The Naivety Of The Left And The Unequal System They’ve Created For Our Kids

One common denominator to the ideologies aiming to create the perfect post-revolutionary society in the name of progress is the assumption that everything is a social construction i.e. the predominance of acquired versus the innate.

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Consequently, indoctrinating children from the youngest age is necessary to reshape humanity and implement the new cultural conception that would ultimately guide us to a better world.

Unsurprisingly, schools became a cultural battleground where activist teachers strive to impart their values into children’s minds.

While writing about the concept of cultural hegemony, the Marxist thinker Antonio Gramsci (1891–1937) determined that the success of communism depends on winning the “war of position” via a “long march through the institutions”.  The takeover of schools and universities was intended to initiate a cultural paradigm shift among the masses.

In Hungary, the Marxist philosopher György Lukács (1885–1971) reached the same conclusion. According to him, Western culture had blinded the working class to its true (Marxist) interest. Therefore, Western culture had to be destroyed before a communist revolution could succeed. 

In 1919, during the short-lived Hungarian communist state (21 March 1919 to 1 August 1919), Lukács was made People’s Commissar for Education and Culture. He introduced radical sex education courses in schools, teaching about sexual intercourse, the archaic nature of the bourgeois family, the outdatedness of monogamy, and how religion deprives humanity of pleasure.

Although Lukács never specifically claimed it, many believed from his writings that his programs strive to undermine the unity of the family and dismantle Christian values. Ultimately, his enterprise met with great resistance and was finally abandoned after the Hungarian Soviet Republic was defeated.

Decades later, scholars from the Frankfurt School adopted Gramsci’s rhetoric while translating orthodox Marxism economic terms into cultural terms. They also revived Lukács’ work and crossed Marx with Freud to redefine the concept of alienation.

While traditional Marxism argued that under capitalism the working class is oppressed, the Freudo-Marxists of the Frankfurt School argued that under Western culture everyone lived in a constant state of psychological repression.

The writing of the Austrian psychoanalyst Wilhelm Reich (1897–1957) enabled the Frankfurt School’s thinker to theorize the concept of “sexual alienation”, understood as oppression through subjugation to moral values. Gradually, within the works of Freudo-Marxist scholars, this concept supplanted the concept of economic alienation rooted in orthodox Marxist theories. 

As such, in 1955 Herbert Marcuse's best-seller “Eros and civilization: A Philosophical Inquiry into Freud” condemned all restrictions on circumambient sexual behavior. In this essay, Marcuse proposed sexual liberation through the cultivation of the Freudian concept of “polymorphic perversity”, the ability to find erotic pleasure in any part of the body. 

Marcuse claimed that children, specifically, are inherently polymorphic perverts: they uncover sexual gratification in various areas of their bodies and ignore the rules that adults view as perversion. Subsequently, he declared that education suppresses the polymorphic possibilities of sexual satisfaction and that eliminating any oppressive sexual constraint would liberate the humanities.

Marcuse became the figure of authority for the new left while teaching at Brandeis University in Massachusetts in 1952, then at the University of California at San Diego in 1965, popularising ideas around the concepts of minority groups oppressed by Western culture and sexual alienation.

His disciples, activists turned teachers, successively, trained future educators with resources packed with the Frankfurt School and French theory political ideologies: decolonized curriculum, queer theory, gender theory... 

Consecutively, those new teachers took on the direction of daycare centers and public schools, where they ensured the “good” education of Western youth. They gradually abandoned the classical authors deemed problematic in favor of authors coming from minority groups and syllabi such as black history, feminism, and gender studies. 

Oxford and Cambridge stopped making Latin teachings compulsory in the 1960s for instance, and Columbia University criticized for its focus on “dead white men” added African-American writer Toni Morrison to its curriculum.

Critical race theory – the study of race, racism, and society, particularly how racism is a systemic feature of social structure – became a component of programs. In short, we taught children that they were privileged if white and oppressed if black.

A public elementary school in Washington, DC, even gave youngsters as little as four anti-racism lessons titled “Anti-Racism Fight Club” explaining how to address racism and asking them to identify racist members within their household.

Then, sexual education began to be taught from a small age, and drag queen shows made their way to classrooms. In 2019, in primary schools in the UK, pupils learned about homosexuality as part of a curriculum, supposedly to fight against homophobia and in 2021 in the US, activist teachers were accused of indoctrinating children aged 5 to 13, lecturing on topics related to sexuality, gender, LGBTQ+ … even telling students to keep the courses secret from their family. 

As per the teachers or parents who dare to voice concern, they endured the backlash of their peers and an administration that tried to convince them they hold the universal moral right and thus were warranted to adopt immoral action against their political opponents

While the pride and Black Lives Matter flags fly in classrooms, we teach children what to think rather than how to think. A whole generation is growing up imbibing the ideologies of the new left in an authoritative way (as if those ideologies were uncontested facts) unable to examine critically and weigh opposing views for themselves. Educational institutions have been turned into indoctrination centers promoting the woke tenet. 

Besides, the transmission of knowledge dwindled due to apex egalitarianism and cultural relativism. The expectations have been lowered. With the hierarchy understood as an unbearable oppression, teachers have been put on the same level as the students. Learning shifted from the vertical to the horizontal, it became an exchange rather than education. Schools have renounced imposing authority and discipline.  

In his essay “Distinction: A Social Critique of the Judgement of Taste”, the French sociologist Pierre Bourdieu explained how the “legitimate culture”, the knowledge traditionally taught in schools, constitutes the cultural capital of the elites (upper classes, bourgeois, and teachers).

Naturally, there are profound inequalities in principle between children from the upper classes, who are familiar with the legitimate culture due to their social environment, and children from the working class, who are unfamiliar with it.

However, the abandonment of the instruction of this legitimate culture (perceived as imperialist, racist, and unequal), far from benefiting the working classes, has offered the elites a monopoly on cultural capital. The lower classes ended with only the mass culture, a culture of uniformed and standardized products formatted by private companies, as a substitute for the legitimate culture.

And so, while the elites give moral lessons on equality and tolerance to the masses but ensure their reproduction by paying the best schools enormous fees for their children’s education, the lower classes, stuck in their social condition, lack opportunities to rise.

Moreover, because propaganda has supplanted the legitimate culture and teachers favor the validation of the new left ideology rather than critical thinking, schools only manufacture interchangeable individuals unable to revolt: replaceable simpletons who would easily submit to the market i.e. the future compressible slaves needed by the neoliberal capitalist system.

The naivety of the egalitarian left and the expediency of the neoliberal right have created the most unequal system for our kids.