“Study history, study history. In History lies all the secrets of statecraft.”
– Winston Churchill
“Study history, study history. In History lies all the secrets of statecraft.”
– Winston Churchill
March 12, 2017
Historian and researcher Richard Dolan, who is author of UFOs & The National Security State – Chronology Of A Cover Up, speaks about what got him into studying UFOs, why the are crucial to understand and the historical implications of this issue.
December 13, 2016
Confucius – The Analects is a rather intriguing book since it aims to tackle information regarding the well known Confucius in a cogent manner.
The book is laid out in a fairly straight forward approach with no frills that’s an extremely quick read.
Within the introductory section, there is some background material featured, while a tad later on the book features notes on particular translations that the book offers. Knowing how complex translations can be, it’s a well-thought out approach to delineate what the book means by each translated term, instead of assuming that the reader will know. Not only that, but also, certain words have various meanings, so to be able to narrow down with precision what was stated is greatly appreciated.
For individuals seeking veritable gems of Confucius, this book has dozens of them.
Reading this book will certainly help the individual realize how the culture was at the time, and why the information presented here was so vital to the upbringing and society in ancient China.
The totality of the book is seamlessly interwoven to give you everything you need for comprehension, while not an iota more. This certainly helps since other books can be longwinded at times.
Taking all into account the book definitely belongs in the libraries of individuals who value such knowledge with resounding depth. Confucius was definitely a master of his craft, and this book exemplifies that quite trenchantly.
October 23, 2016
AT&T Mulls Reinvention for Web With $86 Billion Time Warner Deal … DirecTV parent wants to own leading Hollywood film, TV studio … Merger accord could be reached Sunday, announced by Monday … Time Warner Inc. and AT&T Inc. have survived the evolution of color TV and cable over the decades. Now they’re merging to adapt to the latest technological shifts: smartphones and streaming. -Bloomberg
Another Bloomberg article that makes it sound like such a vast merger is business-as-usual. But it’s not. It’s just a furtherance of the technocratic, corporate-judicial monopoly that passes for a “free-market” in the West.
Thomas Jefferson and other US founders were so worried about bankers and corporations that they made sure money production was left in the hands of individuals. Need money? You could dig gold and silver out of the ground. The federal government would weigh and stamp the metal. It was a confirmation process not a creative one.
When it came to corporations, history showed clearly their destructive nature. The legacy of the horrific East India Company was, for one thing, a US Constitution that made it very difficult for large corporations to emerge. In the US, the power to regulate corporations was given to states, and for good reason.
Before the Civil War (and the inevitable destruction of the republic) corporations hardly existed. And for good reason.
Here from Podacademy.com
The East India Company was in existence for over 250 years – from 1600-1858. It was the biggest corporation in world history.
Largely forgotten in the UK, it was responsible for the opium wars with China, it contributed to devastating famines in India, and was a perpetrator of cruel employment practices in Bangladesh and other British colonies.
The East India Company was chartered by the Queen and even ran its own army at one point. Sooner or later, no doubt, US companies will get to this point. We can actually see this starting to happen with the emergence of mercenaries organized and directed via non-governmental enterprises.
The US government is titanic, intrusive and increasingly authoritarian. But corporations are starting to rival the government in size and heft. This is how genuine fascism occurs. When society’s organizing elements, private and public, become so large they dominate everything else.
The larger social facilities are, the less room there is for anyone else. The situation is complicated in the West by banking control, mostly out of the City of London. Secretive elements of intelligence agencies run things on the ground throughout the West.
And yet … as we often point out, corporations in the modern age are not inevitable, nor is the technocratic fascism accompanying them. Get rid of corporate person-hood, intellectual property rights, monopoly central banking (and intrusive regulations) and corporations will shrink back down to normal proportions.
Could it happen? It will sooner or later, when everything finally begins to fall apart. The market will re-emerge. In fact, it’s the way the US was organized originally and responsible in large part for the miracle of industrial creativity and wealth that marked pre-Civil War America for many (though not Indians, African Americans, etc.).
