The Ultimate Revolution

The Ultimate Revolution

Greenman House
Greenman House

“Pavlov after all made some extremely profound observations both on animals and on human beings. And he found among other things that conditioning techniques applied to animals or humans in a state either of psychological or physical stress sank in so to say, very deeply into the mind-body of the creature, and were extremely difficult to get rid of. That they seemed to be embedded more deeply than other forms of conditioning.” Transcript – The Ultimate Revolution, March 20, 1962 Berkeley Language Center – Speech Archive SA 0269

The title of this blog takes its name from a concept from Aldous Huxley. He spoke of this concept in an interview in 1962. Interestingly, that was also the year A Clockwork Orange was published. In his presentation, he discussed the differences between his A Brave New World and George Orwell’s 1984. While they both discuss dystopian societies, the methods used to obtain and maintain the society are different. Huxley talks about creating a totalitarian government through psychological manipulation rather than physical coercion. Anthony Burgess’s A Clockwork Orange stands somewhere in the middle. Burgess uses a psychological means—operant conditioning but uses the state’s power of compulsion to force people into the conditioning.

Some relevant past blogs that address some of these issues:

Reconstructing History, Part 4: Multiple Punctured Equilibriums

Re-constructing History Part 6: Culture, History, and the Future

Re-constructing History Part 9: Is the Education Institution a Cult?

Re-constructing History Part 10: Means, Motive, and Opportunity

Part 1: Political Movements—Maskirovka and Words Hide Meanings

Part 3—Controlling the Narrative and Cultural Hegemony

Part 4—Mining For Controlling Labels

Strategy Stool

Huxley’s Ultimate Revolution is unfolding today in America. The forces of the revolution use key symbols and memes, operant conditioning, and manipulative words with slippery connotative meanings to propagate the revolution. The strategic stool provides a framework to assess the strategy.

Ends. The specific ends may vary by stakeholder, but the overall objective seems to be to render the Constitution a moot antiquity and establish a government that appears to be socialist but is actually a fascist state with a strong streak of corporatism. This state could resemble some aspects of China.

Ways. The education institution re-creates history. It denigrates the founders of the republic and casts them and the Constitution and Declaration of Independence as racist. The schools do not teach the founding of the republic but teach social justice through Critical Race Theory and the 1619 Project. This weakens the ties between the people and the state without them realizing it. Corporations support this effort through diversity, inclusion, and equity programs that water down the concept of excellence and hire and promote by fiat vice merit. People become beholden to the state and corporations expand their hold on various states through their multinational operations.

Means. The primary means are control of schools and social media. With these two controlled they can readily manipulate public opinion toward their goals and hide the cult-like core of their dogma. Unions, socially focused investment companies, and corporations use their lobbyists to push for government programs and policies that enable the strategy and make the people dependent upon government. This money and control of the media also selects candidates that will facilitate the quiet revolution. The media also casts doubt on the people who try to stop this revolution and institutions fire people that speak out against the change. These means are designed for a quiet revolution that many people will not notice until it is too late.

Opportunity. Reconstructing History, Part 4: Multiple Punctured Equilibriums discusses the opportunity that opened up for this strategy. The series of publicly discussed black deaths propelled Black Lives Matter into the limelight. This brought in Critical Race Theory (CRT) and the 1619 Project (1619) into the schools and an increased effort in diversity, inclusion, and equity into US institutions and organizations. The punctured equilibrium brought about the opportunity to break with America’s history and recreate it into something malleable that enables social change without the deliberate act of revolution.

Actions. Key actions include:

  • Teachers’ unions endorsing CRT and 1619. Schools teach 1619 and seek to reconstruct US history.
  • Renaming Affirmative Action to Diversity to Diversity, Inclusion and Equity (DIE) to both screen the intent and make it more politically acceptable.
  • Expansion of DIE into virtually every institution and organization in the US.
  • Fire people who question or speak out against the social justice programs.
  • Stifle free speech on college and university campuses and prevent conservative voices from telling their side. Kill all debate and discussion. Label those who disagree with the social justice agenda racists and Nazis.
  • Corporations expand their influence and power. They work to change state policies in the countries in which they operate.
  • Destroy the concept of excellence to support lowering standards. Lower standards and classify achievement as racist.
  • Open borders to futher stress American systems and promote greater pressure on cultural changes away from the historical American concept of self-reliance and industry.
  • Subvert the rule of law by defunding police and refusing to prosecute crime.

Make no mistake, we are in the midst of a social revolution that will fundamentally reshape American society and government. While social justice warriors use the term “woke” to discuss the organizations that enact their principals, concerned citizens need to wake up and understand what is happening and the long-term consequences to sustainable liberty and prosperity for all Americans.

Take back our Education System!

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