Turkey and China: an Alliance to Conquer the World – Part III
There are no prosperous
countries, successful states and victorious armies, but forceful societies;
this means creative, expanding cultures and triumphant faiths. In Modern Times
and among the developed countries, cultures have been mostly supplanted by state-controlled
education, which is geared in order to apply preconceived ideas and fabricated
dogmas on a degraded society with abandoned moral values, mutating cultures,
highly politicized faith, and therefore ailing structures. When a religion is
turned to mere political ideology, the faith is dead and the culture is
putrefied. The society that lives this tragedy is a passive corpse unable for
action, let alone continuity or survival. Then, the nation in question has
gradually become a tool for the materialization of the political targets of
secluded elites that have full consciousness of their criminality.
This has long been the
situation of fake states created here and there by the colonial powers; Egypt,
Greece, Pahlavi 'Persia', Syria, Pakistan, India, Algeria, 'Ethiopia', Tunisia,
Sudan, and a great number of similar pseudo-nations have been the carrions with
which the colonial powers carried out their different policies and implemented
their plans only to spread bloodbaths, discord, evilness and chaos. In striking
contrast with the aforementioned, Kemal Ataturk created a state that would not
follow the decadent path of silly indoctrination about a dead religion that has
nothing to do with the historical faith that it evokes, being merely a sketchy
political ideology of the most inferior nature.
To avert Turkey's
colonization (i.e. pseudo-Islamization), Kemal Ataturk linked the Education to
the Anatolian Culture of Turkey and imposed as central task of the nascent
educational system the best assessment of the country's historical heritage.
Few countries have achieved this in today's world. For the rest, the prevailing
disastrous downgrading spiral can be described in the following ominous terms:
without a truthful and comprehensive representation of a nation's past, the
local society is left without solidified identity and assertive sovereignty.
One can understand this
situation by means of a comparison between Ataturk's enlightened Turkey and the
backward, ignorant and obscurantist country of the pseudo-Egyptian kings and
generals (the latter being always masqueraded as 'rais', i.e.
bogus-presidents). Egypt needed to wait an entire century until a local native
was finally allowed to learn the original national writing, i.e. the Kemetian
(Egyptian) hieroglyphics (and the derivative forms, namely the Hieratic and the
Demotic). But in Kemal Ataturk's Turkey, the first specialist in Hittite
Cuneiform (the official language and writing of one of the 2nd millennium BCE
major empires, which consists in the supreme ancestral heritage for today's
Turks) was able to teach the topic only 20 years after Hrozny deciphered the
first lines of Ancient Anatolia's first imperial language and writing system.
Kemal Ataturk realized
that the complete and adequate interconnection between Education and Culture
would help upkeep the Anatolian Turkish Nation against all colonial plots and
anti-Turkish plans, i.e. filthy Islamization schemes and vicious Westernization
plans. Why this is so we can understand, if we make proper comparisons between
Turkey and two opposite groups of states that differ both, from Turkey and from
one another.
I-
The difference between Turkey and the colonial states of the West
First, in the colonial
countries of the West (France, England, Holland, Belgium, America), as well as
in other European countries, the local Christian cultures have been
systematically destroyed over a long period of time. Then, through the local
educational system, a false historical dogma was locally imposed; it was geared
to make the Western nations feel as rightful heirs of ancient empires (to which
they were totally unrelated), notably the short-lived state of Alexander the
Great and the Roman Empire, and 'consequently', as 'lawful' masters of almost
the entire world. Following this situation, these nations conquered most of the
world via typical, colonial methods. The main opposition to them did not come
from their targeted victims, which –in some cases- were major empires (namely
the Ottoman Empire, Safavid / Afsharid / Qajar Iran, and the Mughal Empire of
South Asia), but from their European neighbors, notably Germany,
Austria-Hungary, Italy and Russia.
II-
The difference between Turkey and the colonized states
A.
