Pedagogy – Page 4 – THE WEST'S DARKEST HOUR

I have been asked why the recent focus of The West’s Darkest Hour on Nietzsche. I replied that my intention is to explain (1) the “transvaluation of all values” (Nietzsche’s ultimate philosophy) and (2) “poisonous pedagogy” which goes together with the “trauma model of mental disorders” (illustrated in Nietzsche’s life).

As to #2, I believe that one of the ingredients of the witches’ brew that is killing whites is the toll of child abuse in the adult. In the white nationalist movement no one has suspected this. A few months ago Alex Kurtagic wrote on The Occidental Observer that the engulfing behavior of Jewish mothers towards their male children explained the haughty behavior of the grown-up Jew. But Kurtagic and the rest of writers of the pro-white blogosphere have failed to ask what could the engulfing behavior of white mothers cause on their white children.

I am the only one in the movement who has written on the implications of the trauma model on white pathology. See for example my seminal article, “A body-snatched Spaniard.” I even plan to translate to English the rest of my book Hojas susurrantes, the most didactic and comprehensive explanation of the model under a single cover.

However, since that kind of literature is very strong meat indeed, and since pro-white advocates are uninterested in the subject, I better start introducing it by means of baby steps, like my next series of entries on Carlo Collodi’s novel for children.

Pinocchio

The original Pinocchio tale by Collodi is must reading. A 1880 magazine series (Disney’s 1940 film is a betrayal of the original Italian tale), Collodi projected his feelings for his abusive parents onto the characters of the very manipulative Blue Fairy and Geppetto.

In chapter XV Pinocchio is hanged in front of the Blue Fairy mansion and the motherly Fairy didn’t help him at all. The wooden puppet exclaimed Jesus-like words on the cross:

The editor asked Collodi to rescue Pinocchio in the following issue of the magazine.

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As a child Collodi had been tormented in a Jesuit school (incidentally, as a child my father was also tormented in a Jesuit school). Since Collodi (like my father) never settled accounts with the perpetrators, he later identified himself with them; hated the children, illustrated boring school textbooks for them and always lived with his manipulative “Blue Fairy” mother.

The original Le Avventure di Pinocchio is poisonous pedagogy at its worst. The parents and the school system are idealized at the expense of the child’s true self. (Later in my series on Nietzsche you will see the relevance of the Prussian pedagogy applied to the child Nietzsche by his mother and other female figures and his adult breakdown.) A major bestseller, Collodi’s novel was used to manipulate and socialize children in the early 20th century.

In future entries I will show that together with the German biographers of Nietzsche I will be quoting, Alice Miller is the obliged reference to understand “poisonous pedagogy” and ultimately my interpretation of both Pinocchio and many people who have suffered mental breakdowns.

From Kenneth Clark’s The Other Half: A Self-Portrait (ellipsis omitted between unquoted excerpts):

The last words of the programme were shot in Saltwood, in my study. As if in sympathy the camera broke down, and a new one had to be sent from London. But at last the final words were spoken, including the prophetic lines by Yeats, which I had heard him read soon after he had written them; I walked in to my library, patted a wooden figure by Henry Moore, as if to imply that there still was hope, and out of shot.

It was all over. The crew came over to the Castle for a drink. We had become a band of brothers and were not far from tears at the thought that we should not meet again. I may be fanciful, but I think something of this feeling of comradeship is perceptible in the film. It seems ridiculous to say that the happiest years of my life took place when I was sixty-eight, but so it was.

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The communication with simple people was one of the things about the programmes that particularly annoyed intellectuals of the left, who believed that they had a prescriptive right to speak to the working classes. Academics were furious at the simplification of their labours. In fact my approach to history was unconsciously different from that now in favour in universities, which sees all historical change as the result of economic and communal pressures. I believe in the importance of individuals, and am a natural hero-worshiper. Each programme had its hero—Charlemagne, the Abbot Suger, Alberti, Erasmus, Luther and Montaigne, Mozart, Voltaire, Jefferson, Rousseau, Wordsworth, and finally Brunel. One whole programme is called The Hero as Artist. The majority of people share my taste for heroes, and so were glad of an historical survey that emphasised outstanding individuals rather than economic trends.

When the series was shown in the U.S.A. things got out of hand. The number of letters quadrupled, and some of them were rather dotty.

When I arrived in Georgetown to stay with my old friends David and Margie Finley, Carter Brown, the Director of the Gallery [National Gallery at Washington], rang me to say ‘For God’s sake don’t go in through the front door. You’ll be mobbed’. I went in by the back door and down a long underground corridor to a press conference. After it was over I was led back along the same corridor so that I might walk the whole length of the Gallery upstairs. It was the most terrible experience in my life. All the galleries were crammed full of people who stood up and roared at me, waving their hands and stretching them out towards me.

I then went downstairs and retired to the ‘gents’, where I burst into tears. I sobbed and howled for a quarter of an hour. I suppose politicians quite enjoy this kind of experience, and don’t get it often enough. The Saints certainly enjoyed it, but saints are very tough eggs. To me it was utterly humiliating. It simply made me feel a hoax. I came up to lunch with red eyes, and tried to put the experience out of my mind. But, as the reader will have realised, it would not let go, and has not gone. And I record it because I must be one of the few ordinary, normal men on whom this kind of experience has been inflicted. The Finleys drove me home in silence. They felt as embarrassed as I did.

Speech on receiving the National Gallery of Art medal

When I tried to read the great German philosophers, I turned over the pages of Kant and Hegel, and I couldn’t make head or tail of them. I felt absolutely frustrated and humiliated, but I had to go until I thought I understood something, and at least acquired a new mental process.

Now although I believe that this part of education is the most important part, it has a great defect. One may achieve intellectual discipline, but one doesn’t remember a single thing that one learnt in that way, because one doesn’t absorb it. I can’t translate the simplest Latin inscription, and if you ask me what Kant’s Critique of Pure Reason is about I couldn’t tell you.

Education has another aspect—what you learn through delight. It is by falling in love with a subject, a period, a style, an individual hero, that one absorbs something so that it becomes a part of one’s living tissue, and one never forgets it. ‘Give all to love,’ your great underrated poet said. It’s true of education as well of life. And the first advice I would give to any young person is, when you fall in love with Roman baroque or with the essays of Montaigne or with whatever it may be, give up everything to study that one, all-absorbing theme of the moment, because your mind is in a plastic condition. A plastic period usually takes place between the ages of about fifteen to the age of twenty-two; and anyone who is learning at that moment will never forget what he has learnt. Read and read, look and look; you will never be able to do it so intensely again. I often wonder if in the last fifty years of grubbing away and reading in galleries and libraries I’ve learned anything compared to what came to me in those plastic moments.

My goodness, if people really began to be sceptical and use their minds, in order to see through cant and humbug and after self-serving lies, advertisers and public relations men and a number of politicians, and even a few favourable philosophers, would be out of business. And the way that education does this is not only by training people to use their minds, but by teaching them history. When you read history you learn that people in the past were just as clever as we are, in fact at some periods they were a good deal cleverer.

I would like to think that these programmes have done two things: they have made people feel that they are part of a great human achievement, and be proud of it, and they have made them feel humble in thinking of the great men of the past.