Wednesday, June 9, 2010

America has gone mad

What do you say about a country where a talented and dedicated high school teacher can be fired on a dime because some dimwit parents feel offended on the basis of ideology and psychological insecurity?

That country is called America.

The story was reported HERE.

Pull your fucking self together America. You are the planet's superpower. Your religious fanaticism and over-the-top insecurities and over reactions cost lives and destroy nations. Get a grip. Find some balance. Teachers are suppose to challenge their students (and parents by extension). That is what education is about, a battlefield of ideas not a fucking cabbage patch for growing automatons.

If you don't find a way to put the intellectual discourse and challenge back into your schools and bring the real world and its complexities into your classrooms then you are headed towards fascism and a lot of us outsiders (the rest of the world) are fucked in the ass.

Diversity. Debate. Reasoned responses. Self knowledge. Confidence of self.

Stop this "protect our children from ideas" shit. Otherwise they will not learn to discern ideas and will become pathetic automatons who only discern what is different in order to attack it.

You are taking us straight to hell.

You had a libertarian spirit of great confidence in self and you are pissing it away for outside ideological certainty that must be imposed by force. This is not a bed you want to sleep in.

Wake up America. For God's sake, wake up. Fucking Jesus.

Tuesday, June 8, 2010

Some Big Lies of Science

by Denis G. Rancourt

“[T]he majority of politicians, on the evidence available to us, are interested not in truth but in power and in the maintenance of that power. To maintain that power it is essential that people remain in ignorance, that they live in ignorance of the truth, even the truth of their own lives. What surrounds us therefore is a vast tapestry of lies, upon which we feed.”
– Harold Pinter, Nobel Lecture (Literature), 2005
The maintenance of the hierarchical structures that control our lives depends on Pinter’s “vast tapestry of lies upon which we feed.” Therefore the main institutions that embed us into the hierarchy, such as schools, universities, and mass media and entertainment corporations, have a primary function to create and maintain this tapestry. This includes establishment scientists and all service intellectuals in charge of “interpreting” reality.

In fact, the scientists and “experts” define reality in order to bring it into conformation with the always-adapting dominant mental tapestry of the moment. They also invent and build new branches of the tapestry that serve specific power groups by providing new avenues of exploitation. These high priests are rewarded with high class status.

The Money Lie

The economists are a most significant example. It is probably not an accident that in the United States at the end of the nineteenth century the economists were the first professional analysts to be “broken in,” in a battle that defined the limits of academic freedom in universities. The academic system would from that point on impose a strict operational separation between inquiry and theorizing as acceptable and social reform as unacceptable [1].

Any academic wishing to preserve her position understood what this meant. As a side product, academics became virtuosos at nurturing a self-image of importance despite this fatal limitation on their societal relevance, with verbiage such as: The truth is our most powerful weapon, the pen is mightier than the sword, a good idea can change the world, reason will take us out of darkness, etc.

So the enterprise of economics became devoted to masking the lie about money. Bad lending practice, price fixing and monopolistic controls were the main threats to the natural justice of a free market, and occurred only as errors in a mostly self-regulating system that could be moderated via adjustments of interest rates and other “safeguards.”

Meanwhile no mainstream economic theory makes any mention of the fact that money itself is created wholesale in a fractional reserve banking system owned by secret private interests given a licence to fabricate and deliver debt that must be paid back (with interest) from the real economy, thereby continuously concentrating ownership and power over all local and regional economies.

The rest of us have to earn money rather than simply fabricate it and we never own more when we die. The middle class either pays rent or a mortgage. Wage slavery is perpetuated and degraded in stable areas and installed in its most vicious varieties in all newly conquered territories.

It is quite remarkable that the largest exploitation scam (private money creation as debt) ever enacted and applied to the entire planet does not figure in economic theories.

Economists are so busy modeling the ups and downs of profits, returns, employment figures, stock values, and the benefits of mergers for mid-level exploiters that they don’t notice their avoidance of the foundational elements. They model the construction schedule while refusing to acknowledge that the terrain is an earthquake zone with vultures circling overhead.

