The Long March: Re-Purposing Schools in America
Guest post by John L. Kachelman, Jr.
There is a pervasive mood of shock and bewilderment besieging our nation. Just when citizens think nothing more disturbing can happen, we receive a “gut-punch.” Are you eager for an explanation of…
- The defund the police movement?
- The perversion of our justice system’s punishment?
- The corruption of our educational system?
- The disintegration of our cherished national values?
- The rationalization of vengeance upon the “oppressors”?
- The erasure of the Judeo-Christian ethic?
- The evil celebrations of assassinations of popular opposition leaders?
The answer lies in understanding the metaphorical code of “the long march through institutions.” The remedy is to walk-back “the long march through the institutions”! This correction requires boldness, courage, and commitment to the patriotism that produced our nation’s greatness. Citizens cannot sit compliantly silent. They must be situationally aware, vocally involved confronting and challenging the threats and retaking the lost ground.
The Historic Metaphor…
“The Long March” was a military retreat by the Chinese Communist Party (CCP) during the Chinese Civil War (October 1934-1935). About 100,000 troops retreated, traveling 6,000 miles in a meandering route. Many died during the march and their deaths were heralded as “sacrifices” for the Party. Mao’s position as the undisputed leader of the CCP was solidified by “the long march.” “The Long March” glorifies the CCP’s strength and resilience.
“The long march” has become a metaphor describing the sacrifice and endurance required to achieve the revolutionary overthrow of the “old” and instituting the ungodly “Iron Law of Oligarchy” as authority.
The Hijack by Evil…
The “long march through the institutions” is a strategy coined by Rudi Dutschke (1960s German radical) aimed at achieving radical change by infiltrating and transforming established institutions from within, rather than through direct confrontation. This approach influences cultural and political systems gradually creating a significant societal shift.
“Dutschke’s phrase ‘the long march’ managed to combine both Mao and Trotsky, since the contemporary Trotskyite strategy was ‘enterism,’ that is, the infiltration of institutions such as trade unions and universities and their subversion from the inside. For Dutschke…the armed struggle in the Third World was dialectically connected to the sabotage tactics of the urban guerrillas in the developed world. The phrase that Dutschke took from Guevara, ‘Create two, three, many Vietnams,’ was not just a slogan designed to ignite the passions of the crowds. He seriously conceived of the student revolution in 1967–68 as an integral part of a global anti-imperialist, anti-colonial struggle.” (Elliot Neaman).
Dutschke reformatted cultural Marxism with the phrase “the long march through the institutions” to identify the political war of position or incrementalism. It uses the “oppressed.” Its main focus was how the “intellectuals,” civil servants, and culture community organizers replaces those of the “oppressor class.” Dutschke proposed a “long march through the cultural institutions” of society—the church, entertainment, civil service, educational faculties, family institutions and marriage—to upset the dominant civil culture and replace it with a revolutionary godless cultural Marxism.
Rudi Dutschke urged a radical change in revolutionary tactics by which the radicals become a part of the cultural institutions and positioned to make significant changes from within. Dutschke maintained “the long march” is successful only after decades of infiltration and gradual refashioning of bourgeois institutions. In 1968, The Long March noted in its preface the strategy of the revolutionary left. Dutschke said…
“Revolution is a long, complicated process, where one must become different…the process goes along this way, which I have once named ‘The Long March through the Established Institutions’…The process has begun, and that is a long story, which right now has been set on its course by us.”
This is the connection between the revolutionary struggles of the guerrillas in the Third World and the socialist struggles in the metropolises.
“The long march of the guerrillas through the continents’ was one side of the revolutionary strategy, the other was the ‘long march through the institutions’ in the metropolises. The long march was understood as a permanent conflict with bourgeois institutions, a continuous provocation of bourgeois public opinion, the creation of a counter-milieu that enabled self-change and solidified change in conditions.”
Another strategy enabling radicalized change from within the system, is registering non-governmental organizations (NGOs) devoted to political causes. This maneuver masquerades evil as beneficent and passes under the radar. However, this evil is exposed as countercultural institutions assist the political “transforming” our nation’s structure by infiltrating the established institutions and then sowing its malignancy. A sympathetic voice to this change is found on YouTube.
The phrase “long march through the institutions” is a metaphorical code urging the fight to transform (radicalize) young people’s understanding of politics. It sets the agenda how the “old institutions” must be removed as authoritarian.
