(64)Promoting Leftist Radicalism

Promoting Leftist Radicalism

In their book One-Party Classroom: How Radical Professors at America’s Top Colleges Indoctrinate Students and Undermine Our Democracy, David Horowitz and Jacob Laksin listed about 150 leftist courses offered at 12 universities. These courses mask their political intent with scholarly language, but some of them neglect even basic academic principles, making them resemble closely the political courses that are mandatory in communist countries.

The University of California–Santa Cruz offers a seminar course called The Theory and Practice of Resistance and Social Movements. The course description is as follows: “The goal of this seminar is to learn how to organize a revolution. We will learn what communities past and present have done and are doing to resist, challenge, and overcome systems of power including (but not limited to) global capitalism, state oppression, and racism.”

Bill Ayers, with the title of Distinguished Professor at the University of Illinois at Chicago, is a 1960s-era radical and the leader of the Weather Underground, originally called Weatherman, which was a faction of the Students for a Democratic Society (SDS). In 1969, the Weatherman went underground and became the first domestic terrorist organization in the United States. It dedicated its efforts to organizing radical students, who took part in terrorist activities designed to inflame racial conflict.

The Weatherman group perpetrated bombings against the Capitol, the New York City Police Headquarters, the Pentagon, and offices of the National Guard. As a well-known quote from Ayers goes: “Kill all the rich people. Break up their cars and apartments. Bring the revolution home, kill your parents.” Ayers’s academic publications are consistent with his resumé. In his writings he argues that we must overcome our “prejudices” concerning violent juvenile offenders.

A web of left-wing progressives successfully prevented the FBI from arresting Ayers. He re-emerged in 1980 and circumvented the law to avoid criminal justice. He became a faculty member at the University of Illinois–Chicago, where he studies early childhood education. His political views were unchanged, and he has shown no remorse for his terrorist attacks. Ayers successively became associate professor, professor, and eventually reached his current standing of Distinguished Professor. He also received the title of Senior University Scholar, the institution’s highest honor.

Each title Ayer received was the result of a joint decision on the part of his colleagues in the department. This itself reflects the university’s tacit acknowledgment and support for his terrorist past.

From Chapter Twelve: Sabotaging Education

(63)Using New Academic Fields for Ideological Infiltration

Using New Academic Fields for Ideological Infiltration

In a healthy society, women’s studies or research of different races reflects the prosperity of the academic community, but following the 1960s counterculture movement, some radicals made use of these new academic disciplines to spread their left-leaning ideas to universities and research institutes. For example, some scholars believe that the establishment of departments dedicated to African-American studies is not so much because of inherent demand for such an academic division, but rather the result of political blackmail.

In 1968, a student strike forced San Francisco State College to shut down. Under pressure from the Black Student Union, the college established the Africana Studies Department, the first of its kind in the United States. The department was envisioned primarily as a means of encouraging black students, and with it arose a unique African-American science. The achievements of black scientists were brought to the forefront, and class materials were transformed to make them include greater mention of African-Americans. Mathematics, literature, history, philosophy, and other subjects underwent similar modifications.

In October 1968, twenty members of the Black Student Union caused another campus shut down at the University of California–Santa Barbara when they occupied the school’s computer center. A year later, the school established the Department of Black Studies and the Black Research Center.

In April 1969, more than one hundred black students at Cornell University occupied the school’s administrative building while waving shotguns and ammo packs to demand the establishment of a black research department staffed solely by blacks. When a teacher came forward to stop them, a student leader threatened that Cornell University “had three hours to live.” Cornell University eventually conceded to the black students and established the third black research department in the United States.

Shelby Steele, who later became a senior researcher at the Hoover Institution at Stanford University, was once a proponent for the establishment of black research departments at universities. He said that university leaders had such a strong sense of “white guilt” that they would agree to any request from the representatives of black student unions. At the same time, women’s studies, Latin American studies, gay studies, and so forth were introduced to American universities and are now ubiquitous.

The basic premise of women’s studies is that sex differences result not from biological differences but instead are social constructs. Due to the alleged long-term suppression of women by men and patriarchy, the mission of women’s studies is to trigger female social consciousness, bringing overall social change and revolution, according to this perspective.

A feminist professor at the University of California–Santa Cruz grew up in a famous communist family. She proudly displayed her credentials as a communist and a lesbian activist. Since the 1980s, she had been teaching feminism and regarded her sexual orientation as a kind of lifestyle to arouse political consciousness. Her inspiration for becoming a professor was because a fellow communist had told her it was her mission to do so. In a public statement, she said that “teaching became a form of political activism for me.” She founded the Department of Feminist Studies at the University of California–Santa Cruz. In one of her syllabi, she wrote that female homosexuality is “the highest form of feminism.”

The University of Missouri has designed its courses to prime students to see the issues of feminism, literature, gender, and peace from the position of the Left. For example, a course called Outlaw Gender sees the sexes as “artificial categories produced by a particular culture,” rather than being naturally produced. Only one viewpoint was instilled in students—the narrative of gender-based oppression and discrimination against multiple-gender identities.

As discussed in Chapter Five, the anti-war movement in the Western world following World War II was heavily influenced by communist infiltrators. In recent decades, a new subject, Peace Studies, has emerged in American universities. Scholars David Horowitz and Jacob Laksin studied over 250 organizations that had some connection to the new academic field. They concluded that these organizations were political, not academic, in nature, and their aim was to recruit students to the anti-war Left.

