Teachers In Holland Worried About Students Talking About Conspiracy Theories

Apparently Dutch teachers are being confronted with an increasing interest in “Conspiracy theories” (The post is in Dutch but the title translates as: Conspiracy theories a growing problem in the class room!) among their students. The Dutch government who did a “huge” investigation in this phenomenon is worried about the speed with which the infection passes from child to child (Their words not mine!) 

The same is happening in France were the government is fighting the epidemic with TV ads warning young people not to believe everything they read on the internet.

A Conspiracy researcher Rudy Reichstadt who runs http://www.conspiracywatch.org was interviewed about the development and he warned against the rise of Conspiratisme (as he calls it) and the Dutch government is preparing to offer teachers training in how to counter this worrying development!

What is interesting is that non of these people are willing to look at the work Scientists, Architects, Engineers, Firefighters to name a few have done when investigating the collapsing/exploding buildings of 9/11 and the impossible explanation given in the official conspiracy theory. They also seem to have a problem with our “Qui Bono” approach when investigating the crimes of 9/11, 7/7, Boston, Charlie Hebdo to name a few even though that is of course the first question the police asks when a crime has been committed.

To give you an idea of the kind of arguments Rudy uses here is an article about a Seminar he and some fellow Conspiracist hunters gave and here is a list of shill tactics. It might be an nice Sunday afternoon amusement to see how many Rudy Reighstadt uses!

Added to that the website DECONSPIRATOR‘s participant list reads like a who is who of Hasbara activism and whose donors include non other that Soros’s Open society foundation which also funds the International Consortium of investigative Journalism (Which came to the fore as being instrumental in the investigation we know as the Panama papers scandal) and the Task force for International Cooperation on Holocaust Education, Remembrance and Research  and the Visegrad fund! I’m sure there is no conspiracy here and that all these groups are not supported by Rich Zionist donors and Soros!

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From DECONSPIRATOR

Organised by Counterpoint, in partnership with the CNAJEP (Comité pour les relations nationales et internationales des associations de jeunesse et d’éducation populaire – committee for national and international associations of youth and popular education) – Paris, October 31, 2013.

This seminar brought together researchers and experts on conspiracy theories, including Rudy Reichstadt, founder of the watch-dog website conspiracywatch.info, and Joël Gombin, a Counterpoint associate, as well as leading figures of the French popular education movement, such as Benoît Mychak, the managing director of the CNAJEP – a consortium of major French popular education organisations. The seminar was deemed important because popular education organisations could be important players in preventing the rise of conspiracy theories, even though they are in general not yet concerned with this issue. The seminar focused on what conspiracy theories are (and are not) and how the popular education movement can act against them.

  • The seminar began with a definitional explanation. Rudy Reichstadt, founder and webmaster of the ConspiracyWatch.info website, introduced a distinction between conspiracism and conspiracy theories.
  • According to Reichstadt, conspiracism is not an ideology, but quite the opposite: it is a discourse that may be used by very different ideological or political sides. It is a recognisable discourse, which  elicits a number of themes and a peculiar rhetoric. In particular, it asks: cui bono? Who benefits from the crime? It supposes that some facts are linked without us being aware, and it promotes an opposition between the way things look and the way things actually are.
  • Reichstadt emphasised that a conspiracy theory, on the other hand, is a narrative that wants to abusively substitute the commonly admitted version of a fact with an alternative narrative, at the heart of which is the notion of a plot, or a conspiracy. “Abusively”, because the plot cannot be proven by commonly admitted rules of evidence.
  • Reichstadt then discussed the commonly admitted – but not self-evident – idea that there is a contemporary epidemic of conspiracism. Indeed, we may see all this through the magnifying glass. This was linked to the Internet making visible some phenomena that were previously underground. Historically, conspiracy narratives were born at the same time as the French Revolution: the counter-revolutionary Abbé Barruel’s Mémoires pour servir à l’histoire du jacobinisme was the first example. According to this text, the French Revolution was the consequence of a plot devised by a Bavarian freemasonic order, the Illuminati. Barruel’s thesis was an immediate hit, especially amongst the emigrated milieux. They indeed had good reasons to believe in this narrative: the Revolution indeed took place; and the Illuminati indeed aimed to spread “new ideas” and therefore conducted, in some ways, a subversive project [See Adam Weishaupt, Introduction à mon apologie followed by Johann Heinrich Faber, Le Véritable Illuminé ou les vrais rituels primitifs des Illuminés, edition established and translated from the German by Lionel Duvoy, éditions Grammata, 2010.]. The issue is in proving a causal relationship. Here, we find a common element of conspiracy theories: most of them mix proven facts with unproven ones. In Mythes et mythologies politiques, the French historian Raoul Girardet underlines that political myths (like the conspiracy myth) all have some roots in the real world.

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One thought on “Teachers In Holland Worried About Students Talking About Conspiracy Theories

  1. Pingback: Friday, 04/22/2016, False Flag Weekly News with Dr. Kevin Barrett and Prof. Tony Hall | NO LIES RADIO

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