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Ancient Greece Pedagogy Table talks (commercial translation)

Uncle Adolf’s table talk, 185

the-real-hitler

7th September 1942, midday (special guests: Reich Minister Speer, Reichskommissar Koch, Field Marshal Milch).

School-day memories—Towards a seasoned system of education.
 

We pupils of the old Austria were brought up to respect old people and women. But on our professors we had no mercy; they were our natural enemies.

Our teachers were absolute tyrants. They had no sympathy with youth; their one object was to stuff our brains and to turn us into erudite apes like themselves. If any pupil showed the slightest trace of originality, they persecuted him relentlessly, and the only model pupils whom I ever got to know have all been failures in afterlife.

Good teaching should recognise and develop the personality of the individual pupil. In this respect the foundation of a corps of teachers and the revision of educational methods have brought a very great improvement in modern times.

Among our teachers there was only one who dressed decently; and it is an interesting fact that, when I once visited Klagenfurt, I found him—in the SS! The old gentleman, who was then already on pension, had, it seems, been a member of the illegal SS before the Anschluss. I was very much moved to meet him again.

I can readily understand why the youth of ancient Greece sometimes went far afield, in order to study under the teacher of their choice. And it was grouped around their teachers, by the way, that the youth of ancient days went into battle. There is no enthusiasm greater than that of a young man of thirteen to seventeen years of age. They will gladly let themselves be cut to pieces for the sake of their teacher, if he is a real man. I should very much like to see our youth led into battle by their teachers!


_____________________________

Consider obtaining a copy of the complete notes
published by Ostara Publications.

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Arthur Schopenhauer Friedrich Nietzsche Pedagogy Philosophy Science Table talks (commercial translation)

Uncle Adolf’s table talk, 191

the-real-hitler

16th May 1944, evening

Research and instruction—State encouragement for free research—The two tasks of research worker and teacher—Kant, Schopenhauer, Nietzsche.

 

The theory that independent research and instruction are two fields of activity which must be indissolubly related is false. Each has an entirely different function, each calls for men of a different type, and each must be approached by the State from a different angle.

Research must remain free and unfettered by any State restriction. The facts which it establishes represent Truth, and Truth is never evil. It is the duty of the State to support and further the efforts of research in every way, even when its activities hold no promise of immediate, or even early, advantage from the material or economic point of view. It may well be that its results will be of value, or indeed will represent tremendous progress, only to the generation of the future.

Instruction, on the other hand, should not, in my opinion, enjoy a like liberty of action. Its liberty is limited by the interests of the State, and can therefore never be totally unrestricted; it has not the right to claim that same degree of independence which I most willingly concede to research.

The attributes demanded of a successful teacher and a research worker are fundamentally different, and are seldom to be found together in the single individual. The man of research is by nature extremely cautious; he never ceases to work, to ponder, to weigh and to doubt, and his suspicious nature breeds in him an inclination towards solitude and most rigorous self-criticism.

Of quite a different type is the ideal teacher. He has little or no concern with the endless riddles of the infinite—with something, that is, which is so infinitely greater than himself. He is a man whose task it is to impart knowledge and understanding to men who do not possess them and who, therefore, are generally his intellectual inferiors; and in consequence he is a man who is often inclined to be pedantically dogmatic.

There are many men endowed with a genius for research who are useless as teachers, just as there are brilliant teachers who have no gift whatever for research and creative work; yet all of them, in their respective spheres, make contributions of outstanding value to the sum of human knowledge.

I do not agree with the idea that liberty of research should be restricted solely to the fields of natural science. It should embrace also the domain of thought and philosophy, which, in essence, are themselves but the logical prolongation of scientific research. By taking the data furnished by science and placing them under the microscope of reason, philosophy gives us a logical conception of the universe as it is. The boundary between research and philosophy is nebulous and constantly moving.

