As I have pondered this country’s excruciatingly high tax rates, broken and dysfunctional families, intrusive nanny state and widespread mentality of entitlement, I have sometimes asked myself: How did Australia become such a socialist tyranny run by bureaucratic Big Sister control freaks?
We most certainly didn’t start out that way. We were almost genetically selected against it. The convicts who were sent out here at first were, in the main, not thorough villains. They were mainly petty crooks and small-time knaves. Born in a different time or class, they would have been entrepreneurs. The free settlers who followed them were certainly not state-dependent degenerates. They chose to emigrate to the harshest climate on Earth in order to build a society that would provide their grandchildren with a better life than they had back in the teeming cities of Britain. Now that’s delayed gratification. The successive waves of immigrants since have had similar values, at least until very recent times. What then accounts for the progressive slide into socialism that we’ve seen now for the better part of a century?
Now matter how much more cogent our arguments, no matter how disastrous the consequences of socialism for our society and no matter how much Father Reality keeps beating it into us that socialism is cancer, the country keeps drifting inexorably leftward. This has happened in all areas of society – economically, culturally and politically. For many in the new right which is now emerging, conservatism appears to have been at best a retardant for the pace of the progressivist transformation of Australia, and at worst a rearguard action which has consolidated leftists’ earlier gains. The policies of conservative governments in 2016 are the socialists’ policies of 1986.
It is for this reason that right-thinking men and women are abandoning the establishment conservative parties in droves. Perhaps this is ultimately because there is very little left in the cupboard to conserve. The last century has been like watching the bathwater spin leftward down the drain after the plug is pulled; the best the conservatives have been able to accomplish is to sometimes put the plug back in. This has been true across the West, as the leviathan State has inserted its tentacles into every area of life. This has happened despite the natural instincts of most people in this country to stick with what works: the traditional family unit, economic liberty, local decision-making and a preference for facts over dogma.
Although SJWs squeal like piglets whenever Andrew Bolt says something real about race, gender or culture, or the fearless Rita Panahi points out the left’s hypocrisy regarding Islam’s treatment of women, they don’t really care. They’re just virtue-signalling in front of each other. When the conservative side of politics wins elections, it’s not sackcloth and ashes at Women’s Studies departments across the land. Their outrage is ritualised, like the actors at Japanese funerals. This is because they know the beta-female proto-feminists they’re incubating in their classes will go on to staff the bureaucracy, schools, corporate offices and hospitals of the nation.
Let us imagine for just a moment what would happen if a truly rightist government was elected and they announced the privatisation of all public schools, the conversion of all hospitals into not-for-profit autonomous units, the abolition of all taxes save perhaps a land tax, the retraction of all legislation passed in the last century and the demolition by explosives of the public broadcasters. Now that would make politics interesting again.
The reality is, the left doesn’t really care who the PM is because Marx rules the kindergartens. Like the Pied Piper of Hamelin, the left lure away our children, especially the brightest and most passionate among them, using the socialist siren song of historical grievance, moral nihilism and the tyranny of equality that breeds envy, guilt, hatred and degeneracy. The classroom and the lecture hall are the throne room of the succubus of socialist self-righteousness which gives the ignorant and the immoral weapons to intimidate and parasite upon the productive and the virtuous.
By now the blood of some of you, my dear readers, will be boiling. You’ll be furiously scrolling down to comment in order to restore order and justice by lacerating me with such commonplaces as, ‘Not all teachers are like that’, ‘Teachers work hard, you know’, ‘Education is like FOX News – fair and balanced’ and ‘You’re a blankety blankety Murdoch media blankety blankety racist sexist blankety blankety blankface’. I know. What I also know from intimate personal experience, and what I am attacking here, is the ideological conformity and extremism of the teaching profession. This is not a conspiracy theory; it’s just reality. Like journalists at the ABC, teachers will tell you that they’re politically moderate. They expect you, like Little Red Riding Hood hearing the wolf, to nod your head sagely and agree. They are not. If a teacher manages to get accredited and is not a Cultural Marxist, the experience will radicalise them the other way. I am living proof of that. Outside of maths and perhaps the sciences, there are very few ideological moderates in education today.
If you believe, as most of us used to, that the best way for a boy to handle bullies is with his fists, you’re going to have trouble with the nanny statists teaching your child. If you believe, like Father Reality, that equality exists nowhere in nature and that excellence is a far more worthy ideal than egalitarianism, you might well have trouble. If you think that the Atlantic slave trade was not the worst thing that ever happened in the universe, that European imperialism brought light to a benighted globe and that lesbian slam poetry from the Caribbean is not of the same cultural value as Shakespeare’s sonnets, you’re absolutely going to have trouble. Tell your kids to stick to maths.
The usual overview of the leftist takeover of education begins with the bell-bottomed radicals of the ’60s becoming the tenured radicals of the ’80s and ’90s, and this is true. The student uprisings of the late ’60s were a critical turning point, when the current identity-based form of socialism began to predominate. In truth though, the socialist takeover of education in the West began much earlier and its roots go much deeper. In the US it was Progressives of the 19th century such as Horace Mann, Robert Owen and John Dewey, all ardent socialists, who brought in Prussian ideas of state-sponsored compulsory mass schooling to replace the independent schoolhouses which had grown up out of local communities prior. In Britain and Australia, the Fabian socialists were particularly influential in bringing about the introduction of mandatory childhood socialist indoctrination.
