Endgame! Part VII.

What's good??

We carry on with our survey of Plato's The Republic.

In the first phase, we examined the links between Platonism, Communism, and Feminism [1][2][3].

At this point, we shall look to the actual text of the Republic, so it can be easily understood why Platonic thought was, and is, such a major influence on globalist movements worldwide.

Plato and his writings go far beyond feminism; the philosopher's ideas, in my view, are the framework for an as yet unrealized Superstate. This could possibly consist of various union zones, such as the European Union, the African Union, the super-secret North American Union project, among others, which would be overseen by a world body, possibly based on a model of our present day United Nations. Please keep in mind that this is speculation. But I hope to make a convincing argument that this scenario is indeed plausible. All the evidence, in my view, points to just such a conclusion.

If nothing else, MRAs should study Plato in order to predict future moves by our Cultural Marxist opponents. I believe that works such as The Republic have served as the unofficial "playbook" for feminist revolutionaries for quite some time now. Knowledge is power; and we are going to need all the information that we can get in order to turn the tables on our power hungry enemies.

I wrote previously:

Let us move to the actual document. Please note that Plato writes in a conversational manner, and speaks through the person of Socrates as he engages in debate with his intellectual opponents.

Plato, in the following passage is speaking of the qualities and the training of his Guardians, the elite class of the republic whose only duty is to manage the affairs of the State:

“But you know, that we begin by telling children stories. These are, in general, fiction, though they contain some truth. And we tell children stories before we start them on physical training… that is what I meant by saying that we must start to educate the mind before training the body (p. 68).”

“And the first step, as you know, is always what matters most, particularly when we are dealing with those who are young and tender. That is the time when they are easily moulded and when any impression we choose to make leaves a permanent mark… shall we therefore readily allow our children to listen to any stories made up by anyone, and to form opinions that are for the most part the opposite of those we think they should have when they grow up (p. 69)?”

“Then it seems that our first business is to supervise the production of stories, and choose only those we think suitable, and reject the rest. We shall persuade mothers and nurses to tell our chosen stories to their children, and by means of them to mould their minds and characters which are more important than their bodies. The greater part of the stories current today we shall have to reject (p.69).”

One must understand that Plato's Republic is based on the education and training of the young. Schools and academia are absolutely essential to the propagation of Platonic dogma; so much so that Leftists made double damn sure to take over Colleges and Universities; and converted these schools into Socialist/Globalist Bastions from whence they were able to mold the minds of America's academic elite.

As we read in The Republic, Plato returned to Athens from Southern Italy in the year 386 B.C.E. and:




(School of Athens, by Raphael)

... founded the Academy, where he taught for the rest of his life. The Academy was founded as a school for statesmen. Plato had decided that nothing could be done with contemporary politics and contemporary politicians. He therefore decided to set up a school where a new type of politician could be trained, and where the would-be politician might learn to be a philosopher ruler [4] (The Republic, Plato, p.xix)."

(Justin Martyr)




(Origen)




(Philo of Alexandria Egypt)


Now we know that Plato was the original Leftist professor with the ultimate lifetime tenure. It should be noted that Platonism influenced some of the most influential thinkers in the ancient world, including important contributors to early religious thought such as Philo the Jew, Justin Martyr, and Origen.

It must be stressed that Platonism is not confined to Marxism and Feminism alone, but it is also found in religion, especially the Christian.

What is the connection between Marxism and religion?, you might be asking right about now.

The answer is that both are spiritual heirs of Platonic thought. Truthseekers will keep this in mind in their never ending search for answers.

But I digress.

It should be apparent that Platonic thought and centers of learning go together like white on rice. With that being said, let's cut to the educational curriculum of the typical Marxist country, regimes that have been directly responsible for the deaths of millions [a][b].

