Since 2004, the year in which he took office at the Presidential Palace, Rodriguez Zapatero has driven through an avalanche of laws, regulations and policies with a view to demolishing the basic institutions that make up our society and imposing his cultural project on the public as a whole. He has also sought to export his project to Latin America and other parts of the world.
However, Rodriguez Zapatero is not exactly an anomaly in the twenty-first century. Quite the contrary, in fact. He shares a common project with thinkers and politicians who are working in other countries to introduce an archetype of society similar to that proposed by Zapatero. They are the secularists, relativists, radical feminists, abortionists, representatives of the homosexual lobby and totalitarians of all stripes and colors. They have gained considerable ground in recent decades.
The document announces the IV International Women's Forum Against Corruption to be held in Argentina in October 2016. The forum will focus on developing concrete proposals for national, provincial and municipal action plans, as well as gendered public budgets, to combat aspects of corruption that affect women's rights. It will bring together international and national experts over three days to discuss topics like gender-based violence, access to justice, health rights, education rights, and employment rights. Previous forums in 2000, 2002, and 2008 addressed diagnoses of corruption, while this fourth forum aims to draft specific policy recommendations and budgets to eradicate corruption impacting women.
Portugal has undergone significant changes regarding gender equality over the centuries. During the monarchy, women had few rights and their role was confined to the home. The dictatorship from 1926-1974 further restricted freedoms and lagged the country behind in gender equality. The 1974 revolution ended dictatorship and the 1976 constitution established full legal equality. Since joining the EU in 1986, Portugal has modernized and women's rights have continued to improve through new laws and policies. However, the country still strives to achieve full gender equality.
This document discusses the political organization of society and the state. It defines key terms like state, nation, and country. A state is a group of institutions that organize society, a nation is a community with shared culture/identity, and a country refers to a geographical area with boundaries. It also discusses different types of governments like democracy, republic, monarchy, aristocracy, and dictatorship. Democracy means rule by the people, a republic has elected representatives, a monarchy was historically a large empire, an aristocracy was rule by elite classes, and a dictatorship claims leadership but is actually rule by one person or group.
The document summarizes the context and events of May 1968 in France. It describes the rigid and conservative society under President Charles de Gaulle, with restrictions on women's rights, homosexuality, and worker protections. Students and workers, making up 2/3 of the population, were seeking freedom, equality, and an end to capitalism and traditional morality. Massive protests and a general strike erupted in Paris in May 1968, bringing the government to the brink of collapse. The movement promoted anarchy, open debate, optimism, and freedom to live life as one chooses.
Strong Words Softly Spoken: Engaging the Crowds in the CloudsGaz Johnson
Slides from the UKOLN workshop session delivered February 22nd 2011. Takes a look at some personal experiences with using social networking for personal and professional purposes.
The document discusses the rise of collective production and participation on the Internet. It covers topics like:
- Nicholas Carr's concept of "The Cult of the Amateur" and critiques of overly optimistic views of participation.
- New forms of collaboration enabled by technologies like blogs, Wikipedia, crowdsourcing, and how they draw on concepts of collective intelligence and the "wisdom of crowds."
- Questions around whether these new models democratize knowledge or if we should be skeptical of claims about their benefits given issues like lack of quality control and corporate data collection.
This document discusses the evolution of photography from its origins in the 19th century to the current digital age. It outlines four stages of photographic development: 1) 19th century pioneers like Niépce, Daguerre and Talbot, 2) 1900-1930 with Kodak and the rise of snapshots, 3) 1930-1990 involving professionalization and technique, and 4) the digital era beginning in 1990 characterized by ubiquitous cameras and networked sharing. The author argues that photography has become a collaborative process of production and consumption, with everyone now able to participate through camera phones and online sharing, though some note this has turned people into "image-junkies" constantly needing their reality confirmed.
The document announces the IV International Women's Forum Against Corruption to be held in Argentina in October 2016. The forum will focus on developing concrete proposals for national, provincial and municipal action plans, as well as gendered public budgets, to combat aspects of corruption that affect women's rights. It will bring together international and national experts over three days to discuss topics like gender-based violence, access to justice, health rights, education rights, and employment rights. Previous forums in 2000, 2002, and 2008 addressed diagnoses of corruption, while this fourth forum aims to draft specific policy recommendations and budgets to eradicate corruption impacting women.
Portugal has undergone significant changes regarding gender equality over the centuries. During the monarchy, women had few rights and their role was confined to the home. The dictatorship from 1926-1974 further restricted freedoms and lagged the country behind in gender equality. The 1974 revolution ended dictatorship and the 1976 constitution established full legal equality. Since joining the EU in 1986, Portugal has modernized and women's rights have continued to improve through new laws and policies. However, the country still strives to achieve full gender equality.