Markets work. Anything else leads to the destruction of society either in the short- or long-term. History repeats, and shows us the lessons we should learn.
Conclusion: Unfortunately, there are other forces at work. This latest merger is not happening by accident. It is surely an attempt to further control the Internet and related technologies. It is portrayed as a market – “capitalist” – phenomenon but it is nothing of the sort.
Professor Patrick Deneen
February 2, 2016
My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.
It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them: they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.
But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?
Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural? What are the Federalist Papers?
Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.
Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.
During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.
We have fallen into the bad and unquestioned habit of thinking that our educational system is broken, but it is working on all cylinders. What our educational system aims to produce is cultural amnesia, a wholesale lack of curiosity, history-less free agents, and educational goals composed of content-free processes and unexamined buzz-words like “critical thinking,” “diversity,” “ways of knowing,” “social justice,” and “cultural competence.”
Our students are the achievement of a systemic commitment to producing individuals without a past for whom the future is a foreign country, cultureless ciphers who can live anywhere and perform any kind of work without inquiring about its purposes or ends, perfected tools for an economic system that prizes “flexibility” (geographic, interpersonal, ethical).
In such a world, possessing a culture, a history, an inheritance, a commitment to a place and particular people, specific forms of gratitude and indebtedness (rather than a generalized and deracinated commitment to “social justice”), a strong set of ethical and moral norms that assert definite limits to what one ought and ought not to do (aside from being “judgmental”) are hindrances and handicaps.
Regardless of major or course of study, the main object of modern education is to sand off remnants of any cultural or historical specificity and identity that might still stick to our students, to make them perfect company men and women for a modern polity and economy that penalizes deep commitments. Efforts first to foster appreciation for “multi-culturalism” signaled a dedication to eviscerate any particular cultural inheritance, while the current fad of “diversity” signals thoroughgoing commitment to de-cultured and relentless homogenization.
We Must Know…What?
Above all, the one overarching lesson that students receive is the true end of education: the only essential knowledge is that know ourselves to be radically autonomous selves within a comprehensive global system with a common commitment to mutual indifference. Our commitment to mutual indifference is what binds us together as a global people. Any remnant of a common culture would interfere with this prime directive: a common culture would imply that we share something thicker, an inheritance that we did not create, and a set of commitments that imply limits and particular devotions.
Ancient philosophy and practice praised as an excellent form of government a res publica – a devotion to public things, things we share together. We have instead created the world’s first Res Idiotica – from the Greek word idiotes, meaning “private individual.” Our education system produces solipsistic, self-contained selves whose only public commitment is an absence of commitment to a public, a common culture, a shared history. They are perfectly hollowed vessels, receptive and obedient, without any real obligations or devotions.
They won’t fight against anyone, because that’s not seemly, but they won’t fight for anyone or anything either. They are living in a perpetual Truman Show, a world constructed yesterday that is nothing more than a set for their solipsism, without any history or trajectory.
I love my students – like any human being, each has enormous potential and great gifts to bestow upon the world. But I weep for them, for what is rightfully theirs but hasn’t been given. On our best days, I discern their longing and anguish and I know that their innate human desire to know who they are, where they have come from, where they ought to go, and how they ought to live will always reassert itself. But even on those better days, I can’t help but hold the hopeful thought that the world they have inherited – a world without inheritance, without past, future, or deepest cares – is about to come tumbling down, and that this collapse would be the true beginning of a real education.
Patrick Deneen is David A. Potenziani Memorial Associate Professor of Constitutional Studies at Notre Dame.
June 27, 2014
Abby Martin interviews author and philosopher, Graham Hancock, about the mysteries of ancient civilization, hidden societies from the past, censorship by TED Talks and the difficulty in getting these ideas accepted by mainstream archaeologists and historians.
“To know nothing of what happened before you were born is to remain forever a child.”