According to the site Changing China:

3. WEAKEN THE FAMILY. Few nations honored the family more than pre-Communist China. The Confucian ethic pressed the people into centuries of strict family loyalties, ancestral worship, and elaborate rituals. With the spread of Communism, the family was forced to change. "To redirect loyalties, China’s recent leaders created channels of mobility less subject to family control and reorganized communities to make them more responsible to outside pressures."[3] Government day care centers, schools, and youth corps replaced the family as the vehicle for teaching values and transmitting beliefs. (See The Nazi Model For Outcome-Based Education)

The Soviet Union came up with a plan that worked well, and other communist nations followed suit: Get mothers out of the home and into the workplace, then train their children in government day care, pre-school, after-school, and youth centers. At night, send them back home as ambassadors for the international socialist paradigm. With UN guidance, the rest of the world has followed, and the family would never be the same.

5. INDOCTRINATE EVERYONE WITH THE "RIGHT" IDEOLOGY. Compare the following quotations from The Cambridge Encyclopedia of China with the Cuban education system and with the changes taking place in education throughout the "free" world. (See Zero Tolerance For Non-Compliance: Clinton's Ten Steps Toward Lifelong Behavior Modification)

“In schools and universities ideological indoctrination was built into the curriculum, partly as a result of wholesale borrowing from the Soviet Union. … The study of Chinese literature for example, stressed ‘social realism' with the stereotyped presentation of ‘heroes’ and ‘villains’ in terms of the social classes they represented. Foreign literature focused on works guaranteed to show the worst features of capitalist society.

"The teaching of history was similarly conducted in accordance with Marxist concepts…. It became common for peasants and workers to be invited into the classroom to recall “past bitterness”: and contrast it with the benefits of the new era. Party-controlled youth organizations reinforced the official ideology…. “The level of an individual’s ‘political consciousness’ became of the greatest importance. … In some educational institutions, indoctrination came almost to replace teaching entirely.”[5] (See Élian's Future in a Totalitarian State)

According to the publication Lituanus:

Indoctrination

The aim of the Kremlin is to produce collaborators faithful to the Russians and the Communist party of the Soviet Union. This indoctrination is carried out through its huge propaganda apparatus. In the resolution adopted by the conference of the party activists on April 23, 1968, it states: [It is necessary] to improve the party propaganda, the political propaganda among the masses, especially through lectures; we have to advance the work in agitation, press, radio, TV, in cultural-educational institutions... The task of the party organizational units is to educate the working people of Soviet Lithuania, especially the youth, in the spirit of boundless faith to party ideals, Soviet patriotism, proletarian internationalism... It is necessary — through all the means of ideological education — to strengthen the Communist faith of every Soviet citizen, to foster the ideological firmness and the ability to resist any form of bourgeois influence" (Tiesa, April 25, 1968).

Various Soviet feasts, holidays, anniversaries, and commemorative occasions of important Soviet and Russian personalities are used for this kind of indoctrination, and there is an abundance of them. There are the annual holidays: the day dedicated to the Soviet army and navy (February 23), International Woman's Day (March 8), the day of International Solidarity of the Toiling People (May 1-2), the day of the great October revolution (November 7-8), and the day of the USSR constitution (December 5). There are also the various anniversaries of Marx and Lenin.

When the cult of Stalin collapsed, the Lenin cult replaced it. The various complimentary attributes, which were formerly ascribed to Stalin, are now transferred to Lenin. Although the anniversary of Lenin's birth was in 1971, as early as 1986 there was an intensive campaign to prepare for this occasion. There was a plethora of articles in the newspapers and journals; in schools, Lenin museums were set up, in which his youth and the years of his revolutionary activity were portrayed.

Every school year, various themes were assigned based on some connection with Lenin. Ethnologists had to organize secondary school pupils to search for historical evidence of Leninism in Lithuania. Artists produced portraits of Lenin and revolutionary themes, sculptors made statues and other likenesses, architects — with the sculptors — produced various projects for monuments of Lenin. At the beginning of 1970, in the Palace of Exhibitions in Vilnius, an art exhibit was organized, the central theme of which was Lenin's anniversary. In the theaters of Lithuania, several plays written by Russian authors were shown. Even the Lithuanian Academy of Sciences had to dedicate a session to Lenin, with the basic theme "The triumph of Leninist ideas in Lithuania." Under this theme, the importance of Lenin's theories for science in Lithuania in general and their influence on industry, literature, and history of occupied Lithuania were discussed (Pergalė, No. 3, 1970, p. 172).

