“GOD IS DEAD! . . . BEHOLD, I GIVE YOU THE SUPERMAN!”
— Friedrich Nietzsche, Thus Spake Zarathustra

Let’s begin by considering the corrosive work of the Frankfurt School: a group of German-American scholars, mostly Jewish, who developed highly provocative and original perspectives on contemporary society and culture, drawing on Hegel, Marx, Nietzsche, Freud, and Weber.

Their idea of a “cultural revolution” was not particularly new. Joseph, Comte de Maistre (1753-1821), who for fifteen years had been a Freemason, had this to say: “Until now, nations were killed by conquest, that is by invasion. But here an important question arises: can a nation not die on its own soil, without resettlement or invasion, by allowing the flies of decomposition to corrupt to the very core those original and constituent principles which make it what it is?”

What was the Frankfurt School?

Well, in the days following the Bolshevik Revolution in Russia, it was believed that a Workers’ Revolution would sweep into Europe and, eventually, into the United States. It failed to do so. Towards the end of 1922, the Communist International (Comintern) began to consider the reasons for this failure.

On Lenin’s initiative, a meeting was organized at the Marx-Engels Institute in Moscow. The aim of the meeting was to throw light on the meaning of Marx’s Cultural Revolution. What did “cultural revolution” entail? What was it all about?

First, among those present, was Georg Lukács, a Jewish Hungarian aristocrat and son of a banker. He had become a Communist during World War I. A good Marxist theoretician, he had developed the idea of “Revolution and Eros” — sexual instinct used as an instrument of destruction.

Then there was Willi Münzenberg, another revolutionary Jew whose proposed solution to the problems besetting society was “to organize the intellectuals and use them to make Western civilization stink. Only then, after they have corrupted all its values and made life impossible, can we impose the dictatorship of the proletariat.”

“It was”, said Ralph de Toledano (1916-2007), the conservative author and co-founder of the National Review, “a meeting more harmful to Western civilization than the Bolshevik Revolution itself.”

Lenin died in 1924, but by that time Stalin had risen to power and was beginning to look on Willi Munzenberg, George Lukács and other Jewish revolutionaries (like Trotsky) as dangerous Marxist “revisionists”, introducing concepts into Marxism that were alien to Marxism and which served only a Jewish agenda.

In June 1940, on Stalin’s orders, Münzenberg was hunted down to the south of France by a NKVD assassination squad and hanged from a tree.

In the summer of 1924, after being attacked for his writings by the Fifth Comintern Congress, Lukács moved to Germany. Here he chaired the first meeting of a group of Communist oriented sociologists. This gathering was to lead to the foundation of the Frankfurt School.

This “School”, designed to put flesh on their revolutionary program, was started at the University of Frankfurt in the Institut für Sozialforschung. To begin with, school and institute were indistinguishable. In 1923, the Institute had been officially established, and funded by Felix Weil (1898-1975). Weil, born in Argentina into a wealthy Jewish family, was sent to attend school in Germany at the age of nine. He attended the universities in Tübingen and Frankfurt, where he graduated with a doctoral degree in political science. While at these universities he became increasingly interested in socialism and Marxism.

Carl Grünberg, the Institute’s Jewish director from 1923-1929, was an avowed Marxist, although the Institute did not have any official party affiliations. But in 1930 Max Horkheimer (also Jewish) assumed control. He believed that Marx’s theory should be the basis of the Institute’s research.

When Hitler came to power, the Institute was closed and its members, by various routes, fled to the United States and ended up as academics at major US universities: Columbia, Princeton, Brandeis, and California at Berkeley.

LD: The fact that they spoke very poor English was no disqualification. They were Jewish, and so they managed to obtain prestigious academic appointments through Jewish influence, i.e., through networking — a system that works exceptionally well even today and which accounts for the huge and unfair preponderance of Jews in academia.

The School included among its members the 1960s guru of the New Left Herbert Marcuse — denounced by Pope Paul VI for his theory of liberation which “opens the way for [sexual] licence cloaked as liberty” — Max Horkheimer, Theodor Adorno, the popular writer Erich Fromm, Leo Lowenthal, and Jurgen Habermas. All these individuals except Habermas were of Jewish origin.

Basically, the Frankfurt School believed that as long as an individual had the belief — or even the hope of belief — that his divine gift of reason could solve the problems facing society, then that society would never reach the state of hopelessness and alienation that they considered necessary to provoke a socialist revolution.

Their task, therefore, was as swiftly as possible to undermine the “Judaeo-Christian legacy.”

LD: “Judeo-Christian” is an oxymoron, a contradiction in terms, given that Judaism and Christianity are at opposite ends of the religious spectrum. Since most Jews are actively hostile to Christianity, and since Talmudic Jews actually take pleasure in the thought of Christ being boiled in excrement in hell, to speak of the “Judeo-Christian legacy” is clearly nonsensical.

To undermine Western civilization, the Frankfurt School Jews called for the most negative and destructive criticism possible of every sphere of life. To de-stabilize society and bring it to its knees, to engineer collapse, to produce crisis and catastrophe — this became the aim of these maladjusted and mentally sick Jewish revolutionaries masquerading as high-powered intellectuals.