This document discusses the political organization of society and the state. It defines key terms like state, nation, and country. A state is a group of institutions that organize society, a nation is a community with shared culture/identity, and a country refers to a geographical area with boundaries. It also discusses different types of governments like democracy, republic, monarchy, aristocracy, and dictatorship. Democracy means rule by the people, a republic has elected representatives, a monarchy was historically a large empire, an aristocracy was rule by elite classes, and a dictatorship claims leadership but is actually rule by one person or group.
The document summarizes the context and events of May 1968 in France. It describes the rigid and conservative society under President Charles de Gaulle, with restrictions on women's rights, homosexuality, and worker protections. Students and workers, making up 2/3 of the population, were seeking freedom, equality, and an end to capitalism and traditional morality. Massive protests and a general strike erupted in Paris in May 1968, bringing the government to the brink of collapse. The movement promoted anarchy, open debate, optimism, and freedom to live life as one chooses.
Strong Words Softly Spoken: Engaging the Crowds in the CloudsGaz Johnson
Slides from the UKOLN workshop session delivered February 22nd 2011. Takes a look at some personal experiences with using social networking for personal and professional purposes.
The document discusses the rise of collective production and participation on the Internet. It covers topics like:
- Nicholas Carr's concept of "The Cult of the Amateur" and critiques of overly optimistic views of participation.
- New forms of collaboration enabled by technologies like blogs, Wikipedia, crowdsourcing, and how they draw on concepts of collective intelligence and the "wisdom of crowds."
- Questions around whether these new models democratize knowledge or if we should be skeptical of claims about their benefits given issues like lack of quality control and corporate data collection.
This document discusses the evolution of photography from its origins in the 19th century to the current digital age. It outlines four stages of photographic development: 1) 19th century pioneers like Niépce, Daguerre and Talbot, 2) 1900-1930 with Kodak and the rise of snapshots, 3) 1930-1990 involving professionalization and technique, and 4) the digital era beginning in 1990 characterized by ubiquitous cameras and networked sharing. The author argues that photography has become a collaborative process of production and consumption, with everyone now able to participate through camera phones and online sharing, though some note this has turned people into "image-junkies" constantly needing their reality confirmed.
The document discusses the Enlightenment era and several Enlightenment thinkers. It notes that the Enlightenment stressed reason and the power of individuals to solve problems. It discusses how Enlightenment thinkers like Thomas Hobbes, John Locke, Baron de Montesquieu, and Jean-Jacques Rousseau approached their goals differently due to their backgrounds and environments. While some of their ideas are not used today, they were instrumental in shaping modern society. Baron de Montesquieu in particular helped shape the United States. The document also notes how Enlightenment thinkers challenged authority by speaking their minds and instigating change, despite facing persecution for their views.
This document discusses Jose Rizal and the Rizal Law. It provides background on Rizal's life and importance as the first Filipino nationalist. It then summarizes the key aspects of the Rizal Law passed in 1956 which mandates the study of Rizal's life, works and writings in schools. The law aimed to provide Filipino youth with a role model and inspire nationalism by studying Rizal and other heroes. The document also discusses the origins and impacts of major historical events in the 18th-19th centuries like the French Revolution, and how these influenced Rizal and Filipino nationalism.
Utopia and dystopia in confrontation troughout the historyFernando Alcoforado
Faced with the failure of the Enlightenment, Marxism and Modernity in the construction of human happiness, it is an immense challenge for contemporary thinkers to establish new paradigms and new values of rational behavior to be formulated for society in the present era. Contemporary thinkers need to mobilize in the reinvention of a new Enlightenment project of society as did eighteenth-century thinkers in order to construct the utopia of a new world that will bring to an end the ordeal of humanity.
The document discusses the major changes in the 19th century including the rise of nationalism, spread of democracy, industrial revolution, advancements in science, and modern imperialism. It provides details on how each of these changes occurred and impacted society. Nationalism grew as people identified with their own ethnic groups and countries. Democracy expanded through both peaceful and violent means in different nations. The industrial revolution transformed manufacturing and transportation through new technologies. Inventions in science improved medicine and living standards. Towards the late 19th century, imperialism increased as powerful nations sought to build overseas empires and dominate new territories for economic and political gain.
Enlightenment Period Essay
The Enlightenment Period
Immanuel Kant Enlightenment
Essay On Enlightenment
Essay about Kants Views on Enlightenment
Essay about European Enlightenment
The Enlightenment Essay
Enlightenment Essay example
enlightenment revolution Essay
This presentation was delivered in the Indigenous Liberation Studies class by Angela Ruck.
This presentation examines the history of forced sterilization practices in Peru. In recent years, various groups of activists, journalists and artists have helped draw attention to the cause and started to weave a network of support to the thousands of women and men affected.
