Serious election problems in NH.
@NHSecretary @WMUR9
@TeamTrump

Rochester ward 2 denied my girlfriend the Republican primary ballot - they had her listed as a Democrat. They said she could either vote Democrat or not at all.

We had to go to the Rochester city clerk and pull the voter records demonstrating she took a Republican primary ballot in 2022.

It took an extra extended period of time, driving all over town, and multiple arguments to fix this - a problem that should have been able to be handled at the polls with a phone call, but poll personnel refused.

She finally cast her ballot for @realDonaldTrump.

In conversation with the clerk it was stated that this was the second incident of erroneous voting problems brought to her office today. It also appears this might not be the first time her party affiliation spontaneously changed. Another couple came into the clerks office while we were there that also seemed to be experiencing election problems. Initially, the situation at the clerks office was going sideways, and it was suggested, rather matter-of-factly, that she was a Democrat.

It was then that I placed my legislative ID down on the counter and explained that I'm pretty sure she took the Republican ballot in 22 because myself and another friend of hers was on the ballot.

It's not at all clear to me that, absent a state elected official (myself) intervening, this problem would have been resolved. I believe anyone else in this circumstance would have been denied their right to vote.

Bill filing period opens up Monday!

I'll start a thread with some of what you can expect:

The Anti-Communism Education Act

Purpose:
The legislature finds that a comprehensive education on the true history of the praxis and worldview of Communism, the way it evolved, how it hides itself as other ideologies, or as non-ideological, by manipulating language and definitions, how to recognize and identify Communism, why it represents an unmitigated and irredeemable evil in direct conflict with all values outlined in the NH and US Constitutions, and how to effectively combat Communism politically is a critical need for New Hampshire citizens.
This mandate falls wholly within the context of an adequate education, is consistent with Constitutional requirements on education as “being essential to the preservation of a free government,” “the duty of legislators to cherish the interests of literature and the sciences, and all seminaries and public schools, to encourage public and private institutions… and the countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and economy, honesty and punctuality, sincerity, sobriety, and all social affections, and generous sentiments, among the people.” Communism touches and perverts all of these values to the detriment of the liberties and happiness of the citizenry.
Over time this knowledge has nearly been lost to history, and a false narrative of our heritage has emerged to replace it in order to subjugate Americans under miseducation and misinformation. The battle against Communism does not merely represent a distant memory of our forefathers carrying rifles in faraway lands. The battle is here, today and every day, and must be won perpetually, as Aleksandr Solzhenitsyn, victim of Stalin and author of The Gulag Archipelago said, “the line separating good and evil… passes through every human heart” – every generation must make this a facet of their existence or succumb to this parasitic ideology.
Communism is not an economic theory, as misunderstanding and purposeful obfuscation has led many to believe, but an all-encompassing worldview and dangerous disposition towards destruction. This disposition is an ever-present facet of human nature. Perpetual ideological combat against the doctrines of Communism is the only way we may succeed in keeping this republic.
Rule-Making Authority Granted
DOE to adopt rules to ensure the development and/or acquisition, and delivery, of the following curriculum. Appropriations may be made from the education trust fund as necessary to develop and/or acquire curriculum, oversee and track delivery, and any other necessary task to ensure delivery to NH students. It is the expectation of the legislature that most of the individual prescribed requirements may be met in one to several days of instruction.
Middle School Mandatory Curriculum
Course of study on the connection between “Capitalism,” “Socialism” and “Communism” including the following:
•“Communism” and “Socialism” are all part of the same ideology and a person who is a “Communist” is also, necessarily, a “Socialist.” “Socialism” was Marx’s prophesied Stage 5 of “Scientific” History wherein the government must force people to be the same and equal until, according to the theory, it becomes human nature. Once it becomes human nature, and “Socialist Man” is achieved, Stage 6 of History, “Communism,” has been achieved. Communism cannot be achieved, though, because it is a cult prophesy that goes against nature.
•“Capitalism” is what Socialists called Stage 4 of History, which they wrongly believe will naturally undergo revolution into Socialism. “Capitalism” is a caricature of free market economics, but due to confusion was adopted widely by free-market champions as a synonym, though it is not. Continued.

