Category: Book Recommendations

Dr. Peter Jones… One or Two?

“One-ism, (all-is-one) is an esoteric read on reality. It maintains that everything can be explained by everything else. There are no qualitative distinctions to be found in the universe. The world creates itself and humans are ‘co-creators’ along with everything else. In this system reality is One. Think of one big circle. Everything is contained within it; rocks, trees, planets, human beings — even God, as a kind of energy. Everything is connected to everything else. There is nothing outside the circle.

Two-ism (all is two) is an exoteric read on reality. It maintains that the world is made by a Creator who is uncreated and radically different from His creatures. There are two forms of existence: the created and the one who created it. The two, while deeply related, are qualitatively distinct. Think of two circles, connected but distinct and essentially different.”

Dr. Peter Jones 
One or Two; Seeing a World of Difference — pg. 88

1.) What Dr. Jone’s labels as “One-ism,” is the idea where ontologically speaking, all reality participates in the same being. In most of these systems, one’s status in the social order is dependent on how much of that ultimate being they have unique to others who have less of this Oneist being.  The Mahat system of ancient Egypt was a Oneist system. The Pharoah was at the top of beingness and everyone descended from Pharoah had a lesser measure of being than Pharoah possessed. Animistic, Pantheistic, Hindu, are all Oneist systems.

The 1996 film “Phenomenon” is a classic expression of this One-ist Worldview as is the whole “Star Wars” series.

2.) Since everything is one and so all share the same being the ability to make qualitative distinct distinctions is impossible. For example, if a man and a woman share in the same universal being who is to say that there exists a qualitative distinction between what, in a non-Oneist worldview, has always been understood to be “male,” and “female?” Since the Oneist worldview finds an impossibility to make qualitative distinctions we get the idea of sexual fluidity and/or fluctuating gender. Indeed, in any consistent One-ist worldview any distinction has to be seen as temporary or arbitrary. Not only do we see the incapability of making hard gender and sexual qualitative distinctions we are increasingly seeing in some quarters of our culture the desire to erase the qualitative distinctions that once distinguished a child from the adult. There is a push in some quarters to sexualize the child arguing that the distinction between child and adult is unhelpful and arbitrary. On all these points we hear that heretofore universally accepted qualitative distinctions are merely “social constructs.” In Jones’ words above, humans are co-creators and as co-creator humans create these putative ‘social constructs’ that provide qualitative distinctions that we now, as a more enlightened One-ist people, understand are no distinctions at all. We hear this same kind of language about nations.  Distinct Nations, it is increasingly said, like gender, sexuality, and age are merely social constructs created by human co-creators who are free to uncreate what they had previously arbitrarily created.

Along this line, in One-ist worldview, religions likewise begin to break down and converge. Hard Ecumenicalism and a refusal to embrace the rough edges that segregate one religion from another becomes the watchword. Unity (really uniformity) becomes the be all end all passion. If all is one then uniformity is obviously the highest virtue and anyone who disturbs the pursuit of uniformity is a pebble in the shoe that must be eliminated. Of course, for the Christian unity is something that is never pursued. The Christian understands that unity is the residual byproduct of a common embrace of truth. The more people agree on truth, the more people will discover unity.

The demonstration of this mad pursuit for One-ist uniformity is commonly seen in the Revolutionary. Whether it was the One-ist leveling of the Bogomils, Cathar, Albigensians, and Ana-Baptists, whether it was the Phrygian cap in the French Revolution with the common leveling greeting to one and all, regardless of status or rank of “citoyenne,”  whether it is the universal leveling greeting of “comrade” during the 1917 Bolshevik Revolution, or whether it was the ubiquitous leveling Mao suit found in the post-Communist Chinese Revolution, the One-ist worldview passionately desires to press upon people uniformity. Uniformity in One-ist slovenly thought, uniformity in slovenly clothing, uniformity in One-ist speech pattern. If all is one then all are interchangeable uniform cogs in the One-ist world.