Their policies, they hoped, would spread like a virus — “continuing the work of the Western Marxists by other means”, as one of their members noted.

To further the advance of their “quiet” cultural revolution, the Frankfurt School made the following twelve recommendations — all of them calculated to undermine the foundations of society and create the dystopia we now see all around us:

1. The creation of racism offences and hate speech laws.
2. Continual change to create confusion (e,g., in school curricula).
3. Masturbation propaganda in schools, combined with the homosexualization of children and their corruption by exposing them to child porn in the classroom.
4. The systematic undermining of parental and teachers’ authority.
5. Huge immigration to destroy national identity and foment future race wars.
6. The systematic promotion of excessive drinking and recreational drugs.
7. The systematic promotion of sexual deviance in society.
8. An unreliable legal system with bias against the victims of crime.
9. Dependency on state benefits.
10. Control and dumbing down of media. (Six Jewish companies now control 96 percent of the world’s media. LD).
11. Encouraging the breakdown of the family.
12. All all-out attack on Christianity and the emptying of churches.

LD: In the Soviet Union, under Stalin and his Communist Jews, the emptying of churches was accomplished by the simply expedient of burning the churches down—thousands of them—and building synagogues instead.

Coincidentally, most of these same aims and objectives were set out prominently in the pages of that alleged “forgery”, The Protocols of the Elders of Zion. The Jewish philosophers of the Frankfurt School, it seems, had been heavily influenced by the Protocols. They were clearly impressed by what they read there and decided to implement its recommendations in their own sinister agenda.

One of the main ideas of the Frankfurt School was to exploit Freud’s idea of “pansexualism”: the search for indiscriminate sexual pleasure, the promotion of “unisex”, the blurring of distinctions between the sexes, the overthrowing of traditional relationships between men and women, and, finally, the undermining of heterosexuality at the expense of homosexuality — as, for example, in the idea of “same-sex marriage” and the adoption of children by homosexual couples.

Willi Münzenberg summed up the Frankfurt School’s long-term operation thus: “We will make the West so corrupt that it stinks.”



“We must organise the intellectuals and use them TO MAKE WESTERN CIVILIZATION STINK! Only then, after they have CORRUPTED ALL ITS VALUES AND MADE LIFE IMPOSSIBLE, can we impose the dictatorship of the proletariat.” (Emphasis added)

LD: According to Sean McMeekin’s The Red Millionaire: A political biography of Willi Münzenberg, Münzenberg was “the perpetrator of some of the most colossal lies of the modern age…. He helped unleash a plague of moral blindness upon the world from which we have still not recovered.”

The Frankfurt School believed there were two types of revolution: (a) Political revolution and (b) Cultural revolution. They were more concerned with cultural revolution, the demolition of the established order from within. “Modern forms of subjection are marked by mildness”, they taught. So-called “reforms” were to be made so slowly and subtly that these changes for the worse were barely perceptible. The School saw the undermining of the social order as a long-term project.

LD: The systematic erosion of Christian moral values and the promotion of sexual perversion is known as cultural Marxism. Today, thanks to the efforts of organized Jewry which controls 96 percent of the world’s media, cultural Marxism has largely triumphed and Christianity lies in ruins. To many dispassionate observers, society has now reached its rockbottom moral nadir — as Jewish Marxists such as Willi Munzenberg (see quote above) would have been only too happy to witness — had he been around today.

These iconoclasts kept their sights firmly fixed on the family, education, media, sex and popular culture. Each of these would be their target. If things did not go from bad to worse, year after year, they were not succeeding. To these revolutionary Jewish thinkers, bad was good — and worse was better.

The Destruction of the Family and the Promotion of Feminism

The School’s Critical Theory preached that the “authoritarian personality” was a product of the patriarchal family — an idea directly linked to Engels’ Origins of the Family, Private Property and the State, which promoted matriarchy.

Already Karl Marx had written, in the Communist Manifesto (1848), about the radical notion of a “community of women”. In The German Ideology (1845), he had written disparagingly about the idea of the family as the basic unit of society. This was one of the basic tenets of the Critical Theory: the need to break down the family unit.

LD: All families were essentially evil, these thinkers believed — even happy families — so they had to be destroyed. It was better if children had no parents, or did not know who their parents were. Or if they were orphans of the state. It was better if romantic love between the sexes, leading to stable long-term marriages, were destroyed in favor of short-term, unstable, promiscuous relationships. After all, the former might lead to happiness for all concerned, and that was clearly impermissible — for the whole point of the Cultural Revolution was “to create a culture of pessimism” (Lukács) and “to make life impossible for everyone.” (Münzenberg).

Georg Lukács (1885–1971): “I want a culture of pessimism … a world abandoned by God”

The Institute scholars therefore preached that “Even a partial breakdown of parental authority in the family might tend to increase the readiness of a coming generation to accept social change.”

