Methodologies of Critical Race Theory 1 & 2

Understanding the deeper methodologies driving white privilege education

I started writing because of my experience in social work education. During the first semester, my professor flat out stated I was not fit for the profession because I opposed concepts like social justice and white privilege. They taught us America was a nation of systemic racism where white people have privileges that minorities do not have. Therefore, white people benefit from a system of oppression and, failing to question it means we are racist. This is the textbook definition of white privilege and it based on something called critical race theory.

This was alarming to me because I realized they were stoking the flames of discontent and if not stopped, hatred and anger towards white people would only grow. How could it not? Students were being trained to believe that white people had the privilege of living in a society that was designed only for them. A decade later, white privilege education has grown into an uncontrollable monster. People driven by the need to find racism behind every corner are overwhelming our education system.

For instance, in New York City, an elementary school principal has encouraged parents to evaluate the eight identities of whiteness which range from being a full-blown white supremacist on one end to an all-out white abolitionist on the other. The term white abolitionist means denying whiteness altogether to dismantle systematic power and privilege. The eight identities of whiteness allow white people to identify their own racism and where they are in their attempts to eliminate it. Only by working to completely dismantle white hegemony can one expect to overcome their own bigotry.

This is like the Helms racial identity model found in an article entitled Owning Whiteness: The Reinvention of Self and Practice (Blitz, 2008) in the Journal of Emotional Abuse. Under this model, whiteness is broken down into six categories. Contact, disintegration, reintegration, pseudo-independence, immersion/emergence, and autonomy. These phases start with a white person being aware of racial differences but being satisfied with the status quo. The next phase realizes that there are social implications to whiteness that cause feelings of guilt. Reintegration involves adopting the attitude that whites have it better than people of color and, denying any responsibility for their own racism. Next, there are the recovery phases, which include white people becoming dependent on persons of color to help them define their racial identity. White people who recover from whiteness (if you will) emerge with new ideas on morality, and how to approach discussions about how other white people deal with their own racism (Blitz, 2008).

Unfortunately, many Americans remain blissfully unaware of how entrenched concepts like Critical Race Theory are in our education system. Having a degree in social work I have the added benefit of knowing where to find the latest news on white privilege education.

For example, the journal Understanding and Dismantling Privilege published an article entitled Considerations for Using Critical Theory and Critical Context Analysis: A Research Note. (Perez Huber, Gonzalez & Solorzano, 2018) The purpose of the article is to examine the best methods of determining whether there is racial bias in children’s books and the theoretical framework in which they should identify this bias. As a student at Liberty University, I took a class where we interpreted various stories through the lens of critical theory. This would entail any perspective that challenges what the left refers to as, the normative power structures. When examining children’s books for racial bias through a theoretical perspective like CRT, they are looking for anything that can fit that framework, even if the author did not intend it.

Along with CRT, the journal article above discusses two other theoretical perspectives from which they examine power and privilege. Critical multicultural analysis and critical context analysis. The first examines power relationships, looking for hidden ways in which dominant cultural ideologies are oppressing minorities. For example, if immigrants in a children’s book were portrayed as Mexican, Perez Huber, et al (2018), would claim the book is suggesting all Mexicans are immigrants. This is not true, of course, but for examining so-called hidden biases and implementing change, this would be the claim. Critical context analysis focuses on examining sociocultural elements of a story that may identify which characters may or may not have power and whose perspective the story is being told from (Perez Huber et al 2018).

The larger point of Perez Huber et al’s article is the merging of these three theories to frame a theoretical approach to implementing CRT in all aspects of education. Critical context and multicultural analysis’ are the research methodologies being used to question children’s literature and, identify what the left would view as racist or biased. CRT is a way of interpreting it. Because critical race theory is just a theory, there is no truth in any of it. Much of this is based purely on the pre-existing biases of those conducting the studies. They are looking for racism because they are critical race theory scholars who, in the absence of race theories, would have nothing better to do than twiddle their thumbs.

It is one thing to understand that they are teaching our children they are racists for being white. Taking the time to understand the perspectives and methodologies they operate from, to teach such things, is what we need if we are going to do something about it. They use theories like white privilege and critical race theory, along with words like systematic oppression to silence opposition and keep people afraid of speaking up.

The justifications used to prove this racism are laughable and only justified through the left’s ridiculous definitions of racism. For example, in the University of Oklahoma’s Master of Social Work Program I attended in 2013, we had a textbook that suggested a black woman was depressed because she sold herself out to the white man’s economic system and lost touch with her historic roots of oppression. As ridiculous as that sounds, the same concept is highlighted in the journal article I discussed. A critical analysis of the short story The Circuit, which is primarily about the triumphs of an immigrant and his journey to America, still highlights a system of white hegemony because the main character is pursuing the American dream (Perez Huber et al 2018). The implication being that the American culture is superior. According to Perez Huber et al (2018), the story pushes a racist narrative by focusing on the American dream and not the journey of the immigrant and, the struggles he endured as an immigrant.

It is hoped that by writing articles like this I am making readers aware of the deeper methodologies the left is using to push their theories. At the end of chapter one of the book, The Naked Communist, Cleon Skousen said if we could just study and come to understand the problem of Marxism, we may be able to save humanity. Unfortunately, he said this nearly seventy years ago and since that time, the left’s agenda has advanced almost unnoticed in terms of how deeply they have infiltrated our educational institutions. We must understand what it is they are doing if we stand any chance of defeating it on an ideological level. My intent is to give readers the opportunity to review these sources for themselves.