Meanwhile the financiers write and re-write the rules themselves and again this process does not figure in macroeconomic theories. The only human element that economists consider in their “predictive” mathematical models is low-level consumer behaviour, not high-level system manipulation. Corruption is the norm yet it does not figure. The economies, cultures and infrastructures of nations are wilfully destroyed in order to enslave via new and larger national debts for generations into the future while economists forecast alleged catastrophic consequences of defaulting on these debts…

Management tools for the bosses and smoke and mirrors for the rest of us – thank you expert economists.

The Medicine is Health Lie

We’ve all heard some MD (medical doctor) interviewed on the radio gratuitously make the bold proposal that life expectancy has increased thanks to modern medicine. Nothing could be further from the truth.

Life expectancy has increased in First World countries thanks to a historical absence of civil and territorial wars, better and more accessible food, less work and non-work accidents, and better overall living and working conditions. The single strongest indicator of personal health within and between countries is economy status, irrespective of access to medical technology and pharmaceuticals.

It’s worse than that because medicine actually has a negative impact on health. Medical errors (not counting misattributed deaths from correctly administered “treatments”) are the third leading cause of death in the US, after heart disease and cancer, and there is a large gap between this conservative underestimate in the number of medical error deaths and the fourth leading cause of death [2]. Since medicine can do little for heart disease and cancer and since medicine has only a small statistical positive impact in the area of trauma interventions, we conclude that public health would increase if all MDs simply disappeared. And think of all the time loss and stress that sick people would save…

One of the most dangerous places in society is the hospital. Medical errors include misdiagnoses, bad prescriptions, prescriptions of medications that should not be combined, unnecessary surgery, unnecessary or badly administered treatments including chemotherapy, radiation treatment, and corrective surgeries.

The lie extends to the myth that MDs anywhere near understand the human body. And this well guarded lie encourages us to put our faith in doctors, thereby opening the door to a well orchestrated profit bonanza for big pharma.

The first thing that Doctors Without Borders (MSF) volunteers need to do in order to contribute significantly in disaster zones is to “forget their medical training” and get to work on the priority tasks at hand: water, food, shelter, and disease propagation prevention; not vaccinating, or operating, or prescribing medication… Public health comes from safety, stability, social justice, and economic buying power, not MRI (magnetic resonance imaging) units and prescription drugs.

These bone heads routinely apply unproven “recommended treatments” and prescribe dangerous drugs for everything from high blood pressure from a sedentary lifestyle and bad nutrition, to apathy at school, to anxiety in public places, to post-adolescence erectile function, to non-conventional sleep patterns, and to all the side effects from the latter drugs.

In professional yet nonetheless remarkable reversals of logic, doctors prescribe drugs to remove symptoms that are risk indicators rather than address the causes of the risks, thereby only adding to the assault on the body.

It’s unbelievable the number that medicine has done on us: Just one more way to keep us stupid (ignorant about our own bodies) and artificially dependent on the control hierarchy. Economically disadvantaged people don’t die from not having access to medical “care” – They die from the life constraints and liabilities directly resulting from poverty. How many MDs have stated this obvious truth on the radio?

ENVIRONMENTAL SCIENCE LIES

Exploitation via resource extraction, land use expropriation, and wage slavery creation and maintenance are devastating to indigenous populations and to the environment on continental scales. It is therefore vital to cover up the crimes under a veil of expert analysis and policy development diversion. A valued class of service intellectuals here is composed of the environmental scientists and consultants.

Environmental scientists naively and knowingly work hand in hand with finance-corporate shysters, mainstream media, politicians, and state and international bureaucrats to mask real problems and to create profit opportunities for select power elites. Here are notable examples of specific cases.

Freon and Ozone

Do you know of anyone who has been killed by the ozone hole?

The 1987 Montreal Protocol banning chlorofluorocarbons (CFCs) is considered a textbook case where science and responsible governance lead to a landmark treaty for the benefit of the Earth and all its inhabitants. How often does that happen?

