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PARADOX
sacrilege heresy
blasphemy
Paradox is
defined as:
a self-contradictory and false proposition.
an
opinion or statement contrary to commonly accepted opinion.
a seemingly
contradictory statement that may nonetheless be true.
any person, thing, or
situation exhibiting an apparently contradictory nature.
"They that approve a
private
opinion,
call it an
opinion; but they that mislike it,
heresy:
and yet
heresy signifies no more than
private
opinion."
- Thomas Hobbs
"When I told them to shun hypocrisy, they all
agreed with me.
But they did not know that when I said "truth",
I knew
that they did not know what truth was,
and that therefore both they and I
were then being hypocrites.
They did not know that when I told them not to
be hypocrites
they were being hypocrites in not asking me the method.
They did not know that I was being a hypocrite in merely saying :'Do not be
hypocrites',
because words do not convey the message by themselves.
They respected me, therefore, when I was acting hypocritically.
They
had been taught to do this.
They respected themselves while they were
thinking hypocritically;
for it is hypocrisy to think that one is being
improved simply by thinking that it is bad to be a hypocrite,
The Path leads beyond: to the Practice and the
understanding where there can be no hypocrisy, where honesty is there and not
something which is man's aim."
-Saadi of Shiraz
The Liar Paradox
Sentences can be constructed that cannot consistently be
assigned a truth
value
even though they are
completely in accord with grammar and semantic rules.
Consider the simplest version of
the paradox, the sentence;
This statement is false.
If we suppose that the statement is
true, everything asserted in it must be
true. However, because the statement asserts
that it is itself false, it must be
false. So the
hypothesis that it is
true leads to the
contradiction that it is both
true and false.
Yet we cannot conclude that the sentence is false for that hypothesis also leads to
contradiction. If the statement is
false, then what it says about
itself is not true. It says that it is false, so that must not be true. Hence, it is
true.
Under either
hypothesis, we end up concluding
that the statement is both true and
false. But it has to be either
true or false (or
so our intuition lead us to
think), hence there seems to be a
contradiction at the
heart of our beliefs about truth
and falsity.
Since the Liar Sentence can be shown to be
true if it is false
and false if it is true it is neither
true or false.
To solve the riddle of the Liar Paradox one must reject a
common myth about truth and falsity - the
claim that every statement has to be either true or false.
This is called the Principle of
Bivalence.
A strengthened version of the Liar Paradox counters the proposal
that the statement is neither true or
false.
This statement is not
true.
If it is not
true or false, then
it is not true, which is what it says; hence
it is true which is not what it says.
The truth is every statement includes an
implicit assertion of its own truth.
For
example, the statement "It is true that
two plus two equals four" contains no
more information than the statement "two plus two is four", because the
phrase "it is true that..." is always
implicitly there.
Thus the statement;
This statement is
false.
is said to be equivalent to;
This statement is true and this
statement is false.
The latter is a simple
contradiction of the form "A
and not A", and hence is false.
There is
no paradox because the claim that this statement is false does not lead to a
contradiction.
This
analysis does not provide a
solution to versions of the Liar Paradox
that do not use
direct self-reference, such as the two-sentence version:
The next
sentence is false.
The preceding
sentence is true.
Neither of
these is by itself contradictory, but there is no way to assign
truth values to them consistently, so we still
have a paradox.
A series of sentences becomes paradoxical or congruent
upon contingent facts.
There are two politicians, Smith and Jones;
The only
thing Smith says about Jones is;
Most of what Jones says about me is false.
Jones says only these three
things about Smith:
Smith is
a big spender.
Smith is soft on crime.
Everything
Smith says about me is true.
If
the empirical facts are that Smith is a big spender but Smith is
not soft on crime,
then Smith's remark about Jones and Jones's last
remark about Smith are both paradoxical.
If a statement's
truth value is ultimately tied up in actual
existent objective reality,
call that
statement "grounded", meaning grounded in actual existent objective
reality.
If not, call that statement "ungrounded", meaning grounded in
imagination or fantasy. In other words - simply nonsense.
Ungrounded
statements do not have a truth
value as they are simply nonsense.
Liar statements and
liar-like statements are ungrounded,
and therefore have no truth
value.
Thus does comedy marginalize the tragedy by
producing questions
about the obviously neurotic
answers of the politicians.
