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Occidental culture

WHAT ABOUT INTELLIGENCE?


Humans are no intelligent enough. And most of the scientists do what they do not because of superiority but because of interest, curiosity, trial, and error (!). In other words: most of the scientists are not intelligent enough to control what they do. Moreover: most of the scientists are not controlled by themselves, as it should be; they are controlled by the rulers, as it should not be; and the rulers are also not intelligent enough to control what they do. Thus: humans are not intelligent enough.


Wisdom is an elaborated knowledge. It is more based on the own experience than knowledge itself is. So wisdom requires a higher age. Wise people are old. If younger people seem to be wise, to have wisdom, then they are „altklug“ („old-clever“), precocious (is that the correct English word for it?).

B.t.w.: Knowledge is not always power, because it depends on the magnitude and distribution of power in each and every situation. There are (for example) poor people who are wise, but they have no power, in any case no societal power.


Many phenomena correlate with each other, thus also the population growth (fertility rate and mortality rate), the economic growth, the cultural development, the development of intelligence. The most important phenomena are summarized in the HDI (Human Development Index). The following map shows the HDI ranking list:

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For example: „dark green“ means the highest HDI (?0,900 and higher); „dark red means“ the lowest HDI (0,349 and lower).

Correlation of population and economy.
P=>E) In the short-term the population growth influences the economic development positively; in the long-term it influences it negatively because of other phenomena which are long-term phenomena (culture /education, intelligence).
E=>P) In the short-term the economic growth influences the population development positively; in the long-term it influences it negatively (long-lasting wealth leads to decadence).


I need four (exactly four) seasons.

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Humans were „born“ in areas of merely two seasons and developed into areas of four seasons and into areas of other two seasons (namely in the polar regions). So originally, thus more (not only) naturally, we are beings of the two seasons in warm or hot areas, but being on our way, thus more (not only) culturally, we are also beings of the four seasons, of the two seasons in the coldest areas (polar regions), and in some sense even of the one „season“ in the outer space. We became beings that can live in both the hottest and the coldest climate zones and in some sense, as I said, even in the outer space. That's great and terrible, fortune and fate, destiny. Isn't it?


The use of tools that do not belong to the own body are alrerady a prestage of luxury; the use of language, if it is close to the value of the human language, as well; games do all mammals have (maybe it is a pre-prestage of luxury). B.t.w.: Luxury can be measured by the degree of insulation. The more living beings are able to live on an own „island“ (meant as a metaphor!), the more they are luxury beings. Or, in other words, the more living beings are able to behave against the Darwinistic evolution, the more they are luxury beings. Insulations give those beings a relative (!) independence of adaptation to nature. The adaptation to nature has not vanished but has been added by dissociation of nature. And the only living being that has achieved this independence in a sufficient extent is the human being.

The question is how we value this relative (!) independence. This relative independence is caused by insulation or dissociation of nature with the main effect: luxury. And this insulation is (a) natuarlly caused by the relatively huge brain and (b) culturally caused by the huge consciousness, awareness, knowkedge, language of human beings.

That's an interesting theme.


In Europe, especially in West and West-Central Europe the average winter-temperature is often higher than +2° Celsius (35.6° Fahrenheit) - caused by the Gulf Stream.

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The natural cause of the relative (!) independence of human beings is their brain, and the cultural cause or reason of the relative (!) independence of human beings is their huge consciousness, awareness, knowkedge, language. So we owe our relative independence (relative free will) to our brain.

The development of our brain is almost a miracle, a wonder.


The main aspect is the insulation (dissociation of nature) which leads to luxury and is naturally caused by the brain. So we have (1) the brain, (2) the insulation (dissociation of nature), (3) the luxury and also the self-consciousness with its epiphenomenon egoism and many other features, but it is more the luxury that leads to the self-consciousness than it is the self-consciousness that leads to luxury. Some animals have self-consciousness in almost the degree that human children in the age of 1 to 2 years have, but these animals do not have luxury in the degree that human children in the age of 1 to 2 years have. And human children become egoistic in that typical human way (you said: „extreme“) after that age, usually when they are older than 2 years. Luxury is more a communal than a personal matter.The human development is more a communal than a personal („individual“) development. The human development is more a cultural than a natural development, because the natural development of the humans is more (about 98%; see above) an animal development than a human development.

