John Barnwell, a member of our new Facebook group, (TFI Truth Seekers), discussed the following article by Timothy Matthews during a weekend discussion with Douglas Gabriel from American Intelligence Media, one of our favorite and most knowledgeable thought leaders behind the second American Revolution. The information in this revelation behind the Marxist conspiracy to wreck the Judeo-Christian traditional culture underpinning our Constitutional Republic will become immediately apparent to you. Unfortunately the conspiracy has worked so far but our AIM is to expose the unholy truth and reverse these trends by removing the American Socialist Traitors that inhabit the Washington DC swamp. Our peaceful revolution will concentrate on electing new Representatives and Senators to office who will be dedicated to fulfilling their oath of office and re-establishing our Constitutional Republic.
Sunday, April 15, 2018
RECOMMENDED READS: TIMOTHY MATTHEWS' "THE FRANKFURT SCHOOL: CONSPIRACY TO CORRUPT".
An excellent article by Timothy Matthews, editor at the British Catholic Family News. Exerpt:
"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 Family 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.’
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.
Education 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.”
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’.
Drugs 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.”
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).
Music, Television and Popular Culture 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. The expansion of violent video-games also well supported the School’s aims.
Sex 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.'
The Media 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.'
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.’ ..."