The Woke have a very specific conception of the world and a very specific mission that has everything to do with that conception. Most of us, going about our daily lives and getting hit with Critical Social Justice — the ideology that leads one to become “woke” — don’t understand this. We mistake what is, in fact, an entire worldview for a set of fringe ideas dealing with socially important issues like racism, sexism, and transgender rights. Most of us see “Wokeness,” in other words, as something that’s probably mostly good or, at worst, well-intentioned and benign.
When it comes to our children’s schools, then, many of us will conclude that it’s necessary and important in our modern, progressive world for our children to learn about these sorts of issues, and we trust our educators to communicate important truths about them so our kids can keep doing the good work of building a better society.
This kindly liberal view, borne from a combination of good intentions and being too busy to learn otherwise, misunderstands the Critical Social Justice ideology at the most fundamental level, however. It therefore completely misses the specific mission woke people—and woke educators—have for our society and our children. The crux of that mission is hiding in plain sight in the word “woke” itself, and it has everything to do with why we should be opposed to seeing these ideas featured in our educational system.
The mission of Critical Social Justice, to use its right name, is to “awaken” people to the so-called “realities” of systemic oppression in society, as it defines it—thus, “woke.” People who are woke are people who have been trained to see systemic oppression in a particular way, which has been outlined in an otherwise obscure branch of philosophy known as Critical Theory. Speaking formally, the Woke are people who have developed a “critical consciousness” about the identity-based systems of power that are alleged to permeate and define all of society, creating profound and almost intractable injustices that must be “disrupted and dismantled” to achieve “liberation.” The goal of “anti-racist,” “culturally aware,” and “social justice” approaches to education is to awaken a critical consciousness in our children so that they will grow up not to think critically but to think in terms of Critical Theories.
To understand why this isn’t just a problem but an incredibly alarming one requires understanding how the Critical Theories in Critical Social Justice see the world. That is, you have to understand what your kids will be “woke up” to in their classrooms.
To take the issue of race, Critical Race Theory begins with the assumption that racism is ordinary in our societies and present in all interactions and social and cultural phenomena, and it is up to the Critical Race Theorist—using a Woke critical consciousness—to “make it visible” and “call it out.” In Critical Race Theory, the question is not “did racism take place?” but rather, “how did racism manifest in that situation?”
Rather than learning how to do mathematics, then, your children will be taught to ask questions like how mathematics is used to maintain racial oppression—for it must, according to Critical Race Theory. This is precisely the sort of curriculum that we already see in the Ethnic Studies program in the state of Washington and its “ethnomathematics” project. Rather than focusing on the mechanics of mathematics, students will be taught to focus on the ways they can explore topics like racism and oppression through mathematics, or leaning on math as a foil that facilitates discussions on important topics—like “who it benefits” to focus on getting right answers in mathematics.
Other subjects will be similar, if not worse. A Critical Theory approach to studying American history will be dedicated to making students woke to all of the ways the United States, from its founding, has been an unjust, oppressive nation that systemically oppresses certain identity groups. This shouldn’t be understood to be part of a balanced program that reckons honestly with the darker aspects of our national past as framed against the liberal promises that eventually—and painfully—have won great freedom and equality to our diverse citizenry. It will be a sustained program of teaching our children how America is a horrible nation that has never been able to or even wanted to live up to its promise of all men having been created equally, as individuals. “Whiteness is property,” they will instruct, and that property is theft—slogans we have heard repeated as justifications for race-based riots throughout this ugly summer.
Indeed, many such programs will claim that the United States was founded intentionally on genocide, slavery, and a principle of white supremacy and anti-Blackness that has never been repaired. Its legacy is white privilege and white comfort that must be challenged at every opportunity if we are ever to achieve racial equity. Already, at least in the state of California, a proposed – although rejected – curriculum would teach these lessons not as history but as “hxrstory,” where “his” has been replaced by an explicitly “non-binary” formulation of “her,” so that maleness and cisheteronormativity won’t accidentally be centered in the term. (By the way, “his-story” isn’t even the genuine etymology of the word history, but Critical Theory looks for oppression hidden in unlikely symbols, even when it doesn’t make sense.)
Bringing Critical Social Justice into our educational systems is therefore not beneficent or benign. It is a deliberate attempt to try to program our children to think in an explicitly cynical, pessimistic, and falsely sociological way about all matters relevant to identity in every possible subject, including our history and even science and mathematics. The goal is to make our children woke, to give them a critical consciousness with which they will, unlike their parents, know that the point of understanding society is to change it in a very narrow and increasingly divisive way.