The document discusses the Universal Declaration of Human Rights and the Declaration of the Rights of the Child. It provides background on the development of the UDHR after World War II and its importance in establishing fundamental rights for all people. It then summarizes key aspects of the Declaration of the Rights of the Child such as its focus on protecting children's needs and interests. The document concludes by presenting two short examples of cases where children's rights were violated to emphasize the ongoing issues.
The document summarizes two key declarations on human rights:
1) The Universal Declaration of Human Rights, adopted by the UN in 1948, which established fundamental human rights that all people are inherently entitled to, such as justice, dignity, freedom of speech, and freedom of religion.
2) The Declaration of the Rights of the Child, adopted by the UN in 1959, which built upon the Universal Declaration and established special protections for children, recognizing that they need special care and that all actions concerning children must consider their best interests. It aimed to give children equal dignity and respect as adults but also protect their additional needs.
Summary Version 1.0 (Source: Jomar Basto)IlocanoWizard
This document discusses the rise of nationalism and liberalism in the 19th century. Nationalism grew from shared culture and history among a people and the desire for independence. Liberalism promoted individual freedoms and representative government. The Industrial Revolution transformed manufacturing but also widened inequality. Scientific advancement led to optimism about human progress. Overall the document examines the major social, political, and economic developments in the 19th century that influenced nationalism and liberalism.
Changes in the roles of women since 1945 (II)senior.udc
Women's roles in Spain have changed dramatically since 1945.
(1) In the early 20th century, women were largely confined to domestic duties and had few legal rights. (2) The two World Wars led to more women entering the workforce. (3) The Second Republic in the 1930s granted women new rights like divorce and voting. (4) However, the 1936-39 Civil War and Franco's dictatorship that followed severely restricted women's rights and roles. (5) Beginning in the 1960s, changes like increased education, work opportunities, and influence from Europe slowly modernized views of women and their place in society.
This document discusses the rise of nationalism and liberalism in the 19th century. Nationalism emerged from a shared cultural identity including language, history, and territory, and nationalists sought independent nation-states. Liberalism promoted individual freedoms and representative democracy over monarchy. The Industrial Revolution and advancements in science led to mass production but also inequality, while optimism grew regarding humanity's ability to progress through science, industry, and the spread of liberal and socialist ideas.
Week 6, Reading Section 6.1 IntroductionIntroductionAs you wi.docxcockekeshia
Week 6, Reading Section 6.1: Introduction
Introduction
As you will recall, from Week 3, the Plagues of the Fourteenth Century had disastrous effects on Europe. Many of today’s developments can be traced as having their root, causative factors in that Century. There were two others: the Protestant Reformation of the Sixteenth Century and successive Religious Wars, culminating in the Thirty Years War, 1618-48 and the English Civil War, 1642-48. In the wake of these events, the Renaissance and the Enlightenment, respectively, Philosophers began to question all the presuppositions of Life.
You are about to encounter another such development, which grew from this questioning: Social Contract Theory.
Resource: Social Contract Theory [PDF]
Up to the times of the Sixteenth and Seventeenth Centuries, few, if anyone, in Europe, questioned the origins of Society and the State. The prevailing theory was Aristotle’s, as it had been imported into Western Christianity, by Thomas Aquinas. This theory said that human beings were “Social Animals.” The underlying interpretation of that position is that human society is a given of human existence and has always been that way.
Week 6, Reading Section 6.2: Thomas Hobbes and John Locke
II. Thomas Hobbes and John Locke
The questions that Social Contract theorists, starting with Thomas Hobbes and continuing with John Locke, asked were: What were the origins of Society? What makes a “good” form of society? How does the State (meaning “government”) come into being?
Both Hobbes and Locke started from what they called the “State of Nature,” a wilderness, where all “men” (Hobbes speaks only of “men”; one wonders from whence he believed “men” came, without mention of women;) begin, having absolute rights and equality. Put another way, if one “man” encountered another, and a conflict arose about a resource, like food, came about, the right to kill would, regrettably, still be available to both. Fortunately, it occurred to our species that that was a lousy way to run a planet. Thus, the idea of “forming society” by “social contracts” occurred to someone. That was the moment that human beings left “the State of Nature,” and founded Society (a/k/a “Civil Society”).
A. Hobbes
Resource: End-of-Life Decisions [PDF]
Hobbes, being a friend and confidant of the Stuart Family, was a monarchist, and presupposed the existence of a “Sovereign.” In The Leviathan, Hobbes suggested that, in forming the Civil Society, people had to surrender their rights, in exchange for two things: (1) protection from each other, and (2) protection from outside threats. The question was: to what or whom did they have to surrender those rights? Hobbes’ answer was “the Sovereign,” a/k/a “the Leviathan,” an allusion to a mythical sea creature. What Hobbes meant was that “the Sovereign,” was the English Monarchy. The Stuart Family at the time, sat on the unified Throne of England, Wales, and Scotland at the time.
