples and stoic schools, and the extermination of the aristocratic families. In the modern era, feminism and socialism and the attack on marriage and family have caused a population collapse as great as any plague in history. In the ancient era, the transfer of rates of reproduction from the middle and upper class to the lower classes, plus rapid immigration by the lower classes, was followed by devastating plagues that left the western roman empire indefensible. Our middle ages did not experience immigration, so we survived that plague. IN the ancient and modern world we did not, and may not unless we learn from it. In this context there is no difference between the prelude to the dark ages in the collapsing roman empire, and the prelude to another dark age in the collapse of the British empire. There is no talk necessary. We will destroy, fight and kill, or be little more than the priests at Lindesfarne as the boat people come to steal from us. Curt Doolittle The Philosophy of Aristocracy The Propertarian Institute Kiev, Ukraine https://www.youtube.com/watch?v=sV3rfd0JqGA
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Dear Academy: No. A Liberal Education Is Not A Good Thing. It’s A Bad Thing.
[C]hristopher. It has become increasingly clear to me that a liberal education only performs its upper and upper middle class adult function as part of a triumvirate of the church’s youth and lower class teachings in myth and idealism, and the military’s middle class teenage training in duty, truth and testimony. We practice a hierarchy of religious systems in the west, none of which alone can produce the uniqueness of western man. Western mans differentiation from the rest is caused by our treatment of the beauty of nature as sacred, our martial universalism, heroism, and truthful testimony before the jury, later improved dramatically by chivalry, piety, and idealism by the church, further improved by the prosperity produced by commercial servicing of others under the Saxon North Sea and river trading civilization that we mistakenly call by one of its effects: Germanic Protestantism above the Hanjal line. The church was a contributor but not a cause. So far the academy post Darwin and post separation from the church, seems to have been a net detriment to western civilization. And the principle means by which the academy has been a net negative has been the adoption of the Cosmopolitan Pseudosciences which the 21st century is rapidly overthrowing: Boazian social science, Freudian psychology, Marxist economics, cantorian mathematics, Frankfurt school politics. And the puritanical offshoots of feminist ethics, postmodern propaganda, and philosophy. If Christianity if not monotheism was the first really great lie perpetuated by propagandizing then pseudoscience from the lectern replaced mysticism from the pulpit. First we learn myths, then reason then science. And those who cannot climb that ladder remain at the prior rung. And how can a classical liberal education exist without grammar, rhetoric, philosophy, history, and debate? At present it appears that the empirical science saves us from the liberal reason just as reason saves us from the Christian/Jewish:Egyptian/Babylonian mysticism of the great lie. So, pray tell, what is a liberal education? Because at present the evidence is quite clear that it is a device for teaching pseudoscience largely to women, absent the test of it by the logic of debate under logical laws of grammar and rhetoric that survive comparison with history, for the sole purpose of profiting from the process of selling them pseudoscience? This criticism.damns the academy, damns the incentives of professors and the academy, damns the content they profess, and damns the vast consequences of their teachings: the use of women voters to systematically dismantle rule of law, the great compromise that is the nuclear family, the inter-generational transfer of knowledge using savings and interest, and the second conquest of the west by pseudoscience women, slaves and immigrants – for profit. So completely similar to the first conquest of the west with the first great lie of monotheism by women, slaves, and immigrants. If anything we must damn the academy and the liberal education as nothing more than profiteering from the systematic destruction of western civilization. And I come to this conclusion from the data. Not from introspection, wishful thinking, and the stated ambitions of the academy – that would require rhetorical fallacy contrary to the evidence. Curt Doolittle The Philosophy of Aristocracy The Propertarian Institute. Kiev, Ukraine. http://www.theimaginativeconservative.org/…/liberal-educati…
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Dear Academy: No. A Liberal Education Is Not A Good Thing. It’s A Bad Thing.