Colonially-imposed minimization of the local historical heritage:
Instrumentalization of today's fake Muslims
Second, in the fake
neocolonial states that the colonial powers fabricated in Asia, Africa and
parts of Europe through lawless foreign intervention, the local Islamic,
Christian or other cultures started being destroyed since the initial moment of
the colonial arrival and occupation. The presence of colonial supremacists
generated a scrupulously and methodically machinated mass psychological
reaction among the indigenous colonized populations; this reaction was
predestined to doom, as the local populations were mechanically guided by the
colonials into an impasse where
a) an extreme,
self-disastrous hatred of the colonial masters was continually recycled,
further engulfing future generations into abject impotence,
b) an immense complex
of inferiority produced frustration and incapacitated the local masses, thus
making them unable for major sacrifices that would undoubtedly exterminate all
colonial gangsters from their lands, despite the colonial superiority in terms
of arms and ammunitions, and
c) an extensive
self-destruction in terms of identity, integrity and cultural heritage.
The latter (c) was only
worsened because of the colonially-imposed, local educational system, which
involved also a false historical dogma typified by
i) the minimization,
distortion or concealment of the true local historical heritage, and
ii) the maximization of
the historical past of the colonial powers.
This meant that the
colonized nations were deceitfully, treacherously and tyrannically forced to
accept the paranoid idea that, in order to potentially catch up with their
colonial masters' socioeconomic, military, technological and
educational-academic advance, they had to first, never learn their own
historical heritage in its true dimensions and second, accept to permanently be
the ignorant and pathetic slaves of the colonial West. This was so, because in
the local educational system, as per the colonial orders, only a distorted
version and a miserable caricature of the local historical past were presented
to the natives.
This situation
triggered permanent internal conflicts, ignorance, self-hatred, hatred of the
other, and hatred of the truth, thus further and more deeply engulfing these
colonized nations into the aforementioned impasse, which took -many times and
in many places- explosive dimensions. To add insult to injury, the colonial
gangsters of France, England and America took good care to locally generate an
enormous divide of the most catastrophic impact: they instigated odium against
the local antiquities, which were being excavated by foreign archaeologists,
among the local sheikhs, who were intellectually and educationally unable to
duly and comprehensively interpret the ancient civilizations of their ancestors.
So, these local
religious leaders further spread this form of self-odium among the local
populations that started hating their own historical and cultural heritage,
idiotically viewing it as 'disbelief' and as 'abnegation' of their own faith,
which was not anymore the historically known, true and genuine, Islamic
religion, but a pseudo-Islamic indoctrination of rather political character and
a sketchy ideological-theological fallacy that the colonially appointed local
muftis, cadis and imams were instructed to keep propagating. This extreme and
suicidal disdain of their own ancient civilizations caused to numerous
colonized Muslim nations further distance from their identity, dissolution of
their integrity, and real loss of their historical and cultural heritage.
What do I mean by
saying this?
That's simple to
answer: an average Egyptian does not feel about Thutmose III's campaigns in
Syria as proudly and as patriotically as an average Italian feels about
Caesar's campaigns in Gaul, Macedonia and Egypt.
Even worse, an average
Egyptian does not study selected excerpts from the Annals of Thutmose III and
does not pass an exam on this topic during his years in the Secondary
Education, whereas an Italian studies selected excerpts from Caesar's De Bello
Gallico and passes exam on this topic.
- Why is Egypt's
Secondary Education so much inferior to Italy's?
Because in the Egyptian
Secondary Education, ignorant, useless and barbarian pseudo-teachers, wasting
their students' time, repeat in class the nonsensical pseudo-Islamic
theological indoctrination of the terrorist pseudo-university Al Azhar, which
must be abolished.
- And why are the
Egyptians so unaware of their own historical heritage?
Because in the Egyptian
Secondary Education, pathetic, idiotic and heinous pseudo-teachers, wasting
their students' time, 'teach' about the Battle of Badr and the Battle of Uhud
that are as useless topics for an Egyptian native as the Battle of Carrhae
between the Parthians and the Romans (53 BCE) is for a Peruvian!