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Methodologies of Critical Race Theory Part Two: Racist Mathematics

In my last article, I discussed some methods being used to examine education through a Critical Race Theory perspective. Critical multicultural analysis and critical contextual analysis are research models used to examine power relationships and the ways dominant cultures allegedly, oppress minorities. These concepts are applied to mathematics as well. Math education has been viewed as a method of teaching problem solving and finding a universal truth through numbers. There are no politics or racial problems in math, it just is what it is. Two plus two will always be four. Critical race theorists, however, have suggested that mathematics education is a vehicle from which power and identity can either be built upon or oppressed because math prowess is a symbol of societal prestige. In this article, I will examine how CRT applies in math by reviewing an article called The sociopolitical turn in mathematics education, by Rochelle Gutiérrez.

Most people assume the use of CRT in math education suggests the idea that math itself is racist because minorities are not as capable. Looking at the attitudes of the political left and how they have argued the need for a welfare state and other programs like affirmative action, this is a fair assumption. This is the same attitude that prompts someone like President Biden to suggest minorities are not smart enough to use a computer to find the closest place to receive a vaccine. Democrats seem to argue that minorities need the government to create a level playing field. Critical race theory in math goes a little deeper than arguing math is a social construct that promotes racism because of a so-called achievement gap. CRT examines how individual power and identity develop based on the power structures determining what minority students should learn about math (Gutierrez, 2013).

Like all aspects of our society, the political left has turned something as politically neutral as mathematics into a quest for social justice. Gutierrez (2013) argues math is a human invention. Therefore, it deals with issues of power and domination (Gutierrez, 2013). In my last article, I showed that much of this perspective represents a pre-existing bias, an already formed opinion that America is a racist society. By applying CRT to mathematics education, leftists scholars are seeking to transform mathematics in a way they suggest, balances societal privilege (Gutierrez, 2013). The key to achieving this, Gutierrez (2013) argues, is realizing politics in mathematics and other educational endeavors exist because they are man-made constructs. In other words, they are looking for racism where none exists. For example, in their book Critical Race Theory in Education, Adrienne Dixon and Celia Rosseau admit their ideas are assumed, and not proven. They reject the idea of equality under the law, and other aspects of American society as a matter of preferring their own theoretical perspectives. They are choosing to look for racism under an already existing assumption that it exists everywhere.

Citing the book Literacy: Reading the Word & the World by Paulo Freire and Donaldo Pereira Macedo, Gutierrez (2013) highlights that the purpose of teaching social justice in math is to allow learners to identify their place within the dominant power structure and, analyze data in a way that allows them to expose injustices in society. Mathematics teachers using the CRT perspective should be working, Gutierrez (2013) claims, to deconstruct racism and show how “whiteness” is the dominant cultural viewpoint. Challenging assumptions about racial hierarchies should be the driving factor in applying CRT to mathematics education.

The development of an individual’s identity through a CRT perspective is a bit complex, and in many ways, a social construct of its own that allows them to make claims of racial domination and oppression. This is the perspective that suggests math is a racist power structure. Gutierrez (2013) argues that identity is not only defined by the individual but from the lens of others around them. This may be true, to a degree. What she is saying is that math is racist and a tool of social oppression because they teach it from a perspective of white normality. Gutierrez (2013) notes that success in math carries a certain prestige and that people who are unsuccessful in math are less smart than those who excel in it. She also refers, as many leftists do, to American meritocracy as a myth. Meaning the idea that we are all equally capable if we apply ourselves is something that is largely, untrue. This coincides with the attitude of the left that minorities need affirmative action and other programs to make things equal. Gutierrez is proving that it is the left’s demented worldview that sees minorities as being incapable.

All math education should focus on carrying students as far as their abilities allow them to go. When ability and merit, however, are nothing but constructive myths, and the education system itself, something that is taught through the perspective of one dominant culture alone, this becomes an impossibility. Gutierrez (2013) argues that teaching math only to lessen the so-called achievement gap perpetuates whiteness and racism because it does not consider issues of identity. This is because the left views achievement also, from the perspective of white normality. In other words, comparing the abilities of minority students to standards held for white students perpetuates racism.

“Recognizing that the identities of individuals are constructed partly through the discourses that operate in mathematics education, we can begin to see how ability is socially constructed. The achievement gap is a perfect example. Although mainly concerned with the well-being of marginalized students (defined here as African American, Latina, American Indian/indigenous, working-class students, and English learners), mathematics education researchers who focus on the achievement gap support practices that often are against the best interests of those students. In fact, “gap gazing” offers little more than a static picture of inequities, supports deficit thinking and negative narratives about marginalized students, accepts a static notion of student identity, relies upon Whites as a comparison group, divides and categorizes students, ignores the largely overlapping distributions of student achievement, offers a “safe” proxy for talking about students of color without naming them, relies upon narrow definitions of learning and equity, and perpetuates the myth that the problem (and therefore solution) is technical in nature” (Gutiérrez, 2008a).

As I have said many times before. You must be a racist in the first place to think like this. Gutierrez is claiming that the perspectives of ability and merit from which they teach math, along with the idea that it is presented from a “position of whiteness,” is what creates the belief that minority students are inferior to whites. As if math itself is a construct that only white people understand. Gutierrez also claims that failing to teach math from a perspective that addresses issues of identity and power reduces students to nothing less than a standardized test score. This I agree with. Standardized tests are something that lowers standards for all students. I would also argue, however, that turning math into a sociopolitical issue, framing it from the perspective of people who have nothing better to do than find race in every issue for transformative change, has more to do with the idea that minorities are disadvantaged.

The lens from which the left views this issue is so black and white. It is as if there are no minority students who excel in mathematics. This is the problem with leftist thinking in general. They fail to recognize people on an individual level. They are obsessed with race because they are the ones who believe in the myth of white supremacy. I am terrible at math. I had to drop out of a metallurgy program because I could not grasp advanced trigonometry. Because of that, I naturally drifted towards something I was more suited for. Based on the left’s logic, are we to believe that there are no blacks or Hispanics that are good at math? Perhaps the larger problem here is that the truths of merit and individual efforts have been rejected by the left because they are determined to tear down the fabric of society so that they can build one to their own liking. One, no less, they refuse to see has failed time and time again. Perhaps the larger problem is that Critical Race Theory itself is the real social construct, based on Critical Theory, thought up by people looking to transform society from one of individualism to collectivism.