At about the time that the DuPont patent on Freon(TM), the most widely used CFC refrigerant in the world, was expiring the mainstream media picked up on otherwise arcane scientific observations and hypotheses about ozone concentration in the upper atmosphere near the poles.

There resulted an international mobilization to criminalize CFCs and DuPont developed and patented a replacement refrigerant that was promptly certified for use.

A Nobel Prize in chemistry was awarded in 1995 for a laboratory demonstration that CFCs could deplete ozone in simulated atmospheric conditions. In 2007 it was shown that the latter work may have been seriously flawed by overestimating the depletion rate by an order of magnitude, thereby invalidating the proposed mechanism for CFC-driven ozone depletion [3]. Not to mention that any laboratory experiment is somewhat different from the actual upper atmosphere... Is the Nobel tainted by media and special interest lobbying?

It gets better. It turns out that the Dupont replacement refrigerant is, not surprisingly, not as inert as was Freon. As a result it corrodes refrigerator cycle components at a much faster rate. Where home refrigerators and freezers lasted forever, they now burn out in eight years or so. This has caused catastrophic increases in major appliance contributions to land fill sites across North America; spurred on by the green propaganda for obscenely efficient electrical consumptions of the new appliances under closed door (zero use) conditions.

In addition, we have been frenzied into avoiding the sun, the UV index keeps our fear of cancer and our dependence on the medical establishment alive, and a new sun block industry a la vampire protection league has been spawned. And of course star university chemists are looking for that perfect sun block molecule that can be patented by big pharma. And as soon as it is, I predict a surge in media interviews with skin cancer experts…

Acid Rain on the Boreal Forest

In the seventies it was acid rain. Thousands of scientists from around the world (Northern Hemisphere) studied this “most pressing environmental problem on the planet.” The boreal forest is the largest ecosystem on Earth and its millions of lakes were reportedly being killed by acid from the sky.

Coal burning plants spewed out sulphides into the atmosphere causing the rain to be acidic. The acid rain was postulated to acidify the soils and lakes in the boreal forest but the acidification was virtually impossible to detect. Pristine lakes in the hearts of national parks had to be studied for decades in attempts to detect a statistically significant acidification.

Meanwhile the lakes and their watersheds were being destroyed by the cottage industry, agriculture, forestry, mining, over fishing and tourism. None of the local and regional destruction was studied or exposed. Instead, scientists turned their gaze to distant coal burning plants, atmospheric distribution, and postulated chemical reactions occurring in rain droplets. One study found that the spawning in aquarium of one fish species was extremely sensitive to acidity (pH). Long treatises about cation charge balance and transport were written and attention was diverted away from the destruction on the ground towards a sanitized problem of atmospheric chemistry that was the result of industrialization and progress rather than being caused by identifiable exploiters.

As a physicist and Earth scientist turned environmental scientist, I personally read virtually every single scientific paper written about acid rain and could not find an example of a demonstrated negative impact on lakes or forests from acid rain. In my opinion, contrary to the repeated claims of the scientist authors, the research on acid rain demonstrates that acid rain could not possibly have been the problem.

This model of elite-forces-coordinated exploiter whitewashing was to play itself out on an even grander scale only decades later with global warming.

Global Warming as a Threat to Humankind

In 2005 and 2006, several years before the November 2009 Climategate scandal burst the media bubble that buoyed public opinion towards acceptance of carbon credits, cap and trade, and the associated trillion dollar finance bonanza that may still come to pass, I exposed the global warming cooptation scam in an essay that Alexander Cockburn writing in The Nation called "one of the best essays on greenhouse myth-making from a left perspective" [4][5][6].

My essay prompted David F. Noble to research the question and write The Corporate Climate Coup to expose how the media embrace followed the finance sector’s realization of the unprecedented potential for revenues that going green could represent [7].

Introductory paragraphs from Global Warming: Truth or Dare? are as follows [4]:
“I also advance that there are strong societal, institutional, and psychological motivations for having constructed and for continuing to maintain the myth of a global warming dominant threat (global warming myth, for short). I describe these motivations in terms of the workings of the scientific profession and of the global corporate and finance network and its government shadows.”

