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The speaker claims the president is determined to defy experts and embrace a myth of America that overlooks historical injustices. This myth suggests America treated people well and was founded solely on its own merits, which the speaker says is a lie. The speaker asserts that celebrating America's independence occurs on stolen Native American land, overseen by presidents who owned slaves or desecrated native lands. They state that Trump's "Make America Great Again" slogan disturbed many, especially people of color, because it appeals to white resentment and those worried about America's future and "browning." Instead of acknowledging America's true history, the speaker believes President Trump is choosing to side with this myth.

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George Washington, Thomas Jefferson, and their statues are being questioned due to their history as slave owners. Changing history and culture is debated, with some feeling unfairly treated by the press for their views. The speaker distinguishes between neo-Nazis and white nationalists, condemning them while acknowledging other perspectives within the group.

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Slavery was common across civilizations, not just in the West. It was not solely based on race. Many different races owned slaves, including black people and Native Americans. The US government fought to end slavery, and reparations may not be the best solution. Western civilization was the first to reject slavery morally, so we should not feel ashamed but proud.

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Black people sold black people; white people just paid for it. The speaker's great-great-grandmother was sold by her father to another black man, who then sold her to her husband. Slavery existed worldwide, including in the Arab, Persian, and Greek worlds, and among Europeans. Slavery is not unique to black people. Racism is given too much respect. Discrimination would still exist even in a mono-racial world; people would discriminate based on traits like eye color. As long as you are competition and a threat, someone will try to remove you, regardless of race. Conversely, if you add value, you will be appreciated, regardless of race.

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In this video, the speaker discusses the history of slavery and its misrepresentation. They mention that slavery was practiced in Saudi Arabia, Yemen, and Mauritania, where it was only criminalized in 2007. The speaker argues that slavery was abolished by white people worldwide, but they are now being blamed for it. They attribute this to a desire to vilify white people because of their wealth. The speaker criticizes this narrative, stating that it oversimplifies history and prefers a simplistic good versus evil narrative. The video concludes with the speaker signing off as "Vegan de droite."

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Speaker 0 argues that the crooked foundation of the public school system makes university indoctrination possible, asserting that everything in school is filtered through a Marxist lens of oppressed versus oppressors. The speaker claims schools introduce gender ideology, with opponents framed as intolerant; introduce critical race theory, with opponents framed as racist; introduce feminism, with opponents labeled misogynist or part of the patriarchy; and introduce socialism, with opponents described as privileged. The speaker contends that this influence is often subtle rather than overt, embedded in curriculum. An example given is how slavery is taught in elementary school. The speaker acknowledges general agreement that slavery was bad but argues that curricula omit broader historical context. Specifically, they state that The United States banned slavery in seven states while the rest of the world had bans in seven countries; in seventeen seventy six, 92–95% of the world was actively practicing slavery and it was the norm on every continent. The speaker also notes that Thomas Jefferson tried to get slavery abolished in the original draft of the Declaration of Independence, that England abolished slavery in 1833, the United States in 1865, and that the rest of the world followed that example in Africa and Asia. The claim is that within proper historical context, the American story is one of liberation. The speaker asserts that the Marxist lens requires the oppressed versus the oppressors, and that if these arguments were made in school, a student would be failed, shamed in front of the class, and possibly sent to the principal’s office. The claim is that the system is designed to keep America divided so it could be easily conquered. Addressing critics, the speaker mentions the Frankfurt School, stating it expanded the ideas of Marxism, developed the oppressed-versus-oppressor framework, and aimed to use race, gender, and sexuality to usher in cultural Marxism. The speaker contends this infiltration began in academia in the nineteen-sixties, and attributes today’s situation to those developments. Note: Promotional content at the end has been omitted.

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Speaker 0 argues that history gets deep when examining tiny hats and slavery, claiming this was left out of history books because “the history books” are owned by “tiny hats.” They state that those who owned slaves, were slave traders and auctioneers, also owned newspapers, and played a role in creating social division. They claim it becomes interesting to uncover the exploitation of slaves and the way people were treated, noting that those who defended slavery would be exposed as supporting it, and that slave dealing was “an extremely profitable business.” They connect these ideas back to the Rothschilds, saying this is a recurring topic they have discussed, and mention Malcolm X as another figure who talked about it, urging others to look into it. Speaker 1 contends that a Black person is not antisemitic when he says that the man exploiting him in his community is white, because it is a white man who owns all the stores. They question whether it is an accident that the whites who own these stores are Jewish, and assert that if it is an accident, then the statement that “the Jew on the corner is exploiting me” is not antisemitic but merely a description of the man exploiting him.