LD: These neo-Freudian Marxist philosophers of the Frankfurt School were clearly out to create trouble: to drive a wedge between parent and child and sow division in the family. Whatever was good in human relationships simply had to be destroyed. If people didn’t have problems, then problems would have to be manufactured “to make life impossible.” (Munzenberg).

All this prepared the way for the warfare against the masculine gender promoted by Marcuse under the guise of “Women’s liberation” and by the New Left movement in the 1960s. They proposed transforming our culture into a female-dominated one.

LD: The idea that women should run society and wear the trousers, telling men what to do, had an enormous appeal to certain bossy types of women with a surplus of testosterone, particularly to butch lesbians and man-hating matriarchs. Many of these misguided females were to become evangelists for radical Feminism, some even proposing to cut themselves off from the male sex completely and live in communes of their own. Curiously enough, the number of Jewish feminists is huge—out of all proportion to their percentage in the population.

In 1933, Wilhelm Reich, an honored and adulated member of the Frankfurt School, wrote in The Mass Psychology of Fascism that matriarchy was the only genuine family type of “natural society.” He was, as such, to be an inspiration to the feminists.

LD: Reich, incidentally, a compulsive masturbator and sexual pervert, had entertained incestuous longings for his own mother and practiced bestiality with horses while still a child. (See here).

This versatile sexual deviant, now a cult figure on the left, along with the equally sex-obsessed Herbert Marcuse—popularizer of the slogan MAKE LOVE, NOT WAR—were to be godfathers of the Sexual Revolution of the 1960s as well as the patron saints of the Feminist movement.

The Indoctrination of Children through Education

Bertrand Russell was to join the Frankfurt School in their efforts at mass social engineering. He spilled the beans in his 1951 book, The Impact of Science on Society. He wrote:

The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at. First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective. Fourth, that the opinion that snow is white must be held to show a morbid taste for eccentricity.

But I anticipate. It is for future scientists to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black, and how much less it would cost to make them believe it is dark gray.

When the technique has been perfected, every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen.

LD: The irony is unmistakable, but that is beside the point. Russell was all for turning the world upside down and ushering in Brave New World: atheism, feminism, and “sexual liberation” i.e., the green light to promiscuity, perversion, and abortion on demand.

The devaluation of values so sought after by the luminaries of the Frankfurt School has now largely been achieved through sex education and media propaganda: in particular, by the promotion of masturbation, pornography, and the systematic high pressure salesmanship of homosexuality in schools.



LD: This, then, is the secret agenda of organized Jewry as represented by the Cultural Marxists of the Frankfurt School: the destruction of traditional values, the destruction of the moral order, the destruction of the family unit, the destruction of religion, the destruction of meaning and purpose, and, finally, the destruction of happiness itself.

These are the people who now rule over us. They are in control. They create new wars with the same rapidity that a stage magician pulls rabbits from a hat. And they make sure that the people they rule over, their subject populations, are either demoralized debt slaves in insecure jobs or unemployed bums living on state benefits and a diet of junk food and sleazy junk entertainment laid on by the Jews.

Satan’s Secret Agents have been only too successful in creating a New World Order that bears a remarkable resemblance to hell.

The Frankfurt School: Conspiracy to Corrupt

Western civilization at the present day is passing through a crisis which is essentially different from anything that has been previously experienced. Other societies in the past have changed their social institutions or their religious beliefs under the influence of external forces or the slow development of internal growth. But none, like our own, has ever consciously faced the prospect of a fundamental alteration of the beliefs and institutions on which the whole fabric of social life rests … Civilization is being uprooted from its foundations in nature and tradition and is being reconstituted in a new organisation which is as artificial and mechanical as a modern factory.

Most of Satan’s work in the world he takes care to keep hidden. But two small shafts of light have been thrown onto his work for me just recently. The first, a short article in the Association of Catholic Women’s ACW Review; the second, a remark (which at first surprised me) from a priest in Russia who claimed that we now, in the West, live in a Communist society. These shafts of light help, especially, to explain the onslaught of officialdom which in many countries worldwide has so successfully been removing the rights of parents to be the primary educators and protectors of their children.

The ACW Review examined the corrosive work of the ‘Frankfurt School’ – a group of German-American scholars who developed highly provocative and original perspectives on contemporary society and culture, drawing on Hegel, Marx, Nietzsche, Freud, and Weber. Not that their idea of a ‘cultural revolution’ was particularly new. ‘Until now’, wrote Joseph, Comte de Maistre (1753-1821) who for fifteen years was a Freemason, ‘nations were killed by conquest, that is by invasion: But here an important question arises; can a nation not die on its own soil, without resettlement or invasion, by allowing the flies of decomposition to corrupt to the very core those original and constituent principles which make it what it is.’

What was the Frankfurt School? Well, in the days following the Bolshevik Revolution in Russia, it was believed that workers’ revolution would sweep into Europe and, eventually, into the United States. But it did not do so. Towards the end of 1922 the Communist International (Comintern) began to consider what were the reasons. On Lenin’s initiative a meeting was organised at the Marx-Engels Institute in Moscow.

