A TRANSCULTURAL and Anti-Globalist Education

Transcultural… yet another buzzword…

What does a transcultural education even mean?

Taking into account the mixing of origins and raising awareness of cultural diversity — all young people will be receptive to this.

A transcultural Education is therefore quite simply an Education that crosses a plurality of cultures and is common to all. It does not necessarily subscribe to a cult of difference, but it can be a communicative approach to difference — without hierarchy, without dominance, without competition. An Education that notably helps children and young people understand that no culture is or can claim to be superior to another.

Thus, we will be able to speak of transcultural humans in opposition to the biotechnological delirium of transhumanism, the so-called "augmented human," and radically reject everything that derives, in educational terms, from the project and conspiracy of psychopathic eugenicist globalists — the very same people who seek to decimate the world's population and reduce the remnants to slavery. We must also radically oppose these so-called educational systems as they are currently imposed almost everywhere in the world by governments and states that are clearly not working toward the emancipation of their peoples, the fulfillment of young people, or a better life for all.

Learning to Know Yourself!

A dimension that traditional education systems deliberately ignore — even actively conceal — as they focus solely on the acquisition of knowledge, whose results are increasingly uncertain (see the collapse of the French education system), and on the imposition of subtly alienating conditioning.

"Know thyself! Nothing in excess!" was inscribed at the Temple of Apollo at Delphi. In this era of digital alienation, where both adults and children are exposed from a very young age to the tyranny of screens, learning to know oneself must become one of the fundamental pillars of education from the earliest age. These are not empty clichés; they are genuine tools of freedom that must be taught to children early on: discernment, intelligence, intuition, listening to the "inner voice" from which the outside world constantly distracts us, and paying attention to the psychological dimension that is so often neglected.

It is therefore essential to reflect on pedagogical approaches that coordinate the fundamental academic skills (reading, writing, arithmetic) with the opening, expansion, and development of consciousness.

… Antiglobalist?

Isn't introducing a political dimension into an educational project something from which children and young people should be protected? But are they in any way shielded from what governments and states — relaying the dictates of a malevolent and psychopathic caste — are trying to impose on peoples around the world? Namely, a deadly policy of domination and exploitation of individuals that accommodates every excess and every surrender of basic human rights?

Are their parents, who are themselves affected by this, still truly able to protect them?

Yet isn't protection the child's most fundamental need? Only courageous and clear-sighted adults — whether parents or not — who understand that what is at stake goes beyond their own children and concerns the salvation of childhood itself, so that humanity may still have a future, will take up this task.

Once again, what might this antiglobalist dimension actually consist of?

First, it starts from an accomplished fact: the now almost planetary coexistence of populations of very diverse ethnic and cultural origins, particularly in the West. This is the historical consequence of colonization, the programmed importation of cheap labor (notably in France during the famous Trente Glorieuses — the years 1945 to 1975 — but also across Europe, the United States, etc.), with these migratory flows showing no sign of stopping and creating new tensions in host countries.

Much ink has been spilled on this subject, and countless videos circulate on the web. The purpose here is not to politically analyze the causes and consequences, but to start from this observation: human beings of all origins are now destined either to learn to understand one another, to create new modes of relationship and living together based on sharing and harmony — or to oppose, hate, and destroy one another.

Since this situation is largely the result of the reckless actions of a caste of global predators who impose their unhealthy will on governments and states (which are merely the executors of their dirty work), it falls to individuals to regain their senses and chart new paths of socialization. These paths must prioritize the recognition of the other, sharing, and solidarity.