Naturally you need a relative large and a very complex brain, if you want to become a human being, but then, when that brain exists, your further development is more a cultural than a natural development. The huge consciousness (with its accordingly huge self-consciousness), the huge knowledge, the huge and complex language, ... were naturally caused by the brain but would be totally useless, if their development were merely a natural development. The humans are humans very much more because of their cultural development than because of their natural development. Naturally humans are 98%-animals, but culturally humans are 98%-humans.


Naturally humans are 98%-animals, but culturally humans are 98%-humans.


Like I said (**|**|**|**|**|**|**|**|**|**|**|**|**|**|**|**|**|**): Human beings are luxury beings.

Evolution is not just about adaptation to nature, to environment, but also about distancing from nature, from environment, thus about the „luxury islands“.

Human beings are the only living beings that can disassociate themselves from nature in such a dimension that they do not completely have to adapt themselves to nature, to their natural environment. They can destroy the nature just for fun. Other living beings can also have a little bit luxury, but their luxury is always embedded in their immediate nature, their natural environment. They are not able to overcome their dependence of nature. They remain living creatures in the sense of Darwinism: those that are successful have the most descendants, and those that are not successful have the less or no descendants and die out. Luxury beings are the only living beings that can show also the opposite direction: being successful and having less or no descendants (children) and beeing unsuccessful and having the most descendants (children). This two cases would immediately lead to extinction, if they were completely embedded in nature, in natural environment. In the case of human beings it does not lead to extinction, if they are in situations of independence of nature; they often are in such situations, and then It depends on human decisions whether a group of human beings or even all human beings die out or not. Humans have two natures: (1) the real nature which all other living beings also have, (2) their own nature as their culture(s) which is (are) much independend of the real nature.

So when I say „human nature is human culture/s“, then I mean that - in a pure natural sense - humans are 98%-animals; so in this sense they have a 98%-animal nature and merely a 2%-human nature, but this 2% are their culture/s. And in a pure cultural sense this relation is inversely proportional.

If humans are humans to 100%, then merely to 2% because of their nature; but to 98% because of their culture/s!


„Ignorance und arrogance dance the same dance.“ - Paul Mommertz.


It is probable that there will be no limits to how large an effective intellect can grow, but it mainly depends on how the intellect is used and is allowed to be used.


Intelligence refers to (a) one person and (b) a group. A group needs very intelligent persons who are able to lead the group and to promote intelligence in the group, so that the group can become more and more intelligent. So intelligence itself must be promoted when it comes to the goal of an intelligent group, and this can best be done by very intelligent leaders.


Wisdom is more than knowledge, wisdom is the use of knowledge in a wise direction. It takes knowledge to know how to use knowledge, yes, and if one uses the knowledge in a wise direction, then this one is wise, can be called „a wise person“ or „a person with wisdom“.


If knowledge is not always power, then one can hardly say that knowledge „is“ power; so one should rather say that knowledge can mean power but is not power.

It is very probable that those with the most knowledge do not have the most power, and it is also very probable that those with the most power do not have the most knowledge (in order to remain powerful they need merely an average knowledge and a few people with more than the average knowledge who depend on them). For example: each boss of a company does not always have more knowledge than the underlings of this boss; the situation, especially in the long run, that some underlings have more knowledge than their boss is more probable.


More information is available now, but I would not subscribe that „the average human is more intelligent and has a better understanding of the world now“. Most humans do not make use of the fact that more information is available now, and a lot of the nowadays information is waste. So it is also possible that the IQ of the humans is now lower than it was e.g. 100 years ago.


Information storage.

There are many information memories.

Concerning (1) nature: in all things of the universe, thus in everything that exists, thus also in brains.

Concerning (2) human culture: (2,1) in brains again; (2,2) in libraries; (2,3) in machines, thus also in computers, robotors, and so on.


One of the words for the definitions of „belief“ and „knowledge“ that they must begin with as one original phenomenon is the word „information“ in a very primitive sense which means, for example, without lie, fraud, corruption, cynism .. and so on.