 

 

Dixon, A. D., & Rousseau, C. K. (2006). Critical race theory in education: All god’s children got a song. New York: Routledge. D

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. New York: Routledge

Gutiérrez, R. (2008a). A “gap gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), pp. 357–364.

Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for research in mathematics education, 44(1), pp. 37-68

 

Critical Race Theory as a means of coercive thought reform

In my writing’s on Critical Race Theory, I attempt to draw attention to the fact that the theory itself is more than a method of teaching kids America is racist, it is a tool of cultural transformation. For instance, in Critical Theory as a psychoanalytical approach to the social pathology of racism, I discuss the idea of CRT being used to treat racism like a collective illness requiring treatment. Critical theory, being used as a method of societal critique, took a psychoanalytic approach to criticize culture for transformative change. This required, according to Verovsek (2019), self-reflection and self-awareness of one’s own attitudes before any corrective actions can be made. This is an important step in social critique because it induced feelings of guilt which in turn, prompts a willingness to go along with the program. Critical Race Theory, aside from simply teaching students that America is racist, or whites are privileged, is a tool of coercive persuasion and thought reform mimicking what the communists used in Mao’s cultural revolution.

My personal experience with Critical Race Theory involved writing an essay, a position paper, on my attitudes towards the concept of white privilege. After writing the paper, the instructor demanded we give a speech describing how we were unaware of our racist attitudes, and how our white privilege affected minorities. Anyone familiar with white privilege, or CRT, knows that virtually everything is racist because according to the left, we live in a system that promotes and supports white supremacy. There was no right course of action to take because being white has become the cardinal sin from which white people must redeem themselves. This is a carefully employed technique used in transforming one’s thoughts and behaviors to gain compliance and create new loyalties. For example, in an article entitled Maoist discourse and the mobilization of emotions in revolutionary China, Liu discusses the idea of guilt being used to force people to focus on their negative thoughts. Guilt in communist China, just as it is in Critical Race Theory, is a foregone conclusion (Liu, 2010). People were not just asked to confess their sins, or in the case of CRT, their privilege, but to provide personal examples and explain their understanding of how it affects other people (Liu, 2010). Language was shaped in a way that inferred guilt no matter which position you took because nearly everything became associated with the imperialist ideology. In CRT, nearly everything is blamed on white supremacy because the system we live in was built to enforce it.

According to Richard Ofshe, the public admission of guilt, along with the denouncing of what they deem as undesirable behaviors, prevents an individual from psychologically separating themselves from the experience. By forcing people to admit to crimes they are unsure they have committed, people become trapped in a cycle of mental uncertainty (Liu, 2010). This can be particularly true when the crimes in question are presented collectively. In CRT, the very act of being white is the same as being born racist. This assertion in and of itself lacks any logic, further confusing the individual in question. According to Meerloo (1961, p. 94), forced confessions and the public expression of shame provokes feelings of “childlike submissiveness” while also alleviating deep-rooted feelings of guilt that all people have. By submitting to, and aligning one's thoughts to the tenets of CRT, people can project their feelings of guilt onto others who refuse to do so.

It is one thing to put adults through this type of indoctrination but forcing it on elementary school children will not only result in unnecessary guilt but a population of people who cannot break away from the indoctrination and will submit to further brainwashing attempts. Ofshe describes coercive persuasion as an attempt to destroy an individual’s concept of self, create an unstable identity, and reinforce a need for peer approval. Critical Race theory attacks one’s allegiance to their own nation by claiming support for American ideals is intrinsically bigoted. By encouraging the personalization of guilt, the Chinese could induce feelings of self-doubt and instability among those targeted for behavioral change (Liu, 2010). Children in elementary school are not old enough to have a self-identity. By introducing them to the ideas of race consciousness and CRT, the left aims to destroy any possibility of a positive pro-American self-identity developing by associating induced feelings of guilt with America’s so-called, racist past. According to Ofshe, the fear of humiliation or standing out from the crowd is a distinguishing feature of coercive persuasion. This coincides with B.F. Skinner’s (1971, p. 72) assertion that behavioral control can be easily attained through systems of social approval/disapproval. As I mention in my book, Without a Shot Indeed: Inducing Compliance to Tyranny Through Conditioning and Persuasion, critical theory is being used to introduce kids to new ways of thinking about their culture, and systems of rewards and punishments are used to reinforce these beliefs. According to Ofshe, behavioral/attitude change is best achieved when rewards and punishments for the group are tied to the weakest individual. This forces an individual who is resistant to the ideology to conform for fear of being humiliated or blamed for the group’s failure to progress. Individuals who fail to conform and admit their privilege/racism are shamed and isolated from the group. My refusal to conform, for example, resulted in their attempts to remove me from the social work program while also attempting to associate everything I said with racism.

