The Coronavirus Makes Me Insane!

The following video (which is audio-only) was recorded surreptitiously in a German schoolroom. If this incident is representative of the emotional state of this particular teacher, she is likely to be facing severe stress-related medical disorders in the not-so-distant future.

Coronamadness is abroad in the land. It has infected a large proportion — possibly a majority — of the population in Western countries. That’s why I expect the vaccine to be made mandatory — when strong feelings are this prevalent among the electorate, it motivates politicians to enact repressive legislation that seems to solve the issue.

Many thanks to Nash Montana for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:

Video transcript:

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A Pedagogical Nightmare

Many thanks to Nash Montana for translating this article from the German tabloid B.Z. about a culture-enriching learning environment in Berlin:

“I’ll f*** your classbook!”

Teacher at a Berlin Hot-Spot School Talks Truth

With lots of enthusiasm in store, this teacher began her employment at one of Berlin’s hot-spot schools; the school has a 90% migrant ratio. She was convinced and she was certain that she could bring change to the place. But as a graduate in education she found herself extremely ill-prepared for the excruciatingly intolerable truth.

A permanent lack of teachers, ignorant parents, kids with extreme behavioral issues. “When a 9-year-old boy shows you the middle finger and says, ‘I’ll f*** your classbook’, what should I do then?” Katha Strofe (32, name changed*) asks.

Now Katha has written a book about her experiences: Leaks From the Teachers’ Lounge — My Year As a Teacher at the Elementary School of Horror. It was published on November 1, 2020 by Schwarzkopf & Schwarzkopf Press. She wrote the book under a pseudonym because: “I have to keep silent about the goings-on at the school — but my conscience tells me otherwise.”

Strofe passed her one-year teacher’s training with on-site security guards. Although she was originally hired to teach German in the Welcome Class for Refugees, she never even got there. “From the very beginning, I was used as a substitute teacher for all other subjects: Math, English, Art, even Sports, even though I wasn’t in the slightest qualified,” she says.

28 children were in her classes — many from problem families, half of them without any knowledge of the German language, and five special needs kids [Inklusionskinder] with no tutors.

A normal class according to the syllabus was simply not possible: “The few good students had it the hardest. While my attention was completely absorbed with putting out fires all the time, they stared holes into the air. In the fifth grade, I taught at the level of the second grade.”

Respect towards female teachers? Non-existent! “The kids, some of them from known large family clans, are miniature editions of their older brothers,” she says. “School was uncool, and when a kid had good grades, he got immediately trashed by the whole class.”

And further: “Homework gets done rarely. When I announce to them they should inform their parents about something, they laugh and say: ‘Why don’t you, if you can speak Chechen?’”

For parent-teacher conferences, only six mothers and fathers showed up. “They evade responsibility by telling the teachers, ‘You teacher, you do!’ And if they don’t like something, they cuss at us, and we get spat at.”

The stress at school has tough consequences: Katha Strofe developed insomnia; her sleep patterns were disturbed. She was full of fear and worry every time she showed up at school in the morning. And these weren’t isolated incidents! “30 to 40 percent of all teachers phoned in sick every single day,” she says. “I never knew which class I was supposed to teach that day. School didn’t make sense anymore. At some point all I did was copy mandalas so the students could color them in.”

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The Junior Mujahideen of Albertville

Many thanks to Gary Fouse for translating this article from F. DeSouche:

Albertville (73): Four children, aged 10, detained for “justifying terrorism, complicity and death threats”. Turmoil in the Turkish community (Update: The government defends itself.)

by Sebastien de Lyon
November 7, 2020

The Ministry of the Interior reacted on Twitter to this police operation, denying that the officers had “used disproportionate force”. The incident, revealed by a Turkish press agency on Thursday, had provoked strong emotion on social media.