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It's interesting how discussions about slavery often imply that America created it. However, many ancient empires, like Egypt, Rome, Greece, and Mali, also relied on slavery. In Africa, tribal conflicts led to the capture and sale of people into slavery long before European involvement. These conversations are challenging and often avoided due to their emotional weight. The narrative of oppression has overshadowed the rich and complex history of various peoples. America uniquely fought a civil war over slavery, aiming to humanize slaves and legislate their freedom. Despite this, many in America still express grievances about privileges that others around the world lack. Today, slavery persists in various countries, and many people still endure these harsh realities.

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- "White people didn't invent slavery. In fact, they were the first to end it." - "Slavery is evil, but it's an ancient human evil practiced by everyone to everyone." - "Trans Saharan slave trade." - "Barbary slave trade." - "Europeans did take slavery to another scale when they came to Africa." - "Which major power stopped slavery first? The British, in large part because of pro human Christian values." - "White people aren't better than anyone else, but they're also not worse." - "That lie makes us ignore history and fuels racial hatred." - "The only way out of this is to stop making morality about the color of people." - "Because in our capacity for good and evil, we are all equals."

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Americans are taught that America was the worst when it comes to slavery, but this is complete nonsense. American slavery is portrayed as uniquely evil because slaves were considered property, but generational slavery was common worldwide. While the U.S. receives focus due to slavery, most slaves were not shipped there; the U.S. received under 400,000 out of 10-12 million. Focusing on historical abuse by white people won't help the black community gain capital, as modern problems aren't tied to ethnic conflict from 160 years ago. Problems in the black community increased with welfare programs. Almost every society had slavery, including the Aztecs, Persians, Egyptians, Greeks, Romans, Vikings, and especially the Arab world, who took about 17 million people from Africa. The British and Americans were rare in abolishing slavery. The British Navy sank around 1,600 slave ships and freed 150,000 people. Saudi Arabia only recently abolished the slave trade, and the global slavery index estimates over 700,000 slaves still exist there. American slavery was horrible but not unique. Focusing solely on America's evils hasn't improved race relations.

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The speaker argues that indoctrination in schools and universities is far beyond what parents realize. He shares an example: a man in the Bay Area with daughters in a high school asks them who the first presidents of the United States were. They can name Washington, but when asked what they know about him, the response is that he was a slave owner. The conversation underscores that, beyond mentioning slavery as a horrific institution, there is little knowledge about George Washington. The speaker concludes that, while slavery is horrific, we should still know more about George Washington than that.

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The speaker finds Black History Month ridiculous because it relegates Black history to a single month. The speaker asks which month is White History Month or Jewish History Month, noting there isn't one. The speaker doesn't want a Black History Month, stating Black history is American history. The speaker believes racism will end when people stop talking about it. The speaker suggests not calling each other "white man" or "black man," but knowing each other as individuals.

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America's history of slavery is not unique, as many societies throughout history have practiced slavery. Slavery was common worldwide, with the Arab world being a major player in the slave trade. The British and Americans were among the few to abolish slavery. Focusing solely on America's evils in schools has not improved race relations. Acknowledging historical mistakes is important, but it is crucial to have honesty and incremental change rather than radicalism.

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The speaker claims that vicious racism exists in the country, using the movie Django as an example, where the black hero says, "kill white people and get paid for it." The speaker alleges that major Jewish studios, including the Weinstein brothers, are constantly talking about white slavery. The speaker asserts that Jews, though a small percentage of the world's population, have historically controlled and dominated the worldwide slave trade for 2000 years, citing their own historians. They claim Jews enslaved millions of Europeans, worked with North African corsairs, and ran the triangular slave trade. The speaker accuses the Jewish-controlled media of creating guilt for white people about slavery, despite Jews being the "chief slave traders." They reference the Old Testament, claiming it says non-Jews can be enslaved and treated harshly. While condemning slavery and imperialism, the speaker argues it's ridiculous to condemn European Americans for their role in slavery for a few hundred years, as every nation has engaged in it.