“The change phase allows the individual an opportunity to escape punishing destabilization procedures by demonstrating that he or she has learned the proffered ideology, can demonstrate an ability to interpret reality in its own terms and is willing to participate in competition with peers to demonstrate zeal, through displays of commitment. In addition, to study and/or formal instruction, the techniques used to facilitate learning and the skill basis that can lead to opinion change include scheduling events that have predictable influencing consequences, rewarding certain conduct, and manipulating emotions to create punishing experiences. Some of the practices designed to promote influence might include requiring the target to assume responsibility for the progress of less- advanced "students," to become the responsibility of those further along in the program, to assume the role of a teacher of the ideology, or to develop ever more refined and detailed confession statements that recast the person's former life in terms of the required ideological position. Group structure is often manipulated by making rewards or punishments for an entire peer group contingent on the performance of the weakest person, requiring the group to utilize a vocabulary appropriate to the ideology, making status and privilege changes commensurate with behavioral compliance, subjecting the target to strong criticism and humiliation from peers for lack of progress, and peer monitoring for expressions of reservations or dissent. If progress is unsatisfactory, the individual can again be subjected to the punishing destabilization procedures used during unfreezing to undermine identity, to humiliate, and to provoke feelings of shame and guilt.” (Ofshe, 2000)

By destroying identity and associating previous beliefs with racism, those using Critical Race Theory are setting themselves up as being morally superior (Liu, 2010). The continued forcing of denunciation and admissions of guilt are necessary to ensure the ideology remains enforceable (Liu, 2010), and those pushing it are looked to for redemption. The goal, just as it is in all communist societies, is the creation of a new man free from the trappings of bourgeois society and willing to surrender their previous identities to a higher cause (Liu, 2010). In Communist China, Mao presented his system of communism as morally superior, as class warfare was used to demonize those considered the upper classes while victimizing the poor. In Critical Race Theory, whites are considered the upper class, and a system of racial preferences is presented as the morally acceptable solution. Black Americans, along with other minorities, are presented as victims of white privilege, incapable of competing in a system that purportedly exists solely to keep minorities down. There is no escaping the accusations of racism as every aspect of our society has been weaponized to trap individuals into the CRT narrative. For instance, in my article, Methodologies of Critical Race Theory part two: Racist mathematics, I discussed the idea put forth by the Journal for research in mathematics education that honest efforts to solve educational issues such as the achievement gap, for example, are in and of themselves, systems of whiteness because achievement is a white construct. In Critical Theory as a psychoanalytical approach to the social pathology of racism, I showed the conflicting ideologies of those pushing CRT by citing the book Critical Race Theory: An Introduction. On one hand, they argue race is a social construct, while also insisting that a color-blind approach to race issues only solves the most evident forms of discrimination. They also claim that white people fail to see the things all human beings have in common because we prefer to judge people based on the color of their skin. These two views cannot co-exist. Suggesting that achievement, for example, is a white construct, while arguing for a system of racial preferences because minorities cannot compete fairly in a free-market system, is judging people based on the left’s own racial biases.

Forced confessions and inducing feelings of guilt were methods employed by the communists in Mao’s cultural revolution. The goal was to create a new man, and a new way of thinking where individuals realigned their loyalties to a system Mao deemed as morally superior. Teaching children they are automatically racist by the virtue of being born white is done to destroy their identity, discredit the culture of their parents and ensure adherence to an ideology meant to culturally transform the nation. Systems of rewards and punishments are being used to force conformity in elementary schools based on what they have known about behavior and attitude change for decades. Children in elementary school know nothing of racism. Critical Race Theory is a method of thought reform using coercive persuasion methods meant to produce feelings of guilt and a hatred for one’s national identity. It is a tool of cultural transformation being used to change the consciousness of the younger generation to see everything from the twisted perspectives of the left.

Delgado, R., Stefanic, J., & Harris, A. Critical race theory: An introduction (2017) New York University Press Critical Race Theory: An Introduction

Gutiérrez, R. (2008a). A “gap gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), pp. 357–364.

Liu, Y. (2010) Maoist discourse and the mobilization of emotions in revolutionary China. Modern China 36(3) pp. 329-362. Sage Publications.

Meerloo, J, A, M. Rape of the Mind. (1961) Martino Fine Books. Rape of The Mind: Joost Meerloo: Free Download, Borrow, and Streaming: Internet Archive

Ofshe, R. J. Coercive persuasion and attitude change. From The encyclopedia of sociology, volume 1. (2000) Macmillan, New York.

Skinner, B. F. Beyond Freedom and Dignity. (1971) Pelican Books, Middlesex England. BF-Skinner-Beyond-Freedom-&-Dignity-1971.pdf (selfdefinition.org) 

 

 

Be sure to check out my latest book

Without a Shot Indeed: Inducing Compliance to Tyranny Through Conditioning and Persuasion 

The Capital riots and the FBI infiltration of patriot groups

The U.S. government continues to insist that white supremacy and the patriot movement are the biggest threats facing the nation. This is despite the growing violence from groups like Antifa and Black Lives Matter. Documents such as Rightwing Extremism: Current Economic and Political Climate Fueling Resurgence in Radicalization and Recruitment, portray anyone of a right-wing leaning who supports the second amendment, opposes illegal immigration, or questions government in any way, as potential extremists. Much of the current rhetoric revolves around the January six capital riots as the FBI is now warning Qanon supporters could transition from being “digital soldiers to taking action in the real world” (CNN.com), whatever that means. There is speculation that the FBI played a part in infiltrating and even directing the events (Shiver, 2021) of January six. While this will likely be brushed off as wild conspiracy theory, the FBI has a long, documented history of targeting and infiltrating patriot groups under the illusions they pose a national security threat.

Does the FBI infiltrate different organizations to gather intelligence and/or orchestrate violent events? The term agent provocateur is often used to imply that a federal agent is behind the scenes encouraging acts of violence to make an arrest (Berger, 2012, p. 1). Militia/patriot groups have been in the crosshairs since 1991 when the FBI ran an operation known as PATCON, which was short for patriot conspiracy, from ’91 to ’93 (Berger, 2012, p. 2). The government used the term patriot to describe any group they deemed to be racist, militant, or anti-government (Berger, 2012, p. 2). There is a reasonable expectation that the government, according to Berger (p. 2), needs to investigate groups who espouse potentially violent beliefs and speech. Patriots, and the militia movement, have long been organizing under the beliefs that the government is waging a secret war against the values of the country (imagine that), and are working to strip citizens of their constitutionally protected rights (Berger, 2012, p. 4 ) to usher in global government. In response to this movement, the FBI created its own militia to infiltrate the three groups believed to be preparing for a violent revolution against the government. This group was called the Veterans Aaryan Movement (Berger, 2012, p. 2). While there was a substantial amount of chatter which led the FBI to believe there was a potential for violence, two years of investigations led to nothing that equated to more than first amendment implications (Berger, 2012, p. 4). In fact, later investigations into PATCON revealed that many speeches given by militia members were taken out of context to give the impression that there was an “explicit call to violence” (Berger, 2012, p. 4). This, of course, justified further spending and infiltration tactics, as the possibility of “theoretical crimes” based on speeches given by people the FBI themselves deemed as talkers and not doers, existed (Berger, 2012, p. 3).

