Orwell, Jabotinsky, Fascism and Islam - Part 1

Part 2, Part 3,

We have seen the cloak-and-dagger Molotov-Ribbentrop Pact between the Soviet Union and the Third Reich, and later the brotherly Sino-Soviet Split. Totalitarian alliances are fickle, short-lived affairs riddled with mistrust for the very simple reason that the parties to such “alliances” are, well, totalitarian, i.e., by their nature, they cannot be equal to anyone, but must necessarily be supreme over all others, and dominate them lest they be dominated. Right from the start of their alliance they deceive and backstab one another, and sooner, rather than later, they start killing one another. It is something the West still does not understand.

To totalitarian entities, there is no such thing as win-win, for to observe the terms of an alliance, any alliance, is to allow your “ally” to get the better of you through violating it, a basic rule of existence. A totalitarian society never has friends, partners or allies, for all other societies, especially other totalitarian ones, can only be enemies plotting and scheming to subjugate it. Domination and subordination is the order of their reality and the only order they comprehend, which manifests at all levels of society, from relations between states to relations within the family. It would be stupid in the extreme not to take advantage of anyone who espouses equality, respects agreed terms, seeks fair competition or promotes win-win.

An alliance between Russia and China must necessarily be short-lived, as must one between Russia and Iran, or China and Iran. But an alliance between the three of them has the potential to endure a little longer, since each can continually switch its “alliance” between each of the remaining two, achieving a stability of instability. Meanwhile, the Taliban in Afghanistan, neighbouring Iran, is also a de facto caliphate. They both have to watch their backs, because neither can tolerate the other. They are already snarling at each other. Sooner or later, it may come to war. This idea is well-captured in George Orwell’s Nineteen Eighty-Four description of a permanent three-way war, real or purported, between the world’s three totalitarian superpowers, Oceania, Eurasia and East Asia, and in which each directs its hollowed-out people’s hatred from one enemy to the other at the flick of a switch. Muslim scholars have been doing this to lay Muslims for more than a thousand years.

Orwell appreciated the nature of alliances between Fascisms and their implications for freedom and democracy. The vulnerability of freedom in this scenario he dissects in his 1943 essay Looking Back at the Spanish Civil War:

There are in reality only two safeguards. One is that however much you deny the truth, the truth goes on existing, as it were, behind your back, and you consequently can’t violate it… The other is that so long as some parts of the earth remain unconquered, the liberal tradition can be kept alive. Let Fascism, or possibly even a combination of several Fascisms, conquer the whole world, and those two conditions no longer exist.[1]

The situation the Free World currently find itself in worse than Orwell’s “combination of several Fascisms.” The totalitarian triad against freedom and democracy in general, and the United States and Israel in particular, comprising the Chinese Communist Party, the various Islamic caliphates and proto-caliphates, and the resurgent Russian fascism, are all assisted by their loyal fifth column, the Western Left, slaves in search of masters. If this strikes the reader as hyperbole, or conspiracy theory, then I beg for indulgence.

I should first like to offer George Orwell’s insights, starting with Nineteen Eighty-Four:

He picked up the children's history book and looked at the portrait of Big Brother… It was as though some huge force were …persuading you, almost, to deny the evidence of your senses. In the end the Party would announce that two and two made five, and you would have to believe it. …Not merely the validity of experience, but the very existence of external reality, was tacitly denied by their philosophy. …How do we know that two and two make four? …If both the past and the external world exist only in the mind, and if the mind itself is controllable what then?[2]

In Looking Back on the Spanish War, Orwell writes:

It is [the] implication that human beings are all one species…, that totalitarianism destroys. Nazi theory indeed specifically denies that …‘the truth’ exists. There is, for instance, no such thing as ‘Science’. There is only ‘German Science’, ‘Jewish Science’, etc. The implied objective of this line of thought is [that] the Leader, or some ruling clique, controls not only the future but the past. If the Leader says…, ‘It never happened’ — well, it never happened. If he says that two and two are five — well, two and two are five.

