War looming 2

China is preparing for war, so America needs to do the same.

Dan Gelernter warns at American Greatness:

We should prepare for war. Churchill called preparation for war “the sole guarantee of peace”. Instead, Biden touts maternity flight suits. We indulge in ludicrous fantasies of a “fair” military based on the premise that real wars don’t happen anymore. What message does that send enemies who plan to use their armies for actual fighting?

We are headed to war again. We are pointed at war right now. America’s weakness will bring us there. The hour is already late—we have allowed the Chinese navy to grow larger than our own.

But there is still time. We can strengthen ourselves. We can confront Russian and Chinese encroachments on international rights and territories now. Or we can immolate and destroy another generation, as a sacrifice to our own self-serving short-sightedness.

Or we can put President Trump back in the White House.

Christopher Roach warns even more strongly – also at American Greatness:

China is not our friend. Since the Clinton Administration, and through the Bush and Obama years, American policy proceeded as if trade and cultural ties would work automatically to liberalize the Chinese. Instead, these ties have enriched and strengthened China, allowing it to build first-class infrastructure, a robust economy, and a substantially more capable military in a mere 30 years’ time.

Simultaneously, these policies have hollowed out our own industrial base, rendering most of our industries, including the tech sector, dependent on Chinese inputs. In the name of efficiency, we have lost resilience, jobs, and independence.

The prospect of a military confrontation with China is now closer than it was at the beginning of this process. Along with its rising confidence and capability, China has advanced a self-serving and novel view of its authority, asserting sovereignty and rights of exclusion deep into the South China Sea.

The United States, for over 100 years, has viewed itself as a maritime power, enforcing freedom of navigation so that the world may benefit from trade and secure sea lanes. China’s expansive view of its rights threatens these expectations and sows the seeds of a potential military conflict.

Just as trade wars can become real ones, conventional military victories threaten to escalate into nuclear wars, not out of ruthlessness, but out of fear and confusion about an adversary’s intent.

In dealing with China, America would do well to ensure no conflict with China goes nuclear. There seems no reliable way to guarantee this under the conditions of conventional war. Under these circumstances, the United States should reconceive its regional objectives to avoid such conflict altogether.

One way of avoiding such conflict is to continue the focus on economic matters. Ideally, this would mean continuing the Trump-era policy of disconnecting our fortunes from China as much as possible.

Unfortunately, the Biden Administration’s watchword appears to be reversing every Trump policy reflexively.

Posted under China, Defense, Russia, United States, War by Jillian Becker on Thursday, April 1, 2021

Tagged with , , , , ,

This post has 2 comments.

Permalink

Close the public schools 1

and avert race war.

Dan Gelernter writes at American Greatness:

The New York City public school system spends $28,800 per student per year—more than anywhere else in the world. A brand-new public school teacher with a master’s degree and zero prior experience starts at $65,000 a year, plus benefits. And the children can’t read. …

A seven-year-old girl’s school teacher asked everyone in class to say what they wanted to be when they grew up. The girl said she wanted to be a mother. Her (female) teacher said her choice was wrong, apparently making her feel that it was not just incorrect, but morally unacceptable. The teacher actually made the child stand in front of the class as an example of a bad girl. …

This incident is not simply a questionable decision on the teacher’s part, nor is it a bad yet defensible judgment. It is child abuse. It is criminal behavior. The teacher should be in prison. She definitely shouldn’t be a teacher. And yet, given the lifelong protection she enjoys as a union member in the public school system, she will most likely go on doing her share to ruin the lives of dozens or hundreds or thousands more children—children from poor neighborhoods with no one to protect them. Children who are being sentenced to permanent lower-class status and a life of menial work, to depression and frustration and worse, by the sick, demented, and obscenely expensive criminal enterprise that is the New York City public school system.

Public expenditure on education has nothing to do with education …

Public education is a failure in every city across the entire country. ...

Every child should have an education. It does not follow that we need public schools. And in practice, public schools do not educate. It’s easy enough to see this from the national literacy and numeracy rates. The more schools spend, the less they succeed in teaching. This is without even touching on the dastardly political indoctrination that exposes our children to the socialist biases of their hardly-less-ignorant teachers.

If you were to abolish the Department of Education and also abolish every single public school in the nation, education would not cease. On the contrary, it might actually start happening. You would see, in short order, hundreds of new schools funded by donations both of money and of time—charity schools in the most basic and most important form of charity. These would be schools certified not by the government but by a demonstrable ability to teach children. Demonstrable, that is, to the parents themselves, not to a corrupt licensing board. …

If we took the future of the nation seriously, we would end public schools tomorrow. We would then take our young children, sit them down with the first and simplest of McGuffey’s English textbooks from the 1880s, and teach them to read.