•Study will review the theorized 6 stages of history as described by Marx with a particular emphasis on the “revolution” necessary between stages 4 and 5, and the use of violent coercive State force in stage 5, including historical precedents such as the Kulaks.
Course of study on the Book/Essay: Abuse of Language, Abuse of Power: Josef Pieper (omitting the Christian theological roughly second half of essay) including:
•Philosophy of communication vs. deception and creation of “pseudorealities” through misinformation – relate to book/move “The Matrix” as a metaphor for a “pseudoreality.” Specifically that false information conveyed not to inform the hearer, but to confuse or control them, is dangerous, and shifts the perspective of the hearer away from reality such that reality slowly becomes incomprehensible.
Course of study on the book Animal Farm, George Orwell, including:
•On the nature of Communism and “equity” as forcing “sameness” through violence and threat,” on the tendency for people to experience normalcy bias ignoring warning signs of dangerous Communist political movements until it’s too late, and the use of censorship and terms such as “conspiracy theory” to delegitimize people and ideas that may be true and honest.
Course of study on the updated and corrected history of Soviet and FBI archives of Project Venona, including:
•The “Red Scare,” Venona documents, and Bella Dodd testimony that largely vindicated Senator McCarthy, and laid bare the broad scope of Communist infiltration of the US government and institutions, and the FDR administration. Further, that the history of “McCarthyism” as a “witch hunt” was a Communist-and-sympathizer driven disinformation operation aimed to discredit the Senator, and the anti-Communism movement broadly, and to stymie the attempt to root out Communists in powerful positions.
Course of study on selected readings from Gramci, including:
•The Prison Notebooks on “war of position,” or institutional capture via counter-hegemony, and gradual institutional takeover of the “long march” to affect Communist revolution.
Course of study on the Chinese Cultural Revolution, including:
•Communist radicalized students rose up to demand revolution and attacked adults with state sanction, including family. The five reds and five black categories of “oppressor” or “oppressed” of the cultural revolution, the efforts to destroy all existing culture, and the millions killed by mobs, and social struggle sessions shall be included.
Course of study on the book Thought Reform and the Psychology of Totalism by Robert Jay Lifton, including:
•Selected readings from the book focusing on the tendency for the psychologically abused to blame themselves, the Communist application of the psychological abuse principle known as DARVO (Deny, Attack, Reverse Victim and Offender), and summary of the book in audio format by Dr. James Lindsay of New Discourses Podcast.
Course of study on the Institute for Social Research (Frankfurt School), including:
•The advent of neo-Marxism as a retooled Communist ideology after Marx’s failed prophesy of proletariat uprisings.
•Herbert Marcuse, the concepts of “critical consciousness,” and “repressive tolerance,” the transition of pseudo-economic Marxism to identity-based Marxism, and the targeting of black Americans by the Communist International (ComIntern) and Frankfurt School to stoke racial hatred and black separatism – including Soviet plans for a separatist ethnonationalist black “Socialist republic” in southeast America to be overseen by Soviet apparatchiks.
Course of study on the historical transition from the “Science” of alchemy to modern scientific methodologies, including:
•That the principles of modern science as falsifiability, reproducibility, and testing of theorems run contrary to Alchemy as being primarily about a predetermined (prophesied) outcome, and making human understanding fit within that frame.

Why is the @AEI, an ostensibly "conservative" organization, promoting rebranded Critical Race Theory ("cultural literacy") in education?

Everything around this "Science of Reading movement" smacks of a cartel smuggling Woke Marxism into schools.
@ConceptualJames @SovMichael

https://twitter.com/ExcelinEd/status/1694002552688263353

@iamlisalogan might you have anything to add to this?

I am not at all suicidal.
This one is going to cause trouble.