[C]hristopher. It has become increasingly clear to me that a liberal education only performs its upper and upper middle class adult function as part of a triumvirate of the church’s youth and lower class teachings in myth and idealism, and the military’s middle class teenage training in duty, truth and testimony. We practice a hierarchy of religious systems in the west, none of which alone can produce the uniqueness of western man. Western mans differentiation from the rest is caused by our treatment of the beauty of nature as sacred, our martial universalism, heroism, and truthful testimony before the jury, later improved dramatically by chivalry, piety, and idealism by the church, further improved by the prosperity produced by commercial servicing of others under the Saxon North Sea and river trading civilization that we mistakenly call by one of its effects: Germanic Protestantism above the Hanjal line. The church was a contributor but not a cause. So far the academy post Darwin and post separation from the church, seems to have been a net detriment to western civilization. And the principle means by which the academy has been a net negative has been the adoption of the Cosmopolitan Pseudosciences which the 21st century is rapidly overthrowing: Boazian social science, Freudian psychology, Marxist economics, cantorian mathematics, Frankfurt school politics. And the puritanical offshoots of feminist ethics, postmodern propaganda, and philosophy. If Christianity if not monotheism was the first really great lie perpetuated by propagandizing then pseudoscience from the lectern replaced mysticism from the pulpit. First we learn myths, then reason then science. And those who cannot climb that ladder remain at the prior rung. And how can a classical liberal education exist without grammar, rhetoric, philosophy, history, and debate? At present it appears that the empirical science saves us from the liberal reason just as reason saves us from the Christian/Jewish:Egyptian/Babylonian mysticism of the great lie. So, pray tell, what is a liberal education? Because at present the evidence is quite clear that it is a device for teaching pseudoscience largely to women, absent the test of it by the logic of debate under logical laws of grammar and rhetoric that survive comparison with history, for the sole purpose of profiting from the process of selling them pseudoscience? This criticism.damns the academy, damns the incentives of professors and the academy, damns the content they profess, and damns the vast consequences of their teachings: the use of women voters to systematically dismantle rule of law, the great compromise that is the nuclear family, the inter-generational transfer of knowledge using savings and interest, and the second conquest of the west by pseudoscience women, slaves and immigrants – for profit. So completely similar to the first conquest of the west with the first great lie of monotheism by women, slaves, and immigrants. If anything we must damn the academy and the liberal education as nothing more than profiteering from the systematic destruction of western civilization. And I come to this conclusion from the data. Not from introspection, wishful thinking, and the stated ambitions of the academy – that would require rhetorical fallacy contrary to the evidence. Curt Doolittle The Philosophy of Aristocracy The Propertarian Institute. Kiev, Ukraine. http://www.theimaginativeconservative.org/…/liberal-educati…
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ON SO CALLED BANNED BOOKS THAT ARE MERELY INCOMPETENT (re: RT story on supposedl
ON SO CALLED BANNED BOOKS THAT ARE MERELY INCOMPETENT
(re: RT story on supposedly banned books that aren’t)
Cosmopolitan (Ashkenazi) Marxist Critique in the form of Conspiracy Theories that can be explained as rational political incentives necessary to constrain the murderous expansion of Cosmopolitan (Ashkenazi) Marxist World Communism, by immoral people who have no moral intuitions, and no moral tradition, and no history of their own ability to hold territory against encroaching evil.
Some of the easiest markers of ‘critique’ are (a) the heaping of undue praise not met by market evidence, (b) the use of loaded and framed language rather than the analysis of rational incentives of the individuals involved (c) the use of moral argument instead of economic argument, (d) emphasis on the criticism of competing ideas rather than defense of the proposed idea.
The person being interviewed demonstrates all four of these (a, b,c, d) methods of Cosmopolitan (Ashkenazi) Marxist Critique, as well as borderline schizophrenic paranoia.
Books are marginalized because they demonstrate leaps of logic only possible for the borderline schizophrenic. That is because conspiracy theories that can be explained by Occam’s Razor as the result of rational incentives by normal moral people, can ONLY be analyzed as does the speaker and the books’ authors as the bias of borderline schizophrenic minds.
I’ll tell you all you need to know about the CIA: It’s a bunch of nerds trying to collect gossip and rumor in order to prevent the politicians from fantasizing just like this speaker does. The purpose of intelligence is to CONSTRAIN political action whenever possible. And that’s what the nerds pretty much do.
This man will undoubtably be ignored just as all the books he mentions, as well as all his ilk are. Because they’re laughable.
Curt Doolittle
The Propertarian Institute
Kiev, Ukraine
Source date (UTC): 2015-12-02 06:44:00 UTC
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Q&A: “Does The Propertarian Institute Give Classes?”
[T]he leadership (which is a small group that started at Hoppe’s Property and Freedom Society and grew from there) wants me to finish the first book. And for historical reasons it is better for a movement to have a finished ‘tome’ or ‘canon’ to work from before we start any formal training. We have ambitions to run additional conferences, and to employ a small number of people full time at the institute. We do currently host anyone who comes to visit us in Kiev or L’viv, and we do enjoy those visitors. My progress the past year has been affected by my startup company but that delay has also led to more time solving certain problems such as the reason altruistic people can be so easily lied to by means of half truth and suggestion. The longer this work takes me the better it gets. So I am not troubled by the delay. On the other hand, as most of us can observe, ‘consilience’ is occurring worldwide and particularly in the west, as the western enlightenment fallacy comes crashing to its multitude of ends. So in order to provide a manual for revolution and restoration of western high trust society, the reformation of classical liberalism, and the means of incrementally suppressing deceit just as we have incrementally suppressed all other forms of parasitism, I must finish while the ‘iron is hot’. Great minds may think alike, but minds of similar moral bias eventually think alike at all levels of society. And that consilience is occurring. I am just one part of a huge shift in thinking not seen since the enlightenment: the end of one philosophical framework’s usefulness for mankind, and the beginning of another. To some degree it is great privilege to live in these times. We can take credit for change. And that change may last for millennia. Curt Doolittle The Propertarian Institute Kiev, Ukraine
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Q&A: “Does The Propertarian Institute Give Classes?”