This troublesome
colonial condition interrupted the historical continuity of these nations and
reduced the Muslim descendants of many great ancient nations into useless and
ignorant masses without any originality and real purpose of life. That's why in
Egypt, Iraq, Syria, Palestine, Algeria, Tunisia and many other places the local
populations easily sell local antiquities to foreigners and illegally excavate
under their homes to find any part of their own heritage and, by selling it,
disinherit themselves.
B.
Colonially-imposed maximization of the local historical heritage
In this regard, it is
noteworthy to state at this point that there have also been several exceptions
in the aforementioned conditions and circumstances of worldwide colonial
environment; and for a very good reason! In the cases of the colonially
fabricated, fake states of Greece, Russia, Pahlavi (and Ayatollahs') Iran,
India, Israel and Ethiopia, the false historical dogma, produced by the
colonial academia of France and England and projected onto the said states did
not involve minimization but maximization (or extreme over-evaluation) of the
local historical heritage. Of course, this was also the result of systematic
misinterpretation and concealment of historical sources, which evidently refute
and overwhelmingly reject the pseudo-historical colonial dogma and its
fallacious points.
This exceptional
situation is due to the fact that the colonial powers needed to magnify the
historical importance or the transfigured identity of these countries for
different purposes related to their political agenda, which was locally
implemented following directives of the type 'inflate this' and 'deflate that'
or 'boost this' and 'drop that'. Every locally applied colonial agenda was
actually part of the systematic materialization of their schemes providing for
worldwide predominance that Paris and London shamelessly used to even announce
in various manners (ex. "Make the world England": https://www.vcanada2.com/section_3/3.0can_and_am_rev.htm).
We do indeed attest
several cases of colonially-imposed maximization of the local historical
heritage in the following lands and for the specific purposes that are stated,
namely to
1- heighten and
exaggerate the importance of Ancient Greece
2- portray Russia
as an 'Indo-European' nation whereas Russians are Turanians in their outright
majority
3- broaden the
significance of the 'Indo-European nations' by presenting Iran as 'Persia',
whereas Iran is a distinguished Turanian land
4- widen the
fallacy of Indo-Europeanism by ascribing to it the southern part of Asia and by
faking the well-diversified local past as supposedly 'Indian'
5- over-magnify
the role of the Ancient Hebrews (Israelites) and of the Jews in World History,
and
6- masquerade
Abyssinia as 'Ethiopia' and project -onto that tyrannical and genocidal state-
the mythical European concept of the Prester John's kingdom that was mythologized
in the 12th c.
III.
Colonial falsification of History and the fake state of Greece
This exception is due
to the fact that this monstrous exaggeration and fallacious fabrication was
badly needed for the subsequent magnification and exultation of their own
supposedly civilized past and 'heritage', as the Western European academies,
intelligentsias, diplomacies and administrations deceptively postured as heirs
of the Roman Empire and of the otherwise nonexistent forgery 'Ancient Greece'.
More about the topic: https://www.academia.edu/44758297/The_Fabrication_of_the_Fake_Greek_History_the_Nonexistent_Fallacy_of_Hellenism_the_19th_c_ailing_Ottoman_Empire_and_todays_Turkey
No less than 1150 years before Alexander the Great, Pharaoh Hatshepsut of Kemet (Egypt), the first female imperial ruler in the History of the Mankind, sent her fleet to Punt, today’s Somalia, i.e. at a distance of more than 2500 nautical miles, to carry out a commercial-military expedition, which they did reaching the are of today’s Ras Hafun (Ras Xaafuun).
More importantly, ca. 1500 years before Jesus, Pharaoh Hatshepsut was the first human to claim divine origin as daughter of Amun of Thebes, thus posturing as the result of Theogamy, a notion that her high priests, hierophants and scribes created first and analytically narrated on the walls of her mortuary temple at Deir el Bahari, Luxor West.
