Analysis of “Political Correctness” as a Totalitarian System
This was written about 34 years ago but it’s more applicable today than ever.
This document synthesizes an extensive two-part analysis centered on a December 24, 1990, Newsweek article titled “Taking Offense.” The core argument presented is that “Political Correctness” (PC), particularly as implemented on university campuses, is not a movement toward enlightenment but a totalitarian philosophy designed to control thought and behavior. These campus initiatives are described not as benign “experiments” but as a deliberate, systematic program of brainwashing and mind control aimed at subjugating an entire generation.
The analysis frames this phenomenon within a broader conspiratorial context, attributing the strategy to historical plans outlined in sources such as the writings of Bertrand Russell, a purported communist textbook on “psychopolitics,” and the Protocols of the Learned Elders of Zion. The ultimate objective of this agenda is alleged to be the establishment of a “pluralistic society” as a facade for the annihilation of the white race and Christianity. This goal is purportedly advanced through the manipulation of language, the rewriting of history, and the legislative implementation of “hate crime” laws, which are presented as tools for silencing dissent and criminalizing politically incorrect thoughts. The analysis concludes that this is a spiritual and mental war, which must be countered by a renewal of the mind and taking every thought captive to the obedience of Christ.
1. Deconstruction of Political Correctness on University Campuses
The foundation of the analysis is a critical examination of a Newsweek article that explores the rise of speech codes and sensitivity training on American college campuses. This movement is labeled the work of the “Thought Police.”
1.1 The Nina Woo Case Study
The analysis begins with the case of Nina Woo, a University of Connecticut sophomore who was disciplined for posting a sign on her dorm room door that listed “people who are shot on site,” which included “preppies, bimbos, men without chest hair, and homos.”
The Charge: Woo was found guilty of violating a student behavior code prohibiting “publicly offensive, indecent, or abusive matter” based on categories including race, sex, religion, and sexual orientation.
The Punishment: She was ordered to move off campus and was banned from all university dormitories and cafeterias.
The Argument: The analysis questions the premise that “abusive matter, slurs, or epithets” are inherently wrong. It posits that there is a time and place for such language when used to convey truth.
1.2 Biblical Precedent for “Offensive” Language
To support the argument that reviling or abusive language is not always wrong, the analysis provides examples from scripture where prominent figures used language that would be condemned under modern PC standards. The key areas identified by the university as taboo (race, sex, religion, sexual orientation) are addressed with corresponding biblical examples.
Biblical Figure Target of Remarks Remarks Cited Context / Protected Category
John the Immerser Pharisees and Sadducees “You brood of vipers, who warned you to flee from the wrath to come.” Religion
John the Immerser Herod “It is not lawful for you to have [your brother’s wife].” Sexual Preference
Apostle Paul Judaizers “Beware of the dogs. Beware of the evil workers. Beware of the false circumcision.” Religion
Apostle Paul Homosexuals “not only said disparaging things about queers, but he made it clear that they even deserve death.” Sexual Preference
Yeshua the Christ Canaanite Woman “It is not good to take the children’s bread and throw it to the dogs.” Race / Ethnic Origin
Yeshua the Christ Scribes and Pharisees Labeled them “hypocrites, sons of hell, blind guides, fools, whitewashed tombs, serpents, and a brood of vipers.” Religion
The analysis concludes that these figures used such language because “it was appropriate to use it in that particular situation” to speak truth. It argues that biblical passages calling for “giving no offense” (1 Corinthians 10, 2 Corinthians 6) must be understood in context, referring to not being a stumbling block unnecessarily, but that a time exists “to call a spade a spade.”
2. The Mechanics of Brainwashing and Mind Control
The document asserts that the campus “experiments” are, in fact, a sophisticated and pervasive program of brainwashing. This is achieved through the manipulation of language, the re-purposing of education, and the suppression of dissenting facts.
2.1 The Manipulation of Language
Political Correctness is presented as a primary tool for controlling thought by redefining language.
Politically Incorrect (PI) Politically Correct (PC) Analysis Provided
Disabled Differently abled The term “disabled” is said to imply inferiority, which PC seeks to erase.
Women (W-O-M-E-N) Womyn (W-O-M-Y-N) An attempt to “take the men out of women.”
Colored students Students of color An African-American writer at Cornell reportedly “ran afoul of the PC police” for using the former term.
2.2 The Redefinition of “Racism”
The analysis challenges the PC notion that racism is an indefensible concept. Using Webster’s Collegiate Dictionary definition—”a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority or of a particular race”—it argues for the existence of “good racism.”
Argument: Acknowledging racial superiority in specific domains is presented as factual.
Example 1: Blacks are described as superior in physical sports like football, basketball, and boxing due to their “genetic makeup.”
Example 2: Whites are described as superior in “finesse sports” like gymnastics, tennis, and ice skating.
Conclusion: These statements, while fitting the dictionary definition of racism, are presented as simple statements of fact. The source argues that “bad examples of racism” are being used to “suppress the good examples of racism.”
2.3 Education as Indoctrination
The document highlights how educational curricula are being transformed from subjects of instruction into vehicles for political indoctrination.
Case Study (University of Texas at Austin): The freshman composition course was changed to require all readings from a single anthology: Racism and Sexism an Integrated Study by Paula S. Rothenberg.
Professor Alan Gibbon objected, calling the course “oppression studies” and charging that the department presumes “content is more important” than teaching writing.