“I argue that by far the most destructive force on the planet is power-driven financiers and profit-driven corporations and their cartels backed by military might; and that the global warming myth is a red herring that contributes to hiding this truth. In my opinion, activists who, using any justification, feed the global warming myth have effectively been co-opted, or at best neutralized.”
Other passages read this way [4]:
“Environmental scientists and government agencies get funding to study and monitor problems that do not threaten corporate and financial interests. It is therefore no surprise that they would attack continental-scale devastation from resource extraction via the CO2 back door. The main drawback with this strategy is that you cannot control a hungry monster by asking it not to shit as much.”

“Global warming is strictly an imaginary problem of the First World middleclass. Nobody else cares about global warming. Exploited factory workers in the Third World don’t care about global warming. Depleted uranium genetically mutilated children in Iraq don’t care about global warming. Devastated aboriginal populations the world over also can’t relate to global warming, except maybe as representing the only solidarity that we might volunteer.”

“It’s not about limited resources. [“The amount of money spent on pet food in the US and Europe each year equals the additional amount needed to provide basic food and health care for all the people in poor countries, with a sizeable amount left over.” (UN Human Development Report, 1999)] It’s about exploitation, oppression, racism, power, and greed. Economic, human, and animal justice brings economic sustainability which in turn is always based on renewable practices. Recognizing the basic rights of native people automatically moderates resource extraction and preserves natural habitats. Not permitting imperialist wars and interventions automatically quenches nation-scale exploitation. True democratic control over monetary policy goes a long way in removing debt-based extortion. Etc.”
And there is a thorough critique of the science as band wagon trumpeting and interested self-deception [4]. Climategate only confirms what should be obvious to any practicing scientist: That science is a mafia when it’s not simply a sleeping pill.

[Recent development (Macrh 2011): Incisive deconstruction of the dominant climate science narrative - HERE.]

CONCLUSION

It just goes on and on. What is not a lie?

Look at the recent H1N1 scam – another textbook example. It’s farcical how far these circuses go: Antiseptic gels in every doorway at the blink of an eye; high school students getting high from drinking the alcohol in the gels; out datedness of the viral strain before the pre-paid vaccine can be mass produced; unproven effectiveness; no requirement to prove effectiveness; government guarantees to corporate manufacturers against client lawsuits; university safety officers teaching students how to cough; etc.

Pure madness. Has something triggered our genetically ingrained First World stupidity reflex? Is this part of our march towards fascism [8]?

Here is another one. Educators promote the lie that we learn because we are taught. This lie of education is squarely denounced by radical educators [9][10].

University professors design curricula as though the students actually learn every element that is delivered whereas the truth is that students don’t learn the delivered material and everyone only learns what they learn. One could dramatically change the order in which courses are delivered and it would make no measurable difference in how much students learn. Students deliver nonsense and professors don’t care. Obedience and indoctrination are all that matter so the only required skill is bluffing. Students know this and those that don’t don’t know what they know, don’t know themselves [8][9][10].

Pick any expert opinion or dominant paradigm: It’s part of a racket.

We can’t know the truth because the truth is brutal.


References

[1] “No Ivory Tower – book” by Ellen W. Schrecker.
[2] Radio interview with Dr. Barbara Starfield: CHUO 89.1 FM, Ottawa; January 21, 2010.
[3] Nature 449, 382-383 (2007).
[4] “Global Warming: Truth or Dare? – essay” by Denis G. Rancourt.
[5] “Questioning Climate Politics - Denis Rancourt says the ‘global warming myth’ is part of the problem”; April 11, 2007, interview in The Dominion.
[6] Climate Guy blog.
[7] “The Corporate Climate Coup – essay” by David F. Noble.
[8] “Canadian Education as an Impetus towards Fascism – essay” by Denis G. Rancourt.
[9] “Pedagogy of the Oppressed – book” by Paulo Freire.
[10] “The Ignorant Schoolmaster – book” by Jacques Rancière.