Instead, right now, they are being taught that all races must hate the white race and avenge themselves upon it.

Public “education” is becoming intensive incitement to race war.

Example: California.

John Murawski writes, also at American Greatness:

California has struggled for five years to create a politically palatable “ethnic studies” curriculum that would teach high schoolers how systemic racism, predatory capitalism, heteropatriarchy, and other “structures of oppression” are foundational to American society.

Now, after more than 82,000 public comments, and four major rewrites, the state board of education is expected to approve the latest version this week, clearing the way for lawmakers to make a semester-long course in the material a graduation requirement for all of California’s 1.7 million high school students. …

The material emphasizing whites’ subjugation of nonwhites is not a conventional textbook subject, but an ideology with an activist political agenda. Revisions may never satisfy parents and teachers who believe public schools shouldn’t be in the business of teaching kids how to develop a “social consciousness” or using class time to pinpoint a student’s intersectional identity to determine where they fit on a hierarchy of power.

At the same time, ethnic studies activists are furious that their efforts at promoting social justice, and centering “voices of color” are being diluted by, as they put it, power structures such as “whiteness”, Zionism, and assimilationism.

The state’s guidelines grant teachers wide flexibility in how they teach the subject. Ethnic studies activists—including those who wrote the first, rejected draft of the curriculum—say high school teachers will have an escape clause to teach a watered-down version that the activists deride as a “Foods, Heroes & Holidays” and “all lives matter” pabulum. These advocates insist on hewing to a heroic narrative about how people of color have suffered from and fought against European capitalism, colonialism, and imperialism. …

Practitioners have formed their own organization—the Liberated Ethnic Studies Model Curriculum Institute—to promote an “authentic” ethnic studies, a discipline born in the late 1960s out of student campus protests led by the Third World Liberation Front to end Eurocentrism in education.

We recommend our readers see for themselves what the Liberated Ethnic Studies Model Curriculum Institute is all about.

For the past year, these activists have been meeting in online sessions to hash-out strategy, expound upon their “liberatory” and “transformational” ideology, and encourage educators to teach the full-strength curriculum that the state has flunked. Their unguarded comments in numerous videos convey the combative tone and spirit of ethnic studies already evident in some California classrooms, and likely to be adopted by many more teachers regardless of the model curriculum approved by the state.

“Inside of the United States, native people have been actively fighting a long war to dismantle the United States,” said Stevie Ruiz, who teaches in the Department of Chicana and Chicano Studies at the California State University, Northridge, during a May 2020 online strategy session. “So then we can actually think about what happens if we honor native people’s acknowledgments and begin to tear apart the United States internally … What if we decide to call this place the United States no longer?” …

Ethnic studies is not a traditional school subject, but a movement and a philosophy best described as “narrative medicine,” “radical healing” and even a “way of life”. It’s distinguished from traditional classroom instruction by its emotional, immersive pedagogy designed to deprogram kids from European cultural assumptions, to make teenagers conscious of systemic inequities, and to reconnect them with forgotten ancestral knowledge.

Or what we would call atavistic superstition.

According to one of the Liberated Institute leaders, Theresa Montaño, a professor of Chicana and Chicano studies at Cal State Northridge, the group’s K-12 lesson plans should be available online for free this spring. … [Its]  material will be based on five themes: racialized intersectional identity, collective narratives, systems of power and oppression, resilience and resistance, and solidarity among people of color. …

In repeated expressions of frustration, [these] advocates attribute the state’s political compromises to a common enemy: “whiteness”—what they call the oppressive force that their movement and its precursors have been seeking to disempower for 500 years. “All of the attacks against the ESMC [Ethnic Studies Model Curriculum] came from the realms of whiteness and authoritarian whitesplaining,” read a statement Los Angeles public school intervention counselor Guadalupe Carrasco Cardona posted during her May presentation on ethnic studies and teacher preparation.

“Well-funded attempts at whitewashing the ESMC ranged from right-wing white nationalists at Breitbart, to Wall Street Journal white capitalists who deny the climate crisis, to white moderates who superficially may say they support ethnic studies, but only if it’s done in the way they ‘as gate-keeping white moderates’ say it needs to be done.” …

[They refer] Palestinian resistance to the state of Israel as an example of ethnic studies in action. The removal of those references from the state’s revised curriculum, and the addition of lessons about anti-Semitism, is seen by the advocates as emblematic of the way white power structures erase the histories of those they oppress. … [They expect] an anti-Israel Boycott, Divestment, and Sanctions lesson to be included in the Liberated materials that the group is developing.