It includes actions that “floods the system” and “packs” the revolutionaries powerbase so the nation wallows in bewilderment as radical changes are expedited.
Have you considered WHY the voter registration issue is such a “hot-button”? Because the radicals on “the long march through institutions” are slowly changing the system through infiltration!
From an interesting article comes this observation:
“I hope this helps shed light on what is meant by ‘marching through the institutions.’ The idea is that the 1960s societies had become much more complex than the early 20th century where revolutionary ideas could quickly spark transformative movements from the working class. In the current century the working class is no longer viewed as an operational tool.”
Now the critical “tool” of revolution has shifted from the “workers’ revolution” to the realm of the “educators,” “legislators,” and “judges.”
Is the focus of this “long march through the institutions,” sharper now?
Dutschke urged young political activists to participate in reconstructing institutional authority. You have young people rising up against ethnic conservatives, or young women rising up to protest, or university students rejecting administrators and demanding “rights” for self-expression, or the bitter rejection of “normal” and the applause of the “unnatural.”
All is a part of educating a refusal of institutional authority. All is a part of the “long march through the institution.” Education, legislation and adjudication have been subtly transformed! Their original purposes have been discarded!
The foundations of “insinuation and infiltration” to transform culture’s governing were embraced in the countercultural ideals spewed by Herbert Marcuse. Marcuse criticized capitalism, modern technology, Soviet Communism, and popular culture, arguing that they represent new forms of social control. Between 1943 and 1950, Marcuse worked in U.S. government service for the OSS (prototype of the CIA). Add to Marcuse the name of Helmut Schelsky (German sociologist), perhaps the most influential voice in post-World War II Germany. He wrote that the long march was part of a strategy to “the conquest of the system” through efforts to discredit the values and processes of constitutional democracy.
A frightening reality is expressed by Dutschke, “Revolution is a long, complicated process, where one must become different…the process goes along this way, which I have once named ‘The Long March through the Established Institutions’…The process has begun, and that is a long story, which right now has been set on its course by us.”
Have you wondered why the “defund the police” hysteria is so prominent by the Progressives/DEMS? Here is the answer! “The long march through the institutions” theorizes that socialism leads to communism and communism achieves “mastery of human consciousness” which brings total social control. This resulting social consciousness is a population control that eliminates police action, refuses incarceration and does not need “oppressive” laws.
But here is the caveat believed by Politicians, Judges, Community Organizers…this “utopian” realm is possible only if human consciousness is achieved. So, the Socialist/Communist sympathizers MUST gain control of the institutions of culture — churches, education, newspapers, magazines, the electronic media, literature, music, the visual arts, and so on. The mission is for Socialism/Communism to control the visceral wellsprings of human thought and imagination. The greater the abomination imagined, the greater the success of this mission. One does not need to control all information itself IF one can gain control over the mind. Under such conditions, opposition would disappear.
Such is obviously nonsense “gone to seed” but it has indoctrinated our nation’s educational processes! And modern Americans cannot see the evil controlling their thoughts. Such ungodliness has radicalized the “normal” person and they become “abhorrent”!
The Harrowing Present…
The “Long march through institutions” has taken longer than Mao’s, but the infiltration has changed our Republic:
- Patty McMurray, Teachers are indoctrinating our children. From Kindergarten—to grad school, our youth are being used as tools by the Democrat Party to support, protest, vote, and even commit violence to show their support for the “tolerant, diverse, and open-minded” Left.
- New York Post, Trump focuses on his promise “to fire the radical Left accreditors that have allowed our colleges to become dominated by Marxist Maniacs and lunatics.”
- Terry McAuliffe declared, “I don’t think parents should be telling schools what they should teach.” In other words, parents are to provide the funds for public education, surrender their children for indoctrination and keep their mouths shut. Progressives/DEMS have a burning lust to control the education and upbringing of your children. They will help your minor daughter get an abortion without your knowledge or consent. If your adolescent son thinks he is really a girl, they will help him transition.
- A group of pro-Palestinian students at Columbia University are scaling up their rhetoric against Israel, calling for “liberation by any means necessary, including armed resistance.”
- University of Kansas Professor was placed on Leave after saying men who do not vote for Kamala Harris should be lined up and shot. Why? “They clearly do not understand the way the world works.”