In the Great Hall of the Linz Library are the busts of Kant, Schopenhauer and Nietzsche, the greatest of our thinkers, in comparison with whom the British, the French and the Americans have nothing to offer. His complete refutation of the teachings which were a heritage from the Middle Ages, and of the dogmatic philosophy of the Church, is the greatest of the services which Kant has rendered to us. It is on the foundation of Kant’s theory of knowledge that Schopenhauer built the edifice of his philosophy, and it is Schopenhauer who annihilated the pragmatism of Hegel. I carried Schopenhauer’s works with me throughout the whole of the First World War. From him I learned a great deal.

Schopenhauer’s pessimism, which springs partly, I think, from his own line of philosophical thought and partly from subjective feeling and the experiences of his own personal life, has been far surpassed by Nietzsche.

_____________________________

Consider obtaining a copy of the complete notes
published by Ostara Publications.

Categories
Child abuse Friedrich Nietzsche Pedagogy Psychology

Unschooling

The history of the drive for compulsory schooling is not guided by altruism, but by a desire to coerce the population into a mold desired by the Establishment. Western governments should not be permitted to remove children forcibly from their homes, with or without the parents’ consent. Nietzsche wrote: “There are no educators. As a thinker, one should speak only of self-education.” In other words, schooling only confuses teaching with true learning; or to use a contemporary popular metaphor, schooling is The Matrix.

Unschooling is a philosophy that rejects compulsory school as a primary means for learning. Unschoolers learn through their natural life experiences including household responsibilities, personal interests and curiosity, internships and work experience, travel, elective classes, family, mentors, social interaction and especially books: the true university. Unschooling encourages good reading initiated by the children themselves, provided the parents’ home contains a traditional library.

While courses may occasionally be taken, unschooling questions the usefulness of standard curricula, conventional grading methods, and other features of kiddie brainwashing.

The term “unschooling” was coined in the 1970s and used by educator John Caldwell Holt. While often considered a subset of homeschooling, unschoolers may be as philosophically separate from other homeschoolers as they are from advocates of conventional schooling. The fact is that so-called homeschooling is still within The Matrix, and while homeschooling has been subject to widespread public debate, in the totalitarian system that is exterminating us little media attention has been given to unschooling.

Holt asserts that youths should have the right to control and direct their own learning, and that the current compulsory schooling system violates a basic fundamental right of humans: the right to decide what enters our minds.

Unplugging your kids from The Matrix means a total repudiation of the viruses designed for the white mind at school. As a personal vignette let me say that by the end of the last century I was studying for a degree at The Open University of Manchester, where they did not ask me any High School diploma whatsoever.

But I don’t necessarily agree with everything that Holt says. For instance, only if National Socialism is established in some western states would I approve the indoctrination of children at school.

That would be a healthy education of course. Not the anti-White, anti-West brainwashing that is omnipresent in the current compulsory schooling system.

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Alfred Rosenberg Ancient Greece Aryan beauty Evropa Soberana (webzine) Friedrich Nietzsche Homer Indo-European heritage Marriage Metaphysics of race / sex Patriarchy Pedagogy Rape of the Sabine Women Sparta (Lacedaemon) Women

Sparta – X

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Ancient Greece Child abuse Evropa Soberana (webzine) Music Pedagogy Sparta (Lacedaemon)

Sparta – VIII

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Ancient Greece Child abuse Evropa Soberana (webzine) Friedrich Nietzsche Pedagogy Plato Schutzstaffel (SS) Sparta (Lacedaemon)

Sparta – VII

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Sparta – VI

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Alice Miller Christendom Friedrich Nietzsche Music Pedagogy

“Her little child”

Excerpted from Werner Ross’s Der ängstliche Adler
– Friedrich Nietzsches Leben
(1980):

carl_ludwig_nietzsche

Carl Ludwig Nietzsche,
Nietzsche’s father

The boy does not remember the Röcken home dominated by women, but only the image of the father, idealized on par as it gradually fades out. The pious rural cleric remains completely safe from the uprising against Christianity, which would be the true mission of Nietzsche from his eighteen years. Since then, his father is for him an “ethereal angel.” One of the qualities that he has inherited from him is the kindness, the renunciation of revenge for nobility. So in the late self-portraiture of Ecce homo we read that, in case of offense, Nietzsche prohibits himself “any retaliation, any measure of defense.”

