posted on Feb, 2 2008 @ 02:40 PM
To kattraxx and Comma8Comma1:
I grew up in Canada not Cambodia, during the dark ages (70s, 80s) I was being metaphorical when I referred to my "Khmer Rouge" teachers - just like
the words "Nazis" and "fascists" are used as metaphors in common speech. And nobody drugged me. Though it might have been more merciful than the
verbal hellfire with the occasional episode of physical abuse I had to endure from teachers, parents, and community.
Today I still struggle with depression as well as other lifelong medical conditions. This depression is partly biophysical and partly reactive to all
the traumas of my life.
But now that I mentioned it, I might as well point out the parallels between Pol Pot and his Khmer Rouge thugs - and the suicidogenic government
schools I was enslaved to in the 1970s:
Anti-intellectualism They provided no special support for gifted children such as myself. The teachers were themselves not gifted nor
educated well. Teaching was all by rote, and more concerned with mindless obedience than critical thinking and Socratic questioning. There was an
atmosphere of vicious hatred and envy towards real thought, creativity, and productivity.
Barbarism This is the best word for it. An emphasis on physical education, physical culture, nature-worship, blue-collar peasantry, and brute
force. Even the curriculum focused on those aspects of literature, art, history, and even science.
Anti-Westernism Even back in the 1970s the educational establishment turned away from the classical bedrock of Western civilization towards
the Third World, anti-white racism, oriental despotism, the evils of westenr imperialism, and the like. Science was evil, as was anything "nuclear"
or "space" related. Christianity, Marxism and other pseudo-Western counterfeits were tolerated, of course.
Hypocritical Pseudo-Equality This is a subset of anti-intellectuality that crusaded against "elitism", but only in the intellectual sphere.
Smart children were punished for asking too many (i.e. the wrong) questions, and making the teachers think. Dumbness was cool. But schools were very
elitist when it came to sports and other ritualistic contests of muscle.
Collectivism packaged up as socialization. If the teachers and staff were unable to break the will of freethinkers, then why not create an
artificial cult-like social mileiu where peers can do the same? Add to that the emphasis on group-work, group-thinking.