[T]he leadership (which is a small group that started at Hoppe’s Property and Freedom Society and grew from there) wants me to finish the first book. And for historical reasons it is better for a movement to have a finished ‘tome’ or ‘canon’ to work from before we start any formal training. We have ambitions to run additional conferences, and to employ a small number of people full time at the institute. We do currently host anyone who comes to visit us in Kiev or L’viv, and we do enjoy those visitors. My progress the past year has been affected by my startup company but that delay has also led to more time solving certain problems such as the reason altruistic people can be so easily lied to by means of half truth and suggestion. The longer this work takes me the better it gets. So I am not troubled by the delay. On the other hand, as most of us can observe, ‘consilience’ is occurring worldwide and particularly in the west, as the western enlightenment fallacy comes crashing to its multitude of ends. So in order to provide a manual for revolution and restoration of western high trust society, the reformation of classical liberalism, and the means of incrementally suppressing deceit just as we have incrementally suppressed all other forms of parasitism, I must finish while the ‘iron is hot’. Great minds may think alike, but minds of similar moral bias eventually think alike at all levels of society. And that consilience is occurring. I am just one part of a huge shift in thinking not seen since the enlightenment: the end of one philosophical framework’s usefulness for mankind, and the beginning of another. To some degree it is great privilege to live in these times. We can take credit for change. And that change may last for millennia. Curt Doolittle The Propertarian Institute Kiev, Ukraine
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The Curriculum
[T]HE UNIFYING METHOD: HISTORY: The Evolution of Each As A ‘Technology’ That People Used To Solve Problems. (ie: no wrote.) ARTS – Personal Myths and Legends, Literature, Biography, History(anthropology, archaeology), Geography, Space Reading, Writing, Programming (note that programming is an extension of writing) Health and Hygiene, Diet, Discipline, Diary, Tradition, Ritual, Feast(cooking), Holidays, Celebration. Beauty: The Fine Arts(content), Design(aesthetics), Craft (construction) ETHICS – Interpersonal Virtue (excellences), Ethics and Morality, Natural and Common Law, Jury, Testimony, Grammar, Logic and Rhetoric Family(siblings and parents), Friendship, Alliances, Leadership, Romance, Marriage and Home, Parenting, Aging, Retiring, Death. Hospital, Emergency Services, Charity, Care -and- Commons, Construction, use and maintenance, Manners SCIENCES – Extrapersonal Arithmetic, Measurement, Accounting, Algebra, Geometry and Trigonometry, (Risk, Fragility, Probability and) Statistics, Calculus Science, Engineering, Macro physics(large), Planetology-Ecology, biology, chemistry, subatomic Money, Banking(credit, interest, notes, investments), Contract, Competition, Entrepreneurship (private), Politics (commons), Economics War, Strategy, Tactics, Fighting, Sport, Fitness CRAFTS – Production Physical transformations (labor careers) Logical Transformations (calculation careers) Organizational Transformations (organizational careers) Institutional Transformations (cross organizational careers )
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The Curriculum
[T]HE UNIFYING METHOD: HISTORY: The Evolution of Each As A ‘Technology’ That People Used To Solve Problems. (ie: no wrote.) ARTS – Personal Myths and Legends, Literature, Biography, History(anthropology, archaeology), Geography, Space Reading, Writing, Programming (note that programming is an extension of writing) Health and Hygiene, Diet, Discipline, Diary, Tradition, Ritual, Feast(cooking), Holidays, Celebration. Beauty: The Fine Arts(content), Design(aesthetics), Craft (construction) ETHICS – Interpersonal Virtue (excellences), Ethics and Morality, Natural and Common Law, Jury, Testimony, Grammar, Logic and Rhetoric Family(siblings and parents), Friendship, Alliances, Leadership, Romance, Marriage and Home, Parenting, Aging, Retiring, Death. Hospital, Emergency Services, Charity, Care -and- Commons, Construction, use and maintenance, Manners SCIENCES – Extrapersonal Arithmetic, Measurement, Accounting, Algebra, Geometry and Trigonometry, (Risk, Fragility, Probability and) Statistics, Calculus Science, Engineering, Macro physics(large), Planetology-Ecology, biology, chemistry, subatomic Money, Banking(credit, interest, notes, investments), Contract, Competition, Entrepreneurship (private), Politics (commons), Economics War, Strategy, Tactics, Fighting, Sport, Fitness CRAFTS – Production Physical transformations (labor careers) Logical Transformations (calculation careers) Organizational Transformations (organizational careers) Institutional Transformations (cross organizational careers )
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THE CURRICULUM Virtue (excellences), Myths and Legends. Reading, Writing, Biblio
THE CURRICULUM
Virtue (excellences), Myths and Legends.
Reading, Writing, Bibliography and Literature
Testimony, Ethics and Morality,
Arithmetic, Accounting, Algebra, Geometry, Calculus
Grammar, Logic and Rhetoric
Craftsmanship (Science, Engineering, Craft)
Hospital, Emergency Services,
History, Politics, Economics
War, Strategy, Tactics, Fighting, Fitness
The High (Fine) Arts
Source date (UTC): 2015-12-01 08:23:00 UTC