IV.
Colonial falsification of History and the fake state of Russia
This point does not
concern the various Turkic (or Turanian) minorities in today's Russian
Federation, like the Tatars, the Bashkirs, the Chuvash and others, but the
Russian native speakers themselves. The Russian natives are all Turanians, who
were progressively -after the middle of the 16th c.- forced to accept Orthodox
Christianity and use Russian names or die, due to the terror of the Muscovite
colonial expansion across Eastern Europe and, later, throughout North Asia.
The extensive program
of Russianization (or Russification: Русификация / Rusifikatsiya) involved also
an unprecedented historical forgery, as per which the so-called 'Russia' was
the hypothetical continuity of the long defunct Kievan Rus (Киевская Русь /Kievskaya
Rus), and an unmatched educational indoctrination about the farcical Holy Rus
(Святая Русь / Sviataya Rus), which was a rather recent political doctrine of
the dystopic and dysmorphic (i.e. Oriental and Occidental or rather
non-Oriental and non-Occidental) 'Czarist' Empire.
However, Russia's
distortive portrait was not only czarist expediency but also key point of the
Anglo-French gangsters' colonial agenda, which provided first, for the final,
worldwide eradication of all things Turanian and second, for the fabrication of
fake opponents. Czarist, Communist and Republican Russia played idiotically
this, externally assigned, role for more than 350 years, always losing in key
confrontations with the Anglo-French colonials, who fabricated the Moscow-based
brainless scarecrow in the first place.
V.
Colonial falsification of History and the fake state of Iran (as 'Persia')
All major Iranian
dynasties were Turanian: Safavid, Afsharid and Qajar. Pre-Islamic Iranian
dynasties involved the parallel presence of Turanians and Iranians. And
Zoroastrianism in its original stage was a form of Tengrism whereby the
importance of the oral literature prevailed over that of the written texts;
that is why the holy 'book' of the Avesta was never written in Achaemenid
times. The holiest shrine of Iran for almost 1200 years (during all pre-Islamic
Iranian dynasties) was Takht-e Suleyman (Adhar Gushnasp), which was located in
the high land of Atropatene, i.e. Azerbaijan.
For all major epic
poets, greatest mystics, most illustrious scholars, and supreme spiritual
leaders of the Islamic times (Ferdowsi, Nezami Ganjavi, Nasir al din al Tusi,
Safi al din Ardabili, etc.), Turan and Iran constituted one indivisible entity
of ethnic, cultural and spiritual character with various diversifications at
the strictly social and linguistic levels. In fact, the divisive effort dates
back only to the colonial times, when the Western colonials started
deliberately calling Iran 'Persia'; the situation reached the level of paroxysm
at the end of the 18th c., with the establishment of the Western fallacy of
Orientalism. Then, the pseudo-science of Iranology was deliberately constituted
by the English and French academic gangsters independently from Turkology, as
it was scrupulously (but only up to the extent this was possible) purified from
every element and notion of Turanian character.
The ultimate attempt to
separate the indissoluble Iranian-Turanian nation into two independent entities
was undertaken by the English colonials in 1925. Then, they did not only
overthrow one dynasty (Qajar) in order to replace it with a soldier, who was
made pseudo-king, but they also took absolute control of the Iranian
educational system, academic-intellectual life, publishing houses and mass
media. It was then that the English and the French colomials structured a new,
local, nationalistic, political ideology to propagate the fallacy of
Persianism, namely that 'Iran' was just 'Persia'. The barbarian soldier, who
was baptized by the English 'Pahlavi', was so ignorant that he did not even
know what the name 'Pahlavi' was meaning!