After World War II the system of indoctrination became much more formalised, universal and hegemonic. In Britain, Marxist intellectuals such as Dennis Dworkin rediscovered the work of Antonio Gramsci, who was a communist intellectual imprisoned by the fascist dictator of Italy, Benito Mussolini, in the 1920s. Remember, World War II and its prelude in Europe was a civil war between the two wings of leftism; and civil wars are always the nastiest. Gramsci coined the termed ‘fifth column’; he argued that the reason the communist revolution didn’t spread outside of Russia in 1917 was because of the Judaeo-Christian culture of the West. What Marxists had to do was gain control of the culture from the inside and subvert and demoralise it, so that then the West would succumb and join the delightful workers’ paradise being constructed in the East.
This idea had an enormous impact on the development of Cultural Marxism after World War II. Cultural Marxist ideas were already spreading throughout Western universities during the 1950s, and when the New Left emerged in the late ’60s and violently took over our university campuses, the Cultural Marxist takeover of education was complete. Those bearded radicals became the aforementioned professors of the following decades. The most radical departments in the universities, and the ones which socialists make the most effort to ensure ideological conformity in, are the education departments. In this way, the postwar Cultural Marxists conquered the future that we are living in today. They have been busy destroying the foundations of Western culture all the while.
Although I am here outlining how these civilisational traitors have operated to bring about the current madrassas of Marxist identity-politics which our children are forced to attend, I am not holding up any era of schooling as the gold standard we need to return to. I am not arguing a conservative position. There was no Golden Age of education; there has always been some element of indoctrination involved in education. What I am arguing is that, at the moment, the indoctrination that is occurring is being done covertly and is at odds with the values that mainstream Australians would expect to see being developed in their children. I am also arguing that the indoctrination has now reached such a point of extremism that there is very little left that could be called ‘education’ at all.
The primary difference between education and indoctrination is that the first starts with reality and the second starts with dogma. If we wish to salvage education in this country and halt the decline into morbid tyranny that the current indoctrination is driving, then we must restore inductive-deductive reasoning, an empirical ontology and the transmission of heritage in the classroom and lecture hall.
Inductive-deductive reasoning is what enabled the scientific revolution during the Early Modern period. It is also what we discover in the works of Aristotle, the philosopher who tutored Alexander the Great. It is, I believe, one of the most valuable components of our Western intellectual heritage. Inductive-deductive reasoning means that our thinking begins and ends with reality, rather than the imposition of preconceived ideological notions. This method of thinking has the quest for truth at the heart of it, rather than a moral position about what beliefs and doctrines we want to inculcate in the young. There is a place for moral and spiritual instruction, but if we are teaching history or literature then we should be teaching history or literature. The current practice in Australian education is to mine whatever discipline is being studied for the evidence it can yield up to prove our ideological beliefs. This is teaching-as-confirmation-bias, and creates the SJW snowflake crusaders who post valiantly to Tumblr but need a safe space and trigger warnings to protect them from the word ‘slut’.
If we are to do this, we must again discover a respect for reality. We must begin again to value the truth and to be empirical in our thinking, no matter how politically incorrect the truth may reveal itself to be. An empirical basis for study like this quickly leads to insight about who we are as individuals and as a civilisation. The left will tell us that this leads to hate, but that is a lie. It leads to love of one’s people and respect for one’s traditions. It is impossible to respect the traditions of others if we do not know and love the traditions of our own people. Self-knowledge is the only path to true knowledge of others.
So what will our soon-to-be-elected rightist government do to fix these problems by destroying indoctrination and restoring education? Given that the overriding task of these right-thinking men and women will be to destroy Marxism in this country, the abolition of compulsory mass schooling would have to be one of their first actions (after the explosives). Public education, after all, was one of Marx’s Ten Planks in the Communist Manifesto to bring about the communist revolution in the West. People will still educate their children, and communities will once again set up locally-controlled schools. If the schoolhouses of the 19th century are anything to go by, standards will be higher than at public schools today.
This transition will also require elimination of teacher training and certification and the restoration of knowledge-based exams for aspiring teachers, similar to the bar exam for law. These would be overseen by the local communities who have a stake in the schools. If we give local communities oversight of education, we will also quickly find that schools will no longer pretend that all students are destined for university. Schooling will become much more responsive to the local economy, and this increased efficiency will probably mean children don’t need to be incarcerated for thirteen of the most valuable years of their lives.
Given how familiar and adjusted we are as a culture to the socialist model of mass public education, such a proposition as I am outlining will seem to many people outrageous. Let us remember though that mass public education was a 20th century phenomenon. The approach taken before this for centuries produced Shakespeare, Voltaire, Newton, Jefferson and Banjo Paterson. Where are our Michelangelos and Mozarts now?
Although my proposal would be publicly disowned by teachers as scandalously regressive, many would secretly agree that this would be a better system. Teachers today work incredibly hard, and most are on the edge of burnout. There is an enormous amount of invisible work being piled onto teachers in ever-increasing amounts each year. Many of them are bullied by their students on a daily basis, and all of them are groaning under the weight of a system which worships data and mandates equality of outcomes. They are tired of their profession being a political football and a media piñata. Returning sovereignty over education to local communities may well lead to many current teachers having to find other jobs, but the good ones would stay. In the long run, teachers’ lives would be vastly improved.
The increasing religious and ideological indoctrination around the world today is helping to create the zealotry and dogmatic insanity we see growing around us. It is also feeding the anti-scientific superstitions we see popping up on our social media feeds. We are losing our ability to debate and converse with people of different views as we lose the habit of reasoning and the humility of knowing we don’t know things. A return to sanity will involve a restoration of reality and respect for truth. Like the people of Hamelin, we trusted strangers to eradicate the rats of ignorance and poverty. Ignorance and poverty are still very much with us, and the strangers have taken away our children as well.