Actually, in a genuinely One-ist world, as consistently followed, language and communication would be utterly impossible since qualitatively distinct meaning is impossible in a consistently One-ist world. Perhaps this explains God’s confusing of the language at Babel. Babel was perhaps the greatest attempt to build a One-ist social order ever.

George Orwell’s novel, “1984” is a wonderful fiction that describes the pursuit of Revolutionary One-ism.

3.) The One-ist will, of course, appeal to “Science” as a support to their One-ist cause. However, what most people don’t realize is that convictions don’t change because of science but rather science changes because of our convictions. This is a huge subject and so I will merely recommend three books that explain what I am getting at here,

a.) The Structures of Scientific Revolutions — Thomas Kuhn
b.) The Philosophy of Science and Belief in God — Gordon H. Clark
c.) Hermeneutics and Science –Vern S. Poythress

An appeal to Science in order to prove One-ism will always be successful as coming from One-ist “Scientists.” Of course, if all is one, then anything and everything and nothing can be proven because no qualitative distinctions exist. One of the greatest failures of “Science” to give scientific heft to a distinctly non-scientific pursuit was the Soviet Union’s pursuit of Lysenkoism over Genetics. Lysenko insisted that he had overcome the qualitative distinction between Spring Wheat and Winter Wheat. He hadn’t and food shortages followed. “Science,” so-called, “proves” all kinds of things that just aren’t so. One-ism makes it easier for “Science” to do just that.

All of this to say that Science is only as good as the Theology that it is dependent upon and of which it is an expression.

4.) In Two-ism, because you have a distinct Creator and creature you also have other qualitative distinctions that are what they are because of how they have been named so by the Creator in His revealed Word. Genesis 1 is a long story of the Two-ist God making qualitative distinctions, and then God’s Law-Word goes on to make other qualitative distinctions which are definitely not social-constructs, though the One-ists will insist that God’s qualitative distinctions are instead really just so many social-constructs.

According to Bouwsma the idea of God’s creating qualitative distinctions was something well understood by John Calvin,

“The positive corollary of Calvin’s loathing of mixture was his approval of boundaries, which separate one thing from another. He attributed boundaries to God Himself: God had established the boundaries between peoples, which should, therefore, remain within the space assigned to them … ‘Just as there are in a military camp separate lines for each platoon and section,’ Calvin observed, ‘men are placed on the earth so that each nation may be content with its own boundaries.’”

W.J. Bouwsma
John Calvin: A Sixteenth Century Portrait — p.34-35

I highly recommend reading Dr. Peter Jones’ books. He provides scintillating analysis of how the culture and the Church are slipping faster and faster into One-ist presuppositions that are not Christian in their origin. Postmodernism, for example, is a child of One-ist ideology. Postmodernism teaches that no grand narratives exist and that all personal narratives are social constructs. Reality is malleable. Qualitative distinctions do not exist except as man subjectively creates them.

When One-ism slips into the Church the traditional language is retained but emptied of its original Two-ist meaning and is re-filled with One-ist pagan content. Dr. Jones’, in is “One or Two,” demonstrates how the Apostle Paul in Romans 1 deconstructs One-ism while making the case that our church and culture is increasingly falling into Oneism.

 

Expansionism Islam

I’ve done some reading on the Muslim expansion in history and over the past few years. Below is a list of some books I have read that you might want to consider if you are interested in becoming informed on this important subject. Muslims do not belong in the West but the International Money Power has Babel-like New World Order vision to turn the whole world into a cash register and so they are pushing Muslim third world migration into the West with the purpose of amalgamating and so destroying all distinct nations, peoples, and races. It is all part of the plan to homogenize the worlds peoples, religions, and races. Multiculturalism necessitates multi-faithism and multiracialism. This is one reason why Ayatollah McDurmon’s thinking and his recent Fatwas is contributing to the destruction of Christianity and the West. Also part of this plan is the push for worldwide legislative acceptance of global warming as well as the UN 2030 Agenda for Sustainable Development, bricks of which are already being implemented in this country.

The expansion of Islam is but one tentacle in this New World Order push.