[Chechar’s note: Those who have read the passages of Alice Miller in The Untouched Key as to why Nietzsche went mad—just imagine a self-proclaimed Antichrist who, simultaneously, never defended himself before the father clergyman!—would treasure passages such as these.]

Another inherited quality is the love of music. In a postcard to Peter Gast [Heinrich Köselitz] of the time of Zarathustra an observation is included: “It is raining in torrents, music gets me away. I like that music and the way I like it is something I cannot explain based on my experiences: rather based on my father. And why should not…?”

The phrase is cut, but can be completed with another of Ecce homo in which he says: Why should not I continue to live in him and he in me after his untimely death?

And he was no less mystical in his later years, when he conceived the doctrine of eternal recurrence, so he could skip the generational order to become a descendant of Napoleon, Caesar or Alexander. But the same process also allowed otherwise: the mysterious identification with the father, either in the agonizing fear of premature death and madness, either in the gut, not even confessed to his friend Gast, that having survived the fateful thirty-third year of his life he would merge with his father to form a single figure with him.

The family was assured that Fritz (short for Friedrich) would be clergyman as the father. His mother, who was not limited to accompany him to the bed but every night carried him into it, panting said, “If you continue like this I’ll have to carry you up to bed until you study theology.” Fritz, meanwhile, was a precocious and obedient child; knew by heart passages of the Bible and religious songs so that their local school classmates called him the little shepherd. He was no friend of other children, and in school they laughed at him but then, at home, spoke wonders of the little sage.

Young Nietzsche, whose strange factions made one think of an owl, had an excellent performance. An anecdote belonging to the repertoire of Elisabeth [Nietzsche’s sister] tells us that, at one point, it started raining and as everyone ran from school to their homes, he continued to walk at a leisurely pace with the board over his hat and scarf on the blackboard. When Nietzsche got home was completely soaked. That why he had not run like the others? Well, because the school regulations say that, after school, children should go to their houses quietly and politely. The story seems credible; it was not normal behavior, but a show of obedience directed against his classmates’ behavior.

The little shepherd never tires of reciting pious maxims, edifying virtuous desires and prayers. Words like purpose, wise decision of God, beneficent hand of God, heavenly father come out of his lips with astonishing naturalness.

The strongest impressions were those that religious music gave Nietzsche. In the misty autumn evenings, the boy came sneaking into the cathedral to witness the rehearsals of the Requiem for the day of the dead; he was overwhelmed to hear the Dies irae and was deeply delighted with the Benedictus. It was not just a childish impulse that led him at fourteen, in Schulpforta, to write in all seriousness motets, chorale melodies and fugues and even try a Missa for solo, chorus and orchestra. At sixteen Nietzsche outlined a Miserere for five voices and, finally, began a Christmas oratory on which he worked for two years.

At seventeen, the son of the pastor received confirmation. His classmate Deussen, also a son of pastor says the two maintained a pious attitude, away from the world. They were willing to die immediately to go to meet Jesus. When his friend Wilhelm Pinder received confirmation, Nietzsche wrote: “With the promise you walk into the line of Christian adults who are considered worthy of the most precious legacy of our Savior, and through their enjoyment of life, achieve happiness of the soul.” Not even from the pastor’s pen would have come such pious words.

In High School Nietzsche had an “excellent” in religion. The commentary reports confirm that the student has shown, along with a good understanding of the New Testament, a keen interest in the doctrine of Christian salvation which he has easily and solidly assimilated, and is also able to express himself clearly on the subject.