- Mike LaChance, “Survey Finds ONE IN THREE College Students Think Some Level of Violence is Acceptable to Stop Campus Speech They Don’t Like.”
- A fear-mongering hysteria is wailed by Progressives/DEMS because President Trump is going to abolish the Department of Education through which the objectives of “the long march through institutions” will be stymied! Senator Mike Rounds of South Dakota has introduced a bill that would “abolish the Department of Education.” The bill, also referred to as the “Returning Education to Our States Act,” has now been referred to committee for a vote.
- David Cloft has an excellent read titled, “The Engineered Collapse of Free Speech: 25 Years of the Overton Window.” Excerpted Selection: “The Overton window is a battlefield where power is won and lost without a single shot fired. It is where rulers, politicians, corporations, and cultural influencers decide what you are allowed to say, what you are permitted to believe, and which ideas are so dangerous that even speaking them aloud might ruin your reputation, your livelihood—or your life. This battlefield shifted slowly. Churches and universities taught, families passed down values, and the media acted as a gatekeeper. But in the 21st century, the ground rules changed. Enter psychological operations and information operations—once tools designed by the military for use against foreign enemies. Tools developed to manipulate insurgents in Iraq and Afghanistan—framing, repetition, fear messaging, identity division—have been turned inward, aimed at the American people themselves. Social media, the great amplifier in Facebook, Twitter, YouTube, and later TikTok are the global loudspeakers for these operations. The 20th-century propagandist needed a printing press or broadcast tower, the 21st-century manipulator needs only a smartphone app. And the speed of cultural change multiplied tenfold…”
So much more could be added to this article. So much has been edited out to condense the volume. The threat of the “long march through institutions” continues. If it is not stopped and “walked back,” our national erasure is an unavoidable reality.
“The long march through institutions” embodies ungodly philosophies vocalized throughout civilization. Perhaps the following quotes of Lenin frame the on-going war in our current nation. The current educational philosophy embraces these points and indoctrinates students:
- “The goal of socialism is communism.”
- “We can and must write in a language which sows among the masses hate, revulsion, and scorn toward those who disagree with us.”
- “The best way to control the opposition is to lead it ourselves.”
- “People always have been and always will be stupid victims of deceit and self-deception in politics.”
- “Medicine is the keystone of the arch of socialism.”
- “Give me your four-year-olds, and in a generation I will build a socialist state.”
- “Truth is the most precious thing. That is why we should ration it.”
- “Why should freedom of speech and freedom of press be allowed? Why should a government which is doing what it believes to be right allow itself to be criticized?”
- “One man with a gun can control 100 without one.”
America! Will our nation walk back “the long march through the institutions”? Will our nation’s focus on education stand firm and refuse to be deluded by the Pied Pipers controlling the educational systems? Will we hear University Administrators, Professors and students repudiate Lenin’s bullet points?
Our great nation was founded with a strong desire to educate. The earliest educational systems began in the 1600s. Reading, writing and arithmetic were taught with Bibles, primers and wooden paddle-shaped hornbooks. The purpose of public education was to train students to become skilled workers while teaching them traditional core academic disciplines which included morality as defined by the Bible. The supporters of universal public education believed that educational format would create better citizens and a culturally uniform society.
Our nation’s original educational mission is succinctly stated by “the father of American education.” Horace Mann in his presentation of the “Twelfth Annual Report of the Massachusetts State School Board.”
“That our Public Schools are not Theological Seminaries, is admitted…But our system earnestly inculcates all Christian morals; it founds its morals on the basis of religion; it welcomes the religion of the Bible; and in receiving the Bible, it allows it to speak for itself…as a preventive means against dishonesty, fraud, and violence…”
According to Mann, the educational system was designed as a “preventive means” against crime. The success of the educational institutions was to be civility. The mission that Mann envisioned for America’s educational systems has changed. The litmus test of successful education in Colonial Times is a tragic failure in current American education. Evil infiltration has occurred. A seismic change has evolved.
The Holy Scriptures offers wisdom cautioning against changes to the mores of society. Listen carefully, “My son, do not associate with those who are given to change, for their calamity will rise suddenly” (The Bible, Proverbs 24:21-22). “Calamity” is assured when changes to a nation’s moral foundation occur. The dystopian environment throughout our nation is explained by this simple text—the nation has embraced “change” because of infiltration by those teaching abominations!
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