Consequently, the
Iranian Empire, which constituted a Turanian-Iranian cultural high land, turned
out to be a chauvinistic and racist Persian bogus-kingdom geared to function
only as tool for the promotion of the Western colonial targets. Through
parallel tricks, the English colonials also machinated the bogus-Islamic and
pseudo-Shia opposition to the filthy and murderous cannibals of the 'Pahlavi'
'dynasty'. The preposterous fabrication of the anti-monarchical Ayatollahs and
the uselessly copious, nonsensical diatribe of Ayatollah Khomeini about the
Wilayat-e Faqih doctrine would serve the Anglo-American and French colonials as
a measure of containment in case the pseudo-king's ambitions would one day
grow. As it happened, after February 1979, the colonially imposed fallacy of
Persianism was transferred from the Shahbanou Farah Diba's overstretched
trousers and boots to the Ayatollahs' turbans, thus perpetuating the
Anti-Azeri, Anti-Turkmen, and Anti-Turanian racism of the post-Qajar
Tehran-based colonial regimes. Read:
https://www.academia.edu/43365931/Iran_is_not_Persia_and_Persia_is_not_Iran
VI.
Colonial falsification of History and the fake state of India
'India' is a
bogus-historical term that does not cover a surface larger than 1/5 of the area
of the territory of today's India. It became first known during the Achaemenid
Iranian times, when the satrapy Hidush (conventionally known as Hindush) was
the Iranian Empire's greatest contributor to the imperial wealth (as the annual
tribute paid to Persepolis totaled c. 1/3 of the total taxation income). The
location of the satrapy corresponds to today's Pakistan's province of Sindh,
which includes the Indus River Delta region, and the western parts of today's
India's provinces of Rajasthan and Gujarat. This is the land that the Ancient
Greeks and Romans named 'India'.
In later periods and
more specifically during the early Christian times, the term 'India' was used
by the Ancient Greeks and Romans alternatively with the term 'Ethiopia' (which
originally denoted today's Sudan) and both terms ended up describing vast
Asiatic and/or African lands of the then known world's southeastern confines.
But this Ancient Greek and Roman confusion did not reflect the realities of
those lands and the situations that prevailed among the different nations and
kingdoms that inhabited those vast territories.
In fact, the term
'India' cannot be used to describe the geographical, ethnic-national,
historical or cultural identity of most of the territories of the modern
pseudo-state of 'India'. Beyond the limits of the aforementioned province of
Hindush, existed many other nations organized in different kingdoms that were
quite different from those inhabiting the regions around the Indus River Delta.
Those kingdoms had diverse names and were populated by various nations, but
none of them used the term Hind/Hindush/India in any language to identify
themselves. There was no 'India' far beyond the Indus River Delta. The Magadha
kingdom of Bengal had nothing to do with 'India'. The Maurya Empire was not
'India' and not one text has been found to possibly identify Asoka as an
'Indian'. Pretty much like the state of Gupta that rose 600 years later, the
Maurya dynasty ruled a multi-ethnic state. Calling Gupta's late 3rd c. CE
kingdom 'India' is tantamount to extreme perversion; it is as if one designates
Clovis I's Frankish state as 'Roman Empire'.
What average people
worldwide call today 'History of India' is a purely theoretical, colonial
reconstruction undertaken by mainly English, American and French Orientalists
who, self-styled as 'Indologists', carried out enormous distortions, extensive
falsifications, and systematic misinterpretations in order to adapt the
historical past to their colonial agenda and to make historical evolution look
exactly like their political needs demanded; myths have been therefore
deliberately stretched over millennia for the forgers to achieve a most desired
'antiquity' of the 'Indian' civilization, and the importance of several ancient
kingdoms was over-magnified. Trickeries, concealment of sources, deceitful
presentations, forged maps, and an enormous part of shameless falsehood were
produced in order to come up with this monstrosity.