Here is my updated Anti-Communism Education Act.

I will introduce it here in NH shortly. Please consider using it as model legislation - ask your representative to introduce in your state.

Enjoy.


Anti-Communism Education Act (ACE Act)
This act shall be known as the “Anti-Communism Education Act.”

Purpose:
The legislature finds that a comprehensive education on the true history of the praxis and worldview of Communism, the way it evolved, how it hides itself as other ideologies, or as non-ideological, by manipulating language and definitions, how to recognize and identify Communism, why it represents an unmitigated and irredeemable evil in direct conflict with all values outlined in the NH and US Constitutions, and how to effectively combat Communism politically is a critical need for New Hampshire citizens.

This mandate falls wholly within the context of an adequate education, is consistent with Constitutional requirements on education as “being essential to the preservation of a free government,” “the duty of legislators to cherish the interests of literature and the sciences, and all seminaries and public schools, to encourage public and private institutions… and the countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and economy, honesty and punctuality, sincerity, sobriety, and all social affections, and generous sentiments, among the people.” Communism touches and perverts all of these values to the detriment of the liberties and happiness of the citizenry.

Over time this knowledge has nearly been lost to history, and a false narrative of our heritage has emerged to replace it in order to subjugate Americans under miseducation and misinformation. The battle against Communism does not merely represent a distant memory of our forefathers carrying rifles in faraway lands. The battle is here, today and every day, and must be won perpetually, as Aleksandr Solzhenitsyn, victim of Stalin and author of The Gulag Archipelago said, “the line separating good and evil… passes through every human heart” – every generation must make this a facet of their existence or succumb to this parasitic ideology.

Communism is not an economic theory, as misunderstanding and purposeful obfuscation has led many to believe, but an all-encompassing worldview and dangerous disposition towards destruction. This disposition is an ever-present facet of human nature. Perpetual ideological combat against the doctrines of Communism is the only way we may succeed in keeping this republic.

Rule-Making Authority Granted
DOE to adopt rules to ensure the development and/or acquisition, and delivery, of the following curriculum. Appropriations may be made from the education trust fund as necessary to develop and/or acquire curriculum, oversee and track delivery, and any other necessary task to ensure delivery to NH students. It is the expectation of the legislature that most of the individual prescribed requirements may be met in one to several days of instruction.

Middle School Mandatory Curriculum

Course of study on the connection between “Capitalism,” “Socialism” and “Communism” including the following:
· “Communism” and “Socialism” are all part of the same ideology and a person who is a “Communist” is also, necessarily, a “Socialist.” “Socialism” was Marx’s prophesied Stage 5 of “Scientific” History wherein the government must force people to be the same and equal until, according to the theory, it becomes human nature. Once it becomes human nature, and “Socialist Man” is achieved, Stage 6 of History, “Communism,” has been achieved. Communism cannot be achieved, though, because it is a cult prophesy that goes against nature.
· “Capitalism” is what Socialists called Stage 4 of History, which they wrongly believe will naturally undergo revolution into Socialism. “Capitalism” is a caricature of free market economics, but due to confusion was adopted widely by free-market champions as a synonym, though it is not.
· Study will review the theorized 6 stages of history as described by Marx with a particular emphasis on the “revolution” necessary between stages 4 and 5, and the use of violent coercive State force in stage 5, including historical precedents such as the Kulaks.

Course of study on the Book/Essay: Abuse of Language, Abuse of Power: Josef Pieper (omitting the Christian theological roughly second half of essay) including:
· Philosophy of communication vs. deception and creation of “pseudorealities” through misinformation – relate to book/move “The Matrix” as a metaphor for a “pseudoreality.” Specifically that false information conveyed not to inform the hearer, but to confuse or control them, is dangerous, and shifts the perspective of the hearer away from reality such that reality slowly becomes incomprehensible.