Editor’s Note: This article has been revised to clarify that a proposal to rename “history” “hxrstory” in California was rejected.
This article was originally published at Roca News.
In the early 1930’s, controlling the way people “Think and Speak”, was known as “Mind Regimentation”, a definition of Fascism!………. and we all know how that turned out!
CER is like every other left wing theory . If you look deep enough it is rooted in Communism and Marxism as well as a hatred of America When you encounter someone who spouts it you see how brainwashed they are when you question the premises of CRT
Thank you. Well put
we can reverse the brainwashing even on children’s even if it mean using force and or torture
I’ve been giving some thought to what appears to be a strong positive correlation between the increase of social justice theory in school curricula and increasing rates of depression/anxiety in the 18-25 year old age cohort. Also data demonstrate that rates for anxiety and depression show increases in the age 12-17 group as well. This increase is not as intense…yet.
I don’t think the phenomenon will be studied…ever…by anyone. I think teaching critical theory ideas to students is a bad idea. Ultimately, students come to believe they are all victims, without any power to affect their lives; moreover they must rely on some sort of strong government to fix any problems. The disempowerment of individual’s began to appear after the Columbine shootings. I’m a mental health counselor and have witnessed the slow, truly tragic infantilization of an entire generation. Anti-bullying programs are a good example of it.
Very few people seem to realize that someday, somewhere, they will eventually be all alone in a bad situation armed with…no skills to avoid trouble. It always happens and only ends well for the aggressor.
I would like to hear someone else comment on the idea.
I agree with Cal. This indoctrination of children in an ideology based upon power, domination and using language to manipulate is chilling.
I think that we really need to focus on the psychological impact that this has on children. I am more optimistic than you that some psychologists will be willing to document evidence of serious mental damage to kids.
This damage became quite obvious to me when I saw the 3-part movie on Evergreen College. Those kids were miserable, and they were being made miserable by their teachers. Instead of blaming the teacher or the ideas, they lashed out against everyone else around them. To do this to college kids is bad enough, but to start with young children is pure child abuse.
A friend of my wife who lives in Seattle reported that her 7-year-old came back from school crying. When asked he said that he just learned that all white people are racist and they cannot change. It is heart-breaking.
Imagine the impact of having that drummed into you for 10 years.
What is going to happen when they are in high school and then naturally rebellious children mobilize against their racist teachers? You could have entire high schools melt down just like Evergreen did.
Less important, but still notable, is that our children will be losing time from learning about real math, science, history and language. They desperately need those skills and knowledge to have a successful and happy life.
What will be the long-term toll when all the time devoted to indoctrination instead of real learning?
Will these kids be able to function in society?
Will they have the skills to get a decent job?
Will they be able to conduct themselves well in their jobs where working with teams is important?
Will they be able to have meaningful relationships with other people when everything is subjected to relentless criticism, fear and distrust?
If I am correct, this can only be seen as institutionalized child abuse. Fortunately, with the lockdown, more parents have become aware what is being taught in their schools. My hope is that we have enough obvious bad examples that mobilize parents to fight back.
Liberal parents need to realize that their children area being indoctrinated into a profoundly illiberal and hateful ideology.
To what decent jobs are you referring? We as a society are preparing for “Wall-E World,” a place where all service and labor-intensive jobs are done robotically. There will BE no decent jobs for these kids, for the only thing that will require humans will be in entertainment, and that will probably be limited to the creation side – writers etc, but there won’t be much money in it.
Funny thing though, every movie or book that explores life in a world where there is no working class, and everything is done through artificial intelligence, ends up with us being targeted for extinction.
Bingo! This social justice stuff causes more problems than they’re worth. It’s about a perpetual helpless victim mentality. It can become very unhealthy when taken to the extreme that it has.
Moreover, the way they’re teaching this is becoming in conjunction with lying to white students. White students will be told that they must become “anti-racist”, or that they are racist by default, simply for being white. They are the only racial group that must constantly do stuff to be accepted. Whiteness is basically treated as evil – something that can never be good, never be forgiven, that is always privileged, etc.
All in all, it is a toxic mentality, in my opinion, and for the most part has no place in classroom curriculum.
All religions, including Christianity, use this Mind Regimentation to shape and control believers’ thinking, perspectives, and emotional reactions.
Matter of fact, every definable normative system does this, albeit to different degrees using different methods to “hook” people psychologically and then indoctrinate them.
