RUTHFULLY YOURS

https://quillette.com/2020/10/19/the-coming-post-covid-global-order/

The COVID-19 pandemic has devastated economics in the West, but the harshest impacts may yet be felt in the developing world. After decades of improvement in poorer countries, a regression threatens that could usher in, both economically and politically, a neo-feudal future, leaving billions stranded permanently in poverty. If this threat is not addressed, these conditions could threaten not just the world economy, but prospects for democracy worldwide.

In its most recent analysis, the World Bank predicted that the global economy will shrink by 5.2 percent in 2020, with developing countries overall seeing their incomes fall for the first time in 60 years. The United Nations predicts that the pandemic recession could plunge as many as 420 million people into extreme poverty, defined as earning less than $2 a day. The disruption will be particularly notable in the poorest countries. The UN has forecast that Africa could have 30 million more people in poverty. A study by the International Growth Centre spoke of “staggering” implications with 9.1 percent of the population descending into extreme poverty as savings are drained, with two-thirds of this due to lockdown. The loss of remittances has cost developing economies billions more income.

Latin America had seen its poverty rate drop from 45 to 30 percent over the past two decades, but now nearly 45 million, according to the UN, are being plunged into destitution as a result of the novel coronavirus pandemic. In Mexico alone, COVID-19 has caused at least 16 million more people to fall into extreme poverty, according to a study by the National Autonomous University of Mexico (UNAM).

https://www.gatestoneinstitute.org/16659/western-lives-matter

“This is not an act of ‘separatism’, it is a declaration of war that must be dealt with accordingly”. — Pascal Bruckner, French author.

France’s elites… fail to understand the ideological war that the enemies of open societies have declared on them. You can see it from the targets of the attacks by extremists: Jews, a priest, cartoonists, tourists, ordinary people, policemen, now a teacher.

An entire community of immigrants, who enjoyed all the freedoms we had granted them, ambushed him…. It is a racism condoned by imams who had called [the beheaded teacher] Paty “delinquent”.

“[T]here is the continuity of our submission. I am convinced that if we had known how to say no, we would not be here. They all bowed their heads out of fear of appearing racist or out of patronage.” — Élisabeth Badinter, author, Le Point, October 16, 2020.

If the French authorities do not take the many warnings to heart, even after a school teacher was beheaded in broad daylight by a terrorist shouting “Allahu Akbar”, it means that the fight is over and they might as well raise a white flag over the Eiffel Tower.

Western Lives Matter. We should ask all the journalists, the politicians, the clerics, the people of the street, to kneel for Samuel Paty. This French school teacher was the victim of the most ferocious racism that circulates today in Western democracies, that of fundamentalist beliefs against “infidels”. The Chechen terrorist, after beheading Paty, called him a “dog”. “In the name of Allah, the most gracious, the most merciful…,” the terrorist wrote after the attack, “Macron, the leader of the infidels, I executed one of your dogs who dared to belittle Muhammad…”.

Paty was murdered for having carried out his work as a teacher with conscience and courage, educating his students to respect the founding values ​​of our societies and the three words mounted over the doors of his school: Liberté, égalité, fraternité, freedom, equality, brotherhood. Paty had shown Charlie Hebdo’s Mohammed cartoons to his students to sensitize them to freedom of expression. He had also asked his pupils to create a drawing based on those three words.

“A borderline in the abominable has just been crossed” essayist Pascal Bruckner said.

https://www.gatestoneinstitute.org/16618/turkey-religious-sects

The school curriculum teaches boys that the female sex is inferior and second-class, while it teaches girls to be a slave to a man. — Professor Esergül Balcı, Report from Izmir September 9th University, September 5, 2020.

In 2010 a scandal in Siirt in southeast Turkey revealed serial rapes in this conservative little town, including cases of adults raping minors and minors raping toddlers, even killing one…. “This is a small town,” the mayor said… “Almost everyone is related to everyone.”…. No one was prosecuted.

When, in 1925, Mustafa Kemal Atatürk, the founder of modern Turkey, banned all Islamic sects, dervishes, lodges and other religious cults dating from the Ottoman times, he publicly said, “The Turkish Republic cannot be a republic of sheiks, dervishes and their disciples. The only right sect is the sect of civilization.” Almost a century after the birth of a modern nation, nevertheless, the Turkish Republic has indeed become a republic of sheiks, dervishes and their millions of disciples.

The findings of an academic from Izmir’s September 9th University are worse than scary. The following is from Professor Esergül Balcı’s alarming report:

Islamic sects, cults and orders in Turkey have flourished in coalition with [President Recep Tayyip Erdoğan’s] Justice and Development Party (AKP) as their members have successfully built networks in public service.
The number of madrassas [Islamic schools] has risen sharply [since the AKP came to power in 2002].
The Treasury’s financial support for schools run by Islamic sects has reached TL 1 billion [approximately $126 million].
About one million pupils attend schools run by sects.
A total of 2.6 million Turks have some kind of connection with a religious order.
There are primarily 30 sects, their 400 branches and 800 madrassas.
Parents enroll children as young as three years old at religious schools. A third of Turkey’s 10,000 private schools have links with at least one sect. So do 2,800 of the country’s 4,000 private dormitories.
The school curriculum teaches boy students that the female sex is inferior and second-class, while it teaches girls to be a slave to a man.