Try to evolutionarily go backwards - far away from now. Otherwise you will never understand what the word „information“ in a very primitive sense means.

An amoeba does not need to believe (sic!) and not need to know (sic) about its information.

Understanding in a very primitive sense does not mean what we understand when we use the word „understanding in a human sense. Again: An amoeb does not need to understand what information means, it does not need to believe or to know in order to be informed in the sense of „being in form“. „Information“ originally comes from „being in form“ (there is no need of belief and knowledge).

Stones do not believe and not know. Primitive living beings do not believe and not know, but they are „in form“ (they live) without believing and knowing it.

„Being informed“ can but does not necessarily mean „understanding“. „Being informed“ and „being in form“ (it is like: „to live“) belong together. A cell does not need to humanly understand its information.

A cell does not have a belief and a knowledge in the sense that you mean. The „belief“ and the „knowledge“ of a cell are the same: information (coming in form, being in formed, being in form) in a primitive sense which means without understanding and all other mental processes an anthropocentric human being always hastily interprets into all living beings.


It is not good when people do not know that they believe but nevertheless believe that they know.


Just think about it:

Epistemology for Beginners


The core is what we can call „information“ - in order to be „in form“ (to survive) . This leads at last, namely when it comes to higher culture, to the question: „How can I be sure that the information is true?“ All understanding has to do with information, but not all information has to do with understanding. A stone that gives information to a geologist does not need to understand the information that it gives. And all knowledge is information, but not all information is knowledge. Belief is also based on information, but not all information leads to belief. Information is the superordination of belief and knowledge.

Epistemology for Beginners


Belief and knowledge are exactly the same, but they have the same evolutionary root.
Eliminating belief does not epistemologically help, because knowledge did not accure without help. If you believe that knowledge is absolutely independent, then you are more a believer than those who say the opposite.

All understanding has to do with information, but not all information has to do with understanding. A stone that gives information to a geologist does not need to understand the information that it gives.

Eliminating belief does not epistemologically help. Knowledge did not occur out of the nothingness and also not without help. If you believe that knowledge is absolutely independent, then you are more a believer than those who say that knowledge is not absolutely independent.

Information is in the outer circle - as the superset of belief and knowledge -, and it is also an intersection of belief and knowledge. Both belief and knowledge have their origin in information (their intersection) and lead to information (their superset). The intersection and the outer circle had been one circle (without belief and knowledge) before belief and knowledge were „born“. A stone (for example) does not have belief or knowledge but does nevertheless give information.

Information is the whole process, whereas understanding is merely a part of it. You do not need to know or to understand the informations you give. For example: I have got information about you, but you do not know this information. Another example: trees do not know and not understand the information they give and get. Many many other examples can be given. Most living beings are without understanding but with information. And these most living beings do what is true or false, although or, better, because they are not capable of understanding, knowing, thinking - but capable of giving and getting information. They do not need to know and to understand what true or false is - they just do it (and mostly with more success than those „higher“ living beings with knowing and understanding).

Plants, for example, seem to understand what the words „true“ and „false“ mean, but, of course, they do not, because they have no nervous system. They do not need to understand what „true“ and „false“ mean. But they act and react as if they understood the meaning of „true“ and „false“. And by the way: their actions and reactions are averagely more successful than those of the living beings with a nervous system.


First of all, one has to understand what others say and then, secondly, what they mean. If you read my words I am just writing, then you have to be capable of knowing the letters, the syllables, the words, the sentences, the whole text and, of course, the grammatical structure and the relations of all that, and after it you can begin with your interpretation of what the people mean, because the people and their world are part of the context but not the text itself.


One can become more powerful by knowlege but also or even more by belief.Imagine you inhabit an epistemological house with two floors. The first floor as the lower floor is your belief and the second floor as the upper floor your knowledge. If you take away your first floor, you are not able anymore to inhabit your house; but if you take away your second floor, you can remain in your house and just inhabit the first floor.