Like it or not, most American blacks think and feel this way, more or less. Running from this fact and trying to ignore or censor CRT’s type of far-left perspective won’t make it go away!
Here’s the problem: white conservatives say blacks and browns make endless accusations and excuses to shift blame away from their own cultural, intellectual, and psychological deficiencies and towards the canard of lefty articles of faith like social justice, Critical Race Theory, and similar. Black Americans dispute the archetypical white conservative perspective, insisting that from the get-go, America was never meant to be run by the lofty principles to which it has ascribed and was, is, and always will be a society designed to benefit whites at the expense of non-whites.
Well, got any bright ideas about how to untangle this mess?
For those who think Dr. Lindsay is overstating the case, here are some excerpts from my son’s 11th grade US History syllabus. It begins with this epigram:
UNITED STATES HISTORY: ETHNIC STUDIES SYLLABUS
“[T]he more radical the person is, the more fully she or he enters into reality so that, knowing it better, she or he can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit herself or himself, within history, to fight at their side.”
― Paulo Freire, Pedagogy of the Oppressed
Here are the course texts:
The texts we will use include:
A People’s History of the United States: Abridged Teaching Edition by Howard Zinn
An Indigenous Peoples’ History of the United States by Roxanne Dunbar-Ortiz
A Different Mirror: A History of Multicultural America by Ronald Takaki
And here is the course overview:
We must acknowledge that our classroom, [deleted] High School, the city of Seattle, and our nation occupy stolen indigenous land. We must recognize and express gratitude to the tribes who have been stewards of this land from time immemorial through the present day, including the Duwamish, Suquamish, Snoqualmie, Puyallup, Muckleshoot, Tulalip, and other Coast Salish peoples. We challenge ourselves to join in that stewardship.
Our country is in a state of reckoning. We have for too long accepted injustice as unavoidable. This U.S. History Ethnic Studies course is designed to empower students, both individually and collectively, to dismantle all forms of injustice in our country. The values of this class are the same as the stated core values of this country: liberty, equality, opportunity, and democracy; we, however, will work to live up to these ideals.
We will examine the origins and distinct impacts of the nation’s dominant historical narrative and its inaccuracies by exploring as many counter-narratives as possible. In this way, we will form a more complete picture of our history and of our present.
Our collective response to the divisiveness in our society has too often been to avoid any topics or hard truths that could be seen as difficult or disruptive. Avoidance harms our students and families of color, because it perpetuates the racism that they are forced to endure every day. Avoidance harms our white students and families because it does not prepare them to work for justice in our pluralistic, multinational society. We must empower each other to be agents for justice and equity, so that we can accept that responsibility together. We can gain a better vision of where to go from here by gaining more clarity on who we are, ALL OF US.
This course will explore four major themes, each adapted from Seattle Public Schools’ U.S. History Ethnic Studies Framework:
• IDENTITY: We will explore our own identities, and our identity as a nation. We will discuss the power of defining one’s own identity and examine how forces of history and oppression have forced people to redefine their identities and culture. The concepts of intersectionality and positionality will help to define the broad spectrum of identity. We will challenge the expectation of adhering to white cultural norms, and value cultural wealth and diverse identities.
• POWER AND OPPRESSION: We will explore the ways in which the U.S. government was founded on racist and sexist intellectual ideas and economic practices that institutionalized the oppression of marginalized peoples, which continues to this day. Embedded in this is the idea that whoever controls the telling of history has the power. The white-dominated retelling of history has led to a “colorblind” ideology that perpetuates existing power structures and seeks to erase the power that communities of color have created for themselves throughout history.
• RESISTANCE AND LIBERATION: We will explore the history of resistance and reclamation as carried out by oppressed groups and their allies. Progress towards greater equality is not natural or inevitable, it is intentional and hard-won.
• REFLECTION AND ACTION: We will foster a sense of advocacy, empowerment, and action that creates internal motivation to be a changemaker. Students should believe they can change their current experiences and the experiences of people in their community.
Ai yi yi. I didn’t know this was going on here in Seattle. And it’s a requirement no? How does a kid do well in that class if she doesn’t accept this ideology as fact? We had some disturbing lessons in my daughter’s 1st grade class, in which 6 and 7 year olds were told which racial groups they belonged to then grouped that way.
Isn’t grouping people by race a racist act in itself?
But that’s the idea : everything, everything, is racist. So there is no act that is more racist than another, to the woke. And so the y consider that making race the center focus at least try to acknowledge the problem, although anyway, racism can’t be solved, only constantly atoned for.