1.) Stealth Invasion — Leo Hohmann

2.) Reflections on the Revolution In Europe: Immigration, Islam and the West — Christopher Caldwell

3.) The Politically Incorrect Guide to Islam (and the Crusades) — Robert Spencer

4.) The Sword of the Prophet: Islam; History, Theology, Impact on the World –Serge Trifkovic

5.) Refugee Resettlement and the Hijra to America — Ann Corcoran

6.) Shariah in American Courts: The Expanding Incursion of Islamic Law in the U.S. Legal System

7.) The Red-Green Axis: Refugees, Immigration and the Agenda to Erase America — James Simpson

8.) The Concise History of the Crusades (Critical Issues in World and International History) — Thomas F. Madden

9.) God’s Battalions: The Case for the Crusades — Rodney Stark

Returning to Churchill … Book Review of M. S. King’s “The British Mad Dog”

Last night I completed M. S. King’s “The British Mad Dog; Debunking the Myth of Winston Churchill.”
 
It should be noted at the outset that King is not the best person to first read as a contrarian historian. King tends to be a sensationalist and to often will go too far out on a limb to affirm a questionable point. However, having admitted that, if one is already somewhat familiar with the subject matter that King is writing on, from a non-Court Historian understanding then one has the ability to read King with profit as King has the ability to bring a large amount of information together in a very simple format.
 
King is no fan of Churchill and for that, I give him credit. However, when King starts off his book suggesting that Churchill’s father was not Lord Randolph Churchill and that Churchill’s Father was instead the offspring of the King of Serbia due to one of his mother’s countless flings one realizes that King has an ax to grind. (King on this questionable Churchill parentage quotes from a book by Dragoslava Koprivica.) One thing that does seem indisputable on this score is that Churchill’s mother was indeed a tramp who gave birth to Winnie 8 months after her marriage to Lord Randolph Churchill. As such anything is possible.
 
King’s sensationalism also informs us that Churchill was quite likely a bisexual. Churchill did have five children with his wife but King insists that Churchill’s time at the British Harrow boy’s school may have introduced Churchill to sodomy. It is without question true that Churchill was surrounded by men it would later be discovered were sodomites, but of course, that does not prove that Churchill himself was a sodomite. King’s evidence on Churchill’s homosexuality is merely circumstantial. It may be true but there is nothing that proves it is true.
 
One matter that King establishes beyond doubt that also agrees with other sources is that Churchill spent money like Lamashtu drank blood. Because of Churchill’s spendthrift ways, he was forever in money trouble and that money trouble allowed Churchill to sell his soul to those who delivered him from his money pit. King cites the Jewish financiers who bailed Churchill out. They include names like the well known Bernard Baruch, as well as the Jewish group of wealthy businessmen called ‘the Focus.’ The ‘Focus Group’ was headed by Jewish Corporatists named Sir Robert Mond and Sir Robert Waley-Cohen but was not limited to these two men.
 
David Irving in a speech supports King’s work,
 
“‘The Focus’ was financed by a slush fund set up by some of London’s wealthiest businessmen — principally, businessmen organized by the board of Jewish deputies in England, whose chairman was a man called Sir Bernard Waley Cohen. Sir Bernard Waley Cohen held a private dinner party at his apartment on July 29, 1936. This is in the Waley Cohen memoirs… The 29th of July, 1936m Waley Cohen set up a slush fund of 50,000 pounds for The Focus, the Churchill pressure group.”
 
50,000 pounds in 1936 is today’s equivalent of approximately 2 million dollars. Irving goes on to insist that the 50,000 pounds was for the purpose of saber-rattling against Hitler and Germany.
 
King also speaks of a wealthy Jewish South African Corporatist by the name of Sir Henry Strakosch who via his involvement in the payment of the private debts of Sir Winston Churchill, in 1938, has been cited as evidence of Jewish involvement in British politics in the run-up to World War Two. Strakosch also supplied Churchill with figures on German arms expenditure during Churchill’s political campaign for rearmament against the Nazi regime. Strakosch’s financial arrangement with Churchill enabled Churchill to withdraw his home Chartwell from sale at a time of financial pressures. The financial relationship between Strakosch and Churchill can be sourced not only in David Irving’s work but also in Martin Gilbert’s work on Churchill.
 