Course of study on the book Animal Farm, George Orwell, including:
· On the nature of Communism and “equity” as forcing “sameness” through violence and threat,” on the tendency for people to experience normalcy bias ignoring warning signs of dangerous Communist political movements until it’s too late, and the use of censorship and terms such as “conspiracy theory” to delegitimize people and ideas that may be true and honest.

Course of study on the updated and corrected history of Soviet and FBI archives of Project Venona, including:
· The “Red Scare,” Venona documents, and Bella Dodd testimony that largely vindicated Senator McCarthy, and laid bare the broad scope of Communist infiltration of the US government and institutions, and the FDR administration. Further, that the history of “McCarthyism” as a “witch hunt” was a Communist-and-sympathizer driven disinformation operation aimed to discredit the Senator, and the anti-Communism movement broadly, and to stymie the attempt to root out Communists in powerful positions.

Course of study on selected readings from Gramci, including:
· The Prison Notebooks on “war of position,” or institutional capture via counter-hegemony, and gradual institutional takeover of the “long march” to affect Communist revolution.

Course of study on the Chinese Cultural Revolution, including:
· Communist radicalized students rose up to demand revolution and attacked adults with state sanction, including family. The five reds and five black categories of “oppressor” or “oppressed” of the cultural revolution, the efforts to destroy all existing culture, and the millions killed by mobs, and social struggle sessions shall be included.

Course of study on the book Thought Reform and the Psychology of Totalism by Robert Jay Lifton, including:
· Selected readings from the book focusing on the tendency for the psychologically abused to blame themselves, the Communist application of the psychological abuse principle known as DARVO (Deny, Attack, Reverse Victim and Offender), and summary of the book in audio format by Dr. James Lindsay of New Discourses Podcast.

Course of study on the Institute for Social Research (Frankfurt School), including:
· The advent of neo-Marxism as a retooled Communist ideology after Marx’s failed prophesy of proletariat uprisings.
· Herbert Marcuse, the concepts of “critical consciousness,” and “repressive tolerance,” the transition of pseudo-economic Marxism to identity-based Marxism, and the targeting of black Americans by the Communist International (ComIntern) and Frankfurt School to stoke racial hatred and black separatism – including Soviet plans for a separatist ethnonationalist black “Socialist republic” in southeast America to be overseen by Soviet apparatchiks.

Course of study on the historical transition from the “Science” of alchemy to modern scientific methodologies, including:
· That the principles of modern science as falsifiability, reproducibility, and testing of theorems run contrary to Alchemy as being primarily about a predetermined (prophesied) outcome, and making human understanding fit within that frame.
· Emphasis on the nature of Hermetic Alchemy and associated metaphysics, and efforts to corrupt modern science with alchemy (smuggling metaphysics as “science,” science is a too, not something you “believe in”).

High School Mandatory Curriculum

Freshman year course of study on defected Soviet KGB agent Yuri Bezmenov, including:
· The Soviet program of “demoralization,” the concept of rendering people without discernment and intellectual defenses, and the concept of Mass Formation Psychosis.
· Study should include interviews with Bezmenov, and brief history of the Soviet and ComIntern ideological subversion campaigns.

Freshman year course of study on the eugenics movement championed by early American Hegelians and New Age Alchemists including:
· The coerced or forcible sterilization and abortion of many based in New Age concepts of “soul quality,” and deficits of “quality souls” compared to reproductive rates.
· Welfare programs designed to break the family unit, and particularly the work of Cloward-Pliven strategies.
· Planned Parenthood founded as an anti-black eugenics organization by New Age eugenicist and racist Margaret Sanger, who believed blacks to be a lesser race unable to contribute towards achieving the Age of Aquarius.
· Overview of the false historical allegations that “Jews” are behind Marxism or Communism, that disposition towards Communist ideology is a human universal, as all people experience the oppression of nature and are therefore vulnerable, and that the Marxist cult beliefs parasitized sects of Judaism like it does all other belief systems.