As James has often said, those theories are created by people who are often deeply bigoted, but can’t admit that it’s an issue with them, and therefore prefer to say that it is an issue with everyone. That way, instead of being morally reprehensible in a society that despise them, they get to pretend they are morally upright, honest, and being the best they can in a society that is terribly bad and in denial of it.
I have a hypothesis that many of the key authors of Critical Race Theory are themselves white supremacists who use CRT to masquerade as Anti-Racists as they advocate for a white Racial Awakening that they believe is needed to ensure the survival of the white race in this multi-racial society which they despise.
Apparently you share a similar hypothesis?
If one listens to the leftist activists that masquerade as media journalists as they insist white folks fear the browning of america since what else could explain their opposition to illegal immigration, so this is proof white supremacist ideology still dominates US culture,etc.
I’m a white man who’s opposed to illegal immigration and in love with a beautiful Latina woman. When I hear this drivel from media talking heads I wonder who the hell they’re talking about, none of my white friends fear this confabulated threat to our ethnic majority.
Then of course there’s Robin DeAngelo, the author of white fragility, her written declaration of her life experiences of white racial superiority obfuscated beneath her incessant declarations of her good work against Racism.
IMHO Robin DeAngelo is a psychotic bigot who openly advocates for a white Racial Awakening
The present government insists that white supremacy is the greatest threat to domestic tranquility.
I believe the greatest threat is the violent Marxist insurrection rioting on the streets of the USA
Perhaps both of these are true?
This is brainwashing ala the Cultural Revolution plain and simple
Freire in the 11th grade? God help us! I had to deal with his beliefs in my grad-level teacher prep program. As I recall, he supported a Marxist / Christian hybrid, with the “cure” being education of the masses.
I guess he missed the Bible passage about knowledge leading to arrogance (“puffing up”) but not leading to community building ( “building up” – see 1 Corinthians 8:1 in the Christian Bible).
So now, let me “decontstruct” this garbage for you:
First things first: Pardon me, but I’m gonna tell you first how to fight fire with fire. A disclaimer, though: it might be best to speak with an attorney first. I AM NOT AN ATTORNEY. So, take what I say with a grain of salt.
First off, is the course content psychologically harmful to your son? For example, does the course content make your son feel intimidated, threatened or of less worth for being male or belonging to this or that group, (for example, being straight, white, etc.)? Does your son feel pressured against his will into supporting causes he doesn’t support? Does your son feel too intimidated to stand up for what he believes in?
If so, you might want to check child welfare law in your state. Some states have child emotional abuse laws. If so, then you can – and in my opinion, should – report the teacher to child protective services for child emotional abuse. Make sure the child welfare workers can follow-up with your son. He may have to testify under oath in court or submit to a psych exam. If you can nail the teacher on child emotional abuse, that teacher gets busted for life – put on a national registry for child abuse. They will never be allowed to teach again.
The cost is a bit; but if you manage to pull it off, it could help out other students in the class who’d be in a similar jam.
Now, please note that it must be legit: it’s not uncommon for it to be illegal to report someone to child protective services over something that is false and done out of malice. Of course they’d want to scrutinize whoever reports if it is known that the person does not agree with the teacher’s beliefs. Still, being a criminal investigation, the burden of proof ought to be higher.
Now, as for the syllabus:
1) Radicalism: Freire’s quote here promotes confrontation rather than looking past our differences to work together to benefit society as a whole. This is harmful to society.
Anyone who disagrees with the dominant viewpoint is apt to encounter viewpoint discrimination, which leads to infringement on people’s – including students’ – rights to free speech. If this happens to your son, you might be able to file a civil rights lawsuit against the teacher, school and / or school board.
Ask any surviving Soviet dissident – or any current Chinese Communist dissident – about the importance of preserving free speech. Alternately, read their memoirs. I’ve been meaning to read Aleksandr Sozhenitsyn’s “Gulag Archipelago”.
2) “Stolen” land: We cannot call the land “stolen”, unless we can say that unlawful entrants (i.e., “illegal” immigrants) are invading our country, just as unauthorized immigrants have been invading European nations. If we are going to stand with indigenous Native American tribes, then we must likewise stand with European Identitarians. Unless the teacher is willing to stand equally with both groups, the teacher is racist against people of European ancestry.
3) No longer avoiding disruptive narratives: they absolutely MUST include Conservative perspectives. The teacher MUST work to dismantle anti-Conservative discrimination in the US. Otherwise, the teacher is complicit in spreading anti-Conservative bigotry, hostility and discrimination and would thus be a hypocrite.