France 3 (News)

The detention Thursday in Albertville (Savoy) of four pupils of CM2 at their homes, suspected of justifying terrorism, has been denounced by members of the Turkish community on social media, leading the authorities to justify their action…

Courier Picard (News)

The prosecutor of Chambery confirms that 4 pupils have been “detained” as part of an open investigation for “justifying terrorism, complicity and death threats”, following threatening comments (during) tributes to Samuel Paty.

Contacted by CheckNews, the prosecutor of Chambery confirms that an investigation for “justifying terrorism, complicity, and death threats” has indeed been opened due to the acts that occurred as part of ceremonies of tribute to the teacher, Samuel Paty, in an elementary school in Albertville.

“Several children made troubling remarks,” justifying the act of the terrorist and threatening a teacher by telling him, “You too. We will kill you,” stated the prosecutor.

Each of the four children is aged 10, “about ten years,” they have not been placed in custody (possible at 13 years) but within the legal framework of a detention.

Dr. Bhakdi on the Dangers of Masks and the Risks of the COVID-19 Vaccine

Professor Doctor Sucharit Bhakdi is a German virologist and professor of microbiology. He is an ethnic Thai who was born in the USA and educated at schools in Switzerland, Egypt, and Thailand. He studied medicine at the University of Bonn. He is the former head of the Institute of Medical Microbiology and Hygiene in Germany.

Dr. Bhakdi is 73 years old, and says he will never allow himself to be vaccinated against COVID-19.

Below are two videos featuring Dr. Bhakdi. The first is a brief clip in which the doctor examines the possible legal consequences for those German public officials who issue mandatory mask orders.

Many thanks to Hellequin GB for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:

The second video is a 20-minute interview with Dr. Bhakdi. Many thanks to MissPiggy for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:

Video transcript #1:

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The Latest Coronanews From Germany

Germany has one of the most totalitarian COVID regimes in the world, possibly the most severe outside China (although Britain is also in the running). Yet, oddly enough, public dissent in Germany about the government’s draconian behavior is more robust than just about anywhere else in the West, as you can see in the two videos below.

The first is a report from Aurich in Lower Saxony on the forcible COVID-testing of schoolchildren without their parents’ permission. Many thanks to MissPiggy for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:

The second video is a sober, reasoned monologue by a urologist named Yves Oberndörfer. Many thanks to Hellequin GB for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:

Video transcript #1:

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The Stubborn Persistence of Gender-Segregated Education in Sweden

The two news videos below are from the Swedish state broadcaster SVT. In them several education officials discuss a religious school (friskola, “free school”) which has persistently refused to obey the edicts of education authorities to hold classes in which boys and girls are not segregated.

The reports don’t specify the religion of the school’s administrators. They may be Unitarians, or possibly Buddhists.

Many thanks to FouseSquawk for the translations, and to Vlad Tepes and RAIR Foundation for the subtitling.

Video #1:

Video #2:

Video transcript #1:

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Fill Out the Form, or We’ll Take Away Your Kids!

The latest totalitarian escalation in the German coronavirus crisis is a threat by the authorities to take away people’s children if they don’t fill out a form properly and have their child take it to school every day.

Many thanks to MissPiggy for the translation, and to Vlad Tepes for the subtitling:

Video transcript:

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José Ortega y Gasset on Self-Satisfaction and Specialization

Thomas Bertonneau’s latest essay discusses José Ortega y Gasset’s most well-known work.

José Ortega y Gasset on Self-Satisfaction and Specialization

by Thomas F. Bertonneau

The Revolt of the Masses (1930) by the Spanish philosopher José Ortega y Gasset (1883-1955), like many books openly critical of modern trends, was once celebrated and judged to be something of a contemporary classic, but it has gradually, over the last four or five decades, vanished from awareness even among the supposedly educated. I read it for the first time in the early 1970s when I pursued (rather fitfully, I confess) my undergraduate degree at the University of California, Los Angeles. The College Library possessed two copies, an indication of how widely the book circulated in the middle of the Twentieth Century. Were one to canvass today’s English or History faculties, familiarity with Ortega’s book would likely be non-existent; it would be a rare incident even if so much as the name Ortega registered with humanities professors in their thirties and early forties.