The fact of FBI infiltration into the militia/patriot movement reinforced the belief of agent provocateurs. Berger (p. 21) claims that the idea “outstrips reality,” suggesting that it is ridiculous to assume, despite the evidence of infiltrations, that the agents involved would assist their targets in carrying out violent crimes. The result of PATCON was increased paranoia and suspicion of government. Berger (p. 21) claims the term gained popularity to shift blame from someone caught in the act to government agents as the last line of legal defense, which holds no weight. Many people believe that Timothy McVeigh was guided and assisted by agent provocateurs (Berger, 2012, p. 21) as he has a documented history of being in contact with the three groups initially targeted in the PATCON investigations.

Given this brief history of documented FBI infiltration, it stands to reason they may have played a role in the January six riots. There is evidence that the capital riots took on a similar demeanor to the alleged kidnapping of Governor Whitmer (D-MI) (Nal, 2021), as the same groups implicated in January, Oath Keepers, Proud Boys, and the Three Percenters, were involved in the plot to overthrow the Michigan state capital. According to Nal (2021), five of the fourteen people involved were FBI informants. This comes as no surprise as it was revealed in March that a Proud Boys leader by the name of Joe Biggs, who was involved in the January six event, was also an FBI informant (Verum, 2021). This is not the first time leaders of so-called right-wing movements would be exposed as provocateurs. Josh Kessler (WND), organizer of the 2017 Unite the Right rally attended by groups like The Proud Boys and Patriot Prayer, was exposed as being an Obama Supporter and an organizer of the Occupy Wallstreet protests. While there is no proof, this suggests he was possibly acting as an informant to discredit the patriot movement.

There are other instances of agent provocateur activity. For example, in 2017 the FBI recruited a developmentally disabled teenager from Oklahoma City, who allegedly identified as a member of the Three Percenters, and coaxed him into bombing a bank (Agorist, 2021). According to the boy’s parents, who took the story national, the FBI provided their son with everything he needed, including a fake bomb, to carry out what he believed to be, a legitimate bombing. In yet another instance, FBI agents were exposed posing as Militia members during the Oregon mining standoff (Vibes, 2016). These agents were seen harassing locals and hanging around the local armory in an attempt to discredit the patriot movement in the eyes of the public.

Government attempts to infiltrate patriot groups and implicating them in acts of terror have equated to nothing more than mistrust of government. Every time a mass shooting occurs, for example, it is believed the shooter was a proxy of some kind, and the event was staged to push the gun control agenda. This theory is not thought up by paranoid conspiracy nuts but by a documented history of the FBI staging attacks and arresting the people they groomed to commit them. An article by Peter Aldous, in Buzzfeed News, shows another instance of the FBI providing fake bombs and stinger missiles to a Muslim individual who was known to be a Jew-hater. Even the judge acknowledged this individual could not have carried out this plot without the FBI’s planning. Drawing on a correlation to Berger’s report, Aldous states this type of entrapment is legal provided there is a belief the individual is prone to committing these types of crimes. Berger (p.3) stated all that was needed to justify further infiltration was the belief that theoretical crimes could be committed in the future by the targeted groups. In other words, if the government doesn’t like a particular movement, it is legal for them to coax you into committing a crime if it is theoretically believed you are already inclined to commit one like it. U.S. code 645-entrapment, states that an individual’s willingness to participate in the activity offered by an undercover agent may be considered as a predisposition to committing the act without coercion, justifying the actions of undercover agents.

Government justifies the infiltration of patriot groups based on their own preconceived notions that they pose a threat to national security. Since the early ‘90s, militia groups have been targets of FBI efforts because of their belief that the government is attempting to dismantle the constitution and merge us into a global, communist government. These beliefs are enough to initiate investigations because it can be theorized they may commit a violent crime based on these beliefs. According to federal law, if the government believes an individual or a group is prone to committing a violent act, it is legally justifiable for them to coax you into carrying it out while providing the means to do so. The DHS report Rightwing Extremism:
Current Economic and Political Climate Fueling Resurgence in Radicalization and Recruitment, labels everyone of a right-wing leaning as being “potentially radicalized.” Specifically, it mentions those who believe the government is working to dismantle the second amendment. The government is actively working to undermine gun rights. As the pro-2A movement grows in opposition to this agenda, the government has the manufactured justification, in the form of this report, to suspect that such groups may be prone to committing violent crimes. Based on the information presented in this article, it is justifiable in the eyes of the government, to coax any one of the groups listed in the DHS report into committing a crime because they are already viewed as being “potentially radicalized.” When it comes to the Capital riots and the Q phenomenon, there must be some consideration that it is a deliberately orchestrated plan to discredit the patriot movement in the eyes of the public. Patriotic Americans are the only thing standing in the way of the U.S. being completely absorbed into a global government. Presenting them as terrorists and white supremacists who are willing to storm the capital in defense of their racist president is certainly a way to achieve that. 

 

Be sure to check out my Latest book Without a Shot Indeed: Inducing Compliance To Tyranny Through Conditioning and Persuasion. 

