VIII: “Our Souls Are Broken” - Michelle Obama, Postmodern Fascist Ideologue 295disorientation, and despair that followed during the 1970s, of a tsunami of irrationalism under the
guise of the so-called counter culture:
The counter culture’s tie-in with Romanticism is important for one particular reason. In its latest
stages, Romantic culture degenerated into one of the central ingredients of fascism: “Feeling is
all,” Goethe’s Faust proclaimed: and a little more than a century later Hitler, almost
paraphrasing D. H. Lawrence, provided a distorted echo: “Think with your blood.” (Theodore
Roszak, “Youth and the Great Refusal” (1968)^149
Has Michelle Obama been reading the classics of fascism? And if not, where could she have
gotten the specific form of the ideology she is expressing with her order to Barky to “be visceral”?
Maybe we should look for the obvious: the Reverend Jeremiah Wright, foundation-funded racist
provocateur. Wright offered the elements of a theory of Afrocentric or black-only irrationalism in
his speech to an NAACP dinner in Detroit on April 27, 2008, just before his speech to the National
Press Club which impelled Obama to dump him. Here Wright outlined a tradition of writers going
back to Carter G. Woodson, and then to
...two brilliant scholars and two beautiful sisters, both of whom hail from Detroit in the fields
of education and linguistics, Dr. Janice Hale right here at Wayne State University, founder of
the Institute for the Study of the African-American Child, and Dr. Geneva Smitherman formerly
of Wayne State University now at Michigan State University in Lansing. Hale in education and
Smitherman in linguistics. Both demonstrated 40 years ago that different does not mean
deficient.^150
Janice Hale’s book Black Children (1986) is billed the Johns Hopkins University Press in these
terms:
As African-American children are acculturated at home and in the African-American
community, they develop cognitive patterns and behaviors that may prove incompatible with
the school environment. Cultural factors produce group differences that must be addressed in
the educational process.” Wright’s reading of Hale is summarized below. Smitherman travels in
the world of what the average person would possibly recognize as Ebonics, the attempt to
codify an African-American dialect or ghetto language of substandard grammar and limited
vocabulary (especially in the hard sciences) which would turn the black community in on itself,
cut off its channels of communication with the wider world, and render children speaking
Ebonics unemployable for life in the twenty-first century, when not just internationally
intelligible standard English, but one or two foreign languages will be in demand.^151
Ebonics and its variations represents yet another weapon in the foundation and ruling class
armory to impose self-enforced separation, backwardness, and poverty on the black community.
Here is the left brain-right brain “race science” theory as expounded by Wright to the NAACP:
Dr. Hale’s research led her to stop comparing African-American children with European-
American children and she started comparing the pedagogical methodologies of African-
American children to African children and European-American children to European children.
And bingo, she discovered that the two different worlds have two different ways of learning.
European and European-American children have a left brained cognitive object-oriented
learning style and the entire educational learning system in the United States of America, back
in the early ‘70s, when Dr. Hale did her research, was based on left brained cognitive object
oriented learning style. Let me help you with fifty cent words. Left brain is logical and
analytical. Object oriented means the student learns from an object. From the solitude of the