Resource: Thomas Hobbes: Moral and Political .
What does Buen Vivir stand for and how could it be conceptualized as a set of principles for recasting the city and the society? What are its affinities to the Utopian way of thinking as a tradition and as a creative and strategizing tool?
Freedom of Speech & Freedom of Education in Spain TodayIgnacio Arsuaga
This is the slides I prepared for my presentation at the European Parliament last March 28, 2017. I talked about the "sexual indoctrination"laws that we have in Spain and the #FreeSpeechBus
Cristina Cifuentes, la candidata de la izquierda disfrazada con piel de corderoIgnacio Arsuaga
El documento critica las posiciones de Cristina Cifuentes sobre el aborto, la laicidad, la familia y la censura. Sostiene que Cifuentes apoya el aborto sin límite de semanas, eliminar la referencia al cristianismo en el PP, el matrimonio homosexual y la adopción por parejas del mismo sexo, y ordenó secuestrar una furgoneta con mensajes contrarios a sus posiciones. Concluye instando a romper con Cifuentes.
Este documento presenta el plan de actividades de HazteOir para los años 2012-2013 con el objetivo de influir en los poderes políticos, sociales y económicos, movilizar a la opinión pública y conformar a la sociedad. Incluye objetivos detallados en temas como la vida, la libertad religiosa y la familia, así como objetivos internos para convertirse en una referencia informativa, aumentar sus seguidores en redes sociales, mejorar su presencia en medios e implicar más voluntarios.
Proyecto Zapatero. Crónica de un asalto a la sociedadIgnacio Arsuaga
Presentación del Proyecto de ingeniería social que en España ha representado José Luis Rodríguez Zapatero, su Gobierno y el PSOE.
Porque, como decía Zapatero en "Madera de Zapatero" (2007):
Si hay algo que caracteriza a esta etapa de gobierno es que hay un proyecto. Precisamente porque hay un proyecto hay una resistencia tan inútil como activa de la derecha más dura, porque saben que hay un proyecto. Se han dado cuenta de que hay un proyecto de alcance en valores culturales, y por tanto ideológicos, que puede definir la identidad social, histórica, de la España moderna por mucho tiempo.
El documento discute el tema del aborto en España. Aboga por proteger la vida desde la concepción y promover la maternidad como un bien. Critica el proyecto del gobierno de legalizar el aborto libre en las primeras semanas y propone en cambio proteger la vida del no nacido, ayudar a las mujeres embarazadas y concienciar a los adolescentes.
Este documento presenta el plan de acción de la organización Derecho a Vivir para oponerse a la legalización del aborto propuesta por el Gobierno. El plan incluye líneas de trabajo en Internet, la calle y los medios de comunicación para difundir sus ideas contrarias al aborto a través de un comité de expertos y voluntarios. El objetivo final es conseguir que el aborto no se legalice completamente en España.
Este documento presenta el plan de acción de la organización Derecho a Vivir para oponerse a la nueva legislación sobre el aborto que el gobierno español pretende aprobar. El plan incluye cuatro líneas de trabajo: internet, la calle, las ideas y los medios de comunicación, con el objetivo de conseguir que el aborto no se convierta en un método de control de la natalidad y proteger la vida del nasciturus. Para lograrlo, Derecho a Vivir movilizará a sus miembros a través de estas vías y
Presentación sobre las redes sociales y su influencia en el futuro de la democracia. Se presenta, como caso de estudio, la iniciativa "Derecho a Vivir".
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The document discusses the Enlightenment era and several Enlightenment thinkers. It notes that the Enlightenment stressed reason and the power of individuals to solve problems. It discusses how Enlightenment thinkers like Thomas Hobbes, John Locke, Baron de Montesquieu, and Jean-Jacques Rousseau approached their goals differently due to their backgrounds and environments. While some of their ideas are not used today, they were instrumental in shaping modern society. Baron de Montesquieu in particular helped shape the United States. The document also notes how Enlightenment thinkers challenged authority by speaking their minds and instigating change, despite facing persecution for their views.
This document discusses Jose Rizal and the Rizal Law. It provides background on Rizal's life and importance as the first Filipino nationalist. It then summarizes the key aspects of the Rizal Law passed in 1956 which mandates the study of Rizal's life, works and writings in schools. The law aimed to provide Filipino youth with a role model and inspire nationalism by studying Rizal and other heroes. The document also discusses the origins and impacts of major historical events in the 18th-19th centuries like the French Revolution, and how these influenced Rizal and Filipino nationalism.