The
repression,
oppression and lack of
possession of sufficient contrary
skepticism regarding complex analytical intricacies allows intimidation and
ingratiation of an individual by
the politician through
conscious intervention
designed to con-vince the
individual of the
truth or falsity of the
reality presented as fact.
It is sacrilege, heresy, and blasphemy
to
avoid apparently paradoxical reality
by
shuttering one's mind.
history
"The
capitulation of academic institutions
to the cult of materialism is the
reason for the demise of the Enlightenment and the resurrection of
superstition .
The seeds
of the Enlightenment were laid during the
Middle Ages when European universities created
the liberal arts curriculum - a combination of
arts, humanities, mathematics and
sciences.
The objectives were
breadth of
knowledge and freedom of thought.
Academic
institutions today are dominated by
professional schools, administrators must be
good fund
raisers and students are interested
only in jobs.
During 37 years of teaching history at four universities, I
never ceased to be amazed at the typical student's appalling
ignorance of
political and social history.
College graduates are
trained but not educated." -
Forrest G. Wood, Professor of History Emeritus Cal State Bakersfield
"My God,
America, learn world history so you can make
intelligent decisions about American
policies." - Ivan Goldin
"If we're honest with
ourselves we have to factor into America's
lead in science and technology in the
20th century the fact that Europe's and Japan's capacities were largely bombed
out of existence during
World War II.
America was not a leading place for science
before the World War II. We also
have to thank Adolf Hitler for
unintentionally sending all those first-rate Jewish scientists over here." - Fred G. Miller
revisionism or the nature of
history
"Historians, especially the writers of textbooks
used in schools and colleges, tend to emphasize a nation's accomplishments. We
read about the great battles, the wars won, the
conquests made, and the achievements. We
rarely read about the failures, the
frauds and deceptions, the
injustice, the bigotry, the violence, and the
poverty.
The consequence is that the peoples of great nations think far
more highly of themselves than reality justifies and therefore tend to neglect
their faults which fester and expand until they become so overwhelming that the
nation collapses in its own dissoluteness. The lessons of history that we need
to know if we are not to be doomed to repeat
it is not the history commonly taught but the history that is commonly ignored,
for only by correcting faults can nations become better." - John Kozy
When digging back into written records, researchers always retrieve
selected fragments of an immense historical continuum and carefully shape and
edit them, intent upon lending credibility to their respective thesis of the
past. This is the nature of "history"- it is always being reviewed, revised,
changed, adjusted, and selectively reedited.
Decades pass.
Centuries pass.
Emphases change, certain facts are accentuated,
others are left out. Relevant historical information is overlooked or cast
aside while new information is being discovered. Whoever has the luxury and/or
determination to review and reconstruct history colors it entirely as they
wish. Modern popular belief and convention is validated by selected evidence
from the past. While the time-rooted "facts" of events can sometimes be
documented, the hows and whys of history have no such absolute mooring. What
was written in the past is always biased, and that considered credible today in
no lesser manner reflects the biases of writers and researchers
today.
In the 21st century many of the
events propelling social cultural
upheavals that occurred in the past are explained away by pseudo-historians as
chaotic unplanned accidental aberrations. There is a propensity to downplay or
ignore certain facts which point to disruptive elements that carefully plan the
manipulation of
social cultural
rules of conduct with malicious intent
that inevitably leads to social cultural
collapse.
Politicians and pseudo-historians
conceptualize upheaval events as happening by
accident - propelled upon the mysterious unexplainable tide of history.
Innocent and well-meaning people, in a natural
desire not to appear naive, assume the attitudes and repeat
the cliches of the opinion makers.
A false version of history is then spread
and imbedded in popular culture.