The above was extracted from one of the first chapters of Ross’ book. Unlike Curt Paul Janz, hundreds of pages later Ross only dedicates a few paragraphs to Nietzsche’s life after his breakdown. He writes:

 

Nietzsche’s biography ends in the early days of 1889, although his life was extended until August 25, 1900. Paralyzed and demented, he died of pneumonia.

On August 10, 1889 Nietzsche entered the psychiatric clinic of the University of Basel; a week later he is taken to the Jena University Clinic where he remains for about fifteen months, and on March 24, 1890 he is discharged in writing and sent home. Nietzsche remains under the care of his mother until her death in 1897. In July 1897 the sister purchases a Weimar villa, “Silberblick,” for the Nietzsche Archive and in it she installs the patient.

About the demented Nietzsche several persons issued reports: (1) Turin dentist, Dr. Bettmann, who with Overbeck brought Nietzsche to Basel; (2) the diaries of Basel and Jena for the sick by the physician (and later professor) Ziehen; (2) the mother in his letters to Professor Overbeck, and (4) friends and visitors, from Gast to Deussen and from Overbeck to Resa von Schirnhofer.

The extracts that follow from 1889-1892 show on one hand the state of the disorder, but on the other they shed light on the “healthy” Nietzsche, specifically those oppressed and repressed aspects that madness liberated.

Dentist Bettmann’s opinion, in Turin:

The patient is usually excited, he asks much food but is unable to do something and take care of himself. He claims to be a famous man, and constantly asks a woman for him.

Basel journal for the sick, January 1889:

He only answers partially and incompletely or not at all to the questions addressed to him, insisting in his confused verbiage nonstop.

First day at Jena, January 19, 1889:

The patient walks on the department with many bows of courtesy. With majestic step, staring at the ceiling, enters the room and gives thanks for the “great reception.” He doesn’t know where he is.

Extracts from the diary for the sick at Jena, from January to October 1889:

He wants his compositions to be premiered. He has little understanding or memory of ideas or passages from his works. He always identifies the physicians correctly. He proclaims himself now Duke of Cumberland, now Emperor, etc… “At last I have been Frederick William IV,” “My wife Cosima Wagner has brought me here.” “At night they have uttered curses against me, have used the most horrible mechanisms.” “I want a gun if there is any truth in the suspicion that the very Grand Duchess commits these filthy acts and attacks on me.”

At night we always have to isolate him. He often smears himself with excrement. He eats excrements. He urinates in his boot or glass and drinks the urine or smears himself with it. Once he smeared a leg with excrement. He wraps excrements in paper and puts it all in the drawer of a table.

The mother to Overbeck, April 8, 1889:

About an hour ago my son has been taken to the department of the peaceful sick… The greatest joy you can provide is to speak in Italian or French to him… Gone are the ideas of grandeur that initially made him so happy…

On March 24, 1890 the mother takes Nietzsche out of the center to live with him in Jena. On one occasion Nietzsche undresses in public with intent of swimming and a guard is hired, who follows at a distance mother and son when they go for a walk. On June 17, 1890 she writes to Overbeck:

He plays a little of music every day, partly his small compositions or songs of an old book of songs… The religious sentiment is asserted more and more in him. During Pentecost, when we were sitting quietly in the balcony with me holding an old Bible [he says] that in Turin he had studied the whole Bible and taken thousands of notes, when I read this or that psalm; this or that chapter, I expressed surprise that he knew the Bible so thoroughly.

From 1892 Nietzsche can no longer feed himself. He has to be washed and dressed. The walks have to be abandoned because Nietzsche shouts and hits everything on his way. In 1894 Nietzsche recognizes Deussen, but in 1895 he no longer recognizes Overbeck.

