Friday, March 23, 2018
More classics
After pulling some interesting goodies from the 1922 Classical Journal, decided to look at the 1918 volume, a more inflective year.
When Wilson's Deepstate switched on the anti-German frenzy, teachers of Latin and history faced two problems.
One was a generic problem faced by all academics.
As I've pointed out before, American schools and colleges had been slavishly following Kraut fashion in both structure and course content. We organized our schools by the Kraut model, deifying rote memory and delusional theories. Practical hands-on learning (ie learning) was reserved for the cretinous unwashed who clearly couldn't handle the precious luminous intellectual fog of theories.
When we drew inspiration from foreign scholars, we cited Germans. Krauts get credit, all others pay cash.
Typical example:
The other problem was peculiar to the subject matter. How do you cover the history of the Roman Empire without mentioning Germany? How do you cover the endless wars of Roman aggression without treating the German territory and Germanic tribes objectively?
How do you deal with Luther objectively?
These were vexing problems for the classicists of 1918. They were wrestling with the questions honestly, trying to maintain integrity without losing their lives or funding. Some saw an opportunity to gain new ground:
A few were hoping that we would TURN TOWARD THE LIGHT after the war:
= = = = =
Modern "scholars" of the "humanities" are no longer vexed by these conundrums, because modern "scholars" departed from objectivity a LONG time ago... in fact shortly after 1918. After we defeated the Krauts we became the Krauts. We turned away from the light.
You can see the tidal shift around 1920 in all areas except engineering. Training students to understand the universe and to WORK USEFULLY with reality is now completely unimaginable and GANZ VERBOTEN. The sole purpose of the "humanities" is witch-hunting. Spread lunacy through the universe at tachyon speed. Enforce the latest Deepstate orthodoxy by infinite violence and exquisite blackmail. Dissolve heretics into dark matter.
= = = = =
Our current RUSSIAN_MEDDLING frenzy is not going to vex anyone because we've NEVER followed Russian fashion in anything, even when we COULD have gained by doing it.
In 1957 when Russian education beat us with Sputnik, we COULD have learned from the comparison. We COULD have noticed that Russian science and math teaching was HANDS-ON and EXPERIMENTAL, centered on open discussion and teamwork. Instead we decided to catch up with Russia by turning EVEN MORE GERMANIC, by departing EVEN FARTHER from reality and learning. Rote memory of mostly accurate factoids wasn't good enough. We had to memorize lunatic delusions instead.
In 2000 when Putin pulled Russia out of the collapse we triggered, we COULD have learned something useful, COULD have figured out how to halt our own collapse. We COULD have noticed that Putin was getting OUT of debt and expanding his country's PRODUCTIVE capacity in agriculture and manufacturing. Instead we decided to go even DEEPER into hyperexponential debt, decided to SMASH our own factories even faster.
As always we "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems bycreating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justif
The other problem was peculiar to the subject matter. How do you cover the history of the Roman Empire without mentioning Germany? How do you cover the endless wars of Roman aggression without treating the German territory and Germanic tribes objectively?
How do you deal with Luther objectively?
These were vexing problems for the classicists of 1918. They were wrestling with the questions honestly, trying to maintain integrity without losing their lives or funding. Some saw an opportunity to gain new ground:
A few were hoping that we would TURN TOWARD THE LIGHT after the war:
= = = = =
Modern "scholars" of the "humanities" are no longer vexed by these conundrums, because modern "scholars" departed from objectivity a LONG time ago... in fact shortly after 1918. After we defeated the Krauts we became the Krauts. We turned away from the light.
You can see the tidal shift around 1920 in all areas except engineering. Training students to understand the universe and to WORK USEFULLY with reality is now completely unimaginable and GANZ VERBOTEN. The sole purpose of the "humanities" is witch-hunting. Spread lunacy through the universe at tachyon speed. Enforce the latest Deepstate orthodoxy by infinite violence and exquisite blackmail. Dissolve heretics into dark matter.
= = = = =
Our current RUSSIAN_MEDDLING frenzy is not going to vex anyone because we've NEVER followed Russian fashion in anything, even when we COULD have gained by doing it.
In 1957 when Russian education beat us with Sputnik, we COULD have learned from the comparison. We COULD have noticed that Russian science and math teaching was HANDS-ON and EXPERIMENTAL, centered on open discussion and teamwork. Instead we decided to catch up with Russia by turning EVEN MORE GERMANIC, by departing EVEN FARTHER from reality and learning. Rote memory of mostly accurate factoids wasn't good enough. We had to memorize lunatic delusions instead.
In 2000 when Putin pulled Russia out of the collapse we triggered, we COULD have learned something useful, COULD have figured out how to halt our own collapse. We COULD have noticed that Putin was getting OUT of debt and expanding his country's PRODUCTIVE capacity in agriculture and manufacturing. Instead we decided to go even DEEPER into hyperexponential debt, decided to SMASH our own factories even faster.
As always we "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justifies more budget and power for the agencies that "solve" problems bycreating more problems, which justifies more budget and power for the agencies that "solve" problems by creating more problems, which justifLabels: Experiential education
¶ 10:31 AM