Utopia and dystopia in confrontation troughout the historyFernando Alcoforado
Faced with the failure of the Enlightenment, Marxism and Modernity in the construction of human happiness, it is an immense challenge for contemporary thinkers to establish new paradigms and new values of rational behavior to be formulated for society in the present era. Contemporary thinkers need to mobilize in the reinvention of a new Enlightenment project of society as did eighteenth-century thinkers in order to construct the utopia of a new world that will bring to an end the ordeal of humanity.
The document discusses the major changes in the 19th century including the rise of nationalism, spread of democracy, industrial revolution, advancements in science, and modern imperialism. It provides details on how each of these changes occurred and impacted society. Nationalism grew as people identified with their own ethnic groups and countries. Democracy expanded through both peaceful and violent means in different nations. The industrial revolution transformed manufacturing and transportation through new technologies. Inventions in science improved medicine and living standards. Towards the late 19th century, imperialism increased as powerful nations sought to build overseas empires and dominate new territories for economic and political gain.
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This presentation was delivered in the Indigenous Liberation Studies class by Angela Ruck.
This presentation examines the history of forced sterilization practices in Peru. In recent years, various groups of activists, journalists and artists have helped draw attention to the cause and started to weave a network of support to the thousands of women and men affected.
The document discusses the Universal Declaration of Human Rights and the Declaration of the Rights of the Child. It provides background on the development of the UDHR after World War II and its importance in establishing fundamental rights for all people. It then summarizes key aspects of the Declaration of the Rights of the Child such as its focus on protecting children's needs and interests. The document concludes by presenting two short examples of cases where children's rights were violated to emphasize the ongoing issues.
The document summarizes two key declarations on human rights:
1) The Universal Declaration of Human Rights, adopted by the UN in 1948, which established fundamental human rights that all people are inherently entitled to, such as justice, dignity, freedom of speech, and freedom of religion.
2) The Declaration of the Rights of the Child, adopted by the UN in 1959, which built upon the Universal Declaration and established special protections for children, recognizing that they need special care and that all actions concerning children must consider their best interests. It aimed to give children equal dignity and respect as adults but also protect their additional needs.
Summary Version 1.0 (Source: Jomar Basto)IlocanoWizard
This document discusses the rise of nationalism and liberalism in the 19th century. Nationalism grew from shared culture and history among a people and the desire for independence. Liberalism promoted individual freedoms and representative government. The Industrial Revolution transformed manufacturing but also widened inequality. Scientific advancement led to optimism about human progress. Overall the document examines the major social, political, and economic developments in the 19th century that influenced nationalism and liberalism.
Changes in the roles of women since 1945 (II)senior.udc
Women's roles in Spain have changed dramatically since 1945.
(1) In the early 20th century, women were largely confined to domestic duties and had few legal rights. (2) The two World Wars led to more women entering the workforce. (3) The Second Republic in the 1930s granted women new rights like divorce and voting. (4) However, the 1936-39 Civil War and Franco's dictatorship that followed severely restricted women's rights and roles. (5) Beginning in the 1960s, changes like increased education, work opportunities, and influence from Europe slowly modernized views of women and their place in society.
This document discusses the rise of nationalism and liberalism in the 19th century. Nationalism emerged from a shared cultural identity including language, history, and territory, and nationalists sought independent nation-states. Liberalism promoted individual freedoms and representative democracy over monarchy. The Industrial Revolution and advancements in science led to mass production but also inequality, while optimism grew regarding humanity's ability to progress through science, industry, and the spread of liberal and socialist ideas.
Week 6, Reading Section 6.1 IntroductionIntroductionAs you wi.docxcockekeshia
Week 6, Reading Section 6.1: Introduction
Introduction
As you will recall, from Week 3, the Plagues of the Fourteenth Century had disastrous effects on Europe. Many of today’s developments can be traced as having their root, causative factors in that Century. There were two others: the Protestant Reformation of the Sixteenth Century and successive Religious Wars, culminating in the Thirty Years War, 1618-48 and the English Civil War, 1642-48. In the wake of these events, the Renaissance and the Enlightenment, respectively, Philosophers began to question all the presuppositions of Life.
You are about to encounter another such development, which grew from this questioning: Social Contract Theory.
Resource: Social Contract Theory [PDF]
Up to the times of the Sixteenth and Seventeenth Centuries, few, if anyone, in Europe, questioned the origins of Society and the State. The prevailing theory was Aristotle’s, as it had been imported into Western Christianity, by Thomas Aquinas. This theory said that human beings were “Social Animals.” The underlying interpretation of that position is that human society is a given of human existence and has always been that way.