The Revolt nevertheless speaks to the present moment with increasing pertinence, as do many similar books of its day, such as Oswald Spengler’s Hour of Decision (1934) and Eric Voegelin’s New Science of Politics (1952), which likewise have lost all currency. The Revolt also describes those who know not of it and who think that knowledge is circumscribed by the syllabus of their graduate studies. The Revolt illuminates a remark made by Alain de Benoist and Charles Champetier in their Manifesto for a European Renaissance (2012): “Modernity has given birth to the most empty civilization mankind has ever known.” Two chapters of The Revolt offer themselves as especially relevant to the situation of the West in the second decade of the Twenty-First Century — “The Self-Satisfied Age” and “The Barbarism of Specialization.” First, however, a brief summary of Ortega’s general argument is in order.

The late Nineteenth Century, according to Ortega, saw the sudden rise in Europe of economies of abundance. This mounting wealth resulted, in the first part of the Twentieth Century, in mass man, a social and cultural phenomenon that adapted itself, but in no positive way, to the advent of material ease and comfort. Mass man reaped the benefits of a civilization to which he had in no way contributed, which he failed to understand, and which he took entirely for granted, identifying it as the natural background to his existence. By the power number alone, mass man, in Ortega’s phrase, intervenes everywhere, breaking down the hierarchical aspects of society and culture, while assimilating to himself — that is, to his limitation and incapacity — every institution. Mass man undertakes no projects, but contents himself with diversion. If he were to labor, it would be reluctantly, without commitment, and for the sake of diversion. Ortega defines mass man as “he whose life lacks any purpose, and simply goes drifting along.” This Homo novus has proliferated with such celerity that he overwhelmed any possibility of education. Thus, in Ortega’s words, “heap after heap of human beings have been dumped onto the historical scene at such an accelerated state, that it has been difficult to saturate them with traditional culture.” Mass man experiences a privative consciousness bereft of history, ignorant of the ancestors, and by tendency self-centered. He is egocentric in the extreme, in fact, but with the codicil that his ego remains at an infantile level of development.

A key to grasping mass man, Ortega argues, lies in the discovery of his most fundamental assumption concerning himself, namely that he is “exempt from restrictions.” Mass man also takes a stance of “radical ingratitude towards all that has made possible his existence,” a disposition related to his lack of any historical perspective or knowledge. Whereas “the ordinary man of past times was daily taught… elemental wisdom by the world about him,” because instability continually unbalanced that world; yet, “the new masses find themselves in the presence of a prospect full of possibilities, and furthermore, quite secure, with everything ready to their hands, independent of any previous efforts on their part.” This almost automatic proffering of goods and services in response to mere whim provokes in mass man “the psychology of the spoilt child.” The child of indulgence confidently presumes his priority over everyone else, and his superiority to anyone who thwarts, or attempts to thwart, him in his desires. He “makes no demands on himself, but contents himself with what he is, and is delighted with himself.” Ortega’s phrase — “full of possibilities” — requires qualification. The range of “possibilities” that interests mass man remains quite narrow. What one specimen of mass man wants, every other specimen of mass man also wants. Mass man brings an unprecedented conformity and homogeneity to his milieu.