Belief and knowledge have the same roots, but they are not equal, because belief is more relevant than knowledge when it comes to epistomological certainty. Knowledge can be easier destroyed than belief. If you are uncertain, then remember your epistemological beliefs, because your beliefs make you more certain again than knowledge. The conclusion that knowledge can give you more epistemological certainty than belief is a fallacy. If you want to maintain your knowledge, then support it with your belief - like the lower floor supports the upper floor. This does not men that knowledge is not relevant. No! Knowledge is jeweled, but it is more fragile than belief. That is the reason why knowledge needs more to be maintained or nursed than belief. But this maintaining or nursing is not possible without belief. That is the reason why belief is more relevant than knowledge. Your knowledge is of no benefit to you without belief. It is worthless without belief.

If someone wants to make out of knowledge belief or/and out of belief knowledge, then the most effective way is to change the semantics of both words, namely by exchanging both meanings. That is what the rulers and their functionaries have been doing for so long by their so called „political correctness“, which is just not more than rhetoric, propaganda, semantical supremacy. They are destroying knowledge, because they try to replace it by belief, which they call „knowledge“.


Imagine you inhabit an epistemological house with two floors. The first floor as the lower floor is your belief and the second floor as the upper floor your knowledge. If you take away your first floor, you are not able anymore to inhabit your house; but if you take away your second floor, you can remain in your house and just inhabit the first floor.

Belief and knowledge have the same roots, but they are not equal, because belief is more relevant than knowledge when it comes to epistomological certainty. Knowledge can be easier destroyed than belief. If you are uncertain, then remember your epistemological beliefs, because your beliefs make you more certain again than knowledge. The conclusion that knowledge can give you more epistemological certainty than belief is a fallacy. If you want to maintain your knowledge, then support it with your belief - like the lower floor supports the upper floor. This does not men that knowledge is not relevant. No! Knowledge is jeweled, but it is more fragile than belief. That is the reason why knowledge needs more to be maintained or nursed than belief. But this maintaining or nursing is not possible without belief. That is the reason why belief is more relevant than knowledge. Your knowledge is of no benefit to you without belief. It is worthless without belief.

If someone wants to make out of knowledge belief or/and out of belief knowledge, then the most effective way is to change the semantics of both words, namely by exchanging both meanings. That is what the rulers and their functionaries have been doing for so long by their so called „political correctness“, which is just not more than rhetoric, propaganda, semantical supremacy. They are destroying knowledge, because they try to replace it by belief, which they call „knowledge“.


Intelligent existence needs something like subsistence / sustenance.


Information is serving self-preservation. Without self-preservation or, more exactly, without any interest in self-preservation information would be useless.


The intelligent humans have an insufficient number of offspring (often even no single child) and are going to die out, whereas the unintelligent humans have a sufficient number of offspring (often even eight children per woman) and are going to survive. This is based on political/social selection - not on natural selection. Intelligence is an evolutionary advantage and can only become a disadvantage by political/social selection. The political/social selection contradicts the natural selection.


For someone who knows e Mendel’s laws and the resulting statistical distributions, the following hypothesis forces itself: Suppose the peak IQ occupational group would be homozygous for a Mendelian allele M1, thus genotype M1M1, the unskilled workers would be M2M2, the professional workers would be heterozygous, thus M1M2. People with a genotypic IQ over 123 should be homozygous M1M1, those with an IQ 105-123 should be heterozygous M1M2, and those with an IQ under 105 should be homozygous M2M2. In reality, the thresholds IQ 105 and IQ 123 mark no sharp boundaries but the average stripline of the overlapping zones of the phenotypes of the tested IQ. So mor lively worded, there are three types of modern humans: (1) those very few (with an IQ >= 124) who invent machines, (2) those (with an IQ 105-123) who repair machines, and (3) those great many (with an IQ <= 104) who serve machines.

3 Phänotypen des Hauptgens der Intelligenz3 Phänotypen des Hauptgens der Intelligenz

Now, guess whether machines are capable of replacing all three types of humans.

Since machines have become capable of serving and repairing machines, less humans are needed. And in future machines will probably even be capable of inventing machines, then no human will be needed. But will the humans have to be intelligent then (provided that they will still be there)?


According to Helmuth Nyborg and many others before him (and only few others - I am among them - after him) intelligence is mainly based on genetics and on the landscape, the environment, more exactly said: on the regional climate and some of its consequences. One can say that the northern humans (humans of regions with a moderate and especially a cold climate) are averagely much more intelligent than the southern humans (humans of regions with a warm and especially a hot climate). And indeed, this has already been proven, although some other aspects must be and have been taken in account as well.