In madness it clearly appears a regression to infantile and juvenile stages. In the time of megalomania Dionysus and Zarathustra are totally excluded. Instead it reappears Frederick William IV [discussed in Ross’ earlier chapters], and Nietzsche says to his mother he is twenty-two. The last letter to Jacob Burckhardt is written by a “student.” His fears (the light should remain lit at night, the door must be closed) belong to an early childhood stage, like the “magic of the pieces of glass.” It is also noteworthy the return to the old religion and a fearful, even radical avoidance of everything philosophical. As a sick man Nietzsche is an obedient or uninhibited child.

At the end he completely sinks into apathy.

nietzsche_dementedThe mother, fearful, “limited” (as seen in the Basel clinic) was at first mean, although she continued to receive Nietzsche’s pension. But when he was with her she cared for him, protected and looked after him with motherly love. Friedrich then again became what in her opinion should have always been: her little child.

Categories
Alice Miller Autobiography Child abuse Hojas Susurrantes (book) Pedagogy

Pinocchio, 2

Why I am starting this new series is explained: here.

pinocchiohanged


Mankind sees things in photographic negative about childrearing: it’s all backwards, and only those who have deeply assimilated Alice Miller’s legacy have noticed it. Perhaps the most splendid paradigm, in stories, of what Miller called poisonous pedagogy or adult-child projection is precisely the original story by Carlo Collodi.

Pinocchio is nothing more than the transformation of the pure feelings of a child into adult madness; for example, by going to schools where children’s souls are murdered and the child is socialized so that he finally sacrifices his sanity in search for the affection of parental figures, symbolized by the carpenter and the Blue Fairy.

Let’s see. The heading of Chapter IV states: “The story of Pinocchio and the Talking Cricket, in which one sees that bad children do not like to be corrected by those who know more than they do.”

Head over heels—everything in photographic negative! How I wish that my Whispering Leaves were sold out so that I could, by now, be writing the book I had dreamt since the beginning: pure narrative without using hundreds of pages to introduce the reader to the legacy of Miller, deMause and the critics of psychiatry.

Here is a passage of the Collodi tale, poisonous pedagogy in its purest form:

“Woe to boys who refuse to obey their parents and run away from home!” [Chapter IV]

The passage obviously presupposes that the parents (who beat their children or torment them emotionally and ocassionally even rape them) are always right and benign with their children: the opposite of what we saw in the previous entry showing the dark side of Geppetto, a side only noticed by the neighbors who knew him in the story. And what is worse, the domestic abuse is often supported by the abuse at school, so Pinocchio says to the cricket:

“If I stay here the same thing will happen to me which happens to all other boys and girls. They are sent to school, and whether they want to or not, they must study…” [Ibid]

To which the voice of the system, symbolized by the cricket who wants to instill a consciousness of black pedagogy into the child, responds:

“If you do not like going to school, why don’t you at least learn a trade…?” [Ibid]

That is a great insult; not bona fide council as adults often utter these sort of words not out of genuine empathy for the kids.

When I was a child I wanted to be a filmmaker. Kubrick, who dropped out from school, was my idol. Alas, in my late teens my parents put me in a medieval school system and I could not become either (1) a filmmaker or (2) get what they wanted: a college degree either. The mandatory school system was the barrier that destroyed my professional life. Unlike Kubrick, no “Uncle Jacob” appeared in my life to sponsor my filming career since Christian families don’t help their relatives as much as kike families do (cf. MacDonald’s first book of his trilogy).

More recently, this year in fact, I heard my brother angrily telling his child that if my nephew did not want to study at a conventional school, he should seek a trade, and mentioned a supermarket boy (something similar to what the Cricket proposed). My brother’s advice was not directed in an empathic way: it was an obvious act of psychological aggression as no one in his right mind wants to be an errand kid that only earns a few cents.

Going back to my life, if my parents had any empathy with the potential filmmaker I was as a kid, they would have supported my immigration to the US, and instead of spending money at a Mexican school, send me those scarce funds to complete my expenses near Hollywood. But no: the unconscious desire of my mother was to destroy the individualistic mind of her firstborn, as I recount in my Leaves.