Week 6, Reading Section 6.2: Thomas Hobbes and John Locke
II. Thomas Hobbes and John Locke
The questions that Social Contract theorists, starting with Thomas Hobbes and continuing with John Locke, asked were: What were the origins of Society? What makes a “good” form of society? How does the State (meaning “government”) come into being?
Both Hobbes and Locke started from what they called the “State of Nature,” a wilderness, where all “men” (Hobbes speaks only of “men”; one wonders from whence he believed “men” came, without mention of women;) begin, having absolute rights and equality. Put another way, if one “man” encountered another, and a conflict arose about a resource, like food, came about, the right to kill would, regrettably, still be available to both. Fortunately, it occurred to our species that that was a lousy way to run a planet. Thus, the idea of “forming society” by “social contracts” occurred to someone. That was the moment that human beings left “the State of Nature,” and founded Society (a/k/a “Civil Society”).
A. Hobbes
Resource: End-of-Life Decisions [PDF]
Hobbes, being a friend and confidant of the Stuart Family, was a monarchist, and presupposed the existence of a “Sovereign.” In The Leviathan, Hobbes suggested that, in forming the Civil Society, people had to surrender their rights, in exchange for two things: (1) protection from each other, and (2) protection from outside threats. The question was: to what or whom did they have to surrender those rights? Hobbes’ answer was “the Sovereign,” a/k/a “the Leviathan,” an allusion to a mythical sea creature. What Hobbes meant was that “the Sovereign,” was the English Monarchy. The Stuart Family at the time, sat on the unified Throne of England, Wales, and Scotland at the time.
Resource: Thomas Hobbes: Moral and Political .
What does Buen Vivir stand for and how could it be conceptualized as a set of principles for recasting the city and the society? What are its affinities to the Utopian way of thinking as a tradition and as a creative and strategizing tool?
Similar to The Zapatero Project. Chronicle of an Assault on Society [English] (13)
Freedom of Speech & Freedom of Education in Spain TodayIgnacio Arsuaga
This is the slides I prepared for my presentation at the European Parliament last March 28, 2017. I talked about the "sexual indoctrination"laws that we have in Spain and the #FreeSpeechBus
Cristina Cifuentes, la candidata de la izquierda disfrazada con piel de corderoIgnacio Arsuaga
El documento critica las posiciones de Cristina Cifuentes sobre el aborto, la laicidad, la familia y la censura. Sostiene que Cifuentes apoya el aborto sin límite de semanas, eliminar la referencia al cristianismo en el PP, el matrimonio homosexual y la adopción por parejas del mismo sexo, y ordenó secuestrar una furgoneta con mensajes contrarios a sus posiciones. Concluye instando a romper con Cifuentes.
Este documento presenta el plan de actividades de HazteOir para los años 2012-2013 con el objetivo de influir en los poderes políticos, sociales y económicos, movilizar a la opinión pública y conformar a la sociedad. Incluye objetivos detallados en temas como la vida, la libertad religiosa y la familia, así como objetivos internos para convertirse en una referencia informativa, aumentar sus seguidores en redes sociales, mejorar su presencia en medios e implicar más voluntarios.
Proyecto Zapatero. Crónica de un asalto a la sociedadIgnacio Arsuaga
Presentación del Proyecto de ingeniería social que en España ha representado José Luis Rodríguez Zapatero, su Gobierno y el PSOE.
Porque, como decía Zapatero en "Madera de Zapatero" (2007):
Si hay algo que caracteriza a esta etapa de gobierno es que hay un proyecto. Precisamente porque hay un proyecto hay una resistencia tan inútil como activa de la derecha más dura, porque saben que hay un proyecto. Se han dado cuenta de que hay un proyecto de alcance en valores culturales, y por tanto ideológicos, que puede definir la identidad social, histórica, de la España moderna por mucho tiempo.
El documento discute el tema del aborto en España. Aboga por proteger la vida desde la concepción y promover la maternidad como un bien. Critica el proyecto del gobierno de legalizar el aborto libre en las primeras semanas y propone en cambio proteger la vida del no nacido, ayudar a las mujeres embarazadas y concienciar a los adolescentes.
Este documento presenta el plan de acción de la organización Derecho a Vivir para oponerse a la legalización del aborto propuesta por el Gobierno. El plan incluye líneas de trabajo en Internet, la calle y los medios de comunicación para difundir sus ideas contrarias al aborto a través de un comité de expertos y voluntarios. El objetivo final es conseguir que el aborto no se legalice completamente en España.