King also tells the tale of Churchill’s well-known failures in the Dardanelles, Gallipoli, Antwerp, in Northern Ireland with his Black & Tans, and the invasion of Norway. King gives us a glimpse of Churchill’s alcohol problem and informs us that as an author and speechwriter Churchill was often a plagiarizer as well as a man who put his name on the work accomplished by ghost-writers. From King, we learn that the BBC Children’s voice of the Winnie the Pooh books was the man who gave some of Churchill’s speeches over the radio. That was supposed to have never been known. King reminds us that Churchill as a painter signed the name of an impressionist artist named Charles Maurin to his paintings in order to sell his painting at a greater price. King goes out of his way repeatedly to inform the reader that Churchill was a manufactured and marketed product that was packaged and sold to a gullible public. In short, Churchill excelled only in blood and mayhem but in every other respect was a phony.
 
King colors Churchill as black as possible. We are told Churchill was a terrible Father, a man who examined the idea to invade Russia after defeating the Nazis in WW II, the man who started bombing German civilian population with the desperate hopes that Hitler would retaliate, the man who advanced the New World Order’s agenda to create a uni-global political structure, a sock puppet pursuing the agenda of those who were paying his debts. It is possible that King paints Churchill in colors darker than he really was.
 
I’m not inclined to think that is possible to do.

FDR’s Right to a Good Education … A Rebuttal

“We have accepted, so to speak, a second Bill of Rights under which a new basis of security and prosperity can be established for all—regardless of station, race, or creed.
 
Among these are:
 
The right to a useful and remunerative job in the industries or shops or farms or mines of the nation;
 
The right to earn enough to provide adequate food and clothing and recreation;
 
The right of every farmer to raise and sell his products at a return which will give him and his family a decent living;
 
The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home or abroad;
 
The right of every family to a decent home;
 
The right to adequate medical care and the opportunity to achieve and enjoy good health;
 
The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment;
 
The right to a good education.

All of these rights spell security. And after this war is won we must be prepared to move forward, in the implementation of these rights, to new goals of human happiness and well-being.”

Franklin Delano Roosevelt 
US President – 1933-1945

So here Roosevelt promised one of the rights of Americans, the right to a good education.

Edwin Viera points out the reality that has come about,

The reality: the biggest and cruelest hoax of all, because it affects the future more than everything else. America’s elementary and secondary schools cannot teach children to read, write, and figure, let alone to think critically—but they can fill their heads with every form of sexual perversion imaginable. Colleges and universities are the last bastions of unadulterated, unreconstructed, unapologetic Marxism, radical feminism (a variety of Marxism in which the gender struggle substitutes for the class struggle), apocalyptic environmentalism, blatant racism, Keynesianism, and every other socially destructive “ism” known to modern man. In any event, even graduates who have mastered some useful discipline cannot find jobs in their areas of specialization but are saddled with tens of thousands of dollars of debt for student loans.

In all actuality, American education since this speech (and even before it) has never been about Education. Instead what American education is about is teaching children about how to be good little cogs for the American Corporatist, and Statist system. The last thing the Amercian educational system desires to produce are students who have the capacity for critical thinking.  Those kinds of students would foment counter-revolution overnight.

Instead what American education is, is cultural Marxist social engineering at its finest. It is about teaching 7-year-olds to come home and lecture Mommy and Daddy about not letting the water run lest the Mississippi river run dry. It is about teaching 9-year-olds about their white guilt against non-Caucasians.  It is about teaching 4th graders about how to put condoms on cucumbers or bananas. It is about a 3rd grader learning about who Harriet Tubman was before he learns about who George Washington, Thomas Chalmers, or Christopher Columbus was. (These are all true stories of which I have first-hand knowledge.)