"In Egypt persons were appointed,
we are told, whose office it was, to examine into the
conduct of their deceased sovereigns; if
it had been such as had been beneficial to the kingdom, the warmest tribute of
praise was paid to their memories; if bad, their
conduct was censured and their
memory reprobated, to serve as a warning to
their successors." - Robert Bland 1814
Jewish dictates of history
"Academic consensus is a particularly irritating
variety of groupthink. The fact that everyone agrees and everyone has a
doctorate leads to the occasionally explicit idea that all intelligent people
think the same thing - that no one could
disagree without being an idiot. Ideological
uniformity does a disservice to students and makes a mockery of the pious
commitment of these professors simply to convey knowledge. The claims of intellectual
independence and academic freedom, supposedly
nurtured by tenure, are thrown into question by the unanimity. Professors are
as herd-like in their opinions as other
groups." - Crispin Sartwell In researching
Jewish history, the investigator
discovers a wide variance of written material. Observations about
Jewish life by
gentiles is startlingly consistent over
two thousand years. Consistently credible gentile themes in attacks against
Jews include Jewish elitism, their insularity and
clannishness, their disdain for gentiles,
their exploitive and deceptive behavior towards those
not their own, the suspicion of Jewish
national loyalties and allegiance to the lands they lived in,
excessive Jewish proclivity to
money and economic control, and an
economic "parasitism".
"Jewish history has been
tragic to the Jews and no less tragic to
the neighboring nations who have suffered them. Our major vice of old as of
today is parasitism. We are a people of vultures living on the labor and good
fortune of the rest of the world." - Samuel Roth
Philostratus, an ancient Greek author, believed that Jews "have long since risen against
humanity itself. They are men who have
devised a misanthropic life, who share neither food nor drink with others."
When investigating the history of Jewish relations
with gentiles throughout history, there
are obviously only two possible sources for information:
Jews and gentiles. Many of those
branded
anti-Semite represented a bewildering
range of opinion and personality types. Even a
child's exercise of logic and common sense, the
perceptual common
denominator of all such disparate people can only be the enduring
truths about Jews as each observer
experienced them in varying historical and
cultural circumstances.
Jewish history that does not fit within the
carefully contrived revisionist history put forward by
Jewish scholars is systematically
overlooked, explained away, or, in some cases, championed as a necessary
response to social injustice perpetrated on the
Jews by gentiles.
Since the 1960s
numerous wealthy Jews have been funding
Jewish studies programs at colleges and
universities throughout America, and
well-budgeted Jewish researchers have
been falling over each other in writing about everything
Jewish (even including meta-histories of the
lives of modern Jewish historians like Salo
Baron, Raul Hilberg, Simon Dubnov, Cecil Roth, and others).
Among the mountains of material
Jews write about themselves is a vast
subfield: modern Jewish
obsession with "anti-Semitism."
Indeed,
Jews - who insist that
gentiles keeping tabs on who's Jewish
is itself an act of anti-Semitism - can
somehow tell us that exactly three Jews
died in the Battle of the Alamo, exactly seventeen died when the U.S.S. Maine
was sunk off Cuba in 1898 to start the Spanish-American War, and that Wyatt
Earp lived with a Jewess and was buried in a
Jewish cemetery.
"The desire to
present Jews and
Judaism in a good light still influences many
donors and may even be their primary motive." - William Cutter
"By
making Jewish Studies available at the
university level we have given ... young people another chance to
appreciate the positive and sophisticated aspects
of Jewish culture ...
We have legitimized these subjects and made
them attractive." - Bernard Cooperman*
Gentiles perspectives on "being
Jewish" are not welcome. While
Jews herald
gentile discrimination against them as
virtually the very foundation of Jewish
studies, the Jewish community's typical
double standard reeks with hypocrisy.
There are a few exceptions, but most current
writing and teaching about Jews is
mythological and
self-congratulatory.
"My department hired two feminist historians this past year, one of
them a Marxist theoretician. Among the
first things both did upon moving to Los Angeles was to join a synagogue." -
Steven Zipperstein*
"Myth-making about the Jewish family, and particularly about the role of
women in that family, has become a virtual
preoccupation of contemporary Jewish
community." - Paula Hyman*
"Jews living in the Diaspora have frequently
spread much propaganda about themselves, in
order to maintain a low profile, and as a consequence, have downplayed social problems
of their own." - Mimi Scharf*
"Every community-endowed program in
Jewish studies has its own story about
communal pressure to 'represent' the assumed interests of
Jews on campus, to defend
Israel against attack, and to bolster
the self-image of
Jewish students." - David Biale*
This is, at
core, the description of the reconstruction of history at the university
level, the replacing of a critical view of the past with something closer to
legend on a wide scale.
"Detroit's toughest, most ruthless mob
was the all Purple Gang. Led by a transplanted New York hoodlum, Ray
Bernstein*, the gang dominated the
city's bootlegging and narcotics traffic throughout the prohibition era.
