GworoChewinMaga:


“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.

GworoChewinMaga:


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.

GworoChewinMaga:
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.

GworoChewinMaga:
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.

GworoChewinMaga:


“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.