These trends, including the abrupt dominance of this new, vague variety of human being, have expressed themselves, as Ortega puts it in one of his chapter titles, in “A Self-Satisfied Age.” Let it be said that the label that applied justly to the civilizational scene of Europe in 1930 applies no less justly, but with greater justice than ever, to the civilizational scene of North America ninety years later. Ortega could be sketching a portrait, for example, of the typical college freshman of 2020 in one of the state systems of (so-called) higher education, or of a self-declared “expert” prattling about this, that, or another thing on one of the cable news channels. The current chapter of modernity — or of “post-modernity,” as it preeningly calls itself — is undoubtedly ten times as self-satisfied, as entitled and narcissistic, as its precursor-chapter. What, then, are the basic characteristics of a “Self-Satisfied Age” or, rather, of the constituent personality of that Age? Ortega draws from his previous analysis three chief traits: “An inborn, root-impression that life is easy, plentiful, [and] without any grave limitations”; “contentment with himself [as he is that] leads [mass man] to shut himself off from any external court of appeal”; and a tendency “[to] intervene in all matters, imposing [his] vulgar views without respect or regard for others.” Ortega unites these traits, while emphasizing the third trait or vulgarity, under the damning etiquette of “spiritual barbarism.” Because “all life is the struggle, the effort to be itself,” and because mass man never struggles, but only revels in diversion, spirit or self has no inward grounds on which it might consolidate or exercise itself. It never appears.

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The Muslim Brotherhood Penetrates the Swedish Defense Forces

Many thanks to FouseSquawk for translating this article from the Ledarsidona blog:

Muslim Brotherhood established in Swedish total defense

May 2, 2020

In the shadow of the Corona crisis, the Muslim Brotherhood network of organizations has begun to establish cooperation with the defense forces’ civil society organizations. A consortium of ABF (Worker Education Association) and the Swedish Church, which again makes it clear the high level of the Brotherhood’s organization as well as communication skills. A capacity that has been built up over a long time.

Defense trainers are a nationwide voluntary defense organization, and their activity ranges from individual security to defense of the community. Defense trainers are responsible for recruiting, training, and writing up voluntary agreements for both defense forces and crisis readiness.

  • Specialists such as caregivers, scouts, CBRN soldiers (Chemical, Biological, Radiological and Nuclear), who handle hazardous substances, field cooks and information officers for the Home Guard.
  • Agreements for crisis readiness in order to increase stamina in case of crisis in, for example, communication, health protection, hazardous substances, or nuclear accidents.

Defense trainers are responsible for comprehensive activity within both Sweden’s defense and crisis readiness.

Together with the municipality of Huddinge, defense trainers arrange free digital training in crisis readiness for security. Training consists of three 15-minute films, and there are texts in Arabic, Kurdish, and Turkish as well as in Swedish sign language. The training is offered in cooperation with ABF Huddinge and the Swedish Church in Huddinge, as well as the Ibn Rushd Study Association.

The Ibn Rushd Study Association is one of the Muslim Brotherhood’s network organizations in Sweden. Through personal unions and activity, like for example, the now-defunct Muslim Family Days, there is a direct connection with the Islamic network. Mainly through the connections among Ibn Rushd, Sweden’s Young Muslims, and FIFS, (United Islamic Associations in Sweden), which constitute the links to, among others, the Muslim Brotherhood’s Egyptian organization as well as the Brotherhood’s ideological leader, Yussef al Qaradawi.

It is not only in Johan Westerholm’s “Islamism in Sweden” (Greycat 2020) where personal unions between the Muslim Brotherhood and Ibn Rushd are presented. Also, not least, that the Muslim Brotherhood rests upon a totalitarian and fundamentally fascist ideology.

Within the defense sectors, there is knowledge of this, and the Public Education Council has come to the same conclusion. The Public Education Council’s report on the Ibn Rushd Study Association by Professor Erik Amnå, “When Trust Is Tested”, comes to the same conclusion. Amnå points out earlier warning signals in the form of the report that FOI (Swedish Defense Research Agency) produced for the SST (Swedish Support to Faith Communities) authorities through Rickard Lagervall. This study concluded that the study association, at the founding of the organization, rested upon the Brotherhood’s ideological and theological interpretation of the Koran.

