Marx the Merciless and the Deadly Socialist Ray

 

…Kulaks to conquer, Kulaks to enslave in Clay, property to plunder…

flash gordons trip to mars 1

THIS JUST IN!!

A mysterious beam has been focused on Earth’s citizens. It is sucking the wealth out of people!  The ray is said to be coming from the dead planet Marx. But wait. Professor Zharkov had miscalculated.  The deadly beam is coming from the planet Ruling Class.

It seems that there is a new emperor in town:  Marx the Ideologically Merciless!  And he is using a powerful integrated Collectivist Ray against the people of earth.  The deadly Supreme Socialist Ray or SSR is focused directly on Earth’s citizenry and right on their property. The citizens of earth are fleeing, taking their possessions and hoping not to feel the burn.

I am being told that the wicked Queen Hillary Azura has formed a partnership with the evil emperor Marx the Merciless on planet Ruling Class.  This witch’s powers include the ability to transmute people into figures of living clay, condemning them to live in darkened caves.  She employs the incense of forgetfulness to subdue her enemies.  She is hated and feared by the country class.

Marx the Merciless has also allied himself with other nefarious characters and groups:  the Red Hammer of Sanders organization, the unscrupulous Queen Rubia E. Warren, BHO the shape shifter and the Carnage Corporation. With his life altering ray focused directly on you, Marx the Merciless hopes that “individual economic actions and individual property, rights will be altered and abridged” forever.

 

dale arden 1—Reporting for the Daily Altoid, this is Happy Hapgood’s daughter Snappy Hapgood.

(Snappy has video of the Ruling Class Planet’s attack on the Country Class Planet and the valiant efforts being made to stop Marx the Merciless in his tracks…) Flashs_Ship_movie

 

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“In any event the Commission is convinced by its interpretation of available empirical data that the actually integrating economy of the present day is the forerunner of a consciously integrated society, in which individual economic actions and individual property, rights will be altered and abridged.”

“Conclusions and Recommendations for the Social Studies, Carnegie Corporation, 1934.”

The Supreme Socialist Ray’s unearthly effects are being directed at your children in the classroom…

From Investigation of the Social Studies in the Schools

“8. Under the molding influence of socialized processes of living, drives of technology and science, pressures of changing thought and policy, and disrupting impacts of economic disaster, there is a notable waning of the once widespread popular faith in economic individualism; and leaders in public affairs, supported by a growing mass of the population, are demanding the introduction into economy of ever wider measures of planning and control.

9. Cumulative evidence supports the conclusion that, in the United States as in other countries, the age of individualism and laissez faire in economy and government is closing and that a new age of collectivism is emerging. “

 

Earth must find a way to destroy Marx’s Socialist ray before the Earth is doomed!!!

Caution: A Faraday shield will only protect your electronic gadgets from Electromagnetic Pulses (EMPs). It won’t protect you from Egregious Redistribution Impulses (ERIs)!!!

Humanity Thrives on Moral-Guided Free Market Economics and Acts of Creation

In response to the collectivist ideologies of Barack Obama and Elizabeth Warren and their proposed free market epitaph “You didn’t build that…” I offer two videos that provide insights about our humanity, creation, transcendence and economics. Epicurus, by the way (see previous posts regarding Epicurus), knew about humanity at a base level. Epicurus withdrew from transcendent.
The first video includes an interview with Rev. Robert A. Sirico of the Acton Institute. I first heard this interview while watching Fox Business’ Varney & Company. It contains a surprise ending.

In the second video Rev. Robert A. Sirico speaks at Creighton University about his conversion from Marxism and socialism and his reckoning of justice with a God-given humanity and transcendence. He speaks of going on to embrace a morals-directed free market economics which in the act of creation produces a bigger pie for all to share in.
Transcendence takes acknowledgement and submission to the Sublime. It takes one to be faithful in small things. .And, what you create-“build”-transcends all the output of man-made ideologies and political jingoisms. Grab some coffee first before you sit back and enjoy truth.