The existence of a Western population completely given over to serving totalitarian masters presupposes the destruction of thought, veneration of ignorance, voluntary mass compliance, hatred of self and hatred of freedom. The resurgence of this hollow condition, masquerading under the dried and cracked fig leaf of “diversity and inclusion,” purports to “de-colonise history,” i.e., correct it from the “history of dead white men,” to “Women’s History”, “Black History”, “Gay History”, etc., each blessed with its very own special “history month” in which “people who look like me” can feel “represented” in a “safe space” without risk of being “triggered” by “far-Right” “micro-aggressions.” It is not clear when we will be celebrating “Living Disabled Gay Black Women's History Month,” but it cannot be long in coming.

The veneration of ignorance, read Chinese Cultural Revolution 2.0, is well underway. In 2017, Brooklyn College City University of New York maths professor, Dr Laurie H. Rubel, published “Equity-Directed Instructional Practices:Beyond the Dominant Perspective” in the peer-reviewed Journal of Urban Mathematics Education,[3] an anti-intellectual and racist attack on meritocracy. We read:

More generally, whiteness tacitly positions White people, their experiences, and their behaviors as superior (Battey & Leyva, 2016; Martin, 2009b), and it is supported by a set of corollary principles that function as “tools of Whiteness” (Picower, 2009, p.204). For instance, the ideological principle of the United States as meritocracy is understood by many to be a central feature of American society, dictating that a combination of hard work and talent, or as cast in recent years, “grit” (Duckworth, Peterson, Matthews, & Kelly, 2007), yields success. Equivalently, the principle of meritocracy also dictates that lack of success is a result of a lack of effort or ability (e.g., Battey & Franke, 2015; Martin, 2009b). This principle functions as a tool of whiteness in how it ignores “systemic barriers and institutional structures that prevent opportunity and success” (Milner, 2012, p. 704) as well as institutional structures that facilitate opportunities and the distribution of rewards not according to merit but instead according to race and social background (Bowles & Gintis, 2002; McIntosh, 1988).

The work has all the trappings of scholarship, but none of the substance. In the introduction we read:

I present three cases of White teachers—those who demonstrated excellence with equity-directed practices that correspond to dominant dimensions of equity, on the one hand, but struggled with practices that correspond to critical dimensions, on the other. The goal is not to pin responsibility for systemic inequities on any individual teachers but rather I heed Dutro, Kazemi, Balf, and Lin’s (2008) claim  that “teachers’ attempts—with all of their flaws and complexity—can provide rich texts for teachers to study collectively”

Zainab Iqbal reviews this treatise on re-education and Säuberung under the blog post title “Math, Meritocracy and Race – Brooklyn College Professor Defends Her Work,” which doesn't actually review the article at all. Instead, Iqbal complains about all the “right-wing media” and others that are “out to get her... a woman, a Jew, and gay.” Iqbal quotes Campus Reform: “Rubel recommends that math teachers incorporate more social justice issues into math lessons, but warns that even ‘teaching for social justice’ can be a ‘tool of whiteness’ if teachers are not sufficiently attuned to the experiences of minority students.”

Since maths-for-social-justice does not come naturally to white teachers, Laurie the Jew and Iqbal the Muslim would approve of the "social justice" in the jihad approach to maths teaching:

Muhammad bought 3 rifles on Friday. On Sunday, he bought 4 rifles.

How many rifles did Muhammad buy in total?

Solution: On Friday he bought 3, on Sunday he bought 4.

Therefore, 3 + 4 = 7 rifles.[4]

This pernicious invasion and colonisation of our humanity and decency comes through in how our manners and behaviour have have been commandeered to presume our mutual antipathy, and imposed the necessity of “virtue signalling” that we are “safe” to speak to. Unless we “virtue signal,” our interlocutor cannot be sure that we will not pull a knife on him or her, or worse, “do violence to them with our words.” Muslims virtue signal with a special handshake.