Sophomore year course of study reviewing selected readings from the book The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race, by Isaac Gottesman, including:
· The infiltration of American colleges of education by radical Marxists in the 1960s onward, and the shift in training and curriculum towards Marxism.
· The influence and current prevalence of of Brazilian Marxist Paulo Friere, and his works including Pedagogy of the Oppressed, and Politics of Education within American colleges of education.

Junior year course of study on the publication Unrestricted Warfare, the Chinese Communist Party war doctrine against America, including:
· Selected readings identifying America as vulnerable to ideological subversion and political warfare paradigms.
· Selected readings, drawing from other resources where necessary, to identify the ruthlessness of the Chinese Communist Party’s war doctrine against America, including the desirability of training Chinese children to be willing to murder women and children, to commit genocide, and to dominate the whole globe – including the American heartland.

Junior year course of study on the German idealist philosopher Hegel, including:
· The “Hegelian dialectic,” from the alchemical origins of Hermeticism to the weaponized Problem-Reaction-Solution formulation of political warfare.
· The movement of “Young Hegelians” and “Old Hegelians,” which spread this Historicist ideology around the world, including to avowed “Hegelian” thinkers Karl Marx, Woodrow Wilson, John Dewey, Franklin Delano Roosevelt, and so on.

Senior year course of study in on selected readings from the book Bloodlands: Europe Between Hitler and Stalin, by Timothy D. Snyder, including:
· The atrocities of the Soviets in their march through Eastern Europe.
· Study should incorporate audio/video resources including portions of historian Darryl Cooper’s MartyrMade podcast, episode 19: The Anti-Humans.
Senior year viewing of film Mr. Jones, 2019, a historical thriller documenting the history of the Holodomor forced famine of Ukrainian “Kulaks” by Stalin

Electives offered to all students at the high school level (to be offered at minimum in alternating years)
Political Warfare 101, a deeper study into the concepts of political warfare, including:
· “Active measures,” the entire political warfare practice of actively subverting the opposition, including disinformation, demoralization, counter-hegemony and counter-state operations, coopting persons and organizations, and compromising and turning enemy agents.
· “Reification,” the social science concept of bolstering a presupposition by adoption of the framework, usually done when attempting to argue against an item at face-value that was intended for the purpose of reifying some other concept.
· “Entryism,” or the Marxist political warfare tactic of infiltrating an organization or institution, and utilizing the internal control mechanisms (such as hiring and firing) to bring in more Marxists and expel anti-Communists.
· “Counter-hegemony,” the Marxist practice outlined by Gramci whereby organizations are infiltrated, and then overtaken by Marxists by becoming the most intractable and critical group within the organization, in order to capture the organization towards revolutionary ends.
· “Dialectical inversion,” or the Marxist practice of inverting concepts by changing the framing, usually by obfuscating between oppression imposed by man and that imposed by nature, and blaming their opposition for natural phenomena and oppression in order to cast them as the villain and demand more power or resources.
· “Good trouble” and “beautiful trouble,” as the political warfare concepts named by Marxists for direct action, protest, and other street-level operations and provocations.
· “Framing,” as the psychological practice of adopting the point of view of the “oppressed,” see also “critical consciousness.”
· “Mass lines,” as the Maoist political warfare doctrine of developing narratives and operational/information preparation of the environment such that seemingly random events are provoked at correct times and turned into mass social movements.
· “Metaphysics,” and “presuppositions,” as the beliefs people hold that precede logic – those items taken as true on their face – as the foremost location for attack by Communist ideology, and the smuggling of Marxian metaphysics under the false banner of “science.”
· “Epistemology,” theories of knowledge, the logical fallacy of legitimation by paralogy (appeals to experts, bandwagon, authority, etc), the Socratic and scientific method, and methodology of scientific studies.
· “Pedagogy,” the methodologies of teaching, and the capture of pedagogy by Marxian methodologies.
· “Disinformation,” as the information warfare tactic of deceit, and also as the delegitimation tactic of the label “disinformation” given by political warfare operators.
· How all these concepts relate to political and information warfare with a particular focus on Maoist doctrine. Study should draw significantly from materials from Unconstrained Analytics’ intelligence products, New Discourses articles and podcasts, Saul Alinsky’s “Rules for Radicals” and the updated Marxist political warfare strategy guide “Beautiful Trouble.”