The bogus-historical
term 'South India' is even more ludicrous than the above mentioned fallacies,
if one takes into consideration the fact that today's India's southern part has
always been inhabited by Dravidian nations that differ from the supposedly
'Indo-European' populations of the North as much as the Chinese are distinct
from the Saharan Africans. Important historical kingdoms of the southern parts of
the subcontinent were the following: Andhra (Satavahana dynasty), Chera,
Pandya, and Chola; the former was a bilingual kingdom whereas the latter three
were powerful Dravidian kingdoms. The so-called Sangam period (6th c. BCE – 3rd
c. CE) is an entire reconstruction geared to deprive the Dravidians of the
South of any historical-cultural-national heritage, to subordinate them to the
northern 'Indo-Europeans', and to divert them from secession and independence
from the modern colonial structure named 'India'.
Similarly, the Oriental
Iranian Empire of Kushan controlled for some centuries large swaths of today's
India's territories without using the name 'India' and without reflecting any
'Indian' cultural trait; the kings of Bagram, Peshawar, Takshashila and Mathura
were the multicultural and multilingual rulers of a Central Asiatic Empire that
comprised sizeable parts of today's India, but they did not have either
'Indian' consciousness and they do not constitute part of the so-called
'History of India'.
After the arrival of
Islam in the Indus River Valley, already in the 7th c., great numbers of
Turanians started moving from North - Northeast Asia and Central Asia to the
South; they settled in many parts of today's India's northern half. Similarly
with what occurred in Egypt and other parts of North Africa, Turanian Mamluks
shaped local dynasties and expanded their states to the South. An enormous
ethnic-linguistic-cultural amalgamation took place among the numerous local
nations and the Turanian newcomers. Today, many want to forget that the
successive Islamic dynasties down to the Great Mughal Empire (1526-1857)
consist in mere repetition of the very old historical motif: the region north
of Narmada River has permanently been exposed to movements of peoples and
invasions coming from either Central Asia or Iran whereas the region south of
Narmada remained always the land of the Dravidians.
Of course, the Great
Turanian Emperors (the 'Gorkanian') named their vast realm 'Hindustan', but
this does not consist in an ethnic, linguistic, cultural and historical
continuity from the Achaemenid Hindush. Contrarily to Iran, Turan and other
lands, South Asia does not offer any sample of historical continuity – except
among the Dravidians south of Narmada River; that's why the Mughal Gorkanian
revered so much Ferdowsi's illustrious epics Shahnameh and always kept their
imperial scribes, calligraphers and painters busy with the preparation of new
copies of the Iranian-Turanian literary masterpiece. There has never been and
there could never be -across centuries and throughout different religions- an
'Indian' Shahnameh.
The racist colonial
fabrication of Indo-Europeanism and the pernicious construction of a
Hindu-based, anti-Dravidian, anti-Turanian, and anti-Islamic, nationalistic
'History of India' is a historical-cultural disgrace for Bengal and Deccan and
a politically motivated action of rancor, odium and enmity against the entire
World of Islam. The vicious academic-intellectual forgery of the English
Orientalists and Indologists is perfectly well reflected in the colonial
ignominy of the perfidious English. The colonization of South Asia and the
destruction of the Mughal Empire by the English had indeed only one purpose:
they wanted to replace a major, civilized Turanian Muslim empire with the
barbarian Hindutva gangsters who, like Hitler's SS (Schutzstaffel), constitute
indeed South Asia's worst socio-behavioral misery of all times.
VII.
Colonial falsification of History and the fake state of Israel
The Ancient Hebrews
(divided after the death of Solomon into two states, namely the 10-tribe Israel
and the 2-tribe Judah) constituted a marginal nation of lesser importance
during the first 3-4 centuries of the 1st millennium BCE; they did not possess
the enormous scientific, academic and intellectual resources of Assyria,
Babylonia, Egypt, Cush and Elam, whereas their religious-cultural background
paled compared to the magnificent temples and the inexorable radiation of the
Ancient Assyrian, Babylonian, Egyptian and Cushitic spirituality, culture and
religion. The supposedly 'great' temple of David and Solomon in the small town
of Jerusalem looked like an auxiliary annex opposite the vast sacerdotal
complexes at Karnak, Nineveh, Babylon, Assyria, Iwnw (Heliopolis), Abydos, and
dozens of other superb and exquisite shrines across Mesopotamia and the Nile
Valley.