A very good example of early Russian propaganda is the film, Man with a Movie Camera.

Continuing on:

In the public schools, the regular instructional programs are specially adapted for communist indoctrination — classes in history, geography, literature, and languages are especially exploited. In the eighth grade, a special course has been introduced — a discussion of the Soviet society, and in the ninth grade — an introduction to the study of society. As was mentioned before, pupils are organized into the "Oktyabrists," the Pioneers, and the Komsomol.

Through these organizations, youth is constantly bombarded with the ideas of "Soviet internationalism," of "eternal friendship of nations,' and of "love for the Russians." There are numerous supplementary activities: "international clubs," "festivals of brotherly nations," "special one-topic evenings," "excursions along the trails of revolutionary war." There are also common camps for the pioneers and secondary school pupils of various nations of the Soviet Union, there are social gatherings with the communist underground veterans, members of the old revolutionary groups, with the veterans in the struggle for Soviet power, etc.

For international education (which at the same time, is a program of Russianization) special international student song festivals are organized, student delegations are sent to various youth and student festivals, excursions are organized — students are sent to the other "republics," to various propaganda courses, even to construction - and other projects in the Soviet Union.

For the purpose of indoctrination of the masses, a complete system of party work training and propaganda apparatus has been established. To it belong the various branches of the party central committee (especially those dealing with organizational party work, propaganda and agitation, science and culture), the institute of party history attached to the central committee of the party, the "Žinija" (Knowledge, Science) association and others.

In the first six months of 1968, "125,000 people were improving their ideological-political level in the party system, among them 70% were communists and members of the Komsomol" (Tiesa, 1968, No. 162, p. 2). The district party committees organize all kinds of trips and seminar type excursions to Vilnius, where the visiting groups must tour the Revolution museum, the atheism museum, and the building in which the first conference of the Communist party of Lithuania was held.

Looking to the pages of Plato's Republic, we find that the Soviet Communist party had applied the lessons of the philosopher:

“It will be for the rulers of our city, then, if anyone, to use falsehood in dealing with citizen or enemy for the good of the State; no one else must do so. And if any citizen lies to our rulers, we shall regard it as a still graver offense than it is for a patient to lie to his doctor, or for an athlete to lie to his trainer about his physical condition; or for a sailor to misrepresent to his captain any matter concerning the ship or crew, or the state of himself of his fellow sailers (The Republic, p.81).”

Passages like these give rise to Plato's famous concept of the Noble Lie.

We all know that politicians lie for a living, but we as a people cannot possibly imagine that our leaders would mislead us.

We cannot fathom that our rulers would withhold crucial information from us, or outright lie to us altogether.

However, it must be emphasized that they do indeed mislead us; the most recent examples of such dishonesty include our bankrupt treasury, the hush-hush National Security Directive 51, the shameful attempt to ramrod the so-called EU constitution down the throats of Europeans, and of course, the unofficial effort to create the North American Union.

The powers that be have a lot of lies on their plate now-a-days, it seems.

Getting back to Plato:

“I am no expert on modes, said I; but leave me one that will represent appropriately the voice and accent of a brave man on military service or any dangerous undertaking, who faces misfortune, be it injury or death, or any other calamity, with the same steadfast endurance. And I want another mode to represent him in the voluntary non-violent occupations of peacetime; for instance, persuading someone to grant a request, praying to God or instructing or admonishing his neighbor, or again submitting himself to the requests or instruction or persuasion of others… and in all showing no conceipt, but moderation and common sense and willingness to accept the outcome… (p.94-95).”

“The graphic arts are full of the same qualities (to influence) and so are the related crafts, weaving and embroidery, architecture and the manufacture of furniture of all kinds; and the same is true of living things, animals and plants… (p.97).”

Here, our man is explaining how the arts can be used in propaganda efforts. If the old saying, "you are what you eat" is true, then saying that you are what you watch/listen to/do is especially relavent in this case. By manipulating the senses, you can create an alternate reality in the minds of your target audience.