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The speaker asserts the dominant narrative in America is that white people are evil and should be ashamed. The other speaker believes people should take responsibility for the system they've created. The first speaker calls it the best system in the world, but the second speaker disagrees, citing many European countries are better off. The first speaker asks if they mean European countries with a higher density of whites, like Northern Europe, which the second speaker seems to confirm. The first speaker points out the better systems aren't in Turkey or communist Eastern Europe, implying the only systems considered better than America are more white than America.

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Speaker 0 claims Black Americans are the wealthiest black people globally and believes victimhood is a hindrance, asserting nothing holds black people back and they benefit from advantages like lower college test score requirements and freedom of speech. Speaker 1 objects to the "victim mentality" claim. Speaker 1 states that people say the n-word to them frequently. Speaker 0 expresses disbelief and accuses Speaker 1 of a "race hoax" akin to Jussie Smollett, suggesting the alleged incident is fabricated to portray white students as racist. Speaker 0 asks if a black person said the n-word. Speaker 1 does not answer the question. Speaker 0 argues that if the n-word wasn't used as an insult, it shouldn't be presented as evidence of racism.

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American slavery is often exaggerated as unique, but slavery existed globally. The British and Americans worked to abolish it, while the Arab world was a major slave trader. Schools focusing on America's evils worsened race relations. Acknowledging historical mistakes is important, but radicalism isn't necessary for critique. Incrementalism and honesty are key. The idea of generational slavery was not unique to America. Saudi Arabia only recently abolished the slave trade, with over 700,000 slaves estimated to still exist. Learning about global slavery can lead to a healthier culture.

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The speaker questions why public schools focus on the Transatlantic slave trade and not on other slave systems, arguing that slavery was widespread across history and regions. They claim the Ottoman Empire enslaved six hundred years and 5–10 million people, with sexual slavery being institutionalized and slaves sourced from Central Europe, the Balkans, and among Hungarians, Russians, and Ukrainians. They assert the word slave derives from “Slav.” They also assert lengthy slave trades in other regions: the Trans Indian slave trade lasting over twelve hundred years and enslaving 4–10 million people; and the Trans Saharan slave trade lasting over twelve hundred years and enslaving 9–17 million people. The speaker asserts that these systems ended after, not before, the North Atlantic slave trade, and emphasizes that chattel slavery was practiced in all these places. They claim that in 1776 the majority of countries in the world practiced chattel slavery, and that while Europe and the United States were early in abolishing slavery, it continued much longer in the Middle East, Africa, and in places like China, Thailand, and Mongolia. They state that if one looked back to 1776, 90–95% of the countries in the world practiced slavery, a norm for thousands of years. They also state that the United States banned slavery in seven states at a time when the rest of the world had banned it in only seven countries. The speaker contends that the reason these histories aren’t taught is that schools are framed through a Marxist lens of oppressed versus oppressors, intentionally teaching history out of context as a form of brainwashing designed to make dividing and conquering society easy. They claim that, without historical context, it allows framing the United States as uniquely evil, whereas, in reality, it is Britain, the United States, and the West that are responsible for driving the institution of slavery into extinction. Additionally, the speaker promotes their own work, stating they teach courses on real history and what it means to be an American, and that they write books on the First Amendment and the Second Amendment, inviting readers to engage with their material.

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Black people sold black people, white people just paid for it. Slavery existed worldwide, not just in America. In Europe, even white people were enslaved. Racism exists regardless of skin color.

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We should not dwell on the past and instead focus on treating everyone as individuals. While acknowledging the history of racism and slavery, we should aim to move forward and not make race or gender the central focus of every issue. It is important to address inequities, but constant rehashing of the past may hinder progress towards a more inclusive society.

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The speaker questions the evidence behind the idea of reparations and argues that slavery was a universal curse, not confined to one race. They mention that giving reparations to all descendants of slaves would involve a significant portion of the global population. The conversation then shifts to discussing the concept of white guilt and the ongoing legacy of slavery. The speaker expresses skepticism about apologizing for the actions of past generations and highlights a quote from Scalia about not owing anyone anything based on their race.

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Speaker 1: "The narrative that they have pushed forward in the last ten years is that there is a relentless assault on against black people be on behalf of white people, and the data does not show that." Speaker 1: "White individuals are actually more likely to be attacked, especially even per capita, by black individuals in this country." Speaker 3: "it's just pure race race mongering, hate mongering. It's wrong." Speaker 3: "Where is the George Floyd policing act? It didn't pass." Speaker 0: "The media doesn't care about this, and we should start asking why." Speaker 1: "All of a sudden, when we make the left live up to their own standard of rules, there is complete silence by the entire American media."