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Twerking Our Way to Cultural Annihilation

I must admit that the video below was very difficult for me to watch; it took me almost a week to see it all, watching thirty seconds or a minute here and there. It was excruciating, because the topic is so appalling and disheartening. It made me glad that I home-schooled my son until he was twelve, and that he never attended public school. Mind you, when the future Baron was young, the schools were nowhere near as bad as they are now. And it seems that British schools have descended even further into the behavioral sink than American ones have.

The video excerpt features Tommy Robinson, who was one of the featured speakers at the launch of a new organization called Hearts of Oak. The group was founded by Alan Craig (whom long-time readers will remember as the leader of organized opposition against the London Mega-Mosque), Lord Pearson, Peter McIlvenna, Carl Benjamin (a.k.a. Sargon of Akkad), and numerous others.

The group is taking a principled stance in the Culture Wars, in particular against the devastation wrought by the “Trans” lobby in British primary schools. Be warned: the video excerpts included in Tommy’s presentation are not for the faint-hearted.

Tommy has taken the unusual tack of aligning himself with the parents of Muslim schoolchildren in Birmingham. These parents opposed the mandatory exposure of their children to trans indoctrination. Like Tommy, when the news stories about the controversy first appeared in the news feed, I found myself agreeing with them: “They’re right. Their kids shouldn’t be forced to participate in this filth.”

So this is a “strange bedfellows” moment for Tommy Robinson.

Many thanks to Vlad Tepes for editing and uploading this video:

The Cultural Enrichment Game

MissPiggy has translated an article from the Kronen Zeitung about propaganda workshops in a Vienna school that force children to role-play the experience of migrants when they apply for asylum.

The translator includes this note:

People need to know what kind of deviant vileness they are imposing our children WITHOUT permission. THEY ARE THE ENEMY. Those are tactics the enemy uses. Sneaky and perverted brainwashing.

The translated article:

Vienna

CHILDREN BEING MARKED and the fuss made over “refugee games” in the Viennese School

by Michael Pommer
January 22, 2020

The suspicion sounds really unbelievable: Somewhere between breakfast and homework, children at a Viennese school are said to have been forced into a “refugee game” in order to experience first-hand what it feels like to be displaced. Asylum associations actually offer such workshops for educational institutions.

And this is how the story is supposed to have happened: Students at an educational institution were forced to play the game. As soon as they arrived in the building, so the accusation goes, they were treated like refugees, even being marked as such with coloured bands of fabric.

But the story goes even further: The 12- to 14-year-olds were made to wait a long time in a room. Apparently to simulate through first-hand experience the complexity and the psychological terror caused by an asylum application procedure.

Not discussed with parents

Sounds absurd, but such workshops really do exist. They are offered by the Asylum Coordination Austria, among others. “Has this been arranged with the parents?”, the Krone asks. “No, what for?” responds the employee Herbert Langthaler. “We’ve already had 10,000 students in such workshops.”

Department of Education audits

This “game” is advertised something like this: “The aim is to highlight the experiences of displaced people and the emotions associated with them, such as fear, loneliness and despair.” The Directorate of Education considers this to be problematic and is examining it.

Hat tip: Elisabeth Sabaditsch-Wolff.

The Old Communist League

For the past few weeks I’ve been sorting through and curating the contents of a huge ancient trunk that came down here from my mother’s house more than fifteen years ago, after she died and her house was put up for sale. The material in the trunk dates from 1965 to 1973, and includes memorabilia and school papers from my time in England. I hadn’t laid eyes on anything in the trunk since it was put in there in 1973, so this has been a real trip down memory lane.

Tucked inside one of the school notebooks was a flyer containing the “Manifesto for Secondary Schools” from the Young Communist League. I took my O-levels and A-levels at Harrogate High School in the West Riding of Yorkshire in the late ’60s, and was probably handed the flyer by some politically zealous schoolmate in about 1969, when I was in the sixth form. I was largely apolitical in those days, so I must have stuck the thing in a notebook and promptly forgot about it. The trunk in which it rested for five decades was all but airtight, so the flyer is in pristine condition.