 

Agorist, M. (2017, August 17) Busted: Parents caught FBI in plot to force mentally ill son to be a rightwing terrorist. Freethoughtproject.com

Aldous, P. (2015, November 17) How the FBI invents terror plots to catch wannabe Jihadi’s. Buzzfeednews.com

Berger, J.M. (2012) The FBI’s secret war against the patriot movement, and how infiltration tactics relate to radicalizing influences. New America Foundation: National Security Studies Program Policy Paper

Read: FBI warning to lawmakers that Qanon conspiracy theorists may become more violent. (2021) CNN.com

Shiver, P. (2021, June 17) Tucker Carlson claims FBI agents almost certainly helped plot the January 6 capital siege. TheBlaze.com

Setup? Man behind white supremacist rally supported Obama. (2017) WND

Nal, R. (2021, June 17) Whitmer kidnapping plot crumbles; shocking January 6 parallels. Rairfoundation.com

Verum, R. (2021, March 31) Joe Biggs: Another Proud Boys leader exposed as FBI informant. Patriotsoapbox.com

Vibes, J. (2016, January 14) Oregon fire chief catches FBI agents posing as militia, quits his job in protest. Freethoughtproject.com

Critical theory as a psychoanalytical approach to the social pathology of racism

 

One thing I have tried to accomplish through writing is bringing awareness to the reality that there is truth to what many people consider discredited conspiracy theory. For example, a book I refer to often, Brainwashing: A Synthesis of the Russian Textbook on Psychopolitics, (Chapter 2, p. 8) has been disregarded as an illegitimate source, despite describing many things we are witnessing today. There are direct correlations between the writings of Lavrenti Beria and the real-world applications of critical theory/critical race theory, which will be the focus of this article. Mainly in the way communists view individuals within a society. For example, in the communist structure man is a political organism, not an individual. Just as a malfunctioning organ in an individual makes up a misalignment of the whole body, so too does disloyalty to the state represent a sickness in society. Man is made up of a body of cells which must work in harmonious alignment for the individual to function properly, so too is the state made up of a body of men which must align to state ideals. Disloyalty to the state is treated in much the same way a malfunctioning organ is, with medical treatment.

Critical theory is a method of critiquing culture for the purpose of transformative change. A product of The Frankfurt School of Social Research, the aim is to free man from oppression and create a world that empowers humanity (Bohman, 2005). Because oppression takes many forms, many “critical theories” have developed. Critical race theory is one example. Feminist theory and the LGBT movement are also by-products of critical theory. Antonio Gramsci is credited for developing other theories of cultural criticism (Delgado, Stefanic & Harris, 2017, p. 5). His theory of counter-hegemony and the “war of position” developed because Marx’s ideas failed to unite the proletariat against the so-called bourgeois. The creation of other oppressed social groups, that share the status of being the underclass in a white supremacist hegemonic system, explains to a large degree the division we see in America today.

Critical theory is more than the mere criticism of society. It is a method of social change based on the idea that the society in question is suffering from a social pathology, a sickness that must be treated to properly align the nation. Racism, according to an article entitled Exploring the psychology of white racism through naturalistic inquiry (D’Andrea & Daniels, 1999) is a social pathology that continues to affect the lives of millions daily. Critical race theory, which developed as early as the 1970s in response to what its founders viewed as the failure of the civil rights movement to bring justice to America’s race issue (Delgado, Stefanic & Harris, 2017, p. 4), is a way to treat this social pathology. CRT is more than saying America is racist. It views racism as a societal illness that requires a psychological treatment of the society, just as a malfunctioning organ requires medical treatment to bring the body into proper alignment.  

The critical theory which evolved out of the Frankfurt school took an analytical, diagnostic approach to the critique of society which mirrored the way medicine approaches illness (Verovsek, 2019). The article Social criticism as medical diagnosis: On the role of social pathology and crisis within critical theory, by Peter Verovsek, argues that because any corrective action taken in society requires self-reflection and awareness as the second stage of social criticism, this approach is more in line with Freud’s theory of psychoanalysis (Verovsek, 2019). Marxist theory revolved around materialist philosophy, which was no longer suitable to address the social issues of modern society (Verovsek, 2019) because it fails to address the psychological reasons social pathologies arise (Allen, 2016). In the article, Psychoanalysis and the methodology of critique, Amy Allen posits the idea that-

The methodology of critical theory can be understood as being somehow analogous to psychoanalytic technique. This analogy holds that the critical theorist stands in relation to the pathological social order as the analyst stands in relation to the analyst and that the aim of critical theory is to affect the diagnosis and, ultimately, the cure of social disorders or pathologies. (2016)

To put this in simpler terms, America, through the lens of critical theory/critical race theory, is being viewed as a society in need of psychoanalytic treatment. Systematic racism is a socially constructed term defining our nation, and her institutions, as being inflicted with the pathological disorder of racial hatred. The practical application of critical theory seeks to free the individual from the disease (Verovsek, 2019). A liberation, if you will, that frees the individual from any dependency on the treatment and allows him to act on his own accord to affect social change (Verovsek, 2019). Critical race theory, despite just now coming into the public consciousness, has been embedded in our education and legal system for decades. The reason the issues of race, white privilege, and systematic oppression are being thrust into the consciousness of our children is because self-reflection and self-awareness remain the core philosophies of behavioral and structural change driving critical theory’s application (Verovsek, 2019). Children, under the guise of critical race theory, are being forced to be self-critical and self-aware of concepts they are barely old enough to understand.  