Working for justice includes working for the justice that American society has DENIED to Conservatives and especially white Conservatives.
Similarly, if the teacher insists on mistreating European-Americans in the United States, then the teacher has a moral imperative to support the repatriation of European-Americans in Europe and to demand respect for traditional European culture in Europe. Anything less would be to impose a form of racial oppression on European-Americans.
Additionally, I would point out that some European-Americans have been subjected to ethnic cleansing (among them, not just European Jews, but also Danube Swabians, Kosovar Albanians and very likely others, historically); slavery in the forms of labor-based concentration camps and the Soviet Gulag; and suppression of free speech, in situations such as the Third Reich and the Soviet Union.
The Danube Swabian case is especially interesting: they are Danube River valley Germans. Toward the end of World War II, those who supported the Nazis fled to Germany. Those who didn’t, stayed. They felt they had nothing to fear, since they had not supported the Nazis. Tito’s Yugoslavian government subjected the ones who stayed to ethnic cleansing: killings, concentration camps and adoption of their children into Yugoslavian families (1944-1948). I’m told that in 1949, the US government provided some financing to Tito’s Yugoslavian government, so, to the best of my understanding, the US government not only did nothing to help the Danube Swabians, but even provided financial support to the very government that subjected them to ethnic cleansing. From what I understand, Tito and his government were never held accountable for the ethnic cleansing of the Danube Swabians.
Have your son’s teacher answer that one. After all, the Danube Swabians are WHITE, and yet, were subjected to an ethnic cleansing by a government supported by the US government.
Is your son’s teacher going to teach about the Jews of the Holocaust, but not the Danube Swabians, because they’re German? Because that was the Yugoslavian government’s justification for their ethnic cleansing of the Danube Swabians. The Yugoslavians figured that since they were German, they were Nazis. Not so much the ones who stayed, though. It’s like saying that someone is a racist in the US today just because they’re white.
That notion is déjà-vu for the Danube Swabians. Those who survived, lived through the resultant hatred.
What are your son’s teacher and classmates going to do to support the Danube Swabians? Or do their lives not matter, because they’re white or German?
I’d like to know, since part of my heritage IS said to be Danube Swabian. ; )
Okay, I admit that I’d have to think longer about how to deconstruct the rest. But this should get you started, I’d think.
“If so, then you can – and in my opinion, should – report the teacher to child protective services for child emotional abuse. Make sure the child welfare workers can follow-up with your son. “
The problem here is that CPS and the CW workers likely see no problem with the curriculum or how it is presented, since they are probably trained in the same ideology. You’d probably be better off suing the district for Title VII violation of some sort, or maybe an Equal Protection case. I’m not a lawyer either, but I fully support using the law as a cudgel in the same way the radicals have been doing for decades.
These people tend to ignore parental objections and even warnings from elected officials. But the moment they’re slapped with a credible civil suit, they’ll stop and pay attention. This seems like an untapped market for enterprising lawyers to explore.
Yuri Bezmenov was right on the money. He was just a little premature in his predictions. This stuff is straight out of the Soviet subversion model, which probably isn’t coincidental given how Marxism is so interwoven with Woke Ideology. Efforts to get this in public schools are nothing but further efforts toward demoralization and triggering destablization. And we are hurtling toward crisis and revolution at breakneck speed.
I would like to ultimately make the professors that teach these theories accountable for the damage they are doing to society. The idea that anyone can create a curriculum made out of unproven theories the end result of which we have no idea of how will turn out, and the use them as an experiment on the next generation is chilling.
On YouTube you had a very interesting chat on a channel run by a high school teacher. He was obviously sympathetic to your message. At the conclusion (more or less) you warned him that woke teachers are not there to teach but to indoctrinate. The more I watch the woke horror show develop, the more the idea of “progressive pedagogy” chills the bones. (I’ve watched my field of history at the college level collapse in the last 15 years.) Anyway, I’ve searched my YT “History” and can’t find that interview. Do you remember the name of the teacher involved? I hope he didn’t pull the piece because I can’t think of a more important audience for you to reach.
We can analyse it, we can describe it and tell the public what it is and what it isn’t. It will have Zero effect on the trajectory of where we are heading as a society if we, the majority do not wake up. The problem is not that a relatively small group of radicals at western universities have managed to bring on a revolution but the reaction (or lack of) of the liberal society to its subversive and frankly treasonous activity over the past 50 years.