[Guadalupe Carrasco] Cardona is a longtime public school teacher and a veteran of California’s ethnic studies skirmishes, having been fired from a teaching position three years ago after some parents found out she was a member of a Marxist organization [Union del Barrio] that advocates political revolution, emulates Cuba’s Fidel Castro and Venezuela’s Hugo Chavez, and vows “to crush all forms of oppression and reactionary tendencies”.

She was fired for that – then! But would she be now, in the Biden era? Almost certainly not.

Rejecting the state’s assimilationist bent, Cardona suggested that ethnic studies has a totally different focus than the current equity push to get people of color into middle management positions.

“They just want little youth to want this little piece of this American pie because that’s what they think social justice is: put black, brown, indigenous bodies in college, put them into these corporate positions and have them do the same old thing that this country does,” she said in a May podcast. “And we’re saying, No, there’s something wrong with this system. We want black, brown, and indigenous bodies in universities to learn about it and to transform and to end all of this oppression, not to continue the roles of the oppressor.”

Another flashpoint in the 2019 model curriculum was the exclusive focus on people of color, with no mention of European ethnicities that were subject to discrimination and genocide. The experiences of European groups, including Jews and Armenians, deserve to be studied, the advocates say, but they have no connection to the ethnic studies movement, whose true focus is the worldview and struggle of people of color against white supremacy. …

According to one of several definitions of “race” provided, American society comprises two opposing racial factions: “In the United States today, races very broadly break down as people of color (POC) and white people.” …

It is assumed by many in the field that California’s standards could serve as a national model for years to come.

California’s push to make a semester-long ethnic studies class a graduation requirement for all of its 1.74 million high school students in 1,322 high schools would be an exponential expansion for a course taught to 20,500 students in 314 high schools during the 2018-19 academic year.

Ethnic studies advocates … see encouraging signs in President Biden’s choice of education secretary, Miguel Cardona, considered a champion of the cause who will be well-positioned to put federal muscle behind it. As Connecticut’s commissioner of education last year, Cardona oversaw that state’s adoption of a requirement that all high schools offer courses in African American, Black, Puerto Rican, and Latino studies. …

Some warn that the ethnic studies curriculum amounts to political indoctrination, violates state anti-discrimination policy, and at times borders on child abuse.

These critics are concerned that kids won’t be required to just study the material, take a multiple-choice test, write a paper and move on; they may be required to espouse progressive politics as a condition of passing the class and graduating from high school.

It’s a totalitarian worldview that is every bit as much a faith community as any religion,” said Tammi Rossman-Benjamin, director of AMCHA Initiative, an anti-Semitism watchdog group in Santa Cruz, California. “In a public school, it really is the imposition of a state religion,” she said. “This kind of proselytizing has no place in public schools.” …

Students are taught to see themselves not as individuals but through their identity. And after they start seeing themselves through the prism of race, gender, and other intersectional modes of power and oppression, they are taught that their identity is exposed and vulnerable to malevolent external forces.

And what follows from that? Tolerance? Peace and loving kindness?

Or an attempt at the genocide of Whites on the continent of America?

Is resistance futile? 7

As more and more information emerges on how wide and deep and zealous the opposition to President Trump was throughout his four years in office, it becomes more and more astonishing that he was able to accomplish anything at all, let alone the enormous amount that he did.

He was still president and head of the executive branch of government when agents provocateurs led a few of his supporters in a raid on the Capitol on January 6, 2021 – so that the Democrats could accuse him of inciting an insurrection. Yet none of the officials who worked under him and in theory for him did anything at all to counter the resulting onslaught against him by the legislative branch, including his second impeachment by the House and the farce of a trial by the Senate.

Even his vice president, Mike Pence, who seemed exceptionally loyal, has been exposed as a Swamp denizen.

William B. Allen writes at American Greatness:

Where was Trump’s national security team, and what counsel did they provide? The gravity of this obvious lacuna should instantly appear to anyone who considers this was a national security event of the greatest significance …

That it was a national security event is apparent from the immediate and since daily repeated descriptions of the riot as an attempted “insurrection” or “coup’. It is also apparent what protocols prevail in such an event: a national security team exists precisely to appraise and respond to such threats.

But where was FBI Director Christopher Wray? Where was the director of national intelligence? Where was the director of homeland security? Where was the attorney general? Where was the secretary of defense? Where was the director of central intelligence? Were they gathered in the White House within 30 minutes of the development of an event that lasted for hours? What counsel did they give? Were they rebuffed by the president? If the president were guilty of criminal negligence (a “high misdemeanor”), here would be the irrefutable proof of the fact.