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Now, if a northern human correctly says „I am more intelligent than the southern humans“, then this northern human will immediately be called a „racist“ or an „IQ racist“. But if a southern human correctly says „I am more athletic and have a larger penis than the northern humans“, then that southern human will immediately get agreement and praise from everyone, nobody will call that southern human a „racist“ or/and a „sexist“.

One can state with certainty: There are huge differences when it comes to intelligence. These differences were already proven in the 19th century. But since about the second half or the third third or at least the fifth fifth of the 20th century it has been forbidden to say anything about these differences, because they are mostly caused by genetics (averagely about 70% or even 80%), biology, climate, thus only little by sociology. So our rulers are not only against intelligence differences, they are also against genetics, against biology, against climatology. Probably they are also against intelligence itself.

Who are the more real racist: those who correctly say that they are more intelligent than others, or those who incorrectly say that those who say that they are more intelligent than others are incorrect or even racists?

If there are intelligence differences (and there are huge intelligence differences for sure!), then there are also people who correctly say that they are more intelligent than others.

Why is it forbidden to be intelligent? And especially: Why is it forbidden to be more intelligent than others? And specifically: Why is it forbidden to say this?

There is a huge interest in forbidding all this. When liberalism and egalitarianism come together „fraternally“ (), they have to keep a peaceful distance between themselves: liberalism is for the few rich people, egalitarianism is for the many poor people; and if this peaceful distance is really kept by both of them, then it works like the current globalism works. What does this mean in the context of what I said above? That peaceful distance can only be kept, if there are artificially made differences (for example: „racism“, „sexism“ versus „politically correctness“) in order to hide the real differences (such as intelligence differences or the difference betwenn eugenics and dygenics), because this is one of the means which is used in order to control all humans on this planet - according to the established method and ruling principle: divide et impera.


Intelligence is mostly determined by genetics (averagely about 70% or even 80%), biology, climate (colder regions „demand“ more intelligence than warmer refions), thus only little by sociology, but this little can sometimes have fulminant effects.


The „missing link“ is the human culture, the human brain, the human intelligence, strictly speaking: the technologically applied intelligence.


We have our genetic program, our self-preservation, our instincts, our drives, our reproduction (dis)interest, our desires, our will, and - of course - our culture and technology, based on our intelligence, which is mainly (70-80%) determined by our genetic program. So when problems and conflicts of any kind occur, we have to solve them, i.e by finding a balance in order to make life stable - would you agree if someone called this „health“?


The word „belief“ is originally not meant „religiously“ or even „theologically“.

Now, the trick is to not use belief as a dogma but merely as an epistemological „crutch“. If there will be more certainty, then you will not use it anymore and put it in your „cellar“.

It is at least no advantage or satisfaction to you, if you must always say „I know nothing“ or „I know that I know nothing“. Philosophy and science do not have 100%-answers. So it is better to live with an epistemological „crutch“ than with stupidity or/and lies.

The epistemological „crutch“ helps you to find a solution or not, to come a to yes/no- or true/false-decision. It does not dogmatize you, or, in other words, it depends on your personality and character whether it dogmatizes you or not: if it does, then you are not a good philosopher or scientist; if it does not, then you are a good philosopher or scientist. Science would never have been successful without help like what we call „empirism“ („observation“, „experiment“, „extrapolation“, and so on and so forth), „deduction“, „induction“, and other „crutches“.

If this all turns out as a dogma, then it is not the „crutch“ that is to be blame but those humans who are corrupt or too dumb.

Science and philosophy have always used such „crutches“. Otherwise they would never have developed (historically evolved).

....

Belief is needed.


A society with an economy that is based upon information (including knowledge and belief) is much more environment-sparing than a society with a money economy that is based upon energetic resources. Information (but not energy and resources) can be reproduced arbitrarily. So information is the better money basis. I would suggest a money system of two monetary units: „I“ („Information“) and „E“ („Energy“), so that, for example, 100 cents would consist of 98 I-cent and 2 E-cent, and both could not really be separated from each other.