The aim of the meeting was to clarify the concept of, and give concrete effect to, a Marxist cultural revolution. Amongst those present were Georg Lukacs (a Hungarian aristocrat, son of a banker, who had become a Communist during World War I ; a good Marxist theoretician he developed the idea of ‘Revolution and Eros’ – sexual instinct used as an instrument of destruction) and Willi Munzenberg (whose proposed solution was to ‘organise the intellectuals and use them to make Western civilisation stink. Only then, after they have corrupted all its values and made life impossible, can we impose the dictatorship of the proletariat’) ‘It was’, said Ralph de Toledano (1916-2007) the conservative author and co-founder of the ‘National Review’, a meeting ‘perhaps more harmful to Western civilization than the Bolshevik Revolution itself.’

Lenin died in 1924. By this time, however, Stalin was beginning to look on Munzenberg, Lukacs and like-thinkers as ‘revisionists’. In June 1940, Münzenberg fled to the south of France where, on Stalin’s orders, a NKVD assassination squad caught up with him and hanged him from a tree.

In the summer of 1924, after being attacked for his writings by the 5th Comintern Congress, Lukacs moved to Germany, where he chaired the first meeting of a group of Communist-oriented sociologists, a gathering that was to lead to the foundation of the Frankfurt School.

This ‘School’ (designed to put flesh on their revolutionary programme) was started at the University of Frankfurt in the Institut für Sozialforschung. To begin with school and institute were indistinguishable. In 1923 the Institute was officially established, and funded by Felix Weil (1898-1975). Weil was born in Argentina and at the age of nine was sent to attend school in Germany. He attended the universities in Tübingen and Frankfurt, where he graduated with a doctoral degree in political science. While at these universities he became increasingly interested in socialism and Marxism. According to the intellectual historian Martin Jay, the topic of his dissertation was ‘the practical problems of implementing socialism.’

Carl Grünberg, the Institute’s director from 1923-1929, was an avowed Marxist, although the Institute did not have any official party affiliations. But in 1930 Max Horkheimer assumed control and he believed that Marx’s theory should be the basis of the Institute’s research. When Hitler came to power, the Institut was closed and its members, by various routes, fled to the United States and migrated to major US universities—Columbia, Princeton, Brandeis, and California at Berkeley.

The School included among its members the 1960s guru of the New Left Herbert Marcuse (denounced by Pope Paul VI for his theory of liberation which ‘opens the way for licence cloaked as liberty’), Max Horkheimer, Theodor Adorno, the popular writer Erich Fromm, Leo Lowenthal, and Jurgen Habermas – possibly the School’s most influential representative.

Basically, the Frankfurt School believed that as long as an individual had the belief – or even the hope of belief – that his divine gift of reason could solve the problems facing society, then that society would never reach the state of hopelessness and alienation that they considered necessary to provoke socialist revolution. Their task, therefore, was as swiftly as possible to undermine the Judaeo-Christian legacy. To do this they called for the most negative destructive criticism possible of every sphere of life which would be designed to de-stabilize society and bring down what they saw as the ‘oppressive’ order. Their policies, they hoped, would spread like a virus—‘continuing the work of the Western Marxists by other means’ as one of their members noted.

To further the advance of their ‘quiet’ cultural revolution – but giving us no ideas about their plans for the future – the School recommended (among other things):

1. The creation of racism offences.
2. Continual change to create confusion
3. The teaching of sex and homosexuality to children
4. The undermining of schools’ and teachers’ authority
5. Huge immigration to destroy identity.
6. The promotion of excessive drinking
7. Emptying of churches
8. An unreliable legal system with bias against victims of crime
9. Dependency on the state or state benefits
10. Control and dumbing down of media
11. Encouraging the breakdown of the family

One of the main ideas of the Frankfurt School was to exploit Freud’s idea of ‘pansexualism’ – the search for pleasure, the exploitation of the differences between the sexes, the overthrowing of traditional relationships between men and women. To further their aims they would:

• attack the authority of the father, deny the specific roles of father and mother, and wrest away from families their rights as primary educators of their children.
• abolish differences in the education of boys and girls
• abolish all forms of male dominance – hence the presence of women in the armed forces
• declare women to be an ‘oppressed class’ and men as ‘oppressors’
Munzenberg summed up the Frankfurt School’s long-term operation thus: ‘We will make the West so corrupt that it stinks.’

The School believed there were two types of revolution: (a) political and (b) cultural. Cultural revolution demolishes from within. ‘Modern forms of subjection are marked by mildness’. They saw it as a long-term project and kept their sights clearly focused on the family, education, media, sex and popular culture.


The School’s ‘Critical Theory’ preached that the ‘authoritarian personality’ is a product of the patriarchal family – an idea directly linked to Engels’ Origins of the Family, Private Property and the State, which promoted matriarchy. Already Karl Marx had written, in the “Communist Manifesto”, about the radical notion of a ‘community of women’ and in The German Ideology of 1845, written disparagingly about the idea of the family as the basic unit of society. This was one of the basic tenets of the ‘Critical Theory’ : the necessity of breaking down the contemporary family. The Institute scholars preached that ‘Even a partial breakdown of parental authority in the family might tend to increase the readiness of a coming generation to accept social change.’

