To understand what is written in our DNA concerning the competition in which we enter against those who look different from us, we study the lower species from which we evolved.
Doing
this, we discover that without exception, all the species share one and the
same trait: A species will fight another species if both compete for the same
foods. Otherwise, the species tend to coexist peacefully, and may even
cooperate where the natural behavior of one, serves the needs of another.
When
we first became reasoning humans, food was still our only concern and so, we
fought the other species when they encroached on our food supply. However,
endowed with a brain that was wired to learn quickly, our concerns expanded to
encompass other interests as well. This has caused us to compete, not just for
food, but for other material possessions as well. And for the first time, we
fought to kill members of our own species, not just fight them to scare them
away.
After
evolving to a still higher level, we discovered that the survival of the clan
depended on the ability to enlarge its ranks by recruiting members of other
clans. This alerted humans to the fact that the ability to develop a persuasive
argument can become a valuable skill to acquire and deploy. And so, with ideologies
ranging from the way that children must be raised to the way that gods must be
worshipped, a set of new reasons were created for the clans to fight over.
Looking
at the way that cultures have developed over the millenniums, we see that the
differences over which human beings bicker and fight wars, have increased
enormously. From the road rage that causes individuals to kill each other, to
the invention of the nuclear weapons that kill hundreds of thousands, the
competition now involves a great deal more than just food security.
This
brings us to a couple of articles that reveal yet another level of dispute to
which human beings have climbed. One article came under the title: “Don’t
confuse Holocaust education with the battle over critical race theory,” written
by Jonathan S. Tobin, and published on July 8, 2021 in Jewish News Syndicate.
The other article came under the title: “What mandatory Holocaust curricula
show about teaching Critical Race Theory,” written by Molly Maffei Baldwin, and
published in the American Thinker also on July 8, 2021.
Molly
Baldwin is a retired teacher who says she worked for the New Jersey Commission
on Holocaust Education developing curricula. You can see from the title of her
article that she has definite ideas about the way that history must be taught
to children. She says she helped devise a way for teaching the history of the
Holocaust that was inflicted on the Jews in Europe, and adds that her way must
be used to teach Critical Race Theory (CRT) which, in essence, is about the
holocaust that was inflicted on African Americans in America.
Cagey
about Jewish trickery, you reserve judgment as to what her intention may be till
you find something in her article that might reveal if her suggestion is a
trick or a treat. And so, going through the article, you encounter the
following passage:
“A
survivor friend told me of the time she spoke to a class of German children.
One child approached her and asked, ‘What if my grandfather did that to you?’
My friend was devastated as she consoled the girl, reiterating that this
Holocaust wasn’t her burden to bear”.
Since
no Jew ever said something like that before, and no Jew will ever repeat it,
and since it happens that at this moment, Jews are throwing insults at the
European nations, especially Poland, for pushing back against Jews continually
attempting to extort money for what they say the grandfathers of the current
generation did to Jews, you conclude that Molly Baldwin is advancing a toxic
message. She says, in effect, that despite what the Jews are asking for,
African Americans should forget the history that their ancestors have endured,
and go through life as if they were treated with fairness in the past; as if
they are treated with fairness today.
As
to Jonathan Tobin who is an avowed Jewish extremist, and one that sees the
world as a battleground between the political Right and the political Left, he
could not tackle this subject without politicizing it, or without drawing the
usually preconceived conclusions. Here is how he did that:
“According
to a report about a proposal for a Holocaust-education in Louisiana, some
liberal Jews objected that the sponsors were Republicans who were also
supporting a bill prohibiting the incorporation of CRT into state curricula.
One critic said there was a direct analogy between the institutionalized racism
of American bigotry and the systematic hate that produced Nazism. This points
to a flaw in Holocaust education. As Ruth Wisse has pointed out, the problem
with Holocaust education is that it is not treated as history but as a form of
moral education that is part of a universal lesson about the evils of all
prejudice. Rather than instruct students in the specifics of the history of
anti-Semitism, they are taught about the irrationality of all sorts of bias”.
What
does that reflect? It reflects the way that the Jews have been disseminating
the idea of Jewish supremacy, and have caused others to do likewise, not
knowing what they are doing. This happens because, in moving on the dual track
of never equating something Jewish with something non-Jewish, while at the same
time speaking about the Jews in the superlatives and never in criticism, you
place the Jews above everything and everyone that is non-Jewish. This is how
the word “supremacy” is defined.
It
is what Molly Maffei Baldwin started saying in her article. It is what Ruth
Wisse has advanced throughout her career. And it is what Jonathan Tobin has
embraced wholeheartedly. It is, in fact, the Jewish Critical Ethnic Theory
(J-CET) that Jewish writers have been advancing since the rabbis started their
conquest of America half a century ago.
They succeeded beyond their wildest dream but are now facing their most terrible nightmare.