The analysis concludes: “in the context of PC political content is the most important thing about everything,” with the primary goal being the “planned brainwashing of a generation of people.”
Suppression of Scientific Data: The case of Professor Vincent Cerk of UC Berkeley is cited. He holds views that “some races could have a genetic edge in intellect” based on brain size but does not teach them, knowing he has “stumbled on a taboo.” He is quoted as saying, “There are subjects you don’t even talk or think about… Among them, race, gender, and homosexuality.”
3. The Alleged Conspiracy: Historical Framework and Perpetrators
The analysis posits that the PC movement is not a recent or spontaneous development but the modern manifestation of a long-term plan for societal control, allegedly detailed in historical documents.
3.1 Ideological Foundations for Mass Control
Bertrand Russell: The Fabian socialist is quoted advocating for mass psychology as the most important subject for a “scientific dictatorship.” His stated goal was that “every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen.”
Psychopolitics: A text described as a “communist textbook” is cited. The Art of Psychopolitics defines its subject as “the art and science of asserting and maintaining dominion over the thoughts and loyalties of individuals… and the affecting of the conquest of enemy nations through mental healing.”
The Protocols of the Learned Elders of Zion: This text is extensively quoted as a blueprint for the alleged plan. Key strategies cited include:
Debilitating the public mind through criticism.
Corrupting the youth with false principles and theories.
Emasculating universities by “re-educating them in a new direction.”
Confiscating “the last scintilla of independence of thought.”
4. The Unveiled Agenda: Pluralism as a Facade for Annihilation
The analysis argues that the publicly stated goals of multiculturalism and pluralism mask a more sinister objective: the destruction of white Christianity. This claim is supported by quoting several Jewish sources.
The Origin of Pluralism: Rabbi Mark Tannenbaum is cited as attributing the modern concept of pluralism to “Jewish doctrine.”
The “Greater Judaism”: An 1883 article from the Jewish World is quoted, stating the “great ideal of Judaism is that… all the separate races and religions shall disappear” into a “greater Judaism.”
The Alleged Plan for Racial Annihilation: A speech allegedly made by Rabbi Emanuel Rabinowich in 1952 is quoted, which outlines a plan to “forbid the whites to mate with whites.”
The Annihilation of Christianity: A quote from Bernard Lazare’s L’antisémitisme is used to assert that the goal is to “destroy Catholic or Protestant faith” and work at “the annihilation of the religion of Christ.”
The document concludes that the terms “white” and “Christian” are treated as synonymous by the alleged perpetrators of this plan. The animosity is explained as the age-old battle of “Esau-Edom trying to get back the birthright from Jacob-Israel.”
5. The Legal Apparatus: “Hate Crimes” and “Thought Police”
The modern mechanism for enforcing this agenda is identified as “hate crime” legislation, which criminalizes politically incorrect thoughts and speech.
Role of the Anti-Defamation League (ADL): The ADL is credited with sponsoring a 1988 law student competition to write a model “anti-hate law” that “would make illegal thoughts or statements… which might lead to racial violence.”
Specific Legislation:
Wyoming: Four pre-filed bills in 1990 are mentioned, one of which would allow law enforcement to act against white supremacist groups “before they are established.”
Federal: The Hate Crime Statistics Act (HR 1048), an ADL-assisted bill, is detailed. It would require states to determine if crimes were motivated by prejudice and report them to a federal database. This is framed as making “thought crimes of greater importance to the government than actual crimes of violence.”
Selective Enforcement: The analysis argues these laws are aimed exclusively at white people.
President George H.W. Bush’s call for “vigorous enforcement” against racism is interpreted as targeting only whites.
A quote from Eli Wiesel—”Every Jew somewhere in his being should set apart a zone of hate… for what the German personifies”—is offered as an example of hateful speech from a non-white person that would never be prosecuted.
Statistics from William Wilbanks’ book, The Myth of a Racist Criminal Justice System, are cited to claim that 9 out of 10 interracial crimes are committed by blacks against whites.
6. Theological and Prophetic Dimensions of the Conflict
The entire struggle is framed as a spiritual battle with deep prophetic roots. The fear of “white Christians” by their enemies is said to be justified by scripture.
Prophetic Victory: Malachi 4 and Obadiah 17-18 are cited as prophecies foretelling the day when Jacob-Israel will tread down the wicked, described as Esau-Edom, who will become “ashes under the souls of your feet.”
The Fear of the Undead: A political cartoon depicting a skeletal hand labeled “anti-semitism” rising from a grave is interpreted as an unwitting admission of the fear of an awakened “white Christian truth.” This is linked to the prophecy of the valley of dry bones in Ezekiel 37, where the “whole house of Israel” is resurrected as “an exceedingly great army.”
The Battle for the Mind: The conflict is ultimately a battle for the mind. The enemy’s goal is to control thinking because, as Proverbs 23:7 states, “As a man thinketh within himself, so he is.”
Conclusion: The Proposed Method of Resistance
The solution offered is not political or physical but spiritual. It is a form of counter-mind control centered on divine authority. The analysis concludes by referencing 2 Corinthians 10:5, which calls for “taking every thought captive to the obedience of Christ,” and Romans 12:2, which urges believers to “not be conformed to this world, but be transformed by the renewing of your mind.” This spiritual renewal is presented as the only way to win the battle against systematic brainwashing.