In the West, “virtue” now means that we tolerate the intolerant, promote the backward, and venerate the ignorant. Muslims, some of the most ignorant people on earth, and the most cruel, we feel bound to respect. To show anything less than enthusiastic support for this moral degradation, thought corruption, cultural destruction and totalitarian bullying, lately called “wokeness,” is to invite denunciation as “far-Right.” It has come to this: what was until recently a sign of severe intellectual impairment, is now the wisdom of a mathematics professor. On 3 August 2020 Dr Rubel showed that even the hallowed "Palestinians," who are well-familiar with the Führer, still have room for improvement:

‘of course math is neutral because 2+2=4.’ Rely on that supposed axiom to then target ppl (& especially women) for coordinated ridicule/harassment. …reeks of white supremacist patriarchy. i'd rather think on nurturing people & protecting the planet (with math in service of them goals).[5]

In China, 2+2 does not equal 4 or 5 or anything; it equals whatever the Communist Party says it equals. The process begins with tainting reality with the mark of the condemned: “2+2=4 reeks of white supremacist patriarchy.” From here it is a small step to 2+2= whatever the architects of Rubel’s mind decide it is today. The same holds true for Islam. “We hear and we obey,” (Qur’an 24:51) means that the "scholars" can tell lay Muslims one thing as true today and exactly the opposite as true tomorrow. There is a reason the stupidest Muslims show the greatest success. The same holds for Russia, the land where neither meritocracy nor truth get past psychiatry; where a war is not a war, unless you fancy stint in prison, or a psychiatric ward, or, lately, an extreme sport on the Ukrainian frontlines.

No doubt, protecting a planet is an extremely time-consuming undertaking, which is a shame, because had Rubel managed to spare just two minutes here and two minutes there, she might have started out with four minutes in which to read Dr Joseph Goebbels proclaim, “If the Führer wants it, two and two make five!”[6] And with the extra Nazi minute so gained, she might have had time to read the white supremacist patriarch George Orwell describe how 2+2=5 finds traction in a mind broken under torture.

Notes:

1. George Orwell, Looking Back on the Spanish Civil War, 1943. https://archive.org/details/lookingbackonthespanishwargeorgeorwell
2. George Orwell, Nineteen Eighty-Four, 1948, Reading.com 2001, p75.
3. Laurie H. Rubel, “Equity-Directed Instructional Practices:Beyond the Dominant Perspective,” in Journal of Urban Mathematics Education, December 2017, Vol. 10, No. 2,pp. 66–105.
4. This particular example from a Houthi textbook typifies the sentiments in Arab textbooks in several Arab countries and the Palestinian Authority. Arabic language news website: Asharq Al-Awsat, October 27, 2015, https://bit.ly/3lhVzjk, quoted in Itam Shalev, "Review of Houthi Educational Materials in Yemen, 2015–19," IMPACT-se, March 2021. For Palestinian examples, see "The 2020–21 Palestinian School Curriculum, Grades 1–12, Selected Examples," (Updated)," IMPACT-se, May 2021.  https://www.impact-se.org/wp-content/uploads/PA-Reports_-Updated-Selected-Examples_May-2021.pdf
5. Laurie Rubel, Twitter, https://twitter.com/Laurie_Rubel/status/1290317562979536896.
6. Way back Machine, https://web.archive.org/web/20041227105306/http://motlc.wiesenthal.com/text/x18/xr1883.html

Picture credits:

Kristallnacht:  By Center for Jewish History, NYC - Flickr: Interior view of the destroyed Fasanenstrasse Synagogue, Berlin, burned during the November Pogroms, Public Domain, https://commons.wikimedia.org/w/index.php?curid=24622435

Dr Josef Goebbels: By Bundesarchiv, Bild 146-1968-101-20A / Heinrich Hoffmann / CC-BY-SA 3.0, CC BY-SA 3.0 de, https://commons.wikimedia.org/w/index.php?curid=5418791

Laurie H. Rubel: Brooklyn College.

"Goebbels Denies Regime Inspired Violence": J.T.A. News, 13 November 1938.