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The number of whites enslaved by Barbary pirates in North Africa surpassed the total number of Africans enslaved in the United States and its colonies. However, no one is seeking reparations from North Africa, as it's unlikely they would be granted. This highlights a tendency among some intellectuals to envision a unique historical narrative for the United States, despite its similarities to global history.

Lex Fridman Podcast

Douglas Murray: Racism, Marxism, and the War on the West | Lex Fridman Podcast #296
Guests: Douglas Murray
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In this conversation, Douglas Murray discusses the ongoing cultural critique of Western civilization, emphasizing that its values and history are under attack. He defines Western civilization as a blend of ideas from ancient Greece, Rome, and the Bible, which has shaped modern societies like the U.S., Canada, and Australia. Murray argues that the West is characterized by a commitment to the rule of law, property rights, and a unique interest in global cultures, although he acknowledges the darker aspects of its history, such as slavery. Murray asserts that slavery is not a uniquely Western sin, as it has existed in various forms across civilizations. He highlights that the West was also the civilization that abolished slavery, pointing out that many founding figures, despite their flaws, had aspirations to end the practice. He discusses the complexities of addressing historical injustices, such as reparations, arguing that current discussions often overlook the nuances of individual circumstances and the multi-dimensional nature of social issues. The conversation shifts to the topic of institutional racism, with Murray expressing skepticism about claims that systemic racism is the sole cause of disparities in achievement among different racial groups. He suggests that factors like family structure and personal responsibility also play significant roles. Murray critiques the notion that all societal problems can be traced back to historical injustices, emphasizing the importance of individual agency. Murray also addresses the rise of critical race theory in academia, arguing that it promotes a divisive narrative that oversimplifies complex social issues. He believes that the focus on race can obscure other important factors and that the current cultural climate encourages a form of victimhood that stifles constructive dialogue. The discussion touches on the dangers of resentment and the human tendency to blame others for personal failures. Murray posits that gratitude can serve as an antidote to resentment, fostering a more positive outlook on life. He warns against the pitfalls of deconstructionist thinking, which he believes has led to a culture of criticism without constructive solutions. Murray expresses concern about the future of America, highlighting the need for a shared understanding of history and common values to bridge societal divides. He advocates for recognizing both the positive and negative aspects of historical figures, arguing that a balanced perspective is essential for moving forward. In closing, Murray emphasizes the importance of love and connection in the human experience, suggesting that these elements provide a glimpse of the divine. He encourages young people to seek meaning through literature and personal relationships, asserting that understanding and empathy are crucial for navigating the complexities of modern life.

The Megyn Kelly Show

Media Lies About Florida Curriculum, and Trans Extremism, with Oli London, Charles C.W. Cooke & More
Guests: Oli London, Charles C.W. Cooke
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Megyn Kelly introduces her show, highlighting a mix of political news and an interview with Oli London, a prominent critic of trans ideology. London shares his personal journey, detailing his experiences with bullying, identity struggles, and multiple surgeries in pursuit of a new identity, including a brief period where he identified as Korean. He emphasizes the importance of mental health support over surgical interventions for those struggling with gender dysphoria. The discussion shifts to Florida Governor Ron DeSantis, who faces backlash over a new curriculum on African-American history. Critics, including the Vice President, accuse him of whitewashing history, particularly regarding slavery. Dr. William B. Allen, a member of the curriculum development group, defends the standards, asserting they accurately reflect the horrors of slavery while also acknowledging the skills some enslaved individuals developed. He argues that the criticisms stem from a broader ideological agenda rather than genuine concern for historical accuracy. Kelly and her guests discuss the political implications of the controversy, noting that the accusations against DeSantis are politically motivated. They highlight the importance of teaching a comprehensive history that includes both the atrocities of slavery and the resilience of African Americans. The conversation also touches on the role of social media in shaping perceptions of gender identity, with London warning about the dangers of platforms like TikTok that promote rapid transitions without adequate mental health support. The interview concludes with a focus on the need for parental rights and state intervention to protect children from harmful gender ideologies. London stresses that children should not be subjected to irreversible medical procedures and advocates for a return to traditional family values to support youth struggling with identity issues.
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