Denis G. Rancourt was a tenured and full professor at the University of Ottawa in Canada. He was trained as a physicist and practiced physics, Earth sciences, and environmental science, areas in which he was funded by a national agency and ran an internationally recognized laboratory. He published over 100 articles in leading scientific journals. He developed popular activism courses and was an outspoken critic of the university administration and a defender of Palestinian rights. He was fired for his dissidence in 2009 by a president who is a staunch supporter of Israeli policy. [See www.academicfreedom.ca]

Related articles by the same author:
Are Physicists Smart?
Gradual Change is not Progress

List of other essays by Denis G. Rancourt:
www.academicfreedom.ca/blogs/essays

Saturday, June 5, 2010

Helen Thomas has a straight up solution for the occupation of Palestine



Helen Thomas' solution is at least as reasonable as the present occupation. The relocation costs would be a fraction of Israel's military expenditures. Many could immigrate to sovereign Palestine rather than move. So simple.

The idea, as a spirited reaction to Israel's disregard for international law, is a better starting point than the present reality which includes the blockade of Gaza.

Example media coverage HERE.

Thursday, June 3, 2010

Need for and Practice of Student Liberation

(A why for and how to guide)

by Denis G. Rancourt


The modern middle-class First World school and university systems are violently repressive [1]. These institutions are designed for replication and obedience training and rob the student of her natural thrust for independent inquiry, free expression, natural influence, and zeal for life [2].

Using the pretext that technical training requires “discipline” (read mindless repetition) and “standardization” (read demonstration of loyalty to imposed doctrine) the institutions of “higher learning” impose a regime of obedience training followed by professional and graduate school indoctrination [3].

The obedience training and whole-person neutralization is accomplished by strict and artificial disciplinal divisions, an authoritative classroom structure, an imposed unnaturally partitioned time use, unreasonable and repeatedly sequenced production deadlines (for assignments, tests, reports, examinations, etc.) that do not allow time to think, rank ordering of students to produce competition, a continuous administration of punishment and reward via grading and accreditation steps, isolation of the student where collaboration is cast as “cheating”, normalization of behaviour and opinion via imposed group think value judgments, liberal applications of double speak, and a myriad of other such methods – all constantly adjusted to the evolving cultural and local conditions.

After the student is broken down by the obedience training, she is ready for the high level indoctrination of graduate and professional schools. This is achieved by the sophisticated process described by Jeff Schmidt [3]. The professional worker must accept, make hers and project the doctrine of her “chosen” profession, in order to participate in the management of the First World Empire.

The repression of the student is real and is violent. The school and university institutions are the greatest forces in the student’s life. The outcome determines the economic and societal status of the graduate and this status in turn is the single most relevant (statistical) indicator of life expectancy and personal health.

The violence is seen in student suicides and assaults, in the widespread use of prescription psycho-pharmaceuticals and their trafficking, in widespread apathy and cynicism, in isolationism and escapism, in the modern array of self-destructive behaviours, and in the apparent relative inability to bond and form community. The root of the violence is maybe best explained by Paulo Freire [2]:
“Any situation in which “A” objectively exploits “B” or hinders his and her pursuit of self-affirmation as a responsible person is one of oppression. Such a situation in itself constitutes violence even when sweetened by false generosity; because it interferes with the individual’s ontological and historical vocation to be more fully human. With the establishment of a relationship of oppression, violence has already begun.”

“If people, as historical beings necessarily engaged with other people in a movement of inquiry, did not control that movement, it would be (and is) a violation of their humanity. Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision-making is to change them into objects.”
There is therefore a need for student liberation.

But the first barrier, as explained by Freire [2], is that the slave does not recognize that she is a slave. “We need the master because he organizes the work, feeds us, protects us…” (see also [1]).

Activist students prefer to fight for reduced tuition fees to ensure access to the oppression and its rewards. The slave should not have to pay with her future life (student debt) for the privilege of serving the master – fair enough. Slaves want to be oppressed fairly. I have known many activist students to leave demonstrations, actions, and teach ins, in order to hand in assignments for deadlines and to obediently return to an oppressive classroom on Monday morning after a weekend of “solidarity action”.