As a good example of how entertainment is designed to fool you, the viewing audience, please visit David Bordwell's Website on Cinema blog. It does a nice job of deconstructing films into its piece parts, and explaining how directors and moviemakers acheive desired outcomes by manipulating elements of sound, props, lighting, editing, shots, and so on.

Plato has recognized this and recorded this truth for posterity. Unfortunately, not so nice people have gotten the message, and are now running amok with it.

“We shall thus prevent our Guardians being brought up among representations of what is evil, and so day by day and little by little, by grazing widely as it were in an unhealthy pasture, insensibly doing themselves a cumulative psychological damage that is very serious. We must look for artists and craftsmen capable of perceiving the real nature of what is beautiful, and then our young men, living as it were in a healthy climate, will benefit because of all the works of art that they see and hear will influence them for the good… and that, my dear Glaucon, I said, is why this stage of education is crucial. For rhythm and harmony penetrate deeply into the mind and take a most powerful hold on it…(p.97-98).”

Plato here affirms what longtime readers of Kumogakure School already knew; that by utilizing a little known principle known as Just Noticable Difference, the attitudes and beliefs of the target audience can be modified and controlled by those that seek to impose their will upon others.

This is why our cultural arts have become more and more degraded, pornography (which I enjoy in moderation) has become more prevelant, music (especially my beloved hip-hop) has become more crude and nihlistic.

All of these combined lead to a dumbing down effect upon the target audience. Infidelity is celebrated, sexual morality is ridiculed.

Fathers, men, and boys are made out to be thugs, perverts, and utter menaces to society, whereas the "liberated woman" is held up on a new pedistal as desireable and worthy.

Exploring the connections between public schools and feminist mind-molding, Ifeminists.com notes:

…More and more, people concerned with the deterioration of public education are pointing a finger of blame at political correctness. Championed by mainstream feminists, PC policies have become prevalent in the school system, from kindergarten to Ph.D. programs.

These policies are designed to change the social attitudes of students -- for example, their perspectives on gender and sex -- not to educate them in a conventional sense.

Parents who do not share these attitudes are upset, and understandably so. The inculcation of personal values in children is properly an aspect of parenting, not a line item in a government program.

Moreover, the imposition of personal values detracts from the teaching of basic skills if only because the time and energy of teachers are limited. To focus on one thing is to divert attention from another.

Even worse is the manner in which the values are being imparted. There is mounting evidence that public education discriminates against boys.

Last month, the novelist and feminist icon Doris Lessing used the Edinburgh Books Festival as a podium from which to decry the diminishment of boys in society. Lessing declared, "I was in a class of nine-and 10-year-olds, girls and boys, and this young woman was telling these kids that the reason for wars was the innately violent nature of men. You could see the little girls, fat with complacency and conceit while the little boys sat there crumpled, apologizing for their existence..."

Lessing was reporting anecdotally what other dissident feminists have documented.

Christina Hoff Sommers' book, "The War Against Boys: How Misguided Feminism is Harming Our Young Men," points an accusing finger at organizations such as the Ms. Foundation for harming boys by spreading myths about the nature of men and male power. She argues persuasively that "gender equity" programs in the public schools are undermining the education and self-respect of boys…”

Be sure to read the comments posted to the Amazon.com The War Against Boys review page. Very interesting reading.

Readers of my previous Endgame! series know that Platonism, Marxism, and Feminism have much in common, and that the Republic has had a tremendous impact on feminist thought.

Leftists know that in order to implant their poisionous ideology, they have to reach YOUR children while they are still impressionable and naive. The Endgame is nothing less than the establishment of a totalitarian order where each is given according to their needs; to paraphrase Marx.

While charity begins at home, Platonic indoctronation begins at the public school.

Get your minds right, because, as we shall see later, the Republic demands your complete allegiance, and could care less about your natural rights as a free human being. Man, woman or child, EVERYONE will serve the State... whether you like it or not.

This ain't no game homeboy.

Kumo out.