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The Frankfurt School: Social Collapse By Design




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The Frankfurt School: Social Collapse By Design


The following essay I regard as one of the four or five key articles every one of us should have under our belt as we
go forward. Despite lhal it was written in Britain, it reveals more about our American situation than most things
published in America. Every conservative, every Christian — indeed, everyone who feels that our society is
collapsing — needs to know this truth: The current social insanity was planned. It is deliberate.

Today, in light of the Supreme Court decision that attempts to redefine marriage (and it’s only an attempt,
remember, since marriage can’t be redefined, any more than 1 + 1 can be made to equal 3), this article is more
important than ever.

I reprint it here in its entirety, with a few minor punctuation and spelling changes to harmonize the original British
text with American usage.

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 organization which is as artificial and mechanical as a modern factory. ”

~ Christopher Dawson, Enquiries into Religion and Culture, p. 259.

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 dc 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 organized at the Marx-Engcls Institute in Moscow.

The aim of the meeting was to clarify the concept of, and give concrete effect to, a Marxist cultural revolution.
Amongst Ihose 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 Miinzenberg (whose proposed solution 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 “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 Miinzenberg, Lukacs and like-thinkers as
“revisionists.” In June 1940, Miinzenberg 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 program) was started at the University of Frankfurt in
the Institut fur Sozialforschung [Institute for Social Research]. 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 Tubingen
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 Griinbcrg, 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 Horkhcimer assumed control and he believed that Marx's theory
should lie the basis of the Institute’s research. When Hitler came to power, the Institute was closed and its
members, by various routes, tied 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 license 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 Judaco-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 flic 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.

g. Dependency on the state or state benefits.

10. Control and dumbing down of media,
n. 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.”

Miinzenberg 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 kepi
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 Ihe 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, 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 necessity of breaking down Ihe 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, Ihc School stressed how the “authoritarian personality” is a product of Ihe patriarchal
family— it was Marx who wrote so disparagingly about Ihe idea of Ihe family being the basic unit of society. All this
prepared the way for Ihc 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 Iheir
members, wrote in The Mass Psychology of Fascisms hat matriarchy was Ihe 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 ihe Romantics had thought, hut 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 program.

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 eccenLricity. But 1 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 he 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 Ihe implementation of Marcuse's concept of
‘repressive toleration’ — tolerance for movements from the left, hut 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, Flashbacks. 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 Ihe 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 hook 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 he 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 Ihcir 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, Sept. 2, 19991-

Music, Television and Popular Culture

Adorno was to become head of a “music studies”unit, where in his “Theory of New Music” [what is meant here is
probably Adorno's book Philosophy of Modern Music— cd.] 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
U.S. 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 lie (together wilh Horkheimer) had migrated to Hollywood. The expansion oi' violent
video-games also well supported the School’s aims.


In his book The Closing of the American Mind, Allan Bloom observed how Marcuse appealed to university students in
the sixties with a combination of Marx and Freud. “In Eros arid 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, Jr., who took charge of the Nem York Times in 1992 —
drew greatly on Lhc 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 for 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 U.S. 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 lhc “sensitivity training” techniques used in public schools over the past 30 years (and now employed by
the U.S. military to educate the troops about “sexual harassment”). During “sensitivity” training, teachers were told
not to teach but to “facilitate.” Classrooms became centers of self-examination where children talked about their


own subjective feelings. This technique was designed to convince children Ihey were the sole authority in their own

Atkinson continued: “The ‘authoritarian personality,’ studied by the Frankfurt School in the 1940s and 1950s in
America, prepared Ihe way for the subsequent warfare against Ihc masculine gender promoted by Herbert Marcuse
and his band of social revolutionaries under Ihc guise of “women’s liberation’’ and the New Left movement in Ihe
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 lie 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).

The Network

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
organizations in Ihe field of birth control (i.e., contraception, abortion, sterilization). “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.

"Deeper investigation revealed that the network, in fact, extended further afield, into eugenics, population control,
birth control, sexual and family law reforms, and sex and health education. Its tentacles reached out to publishing
houses, medical, educational and research establishments, women’s organizations 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 noL get into sex education, children will simply follow the mores of their parents.’ The fact that sex
education was to he the vehicle for peddlers of secular humanism soon became apparent.