Disney’s film is nonsense intended to beautify the crudeness of the Italian text. In Collodi’s original story the cricket’s advice was so insulting that Pinocchio grabbed a hammer of Geppetto’s workshop and threw it toward the damned bug, who “stayed stiff and flat against the wall”: precisely what I did as an adolescent.

Categories
Alice Miller Child abuse Pedagogy

Pinocchio, 1

Why I am starting this new series is explained: here.

>Pinocho y Alice Miller


In my blog in Spanish I said that I had recently watched again Spielberg’s Artificial Intelligence. Well, now that I lost my computer for a while, while it is in the shop and still write in a borrowed laptop, I decided to return to my childhood classics. (Sometimes it’s refreshing to forget the net and have direct contact with printed books.)

Artificial Intelligence is clearly a fairy tale inspired, in part, in Pinocchio and set in the future. I would suggest fans of Alice Miller to read the original story in an edition whose drawings respect Carlo Collodi’s tale.

Here is my Spanish-English translation of a passage from the preface of the splendid 1965 edition in Spanish that my father read to me and my brothers when we were little ones:

The error or the superficiality of many editions of Pinocchio lies mainly in the fact that the illustrations give primary attention for graphic designs, but without a clear interlocking with the text. In our edition, by contrast, the drawings have been made expressly in Tuscany, where the author imagined his masterpiece.

I sent the old serial installments of Editorial Codex to be bound by a traditional bookbinder: the very same issues that my father read us decades ago. Here I quote some passages that portray why the original story of Pinocchio is a perfect case of what Alice Miller called poisonous pedagogy:

“Geppetto had a very bad temper.” [Chapter II]

Pinocchio has not yet appeared and the story reveals the personality of its maker. Like many other distortions, the image of Geppetto in the Disney film as a kind old man grossly distorts Collodi’s tale.

But the Collodi tale distorts reality too, reversing colors like a photographic negative of what happens in the real world. Consider for example the following passage of poisonous pedagogy, in the sense of adult projections on a child unsure of himself, represented by the wooden puppet who aspires to become real. Anyone who has assimilated a little psychohistory knows that it is the parents who, over the millennia, have abused their children; not vice versa. As narrated in the birth of Pinocchio:

At that unexpected trick, Geppetto became very sad and downcast, more so than he had ever been before.

“Pinocchio, you wicked boy!” he cried out. “You are not yet finished, and you start out by being impudent to your poor old father. Very bad, my son, very bad!”
And he wiped away a tear. [Chapter III]

Of course: in real life it is parents who abuse the newborns; never, ever the other way. Collodi’s story is fiction, obviously, but in my opinion it perfectly reflects aspects in the dynamics Collodi had to bear with his own mother, with whom he lived all his life. After Pinocchio was “born” and escaped into the streets, the story goes:

“Poor Marionette,” called out a man. “I am not surprised he doesn’t want to go home. Geppetto, no doubt, will beat him unmercifully, he is so mean and cruel!”

“Geppetto looks like a good man,” added another, “but with boys he’s a real tyrant. If we leave that poor Marionette in his hands he may tear him to pieces!” [Chapter III]

He may tear him to pieces! The neighbors knew that this was how an acquaintance of them behaved. Although in that passage Collodi puts Geppetto as the victim, and Pinocchio as a miscreant who despised a loving father, the neighbors knew better. In real life, of course, runaway children do so because of horrific abuse at home. As I have had dealings with these children in Mexico City I have the impression that behind every street child, even those who I haven’t interviewed, there is a horror story at home.

It is very instructive that Collodi inverts reality in a story meant to subjugate the will of the child before the omnipotent adult. That is precisely the reason that his story became a bestseller in a world dominated by parents who want to “educate” their children through poisonous pedagogy.