The Family

Following Karl Marx, the School stressed how the ‘authoritarian personality’ is a product of the patriarchal family—it was Marx who wrote so disparagingly about the idea of the family being the basic unit of society. All this prepared the way for the warfare against the masculine gender promoted by Marcuse under the guise of ‘women’s liberation’ and by the New Left movement in the 1960s.

They proposed transforming our culture into a female-dominated one. In 1933, Wilhelm Reich, one of their members, wrote in The Mass Psychology of Fascism that matriarchy was the only genuine family type of ‘natural society.’ Eric Fromm was also an active advocate of matriarchal theory. Masculinity and femininity, he claimed, were not reflections of ‘essential’ sexual differences, as the Romantics had thought but were derived instead from differences in life functions, which were in part socially determined.’ His dogma was the precedent for the radical feminist pronouncements that, today, appear in nearly every major newspaper and television programme.

The revolutionaries knew exactly what they wanted to do and how to do it. They have succeeded.


Lord Bertrand Russell joined with the Frankfurt School in their effort at mass social engineering and spilled the beans in his 1951 book, The Impact of Science on Society. He wrote: ‘Physiology and psychology afford fields for scientific technique which still await development.’ The importance of mass psychology ‘has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called ‘education. The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at. First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective. Fourth, that the opinion that snow is white must be held to show a morbid taste for eccentricity. But I anticipate. It is for future scientists to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black, and how much less it would cost to make them believe it is dark gray . When the technique has been perfected, every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen.”

Education


Writing in 1992 in Fidelio Magazine, [The Frankfurt School and Political Correctness] Michael Minnicino observed how the heirs of Marcuse and Adorno now completely dominate the universities, ‘teaching their own students to replace reason with ‘Politically Correct’ ritual exercises. There are very few theoretical books on arts, letters, or language published today in the United States or Europe which do not openly acknowledge their debt to the Frankfurt School. The witchhunt on today’s campuses is merely the implementation of Marcuse’s concept of ‘repressive toleration’-‘tolerance for movements from the left, but intolerance for movements from the right’-enforced by the students of the Frankfurt School’.


Dr. Timothy Leary gave us another glimpse into the mind of the Frankfurt School in his account of the work of the Harvard University Psychedelic Drug Project, ‘Flashback.’ He quoted a conversation that he had with Aldous Huxley: “These brain drugs, mass produced in the laboratories, will bring about vast changes in society. This will happen with or without you or me. All we can do is spread the word. The obstacle to this evolution, Timothy, is the Bible’. Leary then went on: “We had run up against the Judeo-Christian commitment to one God, one religion, one reality, that has cursed Europe for centuries and America since our founding days. Drugs that open the mind to multiple realities inevitably lead to a polytheistic view of the universe. We sensed that the time for a new humanist religion based on intelligence, good-natured pluralism and scientific paganism had arrived.”

Drugs


One of the directors of the Authoritarian Personality project, R. Nevitt Sanford, played a pivotal role in the usage of psychedelic drugs. In 1965, he wrote in a book issued by the publishing arm of the UK’s Tavistock Institute:‘The nation, seems to be fascinated by our 40,000 or so drug addicts who are seen as alarmingly wayward people who must be curbed at all costs by expensive police activity. Only an uneasy Puritanism could support the practice of focusing on the drug addicts (rather than our 5 million alcoholics) and treating them as a police problem instead of a medical one, while suppressing harmless drugs such as marijuana and peyote along with the dangerous ones.” The leading propagandists of today’s drug lobby base their argument for legalization on the same scientific quackery spelled out all those years ago by Dr. Sanford.

Such propagandists include the multi-billionaire atheist George Soros who chose, as one of his first domestic programs, to fund efforts to challenge the efficacy of America’s $37-billion-a-year war on drugs. The Soros-backed Lindesmith Center serves as a leading voice for Americans who want to decriminalize drug use. ‘Soros is the ‘Daddy Warbucks of drug legalization,’ claimed Joseph Califano Jr. of Columbia University’s National Center on Addiction and Substance Abuse’ (The Nation, Sep 2, 1999).


Adorno was to become head of a ‘music studies’ unit, where in his Theory of Modern Music he promoted the prospect of unleashing atonal and other popular music as a weapon to destroy society, degenerate forms of music to promote mental illness. He said the US could be brought to its knees by the use of radio and television to promote a culture of pessimism and despair – by the late 1930s he (together with Horkheimer) had migrated to Hollywood.

Music, Television and Popular Culture


The expansion of violent video-games also well supported the School’s aims.


In his book The Closing of the American Mind, Alan Bloom observed how Marcuse appealed to university students in the sixties with a combination of Marx and Freud. In Eros and Civilization and One Dimensional Man Marcuse promised that the overcoming of capitalism and its false consciousness will result in a society where the greatest satisfactions are sexual. Rock music touches the same chord in the young. Free sexual expression, anarchism, mining of the irrational unconscious and giving it free rein are what they have in common.’