At no point … since the events of January 6 has this question been raised in a publicly visible forum. It stands to reason that it should have been raised by virtue of the clear fact that the president’s conduct has been repeatedly described as “criminally negligent”. This would have been a credible charge of misconduct that could have supported impeachment. That such a charge was not filed, and such questions not posed, indicates the high likelihood that to pursue the inquiry on that line would have proved embarrassing—and even condemning—for the officials involved and for those pursuing the impeachment on the weak and inappropriate grounds of “inciting an insurrection”. 

One is forced to think that an obvious path to secure conviction was not pursued solely because it could not be sustained. If that is so, however, it also means that something far more significant happened. Namely, the president was not in control of the government.

The Democrats’ enormous exaggeration of the danger in the raid, their determination to make it seem that Donald Trump had tried to overthrow the legislative branch of government and that he is the leader of some 74 million “white supremacist terrorists” actively threatening American “democracy” – and therefore equivalent, they imply, to an alien enemy – gives them the pretext to take every step they can think of to make it impossible for him, or anyone like him, ever to come to power again. They will destroy him personally by any means  they can, and make it criminal to be on his side.

And they are destroying all his accomplishments. Every problem, domestic and foreign, that he solved, they are returning to its problematic condition. Everything he saved from ruin, they are ruining.

William Levin writes at American Thinker:

The Democrats are pursuing a multi-prong strategy to cement a permanent majority.  To accomplish the goal requires upending the constitutional design.  Until the scope of this effort is seen in its entirety, it can proceed in the shadows.

It has six astonishing elements:

    1. Enable Congress to determine who can run for President,
    2. Eliminate the Electoral College without amending the Constitution,
    3. Override the states’ constitutionally mandated authority to determine presidential election rules,
    4. Grant statehood to the District of Columbia by statute,
    5. Rewrite the First Amendment to limit political speech, and
    6. Enable open border immigration through executive agreement instead of Congressional action.

Taken together, the program represents a comprehensive challenge to representative democracy. …

Right. It is they who want to end democracy in America. As usual, they accuse their opponents of the wickedness they themselves really are plotting and doing.

Two more articles at American Greatness explain what is happening.

Christopher Roach writes:

Trump thought if he was a loyal American running for president, it would not be possible the CIA and FBI would wiretap him and destroy his supporters’ lives in the process. Similarly, he thought he could talk to foreign leaders or make changes to executive branch policy, and those subordinate to him would do what they were told.

His supporters thought elections mattered, and that they had a right to protest when those elections appeared fraudulent.

But he and they were wrong. Those expectations were aroused by advertisement. They are advertised in the Constitution and its Amendments. But the reality is, as always, different:

The rules, procedures, and priorities of the bureaucrats determine which laws get enforced and which ones don’t … [and] which companies, donors, and groups are entirely exempt from the rules that apply to everyone else.

In other words, these are the real laws, determining what is permitted and what is forbidden. … The mandarin class that writes and interprets them, decides when a riot is “mostly peaceful” or a dangerous “insurrection”. They determine when democracy means the opposite of democracy.

Dan Gelernter writes:

The Left’s hatred of Trump is merely a symptom of their guiding philosophy, which is … gradually to exclude people from government. The Left is in favor of any action that will expand the authority of bureaucrats by taking decisions out of the hands of citizens.

With the coronavirus, the Left is beside itself with glee: This is the first crisis since 9/11 broad enough to make possible a fundamental transformation of American society. …

The reason coronavirus so delights today’s Left is that the public response to their power grab has been overwhelmingly docile: The numbers of deaths are vastly below historic health panics, even with generous inflation via guidelines encouraging doctors to record anyone who previously had the virus as having died from it.

Even so, the government was able to lock people in their homes for a “two-week period” that turned out to be roughly a year, destroy much of the hospitality sector of the economy, force people to cover their faces in public as though living under a secular sharia, and, perhaps best of all, they got neighbors to snitch on neighbors and children to report their parents when these edicts weren’t followed.

It has been a bonanza. The everyday American citizen will always remember 2020 as a painful, terrible, soul-crushing year. For the Left, that makes it one of the best years on record. It is one of those great years in which they changed how Americans live….

They need only to cement this victory by making those changes permanent. …

The Left wouldn’t want you to think that the danger has lessened. This is why the Biden Administration suggested that social distancing and mask-wearing will continue to be vital, even once the entire population is inoculated. They don’t want the pandemic to go away: A successful Biden Administration is not one in which coronavirus disappears, it is one in which Americans accept wearing masks for the rest of their lives.

These are incremental steps on the road to tyranny: They don’t necessarily increase public safety—they may harm it. But they do give the government more power, and that is the important thing, the operative goal. Europe is a few steps ahead of America in its gradual dissolution of democracy, but America will follow just as fast as the public is willing to tolerate.

Tolerate the process of decline and fall?

Is there a choice?

Hasn’t resistance proved futile?