Here is where it gets interesting. The founder of critical theory, Max Horkheimer, was not concerned with discovering truth as it is understood by the natural sciences (Verovsek, 2019). This could be related to the claim made by Raymond Bauer in The new man in Soviet Psychiatry, (1952, p. 26) that the Soviet Union issued a decree introducing the dialectical process of materialist philosophy to the scientific method, particularly concerning human behavior. Therefore, the objectivity of the problem-solving approach, based on critical theory, is questioned (Verovsek, 2019) as the problem itself may be identifiable, but the treatment, based on some grand utopian vision of the world (Verosvek, 2019) remains largely subjective. This means the idea of accusing the entire nation and her history, culture, and identity, of being racist to solve the so-called problem of racism, is delusional and only based on the opinions of those employing the method.

Critical race theory has ignited a firestorm of opposition in recent months. The reason for this can be found in the psychoanalytic approach of critical theory. According to Verosvek (2019), Freud’s theory of psychoanalysis posited the idea that introducing reasoned information can give rise to resistance and cause one to give excuses for pathological behavior. This can be viewed from either the right or left view. D’Andrea and Daniels (1999) have argued that explaining why America is racist has resulted in exactly that. The rationalizing of racist behavior justifying systematic discrimination. The more they push this theory the more resistance builds not to justify, or make excuses for our racism, but to show the hypocrisy of the left’s position. For instance, the book Critical Race Theory: An Introduction (Delgado, Stefanic & Harris, 2017, p. 8), makes the contradictory claim that taking a color-blind approach can only solve the most elemental causes of discrimination while also claiming that race is socially constructed and that we ignore the things that all humans have in common in favor of judging people on their skin color. Those two views cannot co-exist. If we as Americans take a color-blind approach it is because we see the similarities which bind us as human beings. We genuinely believe in the principle of equality under the law, whereas the first tenet of CRT, is to question that notion. The left wants to find racism in everything because it is racism that is being used as a vehicle of transformative change. On this topic, Amy Allen stated the following-

insofar as critical theory is a project of rational insight or enlightenment, it is not only insufficient for motivating emancipatory social change … but that it may actually be counterproductive. (2016)

While this article focused on the finer points of critical theory and critical race theory, the bigger point was drawing a correlation to what many people consider to be a conspiracy. The book  Brainwashing: A Synthesis of the Russian Textbook on Psychopolitics, is described as being the writings of Lavrenti Beria and the psychological methods of indoctrinating a nation into the tenets of communism, without them even being aware. Chapter two discusses the view that man is nothing but a political organism who is a part of a larger body, the state. This article showed that the application of critical theory is incorporated very much in keeping with that view. That society itself is sick and to fix the problem, the individual cells which make up the larger body must be corrected.

 

Allen, A. (2016) Psychoanalysis and the methodology of critique. Constellations, 23(2) pp. 244-253.

Boham, J. (2015) Critical Theory. Stanford encyclopedia of philosophy Critical Theory (Stanford Encyclopedia of Philosophy)

Brainwashing: A Synthesis of the Russian Textbook on Psychopolitics,

Bruner, J. S. (1952) Foreword in The New Man in Soviet Psychology, p. xx. London. Oxford University Press.

D’Andrea, M., & Daniels, J. (1999) Exploring the psychology of white racism through naturalistic inquiry. Journal of counseling and development 77(1) pp. 93-101

Delgado, R., Stefanic, J., & Harris, A. Critical race theory: An introduction (2017) New York University Press

Verovsek, P. (2019) Social criticism as medical diagnosis: On the role of social pathology and crisis within critical theory. Thesis eleven, 155(1) pp. 109-126 

Be sure to check out my new book:

Without a Shot Indeed: Inducing Compliance to Tyranny Through Conditioning and Persuasion 

The disturbing reality Americans are awakening to

Check out my new book Without a Shot Indeed: Inducing Compliance to Tyranny Through Conditioning and Persuasion

 

American’s are awakening to a disturbing reality. A truth that questions not only the trust they place in public officials but their ability to realize they are being propagandized. After a year and a half of constant fear-mongering, contradictory information, forced mask-wearing, and draconian lockdowns which cost many people everything, Covid-19 is being revealed for what it is, a lie. Not that the virus itself wasn’t making people sick, only that from the beginning, the information being presented was contradictory enough to warrant healthy skepticism. For example, Dr. Fauci published an article in The New England Journal of Medicine as early as March 2020, admitting that Covid-19 would be no more serious than seasonal flu with a death rate of less than one percent. Throughout the so-called pandemic, it was revealed that the PCR tests were producing false-positive rates, death numbers were inflated with deaths by comorbidities, which was admitted by Dr. Birx, and it was discovered the consequences of the lockdowns were far more devastating than the virus itself. The latest news is that Dr. Fauci’s emails revealed he funded gain of function research and knew that the Covid virus was “potentially” manufactured in the Wuhan lab. He also knew that wearing masks would do nothing to prevent healthy people from getting sick, as masks are designed to keep sick people from spreading an illness. Despite all the contradictions many Americans continue to comply by wearing masks and/or getting vaccinated. The whole situation gives credibility to Cass Sunstein’s assertion that people do not what to do with information that contradicts their previously held beliefs (Sunstein & Thaler, 2008, p. 37).

"Devising an effective fear appeal, is to some extent, an art, but it is an art that requires a scientist’s appreciation of the intricacies of human behavior. (Perloff, Dynamics of Persuasion: Communication and Attitudes in the 21^st Century)"

There is little doubt that the agenda was to shock the public into a state of consciousness where they would comply with any mandate which promised a return to “normalcy.” A consistent theme I have been discussing revolves around the idea of understanding how they employ propaganda so we can resist it. Joost Meerloo, in Rape of the Mind, for example, said that “If we are to survive as free men, we must face up to the problem of politically inspired mental coercion, with all its ramifications” (1961, p. 7). Cleon Skousen said in The Naked Communist “that if all men would study the problem and move across the world in one vast united front, we may achieve true freedom in our lifetime” (1958, p. 6). The common denominator here is if people don’t take the time to understand propaganda, they can never see through it. What is it that we are to understand? What do we study? The answer to those questions is as disturbing as it is simple. If people are to resist propaganda, they must understand that the global elite, the powers that be, the “deep state” have a very thorough understanding of human behavior and knew going into Covid-19 exactly what our responses would be and how to get us to comply.