Este documento presenta el plan de acción de la organización Derecho a Vivir para oponerse a la nueva legislación sobre el aborto que el gobierno español pretende aprobar. El plan incluye cuatro líneas de trabajo: internet, la calle, las ideas y los medios de comunicación, con el objetivo de conseguir que el aborto no se convierta en un método de control de la natalidad y proteger la vida del nasciturus. Para lograrlo, Derecho a Vivir movilizará a sus miembros a través de estas vías y
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विवादास्पद फिल्म के ट्रेलर से गाली-गलौज वाले दृश्य हटा दिए गए हैं, और जुर्माना लगाया गया है। सुप्रीम कोर्ट और बॉम्बे हाई कोर्ट दोनों ने फिल्म की रिलीज पर रोक लगा दी है और उसे निलंबित कर दिया है। पहले यह फिल्म 7 जून और फिर 14 जून को रिलीज होने वाली थी, लेकिन अब यह 21 जून को रिलीज हो रही है।
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The Zapatero Project. Chronicle of an Assault on Society [English]
1. Chronicle of an Assault on Society Ignacio Arsuaga, April 2010 The New Spanish Revolution: How Socialists are Reshaping Spain
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Editor's Notes
From 1996 to 2004, José María Aznar, leader of the Centre-Right Popular party, was the President of Spanish Government. Aznar decided not to run for a third term (Spanish Law does not establish any term limit) when all polls showed that the Popular Party’s candidate (Mariano Rajoy) was going to win. Finally, March 11, 2004 bombs produced a catharsis and a majority of voters made it possible for the Socialist Party to win. José Luis Rodríguez Zapatero, surprisingly, reached the Spanish Government Presidency. Since 2004, Zapatero has approved and implemented all kinds of laws and policies to advance his “progressive” totalitarian project. Spain became the perfect laboratory of the progressive-secularists. They thought: if we are able to approve certain laws and promote certain policies in a country with a supposedly deeply rooted Catholic tradition but with a culturally weak Right we can be pretty sure that we can go and change Latin American countries through social engineering.
«The change we are calling for goes way beyond merely taking turns in office. This change consists of the transformation of society.» The Zapatero project is the same project of the President of many other political leaders of different countries, particularly in Europe. They do not want to just manage Government. They want to change society through the intrusion of Political Power into peoples lives. In that sense, they are totalitarian. They fight the culture war (a great expression pretty much used her in the US) and they believe they are going to win because: 1) They are absolutely convinced that their conception of the world is scientific, it is in fact –they believe – the only really neutral doctrine. 2) There is a Right in politics and the media that has abandoned the culture war (the only exception to this general rule in Western world is the US) Therefore, the progressives-secularists tirelessly work: To impose their ideology in peoples’ minds and in the laws. To expel the Conservative world-view out of public debate, condemning it under the offenses of being “unbalanced”, “anti-equalitarian”, “old-fashioned”, “intolerant” and applicable to just believers (not the whole of society)
In my opinion, the “civilization clash” of 21 st Century will not occur among Western World and Muslims, Chinese of Hindus, as Samuel Huntington argued. The “civilization clash” will not confront business-men vs. workers, men vs. women or white vs. black. The separation between conservative vs. “progressive” has already become the reference axis of today’s “civilization clash”. They so-called progressives are already winning the cultural war, specially in Europe. In consequence, their ideology (expressed somehow in this scheme) has become the “prevailing culture” (the orthodoxy) and we, conservatives, have become the representatives of the new contra-culture (that’s why we talk about “the Conservative Revolution”). In this scheme: 1- In the left part of the slide, you find the three main ideological ingredients of the “progressive” movement (and of the Zapatero Project): * SECULARISM: An extreme secular approach whose aim is to introduce a kind of State-based religion. * MORAL RELATIVISM, which is disguised as an «extension of rights». * GENDER IDEOLOGY, which uses an alleged sense of equality and a never-ending battle against discrimination as a rallying cry to impose the progressive’s dogmas. 2- In the center of the slide, you may find some of the main ideas that give support to the social engineering project of the progressives. They are application of the 3 ideological pillars. 3- In the right of the slide, the battle fields where the Zapatero Project has deployed: Life, Family, Education, Religious Freedom and the Nation. We will analyze each one separately.
Life is not sacred any more. Every day, human dignity is becoming a more relativistic concept: it depends on the size, the level of development or the individual’s health. In my opinion, this is a consequence of the materialistic dogma of progressives. If there is no transcendent reference, we are nothing more than a developed monkey. Zapatero has approved laws to: Convert abortion in a new human right Allow young girls to buy abortion pills, with no need of parental consent nor medical supervision Make it legal to clone human beings Its last project he wants to approve before March 2012: Law on Dignified Death (to introduce euthanasia in Spain).
