They needed a ‘new’ revolutionary to advance the revolution. Who then, if not the working class? Herbert Marcuse another prominent member of the Frankfurt school answered this question In the 1950s, a coalition of blacks, students, feminist women and homosexuals would form the basis of the new cultural revolution. Through thier empowerment in society and through a systematic brainwashing process, they would be the tools through which the traditional culture of the West could be subverted and destroyed bringing about the Communist revolution they so desired.
During the 1930s a political ideology grew out of the orchestrated ruins of post WW1 Germany that was vehmently opposed to Marxism. The rise of National Socialism meant that the Marxists of the Frankfurt school plotting the downfall of the West, were basically run out of town. This did not mean an end to the Frankfurt school, they simply moved to America, the move was to spell disaster for the USA as the move shifted the attention from Western culture in Europe to America. They returned to Frankfurt in the 1950s.
The new revolution needed more than mere words, it needed a strategy. Antonio Gramsci, an Italian Communist wrote in the ‘Prison Notebooks’ that it would be a “long march through the institutions”. In other words, gain control of the institutions that had influence over the people, and use them to turn the people against themselves and thier culture. Media, education, government, and the church being some of the most important out of many. Among Marxists, Gramsci is noted for his theory that cultural hegemony is the means to class dominance. In his view, a new “Communist man” had to be created through a changed culture before any political revolution was possible. This led to a focus on the efforts of intellectuals in the fields of education and media.
Georg Lukacs believed that for a new Marxist culture to emerge, the existing culture must be destroyed.
He said, “I saw the revolutionary destruction of society as the one and only solution to the cultural contradictions of the epoch…. Such a worldwide overturning of values cannot take place without the annihilation of the old values and the creation of new ones by the revolutionaries.”
The idea of a long march through Western institutions was to be a gradual erosion of morality, and to implant criticism of the culture at the core of the education system via a strategy known as ‘Critical Theory’. The target of the criticism was the culture. Critical Theory was essentially destructive criticism, of the main elements of Western culture, including Christianity, capitalism, authority, the family, patriarchy, hierarchy, morality, tradition, sexual restraint, loyalty, patriotism, nationalism, heredity, ethnocentrism, convention and conservatism.
To critisise all of these as part of a brainwashing process has been very successful. The Marxist cultural alternative, that arose out of critical theory whilst false and severely damaging, has become the ‘norm’ in most if not all universities and schools. They repeat the brainwashing process free of any opposition, turning generation after generation into Cultural Marxist zombies who parrott the mantra everywhere they go.
“Critical Theory, as its name implies, criticises. What deconstruction does to literature, Critical Theory does to societies.” (Intellectual Morons, p 15-16)
Critical Theory has played a crucial role in the ideological assault on the West.
Three of the most vital aspects of Western culture to be undermined, criticised and destroyed were Christianity, the family and Nationalism.
Nationalism is targeted by the enforced implementation of multiculturalism, and via state created race laws to stifle and shut down Nationalist opposition. Multiculturalism is also used to dilute the indigenous ethnic make up of Europe, and to remove every sense of identity to ones Nation.
Both Christianity and the family have suffered a relentless attack. Before the founding of the Institute for social research and before Gramscis prison notebooks, Georg Lukacs had already set in motion a strategy to demoralise the morality of Hungary during the Bela Kun regime. Reasoning that if Christian sexual ethics could be undermined among children, then both the hated patriarchal family and the Church would be dealt a crippling blow. Lukacs launched a radical sex education program in the schools. Sex lectures were organised and literature handed out which graphically instructed youth in free love (promiscuity) and sexual intercourse while simultaneously encouraging them to deride and reject Christian moral ethics, monogamy, and parental and church authority. All of this was accompanied by a reign of cultural terror perpetrated against parents, priests, and dissenters.
Hungary’s youth, having been fed a steady diet of values-neutral (atheism) and radical sex education while simultaneously encouraged to rebel against all authority, easily turned into delinquents ranging from bullies and petty thieves to sex predators, murderers, and sociopaths.
Gramsci’s prescription and Lukacs’ plans were the precursor to what Cultural Marxism … later brought into American schools. (Linda Kimball)
This was to be a pre-cursor to what the rest of the Western world would suffer as a result of the Frankfurt School.