American educators use mottos like, “No Child Left Behind,” but what they don’t tell you is that the necessary corollary to that statement is that “No Child Gets Ahead.” The reason that no child is left behind is that those who excel are slowed down and forced to mentor the dim bulbs. What “No Child Left Behind,” did was to yoke thoroughbred racehorses to plow horses. This is socialism in education that results in everyone being equally dumb.

Now, some might appeal to the American University, but in all truth, the American University is to our secondary education what the finishing school is for turning out ladies of etiquette. With precious few exceptions the American University system, as well as the American Seminary system, churn out graduates with an underlying commitment to recoil against anything that smells of historic Christianity.  Patriarchy? Revolting! 5th commandment unique love for one’s kith and kin? Racist! Disgust for sodomy? Homophobe! All of this is learned behavior as taught by the best Luciferian social engineers that money can buy. 

 In the end, if children can be taught at any level without seeing the connection between the God of the Bible and His Christ and what they are “learning” then they are being catechized into a false religion, as headed by a false god, with the consequence that the knowledge they are gaining is false.

Contrary FDR, there is no right to a good education and when the government takes upon itself to guarantee such a false right you can be sure that the result will be what we currently have; to wit, the enstupidification of Americans. If you have your children in public schools, from secondary schools to University and Seminary, you can be sure your children are destined to be dullards apart from a remarkable work of Grace.  Do not put God to the test.

Research it for yourself,

The Cloning of the American Mind — B. K. Eakman
The Deliberate Dumbing Down of America — Charlotte Thomson Iserbyt
The Leipzig Connection (Basics in Education) — Paolo Lioni
Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling — John Taylor Gatto

 

 

College Course on WW II

Main Texts

1.) Antony Sutton

https://www.amazon.com/Wall-Street-Bolshevik-Revolution-Capitalists/dp/190557035X/ref=sr_1_1?s=books&ie=UTF8&qid=1498050275&sr=1-1&keywords=Antony+sutton

https://www.amazon.com/Wall-Street-Hitler-Antony-Sutton/dp/0945001533/ref=pd_bxgy_14_2?_encoding=UTF8&pd_rd_i=0945001533&pd_rd_r=QYX4FMFM9QTKSHX9CTDB&pd_rd_w=1Gquj&pd_rd_wg=UpANU&psc=1&refRID=QYX4FMFM9QTKSHX9CTDB

Read these two texts. Why do you think I would make these required reading on this subject. Who do you think this points towards in terms of having a financial interest in the War. What does it suggest that the same entities funded both sides of the war? Write a paper detailing the financial origins and funding of WW II and the players behind the funding.

2.) Hebert Hoover

https://www.amazon.com/Freedom-Betrayed-Herbert-Hoovers-Aftermath/dp/0817912347/ref=pd_sim_14_29?_encoding=UTF8&pd_rd_i=0817912347&pd_rd_r=M57ZY8KDWYA3BFEPJ0XX&pd_rd_w=wDuQF&pd_rd_wg=Z68XE&psc=1&refRID=M57ZY8KDWYA3BFEPJ0XX

Read this text. How responsible does Hoover believe FDR was for WW II? Write a paper exhausting the failures of FDR in keeping the USA out of war. Include in your paper the policies FDR pursued the inevitable inspired war. Answer the questions … “Did FDR know the Japs were coming to Pearl Harbor?” Did FDR want the Japs to bomb Pearl Harbor?” “What convinced the Japs to go after Pearl Harbor as opposed to Russia?”

3.) Thomas Mahl

https://www.amazon.com/Desperate-Deception-Operations-Brasseys-Intelligence/dp/1574880802/ref=sr_1_1?s=books&ie=UTF8&qid=1498049961&sr=1-1&keywords=Desperate+deception

Propaganda is always the first battlefield in war and Truth is always the first casualty of war. Summarize Mahl’s arguments on how the Brits, in conjunction with the White House, lied us into WW II.