Worker Bees, Outcome Based Education and Our Little Ones

The US education reform system creates…”Worker bees—cooperative, collaborative, team players, not too well educated but willing to work for a pittance for the good of the collective whole (ie, the state). Knowledge is power! A culturally illiterate nation will not long remain free. William Pearson Tolley, Chancelor of Syracuse University, wrote, in 1943,

“In a slave state, vocational training may be education enough. For the education of free men, much more is required. “”

As parents look at education reform, little do they realize that education and the purpose of education are being transformed. No longer is education to produce an innovative, creative, intelligent child, who has a broad but intensive liberal arts background such that he or she can reach for the star of stars of his or her choice. The purpose of education, under this transformation, this paradigm shift, is to mold the child to meet the needs of the global economy of the 21st Century, to produce a world class worker with the attitudes, values and beliefs wanted by big business.” Lynn Stuter (emphasis mine)

Above quotes from: http://www.learn-usa.com/education_transformation/~education.htm

The following quotes are from Lynn M. Stuter’s The Psychology of Becoming:

Some might look at this title and think, “This sounds like something from Abraham Maslow or Carl Rogers.”

The world view of systems governance is humanism, a religion immersed in the concept that “no deity will save us, we must save ourselves” (Humanist Manifesto, 1973). To that end, systems governance has been developed and fine tuned over a period of several decades, the purpose being to “create the future;” to decide what the world is to look like at a designated future time, then design and align everything to achieve that vision. The ultimate goal is to attain and maintain the global sustainable environment.

The concept that we must save ourselves finds basis in the humanist principle that man has no spirituality or self-determinism, that man is merely a product of his environment and must, therefore, be “conditioned” to the perceived environment of the “created future” as one system of many systems.

Conditioning necessarily requires the change of one’s existing world view — one’s existing attitudes, values, and beliefs, one’s existing behaviors. In book after book written by those advocating systems education, that it is the behavior of the individual that must be changed is apparent:

“… a large part of what we call ‘good teaching’ is the teacher’s ability to attain affective objectives through challenging the students’ fixed beliefs and getting them to discuss issues.” (Bloom, 1964)

“The individual acts consistently in accordance with the values he has internalized at this level, and our concern is to indicate two things: (a) the generalization of this control to so much of the individual’s behavior that he is described and characterized as a person by these pervasive controlling tendencies, and (b) the integration of these beliefs, ideas, and attitudes into a total philosophy or world view.” (Bloom, 1964)

“Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ patterns of behavior, it becomes important to recognize that any statement of the objectives … should be a statement of changes to take place in the student.” (Tyler, 1949)

“… education, as now conceived, leads to demonstrable changes in student behaviors, changes that can be assessed using agreed-upon standards.” (Conley, 1993)
The question becomes how to achieve the change in behaviors … world view … attitudes, values and beliefs.

George Wilhelm Friedrich Hegel developed a process known as the Hegelian Dialectic in which opposites (thesis and antithesis) are brought together in compromise (synthesis) to form a new thesis which becomes the view of the group participants, individually and as a whole. Hegel theorized that through a continual use of this process, small groups would evolve to a “higher plane” signified by their becoming part of an ever larger group, until “oneness of mind” in a society theoretically would occur.

Today, this process is known by at least three other names: the Delphi Technique, the Alinsky Method, and the facilitated process of consensus building. It is also the process of the “guide on the side, not the sage on the stage” ~ the teacher (now called a facilitator) in the classroom. It is the process of critical thinking, conflict resolution, peer mediation, focus groups, consensus circles … The process has the effect of forcing the individual, in order to be a member of the group (which is aggressively encouraged and pursued), to give up his individual beliefs for the beliefs of the group.

Building on Hegel’s theory, Marx came to the conclusion that religion, with its authoritarian principles and higher authority, caused alienation of the individual from the group. As such, Marx wrote, religion is antithetical to the cohesion of the group and must be eradicated.