“However, at that time the power of Ihc 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 Lhat 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 neighboring 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 program of social engineering by means of sex education in the schools. Its first executive
director was Mary Caldcronc, who was also closely linked to Planned Parenthood, the American equivalent of the
British FPA. According Lo The SIECUS Circle , Caldcrone 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. Nocbcl 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
Larnont; 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 Ihc 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 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

A practical example of how the tidal wave of Maslow- think is engulfing English schools was revealed in an article in
the British National Association of Catholic Families’ (NACF) Catholic Family newspaper (August 2000), where James
Caffrey warned about Ihc Citizenship (PSHE) program which was shortly to be drafted into Ihc National
Curriculum. [This would be the British equivalent of Common Core here in the U.S. - ed.j “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 Ihcir actions
and moral behavior. 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
moralizing or criticizing. 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 presented 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 U.K. soon. It will give young people
secular values and imbue them with Ihc 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 recognized Ihc psychological damage Rogers' technique
indicted 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.

Big Society

And now in Britain we see the influence of the Frankfurt School edging even further forwards in the form of Ihc
Alinsky-inspired “Big Society.”

Yet another “transformational Marxist,” Saul Alinsky (1909-1972) was a radical Chicago activist-idolized by Barack
Obama-who had made a study of Antonio Gramsci’s blueprint for social transformation and avidly promoted Ihc
Frankfurt School's strategy of the "long march through the institutions.”

[Alinsky] was convinced that flic overthrow of western society should be carried out, not noisily, but with stealth
and deception. It was necessary, he believed, to cultivate a down-to-earth image of pragmatism and centrism; he
cultivated the rich and influential; politicians fell under his spell. He won Ihc hearts of globalist-leaders around the
world. “True revolutionaries do not flaunt Ihcir radicalism,” Alinsky taught, “they cut their hair, put on suits and
infiltrate the system from within.” The trick, as he saw it, was to penetrate existing institutions: churches, unions,
political parties. He even spent lime in Milan with Cardinal Montini (later Pope Paul VI) at the instigation of Jacques
Maritain (cf. Faithful Citizens, Austen Ivereigh, Longman & Todd)

“Change” became [Alinsky’s] battle-cry. In the opening paragraph of his book Rules for Radicals: A Practical Primer
for Realistic Radicals (published a year before his death and dedicated to Lucifer, “the first radical known to man
who rebelled against the establishment and did il so effectively that he at least won his own kingdom”), he wrote,
"What follows is for those who want to change the world from what it is to what they believe it should be. 7 he Prince
was written by Machiavelli for the Haves on how to hold power. Rules for Radicals is written for the Have-Nots on
how to lake it away.”

“Change” meant turning society inside out, and this would be accomplished by duping Ihc idealistic middle classes,
by winning their trust with fine-sounding phrases about morality. And all this, he declared, would come about
through the work of “People’s Organizations.”


“These People’s Organizations,” wrote John Perazzo in, “were to be composed largely of
discontented individuals who believed that society was replete wilh injustices that prevented them from being able
to live satisfying lives. Such organizations, Alinsky advised, should not be imported from Lhc outside into a
community, but rather should he staffed by locals who, with some guidance from trained radical organisers, could
set their own agendas.”

And so it was that in the U.K. in 2009, David Cameron, apparently mesmerized by his friend Barack Obama,
announced that he would help push forward the decades-long march by endorsing the Alinsky program by creating
a “neighborhood army” of 5,000 full-time professional “community organizers.” Could he possibly have realized
what he was doing?

In a February 2009 Investors Business Daily article entitled “Alinsky’s Rules: Must Reading In Obama Era,” Phyllis
Schlafly wrote that Alinsky’s “tenlli rule of the ethics of means and ends” is: “you do what you can with what you
have and clothe it with moral arguments.” He doesn’t ignore traditional moral standards or dismiss them as
unnecessary. He is much more devious: he teaches his followers that “Moral rationalization is indispensable at all
times of action whether to justify the selection or the use of ends or means

“The organizer’s first job is to create the issues or problems,” and “organizations must be based on many issues.”
The organizer “must first rub raw the resentments of the people of the community; fan the latent hostilities of
many of the people to the point of overt expression. He must search out controversy and issues, rather than avoid
them, for unless there is controversy people are not concerned enough to act. ... An organizer must stir up
dissatisfaction and discontent.”

As his fervent acolyte Hillary Clinton enthusiastically pointed out, in a 1969 Wellesley College thesis, “if the ideals
Alinsky espouses were actualized, the result would be social revolution.”


"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 than our classical liberals and secularists. At least they see the moral deviations they


promote will in the end make social life impossible or intolerable. Bnl this leaves a big question mark over what a
future conducted by them would be like."

Meanwhile, the Quiet Revolution rolls forward.



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