Political Warfare 102: a study on the history of political and ideological warfare, including:
· Occultism and secret societies from Plato’s writings to New Age Theosophy and Madam Blavatsky, Hermeticism and Gnosticism, the Eleusinian Mysteries and other cult initiation rites.
· Cult inner circles and intelligence agencies, mutually assured destruction through rites involving perversion and blackmail with an emphasis on the historic use of children as a sexual “honeypot” for blackmail materials:
o The Kincora boys’ home in Northern Ireland run by British intelligence.
o Western intelligence agencies’ links to the private island of Jeffery Epstein.
o Such use of children dating back to Plato, as discussed in his Symposium, and continuing through the modern era, from Herbert Marcuse’s Eros and Civilization, “the road to higher culture leads through the true love of boys.”
· The “dialectic” as used by powerful people and organizations as a weapon through an engineered “problem,” and shaping the “reaction” through cultural means, to achieve a desired outcome “solution.”
· Study should draw significantly from materials from Unconstrained Analytics, New Discourses, Sovereign Nations, and Derryl Cooper’s MartyrMade Podcast 3-episode series on Jeffery Epstein. @philthatremains @JesseKellyDC @conservmillen @jordanbpeterson @glennbeck @TuckerCarlson @GovRonDeSantis @realchrisrufo @VoCommunism @scotthortonshow @charliekirk11 @michaeljknowles @marklevinshow @VivekGRamaswamy
Help me push the Overton Window here.

This is the essence of the leftist "structural determinism" worldview.

They believe all persons (and cultures, governments, and societies) are inexorably heading to the same destination, but from different starting points.

So, they believe they MUST converge over time.

https://twitter.com/RoKhanna/status/1675670837796675584

There is no consideration of the possibility of particularities of Islam and LGBT ideologies being eternally mutually exclusive.

For them that only applies to Christianity, which they cast in the villain role, to be defeated by "Progress."

Here's how the wizards circle works:

First, create a false social construct adjacent to reality. Here the concept is "racism is systemic," instead of "racism is individual."

By doing that you change the origin point of "racism" to a "system."

https://twitter.com/ConceptualJames/status/1657396998390128645

Then, nobody has to have any racist intent - merely seeking to uphold the "system" is an act of "white supremacy."

In so doing they are able to effectively take aim at institutions (as Communists want to do) with charges of "racism" where not a single racist person need exist.

I've canceled Twitter Blue due to the naming of a World Economic Forum Davos acolyte and intersectional Marxist as CEO.

I want to support a free speech platform.
We need a free speech platform.
We don't need another platform, or AI, in the hands of the enemy.
@Twitter The naming of this person as CEO is more than adequate to demonstrate that the direction of this platform will align with the Davos agenda:
-think what they tell us
-live in the pod
-eat the bugs
-shut up

Basically all our problems are the result of institutionalized, robe-wearing, secret-squirrel mafia.

I can't stop thinking about this image when I realize that. The above tweet is true and more or less literal.

Secret religious cults, throughout the ages, run by a select few who know the mysteries just absolutely screwing everything up for everyone.

Fundamentally, leftism, since, at least, Rousseau, believes that every person is absolutely equal.

Not equal in the American sense of before the law, but literally holding the exact same potential. They believe all persons are capable of being equally smart, equally strong, equally attractive, and so on in every domain, but it's the structures of society that limits the range of potentiality that makes men stronger than women, and women more empathetic than men.

This is the doctrine of structural determinism.

Leftism is in constant revolt against

Once you understand enough about how an why we got here you'll understand why I'm perfectly content with the effect of last night's speech.

