Was our Culture Intentionally Disrupted and Broken, Part 2

 

“When you have eliminated the impossible, whatever remains, however improbable, must be the truth.” – Arthur Conan Doyle, physician and writer of Sherlock Holmes

Part 1 ended with the questions: Why is this happening? What are the disrupters’ objectives? Threat 8a: Because That is where the money <Power> Is addressed in part. It is about power. But power to do what? That is the real question. Why are people and organizations manipulating society to achieve power, both absolute and relative? Is there a single agenda or multiple competing agendas?

Let me lay out a few hypotheses. As we look at them, remember the Sherlock Holmes quote above, compliments of Arthur Conan Doyle. I am not saying these are true. The nature of a hypothesis is to set out to prove or disprove it. Also note, the thesis and hypotheses are also based on my previous blogs, including those on corporatism and re-inventing history.

Thesis: Powerful elites control states to preserve and exercise their power and maintain a high quality of life. They use a blend of fascism and corporatism to maintain this control, depending on the state’s socio-cultural framework.

If this thesis is true, then most of the hypotheses will be true or mainly true. The purpose of the research is to investigate the hypotheses and prove or disprove them.

H1: There is one overarching goal to create an all-powerful state that both Republicans and Democrats support and which maintains their power and control.

H1a: While they appear to be in opposition, in reality they are not. Politicians and bureaucrats seek to entrench their political power and protect their vested interests.

H1b: The state represents the best vehicle to gain, secure, and use power for wealth and control.

H1c: Elites use their power to divide the populace, set groups against each other, and weaken the middle class, which the traditional hedge against a powerful state.

H1d: The rule of law will be selectively applied and elites will be above the law.

H2: The power elites in H1 use selected subgroups to create chaos and to sow doubt. H2 is related to H1c.

H2a: These groups are useful to the elites, but the elites really do not care about them.

H2b: When the useful groups have accomplished their purposes, the elites defund them and turn on them.

H3: The elites control communications and messaging through social media, traditional news outlets, and entertainment to control the populace’s perceptions of reality.

H3a: The elites tightly controlled these vehicles to send out their messages and memes to manipulate public opinion.

H3b: The elites also use these vehicles to sow doubt and fear and create a sense of distrust so even the few vehicles that try to be neutral and provide factual information are distrusted. There are no facts, only opinions.

H4: The elites use education to indoctrinate students into a mindset favorable to their objectives and to create a docile populace.

H4a: Schools do not teach critical thinking skills or camouflage their lack of critical thinking by indoctrinating students into Critical Theory and related paradigms.

H4b: Schools will indoctrinate students into supporting the specific groups the elites want to use to create chaos and strife within society.

There are two case studies we can use to start testing these hypotheses.

First, George Washington, in his farewell address warned the United States to avoid entangling foreign alliances. Then, both General Smedley Butler and General and then President Eisenhower warned of the dangers of the Military Industrial Complex. Butler had direct experience of what he warned of. He fought in the so-called Banana Wars in the Caribbean. These wars, he said, were fought on behalf of corporate interests. He won two Medals of Honor in his career. Eisenhower presided over the opening years of the Cold War and the development of the American Military Industrial Complex to counter the Soviet Union. We are talking billions of dollars and the rise of the mega-defense corporations. And with the Cold War, the federal government grew immensely.

Second, the development of the Ku Klux Klan (KKK), racism, and the Great Society. As I stated in several blogs, the Great Society cost upwards of $22 trillion and the black family situation is worse than before Johnson started it. Did Democrats create the KKK—or usurp it—to foment racism and then the use the Great Society to significantly expand the federal government and bureaucracy?

Follow-on blogs in this series will start with these two case studies and conduct a high-level assessment of whether they support or refute the hypotheses. The Powershift series summarizes the implications of these and other events as well.