Epistemology for Beginners


Life resists entropy. Otherwise it would not be capable of self-preservation and would decay, thus die. Self-preservation means preservation of the competences during the actual life, whereas reproduction means preservation of the competences beypond the own life. There are three evolution principles: (1) variation, (2) reproduction, (3) reproduction interest. Living beings get recources out of their environment in order to reproduce their competences by the resources of the environment, thus to preserve (conserve) and renew their competences. So they strive to reproduce their competences.

According to this the meaning of life is the avoidance of the loss of the competences.

If you have the impression that you are not needed anymore, then you have the impression of the loss of your competences.

Note: „Competences“ means more than„fitness“, it is more like „capital“, „power“, „acceptance“, „appreceation“.

„Competences“ are like „abilities“, „skills“, „talents“, „social prospects“ ... and so on. Some are passed on through DNA. Some are taught, trained, or conditioned.

They are based on information.

There are many different information memories (storages), two of them are biological (genetical and neurological) - genes and memes (short-term and long-term) -, all others are cultural (artificial) like all culturally made things, for example books / libraries, pictures, photographs, audiotapes, videotapes, memories of computer, robots, androids.


The intelligence of the average people of the world, their average IQ, has been sinking; so the people of the world have been becoming more stupid, more dense.


The „great amount of information“ is only capable of explaining the medium or averarge issues, but not other issues like the beginning or the end of the „small information“. The „small information“ is possibly too „small“ (simple) for explaining it. The example „homo sapiens“ makes it clear, I think: Humans often do not have many answers to the simpliest questions of their own dasein. Why are humans in the world?

Humans are not really capable of explaining how, for example, the universe emerged, if it emerged at all.

The humans’ brains are made for surviving.


Unfortunately, the average intelligence has decreased and the whole education system with all its schools, high schools, colleges, universities has become a corruption system (like all other institutional systems).


In the following video (**), Helmuth Nyborg (**) points out the clear relationship between distance from the equator and both brain size and intelligence. At or close to the equator, the average IQ is 69, whereas at a latitude of 54 degrees the average IQ is 98. Nyborg observes that races could logically be classified as „eco-types“ (**), since their traits reflect the ecological niches in which they evolved. He also notes that unlike the North/South gradient in IQ there is no East/West gradient, virtually proving that it is the challenges of a cold climate that have forced northern peoples to evolve higher intelligence and a greater capacity for cooperation. He points out that e.g. Arabs have lower-than-expected IQs relative to the latitudes in which they evolved, probably due to the dysgenic effects of frequent cousin marriages.

Two forces could destroy the Western Civilization. One is a social system that taxes the competent to subsidize the proliferation of the incompetent. As Nyborg notes, „the welfare-state debases what created high civilization in the first place - this is the first time in history that the less fit are reproducing more than the more fit“ (**). At the same time, lower-IQ non-Europeans are pouring into the continent, bringing with them alien practices and religions. Nyborg concludes with a warning: Unless Europeans are able to reverse these two trends, „the result could be the undoing of the Enlightenment - we may be on the precipice of a new dark era“ (**).

My personal fear is that we face civil war.“ - Helmuth Nyborg (cp. in the said video **).

„I personally find that our children deserve a better future than that ....“ - Helmuth Nyborg (cp. in the said video **).

I want to add something to Nyborg’s statements in the said video (**), where Nyborg notes that e.g. „the welfare-state debases what created high civilization in the first place - this is the first time in history that the less fit are reproducing more than the more fit“ (**). We know from e.g. the schoolyard that high-IQ pupils and low-IQ pupils behave very differently. The high-IQ pupils behave in a more reasonable way and think that intelligence is the best way to get success, whereas the low-IQ pupils behave in a more violent way and think that violence is the only way to get success.

The behavior of the high-IQ pupils is very similar to the behavior of the Faustians which Nyborg, referring to Charles Murray’s book „Human accomplishment“ (2003), calls „High Civilization“ / „European Core“ / „males born in a small area of northern Europe“ (the entire area of the Germanic speaking people and the north-northwest area of the Romanic speaking people **), thus: the area where the Occidental culture (a.k.a.: Faustian culture) originated with its soul (according to Spengler: „die faustische Seele“ [„the Faustian soul“]).