After the entire
population of Israel (the major of the two Hebrew states) was transported to NE
provinces of Assyria, following the invasion and the demolition of Samaria,
capital of Israel, by Sargon II Emperor of Assyria (722-705), there have never
been any 'Israelites' in the region. The transported populations were lost
after the collapse and the disappearance of Assyria (614, 612, 609 BCE) and ever
since, they have been called "the Ten Lost Tribes of Israel". No one
can name a state 'Israel' in the absence of the Ancient Israelites, and this
only demonstrates the invalidity and the criminality of the Zionist forgery and
the lawlessness of the modern pseudo-state that the Zionists fabricated in
Palestine during monstrous hecatombs and unprecedented bloodshed.
The remaining two
tribes of Judah for more than a century constituted an evidently insignificant
enclave within the Assyrian Empire; then, they were invaded by Nebuchadnezzar
II (605-562 BCE), King of Babylonians, and subsequently transported (586 BCE)
to Babylon. Released by the Achaemenid Cyrus (539 BCE), they remained always a
marginal and insignificant element of the Ancient Orient, noticeable thanks to
the precarious forms of their states and to the absolute lack of contribution
to local or regional civilization until they were dispersed by the Romans (70
CE). As a matter of fact, we can extensively describe, analyze, document and
comment about Ancient Phoenician, Aramaean, Urartu or Neo-Hittite Religion,
Architecture, Art and Civilization (not to mention the most illustrious Ancient
Oriental nations, i.e. the Assyrians, the Babylonians, the Egyptians, the
Cushites and the Elamites), but we cannot afford to create a term such as
'Jewish Civilization'.
The aforementioned
historical conclusion may generate some discord and various objections, and
many may wish to bring for discussion the topic of the world known and
undeniably impressive synagogue of Dura Europos in the easternmost confines of
today's Syria; then, such attempt is doomed to fail, because not one ethnic Jew
lived in Dura Europos. The artistic masterpieces of Dura Europos' synagogue and
its superb wall paintings, which -after their discovery in the 1920s- have been
preserved in the National Museum of Damascus, constitute a great specimen of
Aramaean Art (not Jewish Art!) of the Late Antiquity, because the local
population was mixed, mainly consisting of Aramaeans, Parthians, Macedonians,
Romans and Palmyrene (Tadmor) Aramaeans.
Actually, many
unearthed mosques in Palestine and Syria were not built and decorated by ethnic
Jews but by Aramaeans and Aramaized Palestinians who adopted the Jewish faith;
this situation is very well reflected in the scene of Jesus and the Samaritan
woman at the well (Gospel by John 4:4–26), because the Samaritans of the time
of Jesus were the descendants of the Aramaeans, whom Sargon II of Assyria had
transferred from South Mesopotamia to the land of Ancient Israel, after he
removed the Israelite captives (722-719 BCE).
Present day Zionist
propaganda is genuinely unable to make of the Ancient Hebrews (let alone the
'Jews') an important ancient civilization; it only demonstrates that the
Zionists are ludicrous, untrustworthy, and faulty. On the other hand, the
historical tendency of British Israelitism (also known as Anglo-Israelism)
constitutes only one of the possible interpretational efforts and the attempts
to identify the descendants of the Ancient Israelites and of the Ancient
Assyrians in our times. About:
https://www.academia.edu/35110026/Elizabeth_II_on_the_Throne_of_David_and_Solomon
VIII.