In my new book Without a Shot Indeed: Inducing Compliance to Tyranny Through Conditioning and Persuasion I discuss fear and what it is they understand about our reactions to it. When it comes to Covid-19, they based their predictions on something called the Health Belief Model of behavioral change. There are several fear-based models from which they view our behavior and attempt to manipulate it. The Health Belief Model is the most pertinent because it revolves around people’s perception to health-based threats. Threats are largely shaped by what they refer to as cues to action. The following passage is from Without a Shot Indeed.

The Health Belief Model, according to an article from JMIR Public Health and Surveillance, is a model used to understand health-related choices. Behaviors are predicted in much the same way as other models. The desire to avoid a threat and the effectiveness of the offered solution are the main mediums in which certain actions are predicted. The model itself approaches the issue of behavioral choices both from Skinner’s view of stimulus-response and, a cognitive perspective. This means it is believed the benefits of taking appropriate actions to avoid illness will reinforce correct behavior from the former, while the latter suggests people are actively choosing which course of action is best based on perceived expectations. In other words, the Health Belief Model has been used to examine behaviors from both a stimulus-response and cognitive theory approach.

There are four main theoretical approaches that are believed to motivate human behavior when it comes to health-related threats. Take note of the keyword in each of these approaches. Perceived susceptibility, perceived severity, perceived barriers and, perceived benefits. The word perceived, of course, relates to how the health threat is viewed by either the individual or society. Susceptibility refers to a person’s fear of their own vulnerability. Severity of course refers to the seriousness of the threat. The perceived benefits relate to the belief in the recommended course of action and the perceived barriers refer to the psychological costs of following such recommendations.

An article entitled Performative Pandemic Panic by J.D. Tuccille puts this into greater perspective in a way that hits home. According to Tuccille, a group called the Scientific Pandemic Influenza group on Behavior and Communications convened in the U.K. to help guide people into compliance with interventions recommended by medical experts. This past May, this group admitted that it used fear to persuade people into compliance with government objectives. How does this align with the Health Belief Model? In March 2020, the SPI-B acknowledged that their propaganda was not effectively pushing people into the desired behavioral changes and that Britain’s health ministers “needed to increase the perceived level of personal threat from Covid-19 because a substantial number of people still do not feel sufficiently personally threatened" (Tuccille, 2021). The whole coronavirus plandemic assumed that a well-crafted fear message would induce compliance with their objectives, and sadly, they were right.

Perhaps every aspect of this fake pandemic was designed deliberately to give a false impression of its severity. This explains why the devastating lockdowns were something seen on a global level. It is possible the contradictory information cited earlier in this article could have been deliberately released to gauge public reaction and/or contribute to the confusion. As I noted in my article, Mainstream Media: Keeping the public trapped in a constructed narrative, those who study persuasive communications and our reactions to media know that as a whole, people will not do the necessary work to retrieve pertinent information from memory, to contribute to a decision they must make now. This is called The Heuristic/Sufficiency Principle (Shrum, 2002, pp. 71-72).

Tuccille concludes his article by suggesting officialdom has taken a massive blow, and that the powers that be, would be hard-pressed to get away with such a stunt again. This is wishful thinking. With the numbers of people still wearing masks and rushing to get vaccinated, I can guarantee they are taking note and trying to figure out better ways to craft their message. Sure, if they tried the same thing next year they would run into more resistance, but when the fifth graders who are forced to wear masks in school and stay six feet away from each other grow up, that’s another story altogether. Makes you wonder what the real objective has been.

 

Casiano, L. (2020, April 7) Birx says government is classifying all deaths of patients with coronavirus as covid-19, regardless of cause. Foxnews.com

Fauci, A.S., Lane, C. & Redfield, R. (2020) Covid-19 Navigating the Uncharted. The New England Journal of Medicine, 38(2), 1268-1269.

McCarthy, C. (2021, June 2) Early 2020 emails show Fauci knew coronavirus was ‘potentially’ engineered. Newsmax.com

Meerloo, J, A, M. Rape of the Mind. (1961) Martino Fine Books. Rape of The Mind: Joost Meerloo: Free Download, Borrow, and Streaming: Internet Archive

Shrum, L.J. Media consumption and perceptions of social reality: effects and underlying processes. From Media Effects: Advances in Theory and Research (2002) Lawrence Erlbaum Associates, Mahwah, New Jersey. Media Effects: Advances in Theory and Research, Second Edition (ethernet.edu.et) 

Skousen, C. The Naked Communist (1958) Ensign Publishing Company The Naked Communist : W. Cleon Skousen : Free Download, Borrow, and Streaming : Internet Archive

Sunstein, R., C. & Thaler, H., R. Nudge: Improving Decisions about Health, Wealth and Happiness. (2008) Caravan Books, Yale University Press. Richard_H._Thaler_Cass_R._Sunstein_Nudge_Improv. (14).pdf

Perloff, R. Dynamics of Persuasion: Communications and Attitudes in the 21st century. (2017) Routledge. New York

Tuccille, J.D. (2021, June 4) Performative Pandemic Panic. reason.com

Without a Shot Indeed: Inducing Compliance to Tyranny Through Conditioning and Persuasion

 Check out my new book! Deemed too controversial for Liberty Hill Press, Without a Shot Indeed shows you what they know about human behavior. With over 160 references to peer-reviewed psychology journals, this book shows you what they believe about us and how they manipulate people into compliance with tyranny. If you find yourself wondering how so many people were fooled into complying with Covid-19 mandates, this book is for you.