2.2. Education: Subversion of the Educational Establishment # Towards Voluntaryism (Part 5) ![V5a.JPG](https://steemitimages.com/DQmStoHyh95ksCwrfxvLtm6Pbio6pgaF36dKhbKRSvfBUNM/V5a.JPG) ## How the Channeling Structure of Education Can Be and Has Been Subverted

The channeling structure of the educational establishment is not insurmountable, even though the formal _functions_ of the individuals that serve as the cogs in the machine remain largely static. **The challenge is to influence the philosophical or ideological approach of educators to bring it into alignment with the belief system seeking to subvert the (pre-)existing order.** The historical progenitors of the current social justice movement (Critical Theorists) recognized this fact, and it is for that reason that the educational system was the first target of subversion in undermining the social values, free market ideals and the democratic principles of the west. In hindsight, this was a predictable development; indeed, **Marxism's epistemological postulate that (most if not all) people are unable to transcend their knowledge sets with independent reasoning made it an inevitable strategy**. Like it or not, this multi-generational strategy has been stunningly successful throughout the west. The subversion, in part, was achieved by preying on the emotions of educators themselves. Educators, for the most part, see their primary goal as empowering individuals through education. Policies of wealth redistribution, widely _believed_ to be a means of empowering the largest number of people (despite failures in the financial modeling and the countless catastrophic historical precedents), appears on the surface nominally rational (despite its immoral aspects). For this reason, educators were (rightly) deemed easy targets for a political and cultural subversion that opposed the consolidation of capital and at least gave lip service to the concept of opportunity for all. Unfortunately, rather than subverting the education system to affect a Voluntaryist social and political order or to promote peace and prosperity, it was done with the intent of applying Marxist economic thought to the cultural sphere (which gave rise to the Cultural Marxism movement) - despite its negative stance on individual rights and its _insistence on the necessity of violence_ to achieve the final utopia - both aspects rarely highlighted. This was the cornerstone of subversion that took root within the universities and has become the hysterical anti-free speech, anti-science, identity politics movement we know as social justice today. This opposition to traditional western values and norms was fomented by placing a premium on self-interested relativism (in comparison to the Christian ethos of love thy neighbour) and an emphasis on the failings of western civilization, all while focusing on the provision of privileges as a compensatory mechanism for real or perceived injustices rather than striving for rational equality. [Galland](http://www.zerohedge.com/news/2016-08-12/birth-cultural-marxism-how-frankfurt-school-changed-america) rightly makes this intent to undermine western institutions explicit when he states: >"_Critical Theory_ is a play on semantics. The theory was simple: criticize every pillar of Western culture—family, democracy, common law, freedom of speech, and others. The hope was that these pillars would crumble under the pressure." And behold... there is more dust than foundation left today in much of academia.

## Consequences of the Subversion https://media3.giphy.com/media/oDYikfowc9sn6/giphy.gif

The ideological subversion of educators has been successful at the university level, primarily in the liberal arts and sciences, where rhetoric and emotional decision-making is now often given preference over logic and reason. This subversion has cleaved the educational establishment as a structural component of compliance (voluntary, enforced or manipulated, as one cares to see it) from the existing economic and governmental principles of the west (and their mutual inter-reliance), setting the stage for a systemic collapse. Extremely relevant and hopeful because it means awareness of this subversion has finally taken hold outside of the university environment (though admittedly almost too late at this point to save higher education without massive resistance by the general public) is The Common Sense Show's [The Sovietization of American Academia](http://www.thecommonsenseshow.com/the-3-step-process-to-sovietize-the-united-states/). Also relevant to this discussion is Sargon of Akkad's video _Jordan Peterson Was Right_, which treats a recent case of social justice bullying at the university environment; very much worth viewing! https://www.youtube.com/watch?v=HW5rdoqtTiQ (Purged by YouTube anti-free speech policies but back up for now...)