Colonial falsification of History and the fake state of Ethiopia
On this topic I expanded repeatedly in the past, plainly explaining that the historical name of 'Ethiopia' was used by the Ancient Greeks and Romans for the Cushitic kingdom immediately south of Egypt in the area of today's North Sudan. The Ancient Kingdom of Cush did not include Abyssinia, which was a different, later and smaller, kingdom located mainly in today's Eritrea northern part and few adjacent areas of the Tigray province. The colonial expansion (1850-1950) of the modern kingdom of Abyssinia ended up in the colonial times' most multifaceted, most enduring, most abominable, and most concealed genocide. Western colonial countries attempted to cover this abhorrent situation by re-baptizing the modern Abyssinian kingdom as 'Ethiopia', which is not only a historical forgery but also a shameful coverage of 170-year long genocide perpetrated by the Amhara and Tigray Abyssinian tribes against more than fifteen (15) Cushitic, Omotic and Nilo-Saharan African nations.
About:
https://www.academia.edu/43443326/Ethiopia_a_Panacea_for_Tyrants_a_Stiletto_in_Colonial_Hands_2007
https://www.academia.edu/43433032/Sudan_Ethiopia_Abyssinia_Egypt_Somalia_Yemen_and_the_Anti_African_Plans_of_the_Colonial_Orientalists_and_of_their_local_stooges
https://www.academia.edu/43457217/How_legitimate_is_the_Government_of_Abyssinia_2005
IX.
Conclusions
Kemal Ataturk's Turkey
did not belong to none of the aforementioned categories of states, having never
been either a colonial state or a colonized pseudo-state. The reason for this
is the fact that interconnection between Education and Culture has kept the nation
alive, conscious and creative, whereas further discoveries from the various
historical periods of the Anatolian Nation have always solidified its culture.
Contrarily, in the two other categories of states, the discoveries from the
historical past have always been deliberately distorted and adjusted to the
local, false historical dogma, which in turn helped significantly strengthen
the fallacious doctrine that had been locally imposed. This means that
Education in Turkey was geared to bring the average people closer to the
historical truth, whereas in the colonial or the colonized nations, it always
took them further adrift.
The diametrically
opposed versions of Education have an enormously different impact on the
nations where they are applied. In the case of Turkey, the average people are
conscious of their past. In the case of the colonial or the colonized nations,
people believe a fake historical dogma as History. The same concerns the
followers of today's highly politicized pseudo-religions, which have nothing to
do with the historical faiths that we know but serve only the political
purposes of the colonial powers and mainly the permanent division and internal
strife of the Islamic World. The difference can be highlighted thanks to the
following contrast:
- If a pupil in
Turkey's Secondary Education learns about the Hittite King Mursilis I's
campaign in Mesopotamia and conquest of Babylon in the early 16th c. BCE (ca.
1595), the pupil becomes aware of one of Anatolia's greatest moments in History
and perceives the historical-cultural continuity of his land.
- If a pupil in
Turkey's Secondary Education learns details about the Battle of Badr or the
Battle of Uhud at the time of Prophet Muhammad, the pupil wastes his time,
because this topic is totally unimportant for all national purposes and
absolutely worthless for Anatolian Turkish pupils willing to plainly absorb
their national identity and acquire their cultural integrity.
This does not mean that
Islam was not integral part of Anatolia's past and constituent element of the
Turanian nations' cultural heritage; on the contrary! But Islam in Anatolia is
exemplified by Jalal ad Din Rumi and Haji Bektash Veli or illustrated thanks to
the battles of Seljuk sultans like Kaykobad I and Kaykhusraw II – not the useless
stories that fascinate today's idiotic Islamists.
In the span of the last
100 years, after Kemal Ataturk founded Modern Turkey and launched the
educational system that helped the country advance, Kemalists,
Pan-Turanianists, and Islamists have tried to pull the strings toward different
directions; the Kemalists attempted to bring to Turkey elements of the
Education of the colonial countries of the West, whereas the Islamists tried to
spread across the country the misery of Egypt's Islamists, the abysmal complex
of inferiority of the Syrians and the Algerians, and the academic-educational-intellectual
darkness of Al Azhar that can lead Turkey only to national self-destruction.
What mistakes were made
and how the educational system of Turkey will help the nation of Kemal Ataturk
carry out the vocation that its founder entrusted to all Turks are topics that
we will discuss in the forthcoming part of the series.