The Hegelian Dialectic is about compromise ~ the bringing together of opposites, and from those opposites, theoretically, a new truth emerges. In this environment, there is no right or wrong answer, only differences of opinion ~ how people “feel” about an issue. In this setting right and wrong stand on equal footing.

What happens when you synthesize right (good) and wrong (evil)? Which will prevail, right or wrong?

If you believe that man is inherently good (humanist world view), you will say that man will choose right over wrong, good over evil. But if you believe that man has a sin nature (Christian world view), then you will say that man will, unless he has been instilled with a moral compass of right and wrong in obedience to the teachings of a higher authority, choose wrong or evil.

 

So it is, in consensus building, that right does not prevail, but wrong does prevail in the name of synthesis. As stated in one conflict resolution curriculum, “conflict resolution is rarely about honesty or establishing truth~it is more about unifying perceptions.” (Bodine, 1994) If you have a bully and his victim in conflict resolution or peer mediation to achieve consensus (compromise), who will prevail in such an environment? Obviously, the bully will prevail.

Returning to the concept that man must be conditioned to the perceived environment, one proponent of the New Age world view wrote:
“You can only have a new society, the visionaries have said, if you change the education of the younger generation. … Of the Aquarian Conspirators surveyed, more were involved in education than in any other single category of work. … Marion Fantini, former Ford consultant on education, now at the State University of New York, said bluntly, ‘The psychology of becoming has to be smuggled into the schools.'”

At this point, it is imperative that we remember what the new basics are: “team work, critical thinking, making decisions, communication, adapting to change and understanding whole systems” (WTECB, 1994)
As noted above, in book after book, advocating systems education, it is made very clear that behavior must be changed to achieve the wanted outcomes or exit outcomes defined at the state level, benchmarked to the national goals for workforce development, and implemented at the local level. Assessments are the tool used to determine if the wanted behaviors are being achieved.

This is occurring in the classroom via teachers (facilitators) and paraprofessionals (facilitator aides); in the counselor’s office; in the school psychologist’s office; on the playground and in the hallways via social workers who watch students and note their observations (called “profiling”).

 

What is happening in the classroom, in the name of education reform, amounts to medical malpractice. What is even worse is that the created future cannot be achieved unless a majority of children in the government school acquire the wanted belief system. That psychological manipulation is the only route (because the philosophy is not normal or natural to the human condition) from present to future should serve as a wake-up call to parents and citizens.

But many parents are going along with this, believing their child(ren) actually needs psychological help. Very few children really need psychological help, and those who do certainly do not need the type of psychological help they are getting in the government school.

The name that has been given this non-directive, feelings based education system is “psycho-education.” Psycho is right. It is destroying or badly damaging young lives and leaving children ill-equipped to meet the realities of the world beyond the classroom.

Some Christian parents send their child(ren) to the government schools, believing that in so doing, they are following the commandment of God to “go forth and witness.” The bible also says, in three consecutive chapters;
“But whoever causes one of these little ones who believe in Me to sin … to stumble … to be offended, it would be better for him if a millstone were hung about his neck, and he were drowned in the depth of the sea.” (KJV)
Can we surmise that Christ commanded us to protect these “little ones” from harms way? Most adults could not withstand what these children are being subjected to on a daily basis in the closed environment of the government school. How could any Christian parent believe their child(ren) could withstand the same?

Quotes from Lynn M. Stuter – The Psychology of Becoming (February 26, 2003!!!)

