PoliticalChic
Diamond Member
1. The sixties was a pivotal time in the formation, or reformation of this culture. One interesting explanation involves the numbers of individual coming of age at the time, who must be civilized by their families, schools, and churches. A particularly large wave may swamp the institutions responsible for teaching traditions and standards.
a. “Rathenau called [this] ‘the vertical invasion of the barbarians.’” Jose Ortega y Gasset, “The Revolt of the Masses,” p. 53. The baby boomers were a generation so large that they formed their own culture. The generation from 1922-1947 numbered 43.6 million, while that of 1946-1964 had 79 million.
2. The most effective organ for the transmission of culture is the family. The attitudes and mechanisms of social interaction begin, through observation, from infancy: how the group operates, the role of breadwinners, the role of dependents, questions of religion, race, charity, justice.
a. But if the family does not exist, attitudes toward these situations must be learned by the individual later in life, and to learn at this late state require conjecture, not observation. The flaw is that one must substitute his own intellect for that of myriad interactions of a society. To see the result of this process one need only review the success of Liberal government programs.
b. The interactions of the family were not based on ‘reason,’ but on tradition and experience, so less susceptible to casuistry. They were based on generations of experience so deep and ingrained that it could neither be absorbed nor parsed by reason. “This is the correct way to treat one’s wife, to express disapproval, to ask for help, for forgiveness, etc. etc….”
3. If a child does not learn through observation, through family, school and church, they may be considered arbitrary, and he may endeavor to create rules of his own, based on 'reason'. This secondary process can only be a self-excusatory rationalization for his desires: copulate freely, do not take on responsibility through marriage, do not respect or trust authority, demand governmental support, base political choices upon feelings rather than experience, donÂ’t bother to learn a trade, and so on.
4. The child learns the lessons of virtue, civic and otherwise, religious devotion, marital behavior, restraint, self-esteem, and self-sufficiency in the home. If the home is destroyed, or its influence negated or derided, as it is by both welfare and by today’s Liberal Arts ‘education,’ it is difficult for the individual to come to a practicable, ethical view of the world.
a. His need and desire is warped into ‘there is something wrong with the world,” and he can be co-opted into participation into a grand new scheme to put things right. The scheme can be called Marxism, Socialism, Fascism, Cultural Revolution, or ‘hope and change.’
"The Secret Knowledge," David Mamet
b. The Progressive influence can be traced:
"The use of a university is to make young gentleman as unlike their fathers as possible."
Woodrow Wilson, first Progressive President
...and that is exactly what 'progressive' means.....
a. “Rathenau called [this] ‘the vertical invasion of the barbarians.’” Jose Ortega y Gasset, “The Revolt of the Masses,” p. 53. The baby boomers were a generation so large that they formed their own culture. The generation from 1922-1947 numbered 43.6 million, while that of 1946-1964 had 79 million.
2. The most effective organ for the transmission of culture is the family. The attitudes and mechanisms of social interaction begin, through observation, from infancy: how the group operates, the role of breadwinners, the role of dependents, questions of religion, race, charity, justice.
a. But if the family does not exist, attitudes toward these situations must be learned by the individual later in life, and to learn at this late state require conjecture, not observation. The flaw is that one must substitute his own intellect for that of myriad interactions of a society. To see the result of this process one need only review the success of Liberal government programs.
b. The interactions of the family were not based on ‘reason,’ but on tradition and experience, so less susceptible to casuistry. They were based on generations of experience so deep and ingrained that it could neither be absorbed nor parsed by reason. “This is the correct way to treat one’s wife, to express disapproval, to ask for help, for forgiveness, etc. etc….”
3. If a child does not learn through observation, through family, school and church, they may be considered arbitrary, and he may endeavor to create rules of his own, based on 'reason'. This secondary process can only be a self-excusatory rationalization for his desires: copulate freely, do not take on responsibility through marriage, do not respect or trust authority, demand governmental support, base political choices upon feelings rather than experience, donÂ’t bother to learn a trade, and so on.
4. The child learns the lessons of virtue, civic and otherwise, religious devotion, marital behavior, restraint, self-esteem, and self-sufficiency in the home. If the home is destroyed, or its influence negated or derided, as it is by both welfare and by today’s Liberal Arts ‘education,’ it is difficult for the individual to come to a practicable, ethical view of the world.
a. His need and desire is warped into ‘there is something wrong with the world,” and he can be co-opted into participation into a grand new scheme to put things right. The scheme can be called Marxism, Socialism, Fascism, Cultural Revolution, or ‘hope and change.’
"The Secret Knowledge," David Mamet
b. The Progressive influence can be traced:
"The use of a university is to make young gentleman as unlike their fathers as possible."
Woodrow Wilson, first Progressive President
...and that is exactly what 'progressive' means.....