Readers will find it interesting to look at the demands made by the YCL and assess to what extent they have been met in the fifty-one years since the manifesto was printed. The people who wrote it must have been a few years older than I was at the time, which would put them in their early seventies now. Is that Jeremy Corbyn’s cohort? Are they the men and women who now preside over the Labour Party?

A side-note: In their tract the revolutionaries made reference to “racialism” in British society. Back then I was bilingual — fluent in both British and American — and kept in my mind an extensive lexicon of differences between the two languages, so that I could speak and write properly in the context of my schoolwork. I considered “racialism” to be the British version of what Americans called “racism”. Evidently the Brits have since adopted the Americanism, because these days you almost always read “racism”.

[There has been extensive borrowing in both directions since the Digital Age dawned. For example, I’ve actually seen British writers refer to the “sidewalk” instead of the “pavement”. Horrors! But it works both ways — Americans say “early on” nowadays, but I had never heard the idiom before I moved to England, and considered it a Briticism while I lived there.]

Below is the full text of the manifesto from the Young Communist League, ca. 1969. All italics are in the original.

Young Communist

MANIFESTO FOR SECONDARY SCHOOLS

A spectre is haunting the citadels of power — the spectre of revolutionary youth.

Our generation is determined not to make the mistakes of the present holders of power. We are determined to end hunger, racialism, social injustice and war. And our struggle for a better world does not stop at the school gate. There is much to be done in our schools.

Soon 18-year-olds may be considered adults in the eyes of the law. Therefore, from the middle of the secondary school, we demand to be considered as young people rapidly approaching adulthood. Senior students should have full democratic rights, including participation in the government of the school.

We make these demands, not only in defence of our own rights, but also in order that the secondary schools — in which all young people spend at leas four years — shall fully carry out their function as the most important institutions for the education of the members of our society.

These are our demands, and we are prepared to take direct action to win them:

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Swedish Education in Free Fall

The article below provides a useful follow-up to my earlier post about culturally enriched education in Sweden. It was published last April in Samhällsnytt.

Many thanks to FouseSquawk for the translation:

Teacher: Swedish schools in free fall

In all the years I have had the benefit of teaching young people, I have felt that I have a task to fulfill. A child who learns to read, write, and count, discovers the world, and I have the possibility to open up the world for them. Today the world has unfortunately been opened up for Swedish school children in a more brutal way.

In this and thousands of other classrooms in Sweden, we have received newly-arrived children and young people. Children and young people who cannot read, write or count. These children and young people are placed in classes with Swedish pupils who can read, write and count.

Of course, I as teacher have to prioritize and help the newly-arrived to learn the language. Many are completely illiterate and have never had the possibility of going to school. Anyone can figure out that this affects the Swedish pupils who don’t get my help and knowledge to develop their education. Unfortunately, Swedish parents do not understand that this affects their children.

There are some newly-arrived young people who struggle and invest everything to be able to learn and go further with education, and may become doctors, lawyers or programmers. To teach these ambitious newly-arrived young people is a joy for me as teacher and educator.

Then there is a large mass of the newly-arrived. The ones who ignore school, who ignore the teaching, who are unpleasant and rude. Some are even threatening. From feeling happy when I go to my work, now I go with pain in my stomach.

I know I will be called a “damned whore”, “damned pussy”, and I know I will hear, “You don’t decide for me.” There will be mess and noise in the classroom, the hallways, the schoolyard and the dining room. Changing rooms where classes change for physical education classes will, as usual, be places where girls don’t dare change since boys will show up and sneakily photograph the girls.

Showering is not on the world map for girls and even for some boys in school. It is enough that one or two pupils refuse to follow the instruction and scream “shut up” at me every time I am going to say something; thus is the lesson destroyed for 28 other pupils who want to learn something.

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