II.) Supplementary Texts

1.) Vikto Suvorov

https://www.amazon.com/Chief-Culprit-Stalins-Grand-Design/dp/1591148065/ref=pd_sim_14_50?_encoding=UTF8&pd_rd_i=1591148065&pd_rd_r=W9Z3DYK70YB4VM9G30ND&pd_rd_w=dqjHh&pd_rd_wg=2GBOu&psc=1&refRID=W9Z3DYK70YB4VM9G30ND

On the Easter Front Suvorov argues that Hitler struck Stalin because he knew that Stalin was going to strike him.

Give a chapter by chapter summary of Suvorov’s arguments.

2.) Pat Buchanan

https://www.amazon.com/Churchill-Hitler-Unnecessary-War-Britain/dp/030740515X/ref=pd_sim_14_17?_encoding=UTF8&pd_rd_i=030740515X&pd_rd_r=XAH1X54H5K70JPX4H95X&pd_rd_w=v19Fl&pd_rd_wg=KOKvV&psc=1&refRID=XAH1X54H5K70JPX4H95X

Covers some of the same ground as Hoover’s book. Repetition bears memory. Give a chapter by chapter summary of the book. One paper for each chapter.

3.) M. Stanton Evans

https://www.amazon.com/Stalins-Secret-Agents-Subversion-Roosevelts/dp/1439147701/ref=sr_1_4?s=books&ie=UTF8&qid=1498050012&sr=1-4&keywords=M.+Stanton+evans

Evans chronicles that the Communists were running not only the Soviet Russian end of the war but were also severely manipulating our end of the war as well.

Be prepared for an oral exam on this book.

4,) Burton Folsom

https://www.amazon.com/FDR-Goes-War-Executive-Restricted/dp/1439183201/ref=sr_1_1?ie=UTF8&qid=1498053173&sr=8-1&keywords=Burton+folsom

How did these united States change because of WW II? Folsom examines the myth behind WW II getting us out of the Depression. Write a 3 page summary on each chapter.

4.) David Irving — Volumes 1 & 2

https://www.amazon.com/Churchills-War-David-Irving/dp/0380763141/ref=sr_1_2?s=books&ie=UTF8&qid=1498050062&sr=1-2&keywords=churchill%27s+war+david+irving

Give a 45 minute presentation to the class on what you learned about Churchill and WW II because of this read.

5.) James Bacque

https://www.amazon.com/Other-Losses-Investigation-Prisoners-Americans/dp/0889226652/ref=pd_sim_14_10?_encoding=UTF8&pd_rd_i=0889226652&pd_rd_r=4D46S2TR5S4FPWB88PQS&pd_rd_w=Lrq0w&pd_rd_wg=n0wbh&psc=1&refRID=4D46S2TR5S4FPWB88PQS

6.) Julius Epstein

https://www.amazon.com/Operation-Keelhaul-Forced-Repatriation-Present/dp/0815964072/ref=sr_1_1?s=books&ie=UTF8&qid=1498050379&sr=1-1&keywords=operation+keelhaul

7.) Nikolai Tolstoy

https://www.amazon.com/Secret-Betrayal-Nikolai-Tolstoy/dp/0684156350/ref=pd_sim_14_2?_encoding=UTF8&pd_rd_i=0684156350&pd_rd_r=45GDAM95X529MJ27AVWX&pd_rd_w=PL10s&pd_rd_wg=lmPPA&psc=1&refRID=45GDAM95X529MJ27AVWX

These three books tell of the brutality of the Allies during WW II and go a long way towards addressing the question, of whether or not in WW II, it was possible to be on the side of the angels. 3-5 page summaries of each chapter of each book.

8.)  Cornelius Ryan

https://www.amazon.com/Bridge-Too-Far-Classic-Greatest/dp/0684803305/ref=sr_1_8?s=books&ie=UTF8&qid=1498050657&sr=1-8&keywords=Operation+Market+garden

No report required. Assigned to give you a feel for the combat.

9.) A Third of the Holocaust

The longest lasting effect of WW II was the impact of the “Holocaust” on the West.  Is it possible to answer the questions raised by this documentary?

10.) Operation Hell Storm

Watch

Class discussions on the last two videos.