What can the student do to liberate herself?

Following Freire, I have come to believe that the answer is praxis, the “praxis” of Freire [2]. Only such action fighting one’s own oppression, in a cycle of repeated action and reflection informed by the oppressor’s backlash, leads to both a deepening understanding of the oppression and an exhilarating liberation. True solidarity in battle then arises from the coalescence of these individual revolts and builds the culture of resistance essential to any societal liberation.

At the heart of this praxis lies “authentic rebellion”. In what is perhaps the most profound statement ever made about education and learning in a hierarchical society, Freire puts it this way [2]:
“If children reared in an atmosphere of lovelessness and oppression, children whose potency has been frustrated, do not manage during their youth to take the path of authentic rebellion, they will either drift into total indifference, alienated from reality by the authorities and the myths the latter have used to ‘shape’ them; or they may engage in forms of destructive action.”
How does this look in practice? How does praxis start and develop?

Students already resist a lot. Resistance is widespread and takes many forms. “Work to rule” is common, to the dismay of baffled teachers. Most students refuse to adopt an artificial interest in the horse shit that is downloaded on them in the guise of intellectual discourse and that will be “on the exam”. Students know when they are being spoken to rather than engaged with. And what would it mean to engage when the other side has a gun to your head?

Students turn off and regurgitate on command to appease the oppressor. Teachers see the result but must grade satisfactorily (with an emphasis on factory) rather than confront the system’s generalized failure and their part in it. Actually, we must conclude that this universal outcome is a desired feature of the school factory [4]. It ensures apathy and compliance and guaranties suppression of participation.

In addition, students secretly (among themselves) ridicule and criticize the professor, in a healthy expression of sanity-preserving resistance. Only at the higher levels of indoctrination, when the student emulates the teacher as role model, does this behaviour subside to be replaced with ass kissing adulation.

Students also make heroic attempts to sabotage the obedience training by challenging the deadlines, workloads, grading schemes, work conditions, and atomization. They individually and collectively negotiate for extended deadlines, reduced production, mitigated punishments, etc. They challenge the isolation and imposed competition by forming workgroups and by sharing output – they find ways to cooperate at the risk of being banished via the system’s ultimate charge of “academic fraud”. In the words of David F. Noble “When did cooperation become cheating?”

More frightening are the students who are able to feign interest and to self-indoctrinate and who aggressively defend the system by punishing dissidence in their colleagues. These students want their special efforts to be recognized, rewarded, and not questioned by alternative behaviours. They want to “excel” and aspire to joining the club.

All forms of resistance are healthy and preserving if the resister sees herself as resisting and acts in defiance of the oppressor rather than succumbing to negative self-talk and negative self-image along the lines of the oppressor’s imposed ideology. Authentic rebellion is where it’s at.

More direct and satisfying forms of rebellion, that have greater potential to empower the resister, might include the following: Speaking out in class to question aspects of imposed discipline, such as the deadlines, grading scheme, relevance of the material, imposed methods, disciplinal perspectives, etc.

Such direct interventions have the benefit that the teacher will react and thereby inform the class about real aspects of the system that it would be impossible to learn otherwise. Professors will show their true colours. The students will see them deflect, misinterpret, quash, impose, negotiate, etc.; a highly instructive experience.

Start small and see if you want to push it a little further. Ask to clarify the professor’s response. Maybe ask “Why not?” Maybe state that you do not understand the reasons given? See which colleagues side with you after class or express similar questions or opinions during class. Build on that support by developing ties with potential supporters and co-resisters.

Never accept overt intimidation or abuse from the professor. Stand your ground in such violent attempts to repress your agency in the classroom. Explain the nature of the unacceptable behaviour and request an apology. Do this either privately with a witness or publicly in the classroom. If the potential for escalation of the repression exists, consider using modern technology to voice record the encounter for your protection. Such recordings of conversations that you are party to can be done secretly and are not illegal. No one needs to know and you have the benefit of knowing that you have physical proof if you ever need it for protection.