What Nyborg describes is a scientifically secured version of the Faustian story / history.

Back to the schoolyard: Very often, the low-IQ pupils win against the high-IQ pupils who are, in addition to that, often called „Streber“ (German) or „nerd“/„geek“ (English). It depends on the number: if low-IQ pupils are many more than the high-IQ pupils, then the high-IQ pupils have no chance to win against the low-IQ pupils. (Then proverbs come true: „The wiser head gives in.“ „The cleverer give in.“)

Politically said: By welfare and immigration politics, the welfare states help the low-IQ people win against the high-IQ people. What Spengler predicted as „die farbige Weltrevolution“ ([**|**] „the colored world revolution“ [**|**]) has become reality since the end of the second world war or, at the latest, since the end of the cold war. Very likely, this will lead to a civil war, if not to more than a civil war.

The reason why many Faustian people are scared these days is a real threat (!) - not the foreign race of the immigrants or the sex or something like that.


Helmuth Nyborg:

„The Thermodynamic Solar Irradiance Selection (TSIS) Hypothesis:

- The latitudinal reduction in Sun Irradiation and related carrying capacity of cold eco-niches exposed the small bands of genetically quite similar prehistoric northbound migrants to still harsher selection for traits beneficial for survival.
- Among those traits are Brain Size, Intelligence, and Altruistic Sociability, as they all favor in photon-poor, nutritionally bare Northern eco-niches.
- Their heritability will leave modern-day artefacts in the form of North-South gradients in IQ, Brain Size, and Altruistic Sociability.“ **

Helmuth Nyborg:
„Summary:
1.) High Civilization reflects the geo-physics of Cold Ecotypes.
2.) It accordingly will receive little support in Warm Ecotype ereas.
3.) Warm Ecotypes cannot be integrated in modern technological European and Western offshoot countries, except for the few at the high end of the normal distribution of Warm Ecotypes.“ **

If Europeans become a minority, then intelligence (high IQ’s), technology, science, wealthy, democracy, welfare become a minority too, will drop below sustainable levels. All this means stupidness, dark ages, eternal-civil-war-like situations or even the Stone Age again, in the worst case the disappearance of all humans.


According to Hemuth Nyborg, the Inuit are the Very Cold Ecotype - see for example: 9:17 ff., 23:37 ff., 28:29 ff. in the said video).


Intelligence is an advantage and can lead to a culture that circumvents nature successfully (**). Note that intelligence is one advantage of many advantages. So there are other advantages too.

It depends on what advantage is the one that is chosen/selected. In the case of humans it is the intelligence. Bodily said: it is our brain that made us so successful. We do not have other physical features that have made us as successful as the brain has done. If we lose this advantage, we will immediately lose other features too and will perhaps get extinct.


Intelligence is correlated with genetics (thus: biology), with climate (thus: geology and geography), with politics and education (thus: culture), with demography, with economy ....


We should have more than one currency, and the first one should be a currency of knowledge, wisdom, information.

And we must take another direction and slow down.

If we do not get that first currency of knowledge, wisdom, information and do not take another direction and slow down, then we will get the huge catastrophe. It is possible to avoid this. But it requires responsible rulers instead of the current ones who are godwannabes, too greedy, too corrupt and going to bring the huge catastrophe to the humans.


Schools, universities and mass media are intended to damage the intelligence of people.

Two points are important here:

(1) Cooptation of schools, universities and mass media as institutions working for the globalists who want the monopoly and monarchy..
(2) If the economic and - in particular (!) - the demographic situation is like the one we have in our western countries, then the average intelligence decreases, and teachers, professors, journalists which do not go along with the mainstream have to damage the intelligence, otherwise the colleagues will punish them by mobbing and firing.

Someone asked me recently whether one needs education. The answer depends on whether one means (A) the education as such or (B) the school education which is basically a state education.

(A) If the education as such is meant, then: yes, one needs education.
(B) If the school education which is basically a state education is meant, then: yes (Ba) and no (Bb).

(Ba) Yes because of those who are genetically less intelligent and can use the school education as a chance to become more intelligent.
(Bb) No because of a situation like the described one (=> 2).


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