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October 27, 2014 / Fantelius

Stupid Jews and Intellectuals

In Biblical times M represent the number 40 was the largest known number and often used as a metaphore for large in general.

In Biblical times the number 40 was the largest known number and often used as a metaphore for large in general.

(The title refers to Jews and intellectuals who are stupid and doesn’t assert that these two groups are characteristically stupid. This statement wouldn’t be necessary if the stupidity in question wasn’t so dense.)

Intellectual X has well-functioning mental facilities, is highly educated and well read. He can be considered a grade A example of an intellectual. He prides himself on being intelligent and considers himself well informed because he reads prestigious newspapers daily and “heavy” magazines regularly. Yet, in spite of his merits, he, like many of his peers and almost all Jews, believes the stupid idea that Jews are particularly intelligent.

This simple prejudice can strut openly because of its positive implication. It’s like the singing and dancing ability that even KKKers will attribute to the “darkies”. This positive prejudice is a sticky mess on the flip-side of anti-Semitism. It strengthens the Jewish otherness as a quality of nature rather than culture.

The disproportionate number of Jews in successful positions forms the basis of the intelligent assumption. How could the Jews have achieved so much disproportionate success in intellectual and commercial enterprises if not endowed with prime intellectual abilities?

The Jews don’t constitute a racial group. Consequently, they can possess no extraordinary biological characteristics, mental or otherwise. They can have no inherent mental superiority. Talk of a smart gene belongs alongside flat-earth theories. It’s nonsense.

Intellectual X feels uncomfortable with uncertainty and lacks the knowledge to offer an alternative theory. He therefore swallows the explanation of a smart gene even though it’s historically and biologically impossible.

Three factors explain the disproportionate success of the Jews.
1. Simple Pedagogics
Variations of the following experiment are well known to teaching professionals.

Select 100 equivalent school classes with 30 pupils each. One of the classes, representing 1% of all pupils, should be stocked with gifted children determined by a battery of intelligence tests.

No one should be surprised to learn that the specially selected class of gifted children produces a disproportionate number of pupils with above average results. The class itself has the highest scores of all the other classes.

You now ask, “So what?”
I lied. The designated class had not been chosen for any particular reason. On the contrary, in order for the experiment to give relevant results, the class was selected at random among the 100 classes. But, the pupils were made to believe that they had been selected because of their unique learning abilities. They believed themselves to be above average intelligence and good at learning. The experiment gives equally positive results when the children are told nothing, but the teacher is told (lied to) that the class is specially selected after a series of tests.

Conclusive pedagogic research proves that when students believe themselves to be intellectually superior, they perform better than other classes. Even if the teacher alone believes the class to be superior, the class achieves better than average results.

Extrapolate this pedagogic experiment to society at large. Make 1% of the population believe that they are God’s chosen group, God’s favorite people. This alone should produce disproportionate success from the “chosen” group. Should the remaining 99% of the people be made to believe that they are sinners, the degree of disproportionate success will be even greater.

Today a massive industry engages experts, gurus and charlatans selling books, blogs and consultancy to promote the concept of positive thinking. The Jews have been locked into this affirmative frame of mind long before the think-positive trend came into prominence. This positive mindset has been augmented by a strong culture wrapped in a reverence for literacy and learning as one of the few avenues of advancement in an otherwise discriminatory environment.

A positive mindset and a strong culture embracing literacy and learning could explain the disproportionate success of Jews. There are however other factors at work.

2. Forced into the Future
Since the Middle Ages Jews were allowed (at times encouraged) to settle in different countries at different times but were not permitted to own land. Rural living was off-limits. They were forced to settle in urban areas from a time when these areas were hardly more than harbors, market places or small towns; primitive commercial centers. Historical development favored the growth of trade and towns while diminishing the possibilities for farmers and peasants. Discrimination forced the Jews to live in places destined for development. They were confined to historically advantageous places; imbedded in the opportunities of growing commercial centers. They were motivated to become street smart when streets were little more than boards and stones. Today, other people are street smart. The ways of the cities became second nature to the Jews while 95% of the population were plowing away at the dead-end of peasant life.

Do the Chinese possess a table tennis gene or the Russians a chess gene? How about an Argentinean tango gene? What abilities do city life encourage? Intellectual and commercial enterprises have been common areas of interest among Jews the way table tennis, chess and tango have been part of the Chinese, Russian and Argentinean cultures.

3. Relatively out of the Box
As the Jews didn’t share the culture at large, they were outsiders. That which was self-evident to the general population was not obvious or even understandable to them. Everything around them was questionable and they had little respect for the authorities and customs that the rest of the population followed obediently. As outsiders the Jews were doubters, questioners. They thought “out of the box” because they were out of the box. They were exposed to perspectives that the dominant culture had difficulty seeing.

Einstein is perhaps the best example of the outsider’s perspective. His father enrolled him in a Catholic school. A single Jew in a Catholic school! Is it surprising that he went on to develop a theory of relativity? Wouldn’t a single Catholic child educated in a Jewish school also become keenly aware of the nature of relativity?

Conclusion
These three aspects:
1- the (chosen people) positive attitude in a world of sinners coupled to an intellectual culture
2- discrimination forcing them into centers of development pregnant with opportunities
3- the outsiders questioning perspective and lack of respect for the ruling authorities
more than adequately explains the disproportionate success of the Jews.

It should also be pointed out that the success occurred in the most advanced centers of development. In view of these aspects, one could even suppose that the Jews haven’t been as successful as they could have been. Could it be that the Jews aren’t very bright? There is good cause to assume this. Most of them can’t distinguish between politics and religion, or fiction (the Bible) and reality. How smart is that? And how smart are the intellectuals who attribute such dimness to a smart gene?

 

“No amount of intelligence can prevent us from doing stupid things.”
Dartwill Aquila

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