Over time, as students graduate from colleges and take up leading positions in the economic and governmental framework, critical non-compliance culture will spread from the educational sphere into government and then into industry. It appears this phase is in full swing as is best illustrated by [Google and the case of James Demore](http://thefederalist.com/2018/01/10/19-insane-tidbits-james-damores-lawsuit-googles-office-environment/). Ironically, the early industrialists' interests in [institutionalizing mandatory public education](http://www.collective-evolution.com/2013/01/07/the-origin-of-education-and-mandatory-schooling/) so as to ensure the creation of an unquestioning working class is now being usurped as a means of undermining the traditional western ideals that empowered the industrialists. It appears reasonable to suggest that we are watching the penultimate stage of the strategy of non-compliance play out today as it prepares to (attempts to) finally supplant the great American experiment in freedom, truth and democracy with top-down authoritarian coercive collectivism based on emotional relativism. The goals of Critical Theory that Galland noted above are in the process of emerging into the light of day: family, democracy, common law and freedom of speech are [crumbling under the onslaught of a vocal and ideologically captured minority](http://nymag.com/daily/intelligencer/2018/02/we-all-live-on-campus-now.html?utm_source=tw&utm_medium=s3&utm_campaign=sharebutton-t) that has apparently reached the [10% threshold necessary to attempt the forcible assertion of its belief system.](http://freakonomics.com/2011/07/28/minority-rules-why-10-percent-is-all-you-need/) If that supposition is true, it might be too late to stop a full swing of the pendulum that will, given every historical precedent, result in extreme upheaval and rampant violence. On a related note, the likely economic consequences of this burgeoning transformation were recently discussed by Doug Casey in his interview on [Why Millenials Favor Communism](https://www.caseyresearch.com/doug-casey-on-why-millennials-favor-communism/).

## Learning from the Past to Revive Education and Sustain Freedom https://mannigfaltiges.files.wordpress.com/2017/08/bildschirmfoto-2017-08-05-um-21-58-35.png?w=660 [image source](https://mannigfaltiges.files.wordpress.com/2017/08/bildschirmfoto-2017-08-05-um-21-58-35.png?w=660)

The divide and conquer strategy that has created the rift between the educational system and the economic and governmental systems today (and the majority of society that still nominally abides by the latter's tenets of free market capitalism and self-determination) is the result of the realignment of educators with, or in the direction of, the (neo-)Marxist model. This has succeeded largely because it uses constant appeals to emotion to prey on a populace trained to accept relativism as a guiding principle and to embrace anti-intellectualism as a identity marker in popular culture. This ability to have one's emotions preyed on by bad actors has been made all the easier by the fact that formal logic, critical thinking and debate have been all but excised from the education curricula - particularly in public schools from the university down. This applies to (future) teachers as well as students. Although there are some K-12 schools that provide logic as an elective or have facultative debate clubs, participation is very limited in terms of the whole. Even college degree programs (very) rarely mandate seminars in logic or the scientific method at the undergraduate level or even graduate levels, _particularly_ in the liberal arts and sciences. With this in mind, the following recommendations will seek to establish a foundation that will transform the curricula beginning with the universities. From there, it is hoped that the lessons learned will be taken back to the primary and secondary schools to begin reversing the trend towards relativist authoritarianism. This is essentially the same form of subversion practiced by the Critical Theorists, but with the goal of increasing peace and prosperity and moving towards Voluntaryism, not overthrowing one form of authoritarianism for another. It is hoped this new educational paradigm will bear synergistic fruits with the suggested solutions for government and the economy that follow. The goal however is not merely to restore the system to its previous homeostasis by reversing the inroads of Marxist thought and retrenching the strict crony-capitalist system of producing economic units of production for industrial level exploitation, but to enable the peaceful transition to a new Voluntaryist system that will ultimately create more peace and prosperity than yet provided for in the history of mankind. This is admittedly a lofty goal, but just as the new neo-Marxist path to global governance is paved with inhuman violence and subjugation, the current warfare-welfare paradigm based on death and debt slavery is equally intolerable to anyone who claims to advocate peace and prosperity for all people. It is essential that any educational paradigm actually educate people about how governments work and the historical real-life consequences of each form of governance so that instead of repeating the mistakes of the past, we can learn from those mistakes to create a better world. Next: [Towards Voluntaryism (Part 6) - 2.3. Education: Reform and Rehabilitation](https://steemit.com/voluntaryism/@cupidzero/towards-voluntaryism-part-6) ...

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