Sex



The modern media – not least Arthur ‘Punch’ Sulzberger Jnr., who took charge of the New York Times in 1992 – drew greatly on the Frankfurt School’s study The Authoritarian Personality. (New York: Harper, 1950). In his book Arrogance, (Warner Books, 1993) former CBS News reporter Bernard Goldberg noted of Sulzberger that he ‘still believes in all those old sixties notions about ‘liberation’ and ‘changing the world man’ . . . In fact, the Punch years have been a steady march down PC Boulevard, with a newsroom fiercely dedicated to every brand of diversity except the intellectual kind.’

The Media


In 1953 the Institute moved back to the University of Frankfurt. Adorno died in 1955 and Horkheimer in 1973. The Institute of Social Research continued, but what was known as the Frankfurt School did not. The ‘cultural Marxism’ that has since taken hold of our schools and universities – that ‘political correctness’, which has been destroying our family bonds, our religious tradition and our entire culture -sprang from the Frankfurt School.

It was these intellectual Marxists who, later, during the anti-Vietnam demonstrations, coined the phrase, ‘make love, not war’; it was these intellectuals who promoted the dialectic of ‘negative’ criticism; it was these theoreticians who dreamed of a utopia where their rules governed. It was their concept that led to the current fad for the rewriting of history, and to the vogue for ‘deconstruction’. Their mantras: ‘sexual differences are a contract; if it feels good, do it; do your own thing.’

In an address at the US Naval Academy in August 1999, Dr Gerald L. Atkinson, CDR USN (Ret), gave a background briefing on the Frankfurt School, reminding his audience that it was the ‘foot soldiers’ of the Frankfurt School who introduced the ‘sensitivity training’ techniques used in public schools over the past 30 years (and now employed by the US military to educate the troops about ‘sexual harassment’). During ‘sensitivity’ training teachers were told not to teach but to ‘facilitate.’ Classrooms became centres of self-examination where children talked about their own subjective feelings. This technique was designed to convince children they were the sole authority in their own lives.

Atkinson continued: ‘The Authoritarian personality,’ studied by the Frankfurt School in the 1940s and 1950s in America, prepared the way for the subsequent warfare against the masculine gender promoted by Herbert Marcuse and his band of social revolutionaries under the guise of ‘women’s liberation’ and the New Left movement in the 1960s. The evidence that psychological techniques for changing personality is intended to mean emasculation of the American male is provided by Abraham Maslow, founder of Third Force Humanist Psychology and a promoter of the psychotherapeutic classroom, who wrote that, ‘… the next step in personal evolution is a transcendence of both masculinity and femininity to general humanness.’

On April 17th, 1962, Maslow gave a lecture to a group of nuns at Sacred Heart, a Catholic women’s college in Massachusetts. He noted in a diary entry how the talk had been very ‘successful,’ but he found that very fact troubling. ‘They shouldn’t applaud me,’ he wrote, ‘they should attack. If they were fully aware of what I was doing, they would [attack]’ (Journals, p. 157).


In her booklet Sex & Social Engineering (Family Education Trust 1994) Valerie Riches observed how in the late 1960s and early 1970s, there were intensive parliamentary campaigns taking place emanating from a number of organisations in the field of birth control (i.e., contraception, abortion, sterilisation). ‘From an analysis of their annual reports, it became apparent that a comparatively small number of people were involved to a surprising degree in an array of pressure groups. This network was not only linked by personnel, but by funds, ideology and sometimes addresses: it was also backed by vested interests and supported by grants in some cases by government departments. At the heart of the network was the Family Planning Association (FPA) with its own collection of offshoots. What we unearthed was a power structure with enormous influence.

The Network


‘Deeper investigation revealed that the network, in fact extended further afield, into eugenics, population control, birth control, sexual and family law reforms, sex and health education. Its tentacles reached out to publishing houses, medical, educational and research establishments, women’s organisations and marriage guidance—anywhere where influence could be exerted. It appeared to have great influence over the media, and over permanent officials in relevant government departments, out of all proportion to the numbers involved.

‘During our investigations, a speaker at a Sex Education Symposium in Liverpool outlined tactics of sex education saying: ‘if we do not get into sex education, children will simply follow the mores of their parents’. The fact that sex education was to be the vehicle for peddlers of secular humanism soon became apparent.

‘However, at that time the power of the network and the full implications of its activities were not fully understood. It was thought that the situation was confined to Britain. The international implications had not been grasped.

‘Soon after, a little book was published with the intriguing title The Men Behind Hitler—A German Warning to the World. Its thesis was that the eugenics movement, which had gained popularity early in the twentieth century, had gone underground following the holocaust in Nazi Germany, but was still active and functioning through organizations promoting abortion, euthanasia, sterilization, mental health, etc. The author urged the reader to look at his home country and neighbouring countries, for he would surely find that members and committees of these organizations would cross-check to a remarkable extent.