Now a few chilling words from Cynthia Weatherly:

 

 

 Education:

Logocentrism

A Landscape With Dragons; Harry Potter and the Paganization of Culture

The Deliberate Dumbing Down of America

The New School: How the Information Age Will Save American Education from Itself

The Higher Education Bubble (Encounter Broadsides)

 

Educators:

The People of the “White Privilege” Lie

Coat Check

Social justice.  The very words conjure up radical emotions towards the inequality of means.  The response by those guided by such vacuous and subjective words is almost always “We have to do something to make things right, to make things fair.” So off they go in the direction of collectivism and socialism seeking fairness.  To them these sociopolitical ideologies offer fairness and a fairness which must be won at any cost. But as the bumper sticker says, “Social Justice is neither.” And, it certainly is not fair.  If it is anything it is manifested envy, pure and simple.

 The story of Fairness and his brothers Envy, Ungrateful and Solipsism is four thousand years old. It is the story of Joseph being given a coat.

 Recapping the Old Testament story from Genesis:  Jacob and Rachel had a son named Joseph. Joseph was the youngest of Jacob’s eleven sons born in the service of Laban. The twelfth son, Benjamin, was born later in Canaan. Joseph’s father Jacob favored Joseph and gave him a special coat as a gift; as a result, he was envied by his brothers, who saw the special coat as an indication that Joseph would assume family leadership. His brothers’ suspicion grew when Joseph told them of his two dreams (Genesis 37:11) in which all the brothers bowed down to him. The envy of the brothers may also have stemmed from the fact that Joseph was the son of Rachel, Jacob’s first love.

The narrative tells that his brothers plotted against Joseph when he was 17, and would have killed him had not the eldest brother Reuben, who, even though had the most to lose if Joseph ascended to a family leadership role, interposed. He persuaded them instead to throw Joseph into a pit and secretly planned to rescue him later. However, while Reuben was absent, the others planned to sell him to a company of Ismaelite merchants. When the passing Midianites arrived, the brothers dragged Joseph up and sold him to the merchants for 20 pieces of silver. The brothers then dipped Joseph’s coat in goat blood and showed it to their father, saying that Joseph had been torn apart by wild beasts…

Popular social psychology suggests that a father figure should give a fair share to his children in order to not hurt the child’s id or ego or self-esteem, what have you. The same thinking would blame the parent for discriminating with his favor. This thinking would continue to say that Jacob was unfair to Joseph’s brothers and that the family was dysfunctional at best. Popular psychology would not hold Joseph’s brothers accountable for their actions.  Popular psychology would blame the father and the dysfunction around the brothers.

 The brother’s, of course, looked at what they didn’t get from their father and became obsessed with Joseph’s position of favor in their father’s eyes. And though each of them knew the largesse of their father for many more years than the youngest sibling Joseph they didn’t regard this of any value.  Instead they collectively chose to obsess about what they viewed as Joseph’s privileged life. Well, you know where that led – to the slavery of Joseph, the loss of fellowship with their brother and the father’s loss of a son – all for the bottom line of greed and envy, the progenitors of social justice and fairness. Their “self-righteous” ends justified their means.  This is moral relativism. 

 The Bible clearly records the brother’s envy and doesn’t paint it over with popular psychology. Sadly, populist social envy or class warfare with its “picking winners and losers” rhetoric (e.g., in terms of wealth, hedge fund manager-bad, Oprah Winfrey-good) has even infiltrated the church with its social gospel sermons.

 What should have happened:  Joseph’s brothers should have rejoiced with their brother over his recent gift.  They should have been happy for him and congratulated him. Instead, they saw what they didn’t have and became ‘coated’ with envy green. This brings me full circle back to the terms “social justice” and “fairness”. Both of these terms are full of themselves and nothing else except to be further defined as “a loss to someone else”.  “Fairness” in the hands of the envious is a deadly business.  And, wolfish human nature doesn’t change under the sheepskin cloak of wishful altruism.

 BTW:  The Hebrew origin of the name Joseph means “God will add” or “May Yahweh add”.

 *****

 Joseph was later able to feed and house his brothers during a seven-year famine.  You will have to read the rest of the story (basically the second half of the book of Genesis) to find out how God used Joseph in spite of the social engineers who sought to rid their lives of unfairness and a brother with it.