Detroit police credited the Purple Gang with over 500 killings." - Robert
Rockaway*
Jewish reluctance to explore other prominent
areas of their history was noted by Gerald Krefetz* in 1982.
Gerald Krefetz noted a long list of
Ashkenazi economists
including Edward Bernstein, Arthur Burns, Otto Eckstein, Solomon Fabricant,
Milton Friedman,
Alan Greenspan, William Haber,
Robert Heilbroner, Lawrence Klein, Simon Kuznets, Leon Kyserling, Robert
Lekachman, Wassily Leontif, Allan Meltzer, Oscar Morgenstern, Paul Samuelson,
Anna Schwartz, Robert Solomon, and Murray Weidenbaum.
What do these
Ashkenazi economists have
in common, other than being Ashkenazi and
economists?
"The economic role of
Ashkenazi in
America is just about the only topic with
which these economists
have not concerned themselves." - Gerald Krefetz
In the late 1990s,
Sanford Ziff*, millionaire founder
of Sunglass Hut, reneged on a $2 million pledge to the University of
Miami "because the university allowed the student newspaper to publish an ad
that denied the veracity of the Holocaust. The conflict resulted in a
compromise, with Sanford Ziff releasing his donation after the university set
up a committee to revive and expand its
courses and programs on Jewish and Holocaust studies."
"What they
did agree to do was to set up a special committee, and I, being on the board of
the Holocaust Documentation and
Education Center, was able to get the center to confer with the
University of Miami ... Today, after a couple of years of meetings the
university, which at the time had three courses on
Holocaust studies in the Judaic
department, today has over 25 courses in Jewish history, Holocaust studies,
anti-Semitism,
Jewish life and not only in the
Department of Judaism but throughout
the whole university." - Sanford Ziff
In 1995, the University of
Massachusets at Amherst even set up a pro-Jewish propaganda department, hiring "a full-time
staff person to promote acceptance of Jews
and help advance Jewish
learning and culture. The 'Office of
Jewish Affairs' has two purposes: to combat
anti-Semitism on campus and to build a
positive Jewish experience among students who are not
Jewish." - University of Massachusets at
Amherst 1995
British visitor Howard Jacobson* notes the first time he visited the
University of Judaism in Los Angeles:
"I go in through the main entrance and find myself immediately in a gift-shop.
I don't know enough about universities in
America to be certain, but I have a hunch that
it is not normal for a gift shop to the first thing you encounter on campus,
before reception, before notice-boards, before directions."
"As is well known the Jews used to load all
their sins on a goat and drive it out into the desert to purify
themselves." - Otto Fenichel*
"The depiction of all
Jewish history as one long episode of
victimization is false. Although Jews
certainly have suffered many savage episodes of
persecution - for a people over three and one-half millennia old, it would be
truly astonishing not to find such episodes." - Michael Goldberg
*
Jewish studies was designed specifically
for the purpose of locking the Jews
victimhood into historical stone. A change
of historical perspective in which the Jews are not always
victims but were
actually at
times the victimizers has serious political risks for the
Jews as the continued
belief in the myth
that the Jews have always been
victims of the
gentiles is necessary to "disarm" the
anti-Semitism of the
gentiles. If one asserts that
Jews throughout history were not always
victims and were free - in Polish feudal
society for instance or under the reign of the
Bolsheviks, in fact freer than most
gentiles - to act upon
their own ideas about themselves, it
becomes harder to defend the traditional argument that
Jews were always "forced into" their
historical exploitive roles.
In
particular, if we accept the premise of
Jewish empowerment, we must also reconsider, and ultimately underscore,
Jewish economic roles in
history. This role is, in itself, a far cry from claims of
victimization. And, at least in the
powerful economic sphere and the
ruthlessly competitive and
self-aggrandizing
nature of that
enterprise,
Jews victimized others too - on a massive scale.
Especially, for example, during the many wars and famines in European history,
Jews played integral and important roles
in legislating, manipulating, and causing other
peoples' catastrophic suffering.
"For future
generations to truly
know about America's history, they must be exposed to the
historical facts as well as the cultural
effects of these historical facts. It is only then that the full
image is seen and
understood." - Adriana Dermenjian |
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of reality outside personal experience has created a populace unable to discern
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American social mores and values have declined precipitously over
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