‘Other books and papers from independent sources later confirmed this situation. . . . A remarkable book was also published in America which documented the activities of the Sex Information and Education Council of the United States (SIECUS). It was entitled The SIECUS Circle A Humanist Revolution. SIECUS was set up in 1964 and lost no time in engaging in a programme of social engineering by means of sex education in the schools. Its first executive director was Mary Calderone, who was also closely linked to Planned Parenthood, the American equivalent of the British FPA. According to The SIECUS Circle, Calderone supported sentiments and theories put forward by Rudolph Dreikus, a humanist, such as:

· merging or reversing the sexes or sex roles;
· liberating children from their families;
· abolishing the family as we know it’

In their book Mind Siege, (Thomas Nelson, 2000) Tim LaHaye and David A. Noebel confirmed Riches’s findings of an international network. ‘The leading authorities of Secular Humanism may be pictured as the starting lineup of a baseball team: pitching is John Dewey; catching is Isaac Asimov; first base is Paul Kurtz; second base is Corliss Lamont; third base is Bertrand Russell; shortstop is Julian Huxley; left fielder is Richard Dawkins; center fielder is Margaret Sanger; right fielder is Carl Rogers; manager is ‘Christianity is for losers’ Ted Turner; designated hitter is Mary Calderone; utility players include the hundreds listed in the back of Humanist Manifesto I and II, including Eugenia C. Scott, Alfred Kinsey, Abraham Maslow, Erich Fromm, Rollo May, and Betty Friedan.

‘In the grandstands sit the sponsoring or sustaining organizations, such as the . . . the Frankfurt School; the left wing of the Democratic Party; the Democratic Socialists of America; Harvard University; Yale University; University of Minnesota; University of California (Berkeley); and two thousand other colleges and universities.’

A practical example of how the tidal wave of Maslow-think is engulfing English schools was revealed in an article in the British Nat assoc. of Catholic Families’ (NACF) Catholic Family newspaper (August 2000), where James Caffrey warned about the Citizenship (PSHE) programme which was shortly to be drafted into the National Curriculum. ‘We need to look carefully at the vocabulary used in this new subject’, he wrote, ‘and, more importantly, discover the philosophical basis on which it is founded. The clues to this can be found in the word ‘choice’ which occurs frequently in the Citizenship documentation and the great emphasis placed on pupils’ discussing and ‘clarifying’ their own views, values and choices about any given issue. This is nothing other than the concept known as ‘Values Clarification’ – a concept anathema to Catholicism, or indeed, to Judaism and Islam.

‘This concept was pioneered in California in the 1960’s by psychologists William Coulson, Carl Rogers and Abraham Maslow. It was based on ‘humanistic’ psychology, in which patients were regarded as the sole judge of their actions and moral behaviour. Having pioneered the technique of Values Clarification the psychologists introduced it into schools and other institutions such as convents and seminaries – with disastrous results. Convents emptied, religious lost their vocations and there was wholesale loss of belief in God. Why? Because Catholic institutions are founded on absolute beliefs in, for example, the Creed and the Ten Commandments. Values Clarification supposes a moral relativism in which there is no absolute right or wrong and no dependence on God.

‘This same system is to be introduced to the vulnerable minds of infants, juniors and adolescents in the years 2000+. The underlying philosophy of Values Clarification holds that for teachers to promote virtues such as honesty, justice or chastity constitutes indoctrination of children and ‘violates’ their moral freedom. It is urged that children should be free to choose their own values; the teacher must merely ‘facilitate’ and must avoid all moralising or criticising. As a barrister commented recently on worrying trends in Australian education, ‘The core theme of values clarification is that there are no right or wrong values. Values education does not seek to identify and transmit ‘right’ values, teaching of the Church, especially the papal encyclical Evangelium Vitae.

‘In the absence of clear moral guidance, children naturally make choices based on feelings. Powerful peer pressure, freed from the values which stem from a divine source, ensure that ‘shared values’ sink to the lowest common denominator. References to environmental sustainability lead to a mindset where anti-life arguments for population control are present ed as being both responsible and desirable. Similarly, ‘informed choices’ about health and lifestyles are euphemisms for attitudes antithetical to Christian views on motherhood, fatherhood, the sacrament of marriage and family life. Values Clarification is covert and dangerous. It underpins the entire rationale of Citizenship (PSHE) and is to be introduced by statute into the UK soon. It will give young people secular values and imbue them with the attitude that they alone hold ultimate authority and judgement about their lives. No Catholic school can include this new subject as formulated in the Curriculum 2000 document within its current curriculum provision. Dr. William Coulson recognised the psychological damage Rogers’ technique inflicted on youngsters and rejected it, devoting his life to exposing its dangers.

Should those in authority in Catholic education not do likewise, as ‘Citizenship’ makes its deadly approach’?

If we allow their subversion of values and interests to continue, we will, in future generations, lose all that our ancestors suffered and died for. We are forewarned, says Atkinson. A reading of history (it is all in mainstream historical accounts) tells us that we are about to lose the most precious thing we have—our individual freedoms.