Only you can decide how far to go and how much to risk. The main point is that the lesson NOT be that you are powerless and must be subservient. Find a way for the lesson to be that you have power and can defend yourself. Find a way to win. The victory is not necessarily a policy change but rather your liberation.

In finding a way to win consider that making things public and exposing the institution’s in-class behaviour is a powerful way to both exert influence and protect yourself from further reprisals. Consider a blog and speaking to the student media or distributing flyers, etc.

A formal complaint to hierarchical authorities can also be useful, in that it will allow you to press further, to expose mechanisms of institutional cover up, and will show that you are not to be messed with. Keep your head up high knowing that you are right, that the violence against you is illegitimate, and that you need not fear the thugs that enforce the slavery from which you seek liberation.

You can always come back into the fold and power will be relieved to take you back in. This can be a good way to rest, reflect, and regroup, as you plan your continued liberation.

Eventually, you may find allies that will allow you to practice “academic squatting” of an entire class [5]. I have found this practice to be highly rewarding, even life-changing [5].

If the professor is not an ally, groups of students can consider “academic hijacking” of credit courses in which a professor is told how it is going to be and that he can either stay and participate or leave.

Students with squatting and hijacking experience have what it takes to impose reforms on the curriculum. And liberated students are independent thinkers that do not practice immoral exploitations of others. They continue their liberation into the workplace.

Such a program of liberation activism is consistent with Paulo Freire’s much repeated mantra that one can ONLY fight one’s own oppression. Individuals that accept their own oppression cannot help liberate others. They only replicate, defend, and adjust the hierarchy of oppression that they inhabit.

I wish you a joyful and intense liberation full of self discovery and learning. Kick ass, don’t kiss it.


References

[1] “The student as nigger - essay” by Jerry Farber.
[2] “Pedagogy of the oppressed - book” by Paulo Freire.
[3] “Disciplined Minds - book” by Jeff Schmidt.
[4] “Canadian education as an impetus towards fascism – essay” by Denis G. Rancourt.
[5] “Academic squatting – essay” by Denis G. Rancourt.

List of other essays by Denis G. Rancourt:
www.academicfreedom.ca/blogs/essays

Wednesday, May 19, 2010

Political terrorism against national bank in Ottawa, Canada

This remarkable video shows the May 18, 2010, fire bombing of a bank in Canada's capital city. This is the first political terrorism in Ottawa in the memory of its citizens.

The video includes a statement by the group claiming responsibility for the incident.



The video and incident were immediately report by the Canadian Broadcasting Corporation: HERE.

Other news links include:
ABC News
Ottawa Citizen
Globe and Mail
Toronto Sun

How does social change occur?

One of the most interesting aspects of this action is the blogger comment backlash being directed against the political terrorist group. It shows a vehement attempt to quash this form of direct action resistance.

Another outcome is that this action shows how easy it is to physically resist. It shows that arson is a simple yet devastatingly effective form of direct action against powerful hierarchical structures.

The mainstream media is stating that the political terrorist group responsible for the fire is an anarchist group.

Let's see if the police state apparatus of Kanada will catch these brave daredevils? The police certainly are giving it their best attempt. If they fail, they will look very bad, with all those surveillance cameras and web trolling tactics and all...

Two societal responses are possible:
  1. more police
  2. addressing the underlying injustices and lack of democracy
INSERT BLOGGER POLL CLICKER THINGY HERE.

Sunday, April 18, 2010

Whitewash... Cover up... Will the corporate media ever stand up?

Did you notice the hilarious zoo of deception that was the H1N1 pandemic?

Here is some refreshing alternative media reporting that gives a glimpse of what ethical reporting might look like in a sane mainstream.

Enjoy.



Sunday, April 4, 2010

Meet poet John Akpata - performing 'made in kanada'



John lives and works in Ottawa. He works to make sanity with words and his words help us make sense of ourselves.

Thanks John! We await your youTube version of 'conspiracy theories are true'.