If liberalism does not grow teeth it is doomed for sure. Karl Popper knew that when he stated that “Unlimited tolerance must lead to the disappearance of tolerance.”
Dr. Lindsay and others have pointed this out many times, the Critical Theorists have exploited this weakness of Liberalism to its maximum by refining and adapting their illiberal ideas in the “safety” of academia.
We need to go to the wolf’s lair and take the fight to them. Liberalism needs to grow a spine again and restore the political equilibrium at our universities. John M. Ellis has it right and has identified what needs to be done. How we defend our institutions from becoming woke is an immediate task and if we fail all is lost anyway and a violent confrontation might be inevitable and the only solution if our institutions fall. I am pessimistic about our response. We might have woken up way too late in the game to avoid a civil war.
I’ve read much on this website I agree with. The past two articles are beginning to sound paranoid, defensive and not without a hint of moral panic. Strange times. When faced with ridiculous extremity we can internalise it and begin to react in our own extreme; that’s natural. Please don’t lose the plot!
I don’t pick up on any particular paranoia, defensiveness, or sense of moral panic in Dr. Lindsay’s article. I am interested to see specific examples that support your contentions. As the old saw goes, it’s not paranoia if someone is really out to get you. Similarly, defensiveness is a natural and entirely justified response to being attacked. As well, pointing out the questionable morality of a worldview does not constitute a panic. If one accepts the hard to deny intellectual deficiencies, the real pernicious danger posed to American institutions and liberties, and the built-in insular unfalsifiability of Critical Theory, Social Justice, and other postmodernist nonsense illuminated by Dr. Lindsay, the conclusions of this and his other recent essays seem eminently reasonable.
You’ve mirrored my thoughts on this, Michael. I’ve read all or most of the articles on New Discourses over the past several months, and the overall aim seems unchanged, but the arguments and analysis seem to have lost some of their depth and direction.
I’ve spent so much time familiarizing myself with the extreme ideals of CRT/CSJ that it’s *nearly* impractical to use the talking points presented here on ND because 99% of the people I interact with who abide by CRT logic aren’t fully indoctrinated, they’re just your average well-meaning liberals who are blind to CRT or are on the fence about it. My mission now is to learn as much as I can about having discussions with people who aren’t on the extreme left, and who may be easily swayed into leaving CRT behind w/o having to resort to showing them a complete expose of the deep, philosophical assumptions of CRT, but rather use more everyday examples that are more familiar to your average person.
Michael, I am thinking you do not have a child in the public schools. Mine are 8 years apart and I have seen a huge shift in teaching. My younger child spent over a month – maybe two learning about native american tribes of our region with an explicit emphasis on gender roles in the tribes. Why is that the focus in 4th grade? It is to train them to look for “unfairness” all around them. The school has a student equity team, charged with examining the books on offer from an equity perspective. This is no joke, and it’s not paranoia. Instead of a book of the month focused on social emotions learning, it became a diversity book of the month, with vapid books like “All are Welcome Here.”
Is it possible that it is you that might be losing the plot? That’s not an admonishment, btw….more of a reminder that what needs to be dealt with is nothing short of a psychological war. We either set things on course, or we dont. The plot isnt complicated.
Another good one, James. I’ve seen videos of children trained this way in the states and it chills me to the bone.
Thank Goodness that at last Critical Theory is being recognised as skewed and often dangerous…
Much of it is tosh – denying reality to support the woke agenda…
It has partially wrecked academic subjects such as English – and spawned spurious splurges of verbiage in the likes of Gender Studies…
This had to happen – the woke have gone too far.
Critical Theory is, at its core, another attempt for Renaissance humanism to place man and human reason as the center of all things. Like the Renaissance and with humanism, it will fail because it speaks the foolishness of saying there is no God, therefore, we are gods.
The sad thing is that the author of this article is no better, for he also says “there is no God.” As a result, the revelation concerning man, in terms of sin, righteousness, and judgment, is dismissed by him as mythology and a crutch. The reality and pervasiveness of sin is dismissed because the reality of the Law of God is dismissed beforehand. When you reject what the Law says about us, and try to replace God’s righteousness with your own, it really doesn’t matter whether you embrace Wokeness or Secular Humanism. You still end up in the same place: pursuing Power as something that you can control and use to establish your version of Utopia as a replacement for the Kingdom of God.
Sin is real. The Fall is real. The Gospel is real. Repent, Dr. Lindsay and your followers, and believe the Gospel.