‘What we are at present experiencing,’ writes Philip Trower in a letter to the author, ‘is a blend of two schools of thought; the Frankfurt School and the liberal tradition going back to the 18th century Enlightenment. The Frankfurt School has of course its remote origins in the 18th century Enlightenment. But like Lenin’s Marxism it is a breakaway movement. The immediate aims of both classical liberalism and the Frankfurt School have been in the main the same (vide your eleven points above) but the final end is different. For liberals they lead to ‘improving’ and ‘perfecting’ western culture, for the Frankfurt School they bring about its destruction.

‘Unlike hard-line Marxists, the Frankfurt School do not make any plans for the future. (But) the Frankfurt School seems to be more far-sighted that our classical liberals and secularists. At least they see the moral deviations they promote will in the end make social life impossible or intolerable. But this leaves a big question mark over what a future conducted by them would be like.’

Meanwhile, the Quiet Revolution rolls forward.

https://www.youtube.com/watch?v=ARhlltHSF60

Illuminati.

THE CULTURAL TAKEOVER OF GERMANY BY THE JEWS



Dr Karl Wiehe, in his Germany and the Jewish Question, is painstaking in the details he provides:

Well before 1933 the Jews had taken possession of the film industry even more thoroughly than of the theater. That was understandable, because the earnings in the film industry overshadow the earnings of any other artistic activity….

The biggest step in the direction of the decline of the German cultural life [however] was taken in the field of the light entertainment genre. Here—in the genre of musical comedy and above all in revue and burlesque—frivolity and lasciviousness were to rear their ugly heads. So much so that during these years Berlin was quite correctly considered the most immoral city in the world.

It was Jews who introduced this pornographic “art form” to Germany, a debased genre completely unknown before the Great War, and so it is the Jews who can be held responsible for the general decline in morals.

The Jewish sexologists Ivan Bloch and Magnus Hirschfeld became the representatives of “sex research” camouflaged as science—a bogus science that was merely an excuse for pornography and propaganda designed to destroy the institute of marriage and the sanctity of the family.

Enlightening piece

Even you op won't read this epistle

When I see intellectuals supporting homosexuality and pretending it is biological safe or consistent with functional or structural anatomy, I know mischief is going on.

The western societies have been reengineered but I don't think it is solely Jewish inspired. Besides the Frankfurt school, a league of nations is already in place.

Run by influencers it controls reactions and actions. For the goal, nothing is deemed moral or immoral. Everything is a tool for conquest, a tool for reaching the goal and they, so far, are succeeding.

The western society is too free that at any attempt at stopping the destruction of self is confused as the destruction of the fabrics of society. They don't need the Frankfurt schools anymore because they become it.

Nice thread, op.

Cultural Marxism is sweeping beyond the shores of western civilization and coming down to the continent of Africa in the guise of political correctness,depraved music being churned out by debased musicians who twist the mind of gullible youths to accept mediocrity and immorality,unprecedented worship of wealth and materialism etc.


Africa should wake up before the tsunami destroys our heritage.

Jesus is Lord.

Well if the Devil loves/craves worship as God does,
He also craves Jewish followers as God does.

His plan is to corrupt everything. And to finally sit in person as God in the temple of Jerusalem. (THE ABOMINATION OF DESOLATION)

GworoChewinMaga:
Education

The obstacle to this evolution, Timothy, is the Bible’. Leary then went on: “We had run up against the Judeo-Christian commitment to one God, one religion, one reality, that has cursed Europe for centuries and America since our founding days. Drugs that open the mind to multiple realities inevitably lead to a polytheistic view of the universe. We sensed that the time for a new humanist religion based on intelligence, good-natured pluralism and scientific paganism had arrived.”

We can see the effects of this on a certain nairalander who claimed to have travelled to Mars (only in his dreams) to wine and dine with his ET gods, who created him and his ilk, have an advanced civilization running up there and are already mining ''the said'' planet for..... gold and doing all sorta wonders . Frankly speaking—or writing lol, as much as I pity him, I just can't do without the comic relief he provides on this forum.

Thank God for death; they will know Astral Projection is child's play. Monkey no be chimpanzee na.

Sapiosexuality:
When I see intellectuals supporting homosexuality and pretending it is biological safe or consistent with functional or structural anatomy, I know mischief is going on.

The western societies have been reengineered but I don't think it is solely Jewish inspired. Besides the Frankfurt school, a league of nations is already in place.

Run by influencers it controls reactions and actions. For the goal, nothing is deemed moral or immoral. Everything is a tool for conquest, a tool for reaching the goal and they, so far, are succeeding.

The western society is too free that at any attempt at stopping the destruction of self is confused as the destruction of the fabrics of society. They don't need the Frankfurt schools anymore because they become it.

Nice thread, op.

And to think that atheists—and dem be black oo...— on here derived their inspirations from most of these lost cause is terribly baffling. I've read about this years back, and it's why I never ever indulge atheists.

This thread no go make front page, unfortunately, it's not like all those garbage making it.
Nice one, OP.

Bump

Judean!