Socialism (in its classical meaning) has been essentially changed by a kind of “personal liberationist strand”. The “brave new world” (Huxley) sought by the progressives is based in the belief that human beings can find happiness in the realization of their sexual dreams, with no moral, biological, social or reproductive limits. That’s why they promote: contraceptives and homosexuality (to avoid the natural consequences of the sexual relation), abortion (to get rid of its “unwanted” consequences), new types of families (fimilies broken by the 68 “sexual liberation”)… And that’s why the Catholic Church is so attacked: because it maintains that extra-marital sex is not morally licit. Natural Family and Marriage are considered as an obstacle to the expansion of the progressive agenda (it is, according to their view, old-fashioned, machist, repressive). That’s why they keep on attacking the family: The “Express Divorce Law” transformed Marriage in one of the contracts easiest to brake according to Spanish law. When they approved the “gay-marriage” in Spain, they were destroying the legal meaning of Marriage. Gender ideology is all over the content – and the name – of the many of the laws that have been approved: Law Against Gender Violence, Law on Gender Equality, Law on Gender Identity… Despite all the above, contrarily to what the progressives defend, only the natural family can guarantee a society to survive.
For the Socialist Project to last during decades, children must assume the progressive-secularist dogmas… And since some of the families do not share such values, the School must be transformed into a device to indoctrinate children… That’s the reason why one of the first measures that Zapatero’s Government approved was a new Education Law that introduced a new subject, compulsory for all public and private schools, called “Education for Citizenship”. These are paragraphs of some of the books of Education for Citizenship: «In 1789 the French Revolution ended the period of absolutist government, returned power to the people and introduced a regime based on equality and individual freedoms known as Liberalism. In 1917, another revolution, in Russia, brought down the tsars, returned power to the people and introduced a regime based on equality and individual freedoms known as Socialism. In both cases, but in different ways, the old idea of democracy invented many centuries earlier by the Greeks, was reborn.» (Ediciones del Serbal) «During the twentieth century, the rights that had been gained were consolidated and extended until they encompassed aspects of private life, such as the right of abortion.» (Editorial Octaedro) «There are cases in which affective-sexual identity does not correspond to biological gender. For example, a transsexual woman is a person who feels like a woman trapped in a man’s body. This conflict sometimes leads to a difficult process of gender reallocation in order to achieve a sense of harmony between the person’s body and psychological identity.» (Editorial Pearson) «There is only one country in the world that features development that is acceptable and universally applicable at the same time: Cuba.» (Editorial Akal)
Religion – the Church – is seen as a an barrier for progress… A religious citizen is seen as potentially violent – if he or she dare to question any of the progresssive-secularist dogmas – namely relativism, laicism or gender ideology. In Spain, Catholic Church has become Public Enemy Number 1 (see picture of Zapatero nagging at the Pope’s Ambassador in Spain). In consequence, Religion must not be expressed in the public space (for instance, no Crucifixes). The Church believes are substituted by a new set of dogmas that do not need justification – for instance, materialism or atheism. They are mere “scientific truths” – ideologically neutral – it doesn’t matter if they have been reached though a scientific method or they actually are myths. «As I have evolved and matured, I have come to believe that the most authentic religion is Man. It is the human being that deserves adoration; he is the clear apex of the world as it has revealed itself to be, as we have come to understand it.» José Luis Rodríguez Zapatero in conversation with Suso de Toro, Madera de Zapatero. Retrato de un presidente . Barcelona, 2007.
The unity of the Spanish Nation presents an added threat to the Zapatero Project: Spain cannot be disassociated from its Catholic roots. In this sense, when Rodríguez Zapatero seeks to deconstruct the Spanish nation, going above the interests of society, he is attempting to eliminate the country’s Christian roots: «The role of the Catholic religion is one of the great issues. Because, in the end, in the absence of other developments that may have helped define our historical identity as a country, it is the strong impact made by Catholicism that has shaped the country’s identity »And this has also generated significant gaps in our collective being [...] Catholicism in Spain has conditioned and generated enormous gaps.» José Luis Rodríguez Zapatero in conversation with Suso de Toro, Madera de Zapatero. Retrato de un presidente . Barcelona, 2007. Zapatero has tried to deconstruct the Spanish Nation via: 1) Reaching agreements with separatist regional parties to change their Statutes against the content of the Spanish Constitution. 2) Approving a Law of “Historic Memory” to change history, to go beyond the Transition (from Franco to Democracy) and the Constitution of 1978 and search for the roots of our Democracy and its legitimacy in the Second Republic (1931-1939).
The only good thing that Zapatero has brought to Spain is a huge reaction of a thoughtful and active group of citizens. The Spanish Conservative Movement has a history of 10 years. Since the year 2000, more and more people take part in the culture war… and do so with no shame. We are learning fro you, the American Conservative Movement. We believe that our proposals are good for society. And we are not Second Class citizens.