The worldview split between left and right is truly irreconcilable. People think them calling us Fascist is hyperbolic, and that they can't really believe that - since they're acting like Fascists.

But they do. Because they're not rooted in reason, rationality, and real history. They're rooted in Rousseau's emotionalism and social man (hence, Social-Emotional learning).

Our founding is that of 1776.

Both-sides-ism is a mental illness.

Examine your first principles, faith, and beliefs, and pick a damned side already. There is no middle ground.

The middle is the Mariana trench. It's an abyss.

There is nothing in common to be negotiated as a compromise.

Apologies for the dearth of writing lately. I hope to get back on track at some point soon.

I've been quite busy with a few items: security over general and specific threats, tending gardens and poultry, beating the heat, and, generally, trying to decide where to orient efforts. This is a terribly difficult time to know, precisely, how to proceed, and along what lines.

I've done quite a lot of work on the topics of political warfare, the Woke-Progressive State-Church, theosophy, and legislative solutions.

I've delved into language and messaging.

Wokeism is a religion underpinned by beliefs of Marxism and Postmodernism.

In other words, it denies the basic fact that we live in a shared reality that we each perceive somewhat differently.

Instead, it asserts reality is in each person's unique perspective, and not objective Traditional beliefs mean that we use our imaginations to think things, then we use our hands to bring things into being in this objective world.

Wokeism believes that you imagine things and then speak them into being (social constructivism) collectively.

Seems to be a lot of confusion here, so let me break down what this is, and isn't.

It isn't:
-stupid
-idiotoc
-obvious
-a game
-dissembling

So, what is it?

Everything you consider "common sense" is only sensical because of your worldview, and only common because of culture.

https://twitter.com/RNCResearch/status/1506451123674173443

There exist other, entirely different worldviews from which this makes perfect sense in it's own internal logic. Within those cultures (which ours is increasingly) this is, in fact, common sense.

What worldview is that? One of social constructivism and structural determinism.

I can't believe I have to do this, but let's jump into a little evolutionary theory re: blaming mutated Covid on the unvaccinated.

First of all we start with the knowledge that viral outbreaks have historically tended to moderate in lethality over time. This is because if a virus kills its host its pretty much done spreading, and so it is outcompeted by less lethal strains that continue to be spread for longer.

Second, once this virus went pandemic it was NEVER going to be possible to eliminate it. Never. Never ever.

A (not so) brief update of where we're at right now.

In many important regards the revolution already happened. They have institutional hegemony, the entire executive apparatus, and the culture.

They now seek to enforce it, and purge to purity through perpetual revolution. I covered this in some detail months ago when it first became wholly apparent to me.

apaththrough.substack.com/p/a-call-to-ac…

Controlled opposition: GOPe fundamentally need us to see every fight and election as a stand-alone (it's the end if we lose) instead of iterated games because the latter allows for the real consideration of tactical retreat: an acceptable "loss" in order to purge GOPe from power. This strategy works to obscure the fact that so long as GOPe remain in power EVERY fight, and EVERY election is an unacceptable loss: it kicks the GOPe can down the road while allowing for a "managed decline" attitude towards everything you care about. The GOPe is our defeat.

This is a thread on a specific incident I'll be dropping into an ongoing conversation, so feel free to ignore.

I've tried to stay out of this little melee that's been happening in my timeline re: is CRT anti-white, or is saying it's anti-white contributing to a white identiarian movement?

In order to tackle this first let me point out I'm seeing two distinct modes of thinking on this: individualist, and collectivist. I reject the collectivist mode on principle, and I'll explain what that means.

Firstly, CRT has at the core a fundamental concept of

🚨 Here it is. The regime is coming for us. This crosses so many lines it's hard to know where to start. Let's take a look at what is coming as translated from regime-speak:
news.trust.org/item/202106150… "Biden administration on Tuesday will unveil steps for federal and local officials and social media companies to battle national security threats..."

Starts by taking official "public-private" (fascistic) action to remove access to social media.