Citing the popular textbook Peace and Conflict Studies, Horowitz and Laksin laid out the ideological motivations of the field. The textbook used Marxist arguments to explain the problems of poverty and starvation. The author condemned landowners and agricultural merchants, claiming that their greed led to the starvation of hundreds of millions of people. Though the point is ostensibly against violence, there is one form of violence that the author does not oppose, and in fact praises—violence committed in the course of proletarian revolution.

A passage from Peace and Conflict Studies says the following: “While Cuba is far from an earthly paradise, and certain individual rights and civil liberties are not yet widely practiced, the case of Cuba indicates that violent revolutions can sometimes result in generally improved living conditions for many people.” The book makes no mention of Fidel Castro’s dictatorship or the catastrophic results of the Cuban Revolution.

Since it was written after 9/11, Peace and Conflict Studies also touched on problems of terrorism. Surprisingly, its authors seemed to have so much sympathy for the terrorists that the term “terrorist” was put in quotation marks. They defended their stance by saying: “Placing ‘terrorist’ in quotation marks may be jarring for some readers, who consider the designation self-evident. We do so, however, not to minimize the horror of such acts but to emphasize the value of qualifying righteous indignation by the recognition that often one person’s ‘terrorist’ is another’s ‘freedom fighter.’”

Academia should be objective and avoid harboring political agendas. These new academic fields have adopted an ideological stand: Professors of women’s studies must embrace feminism, while professors involved in studies of blacks must believe that the political, economic, and cultural hardships of African-Americans result from discrimination by whites. Their existence is not to explore the truth, but to promote an ideological narrative.

These new subjects are byproducts of the American cultural revolution. Having been established in universities, they have expanded by demanding more budgets and recruiting more students, who further strengthen these subjects. These new fields are already deeply ingrained in academia.

These new academic fields were created by people of ill intent acting under the influence of communist ideology. Their aim is to foment and expand conflict among different groups and to incite hatred in preparation for violent revolution. They have little relation to the people (African-Americans, women, or others) they claim to stand for.

From Chapter Twelve: Sabotaging Education

(62)The Severe Leftist Slant of University Faculties

One of the most important causes of students embracing socialist or communist ideology, or being influenced by radical ideologies such as feminism and environmentalism (to be discussed later in this book), is the fact that a large proportion of staff in American universities leans to the left.

In a 2007 study titled “The Social and Political Views of American Professors,” among the 1,417 full-time college faculty members surveyed, 44.1 percent considered themselves liberal, 46.1 percent moderate, and only 9.2 percent conservative. Among them, the proportion of conservatives in community colleges was slightly higher (19 percent), and that of liberals was slightly lower (37.1 percent). In art colleges, 61 percent of faculty were liberal, while conservatives made up just 3.9 percent. The study also noted that faculty members near retirement were more staunchly leftist than new faculty members. In the 50–64 age group, 17.2 percent proclaimed themselves to be leftist activists. The study also stated that most university faculty supported homosexuality and abortion rights. 

Studies after 2007 also confirm the leftist trend among professors in four-year universities in the United States. A study published in Econ Journal Watch in 2016 surveyed the voter registration status of professors in the departments of history and social sciences in forty leading U.S. universities. Among 7,243 professors surveyed, there were 3,623 Democrats and 314 Republicans, or a ratio of 11.5-to-1. Among the five departments surveyed, the department of history was the most uneven, with a 35-1 ratio. Contrast this with a similar survey from 1968: Among history professors at the time, the ratio of Democrats to Republicans was 2.7-to-1. 

Another survey for four-year university faculty in 2016 found that the political inclination of the faculty was uneven, especially in New England. Based on 2014 data, the survey found that the ratio of liberal and conservative professors in colleges and universities nationwide was 6-to-1. In New England, this ratio was 28-to-1.  A 2016 study by the Pew Research Center found that 31 percent of the people who had studied in graduate schools held liberal views, 23 percent tended to be liberal, only 10 percent held conservative views, and 17 percent tended to be conservative. The study found that since 1994, the people who had received graduate-level education had increased significantly in holding liberal views. 

Scholars who attended a seminar at the American Enterprise Institute in 2016 said that about 18 percent of social scientists in the United States considered themselves Marxists, and only 5 percent considered themselves conservative. 

Senator Ted Cruz once commented on the law school of a prestigious school he had attended.  “There were more self-declared Communists [in the faculty] than there were Republicans,” he said. “If you asked [them] to vote on whether this nation should become a socialist nation, 80 percent of the faculty would vote yes, and 10 percent would think that was too conservative.” 

Communism began its penetration of American education from the time it took root in the United States. Since the beginning of the twentieth century, many American intellectuals have accepted communist ideas or the Fabian socialist variant. 

The 1960s counterculture movement produced a large number of young anti-traditional students. In these people’s formative years, they were influenced greatly by cultural Marxism and Frankfurt School theory. In 1973, after President Nixon withdrew American troops from the Vietnam War, student groups associated with the anti-war movement began to fade into obscurity, as the main reason for protest was gone. But the radicalism brewed by these large-scale student movements did not disappear.

Radical students went on to pursue graduate studies in the social and cultural fields — in journalism, literature, philosophy, sociology, education, cultural studies, and the like. Having received their degrees, they began careers in the institutions with the most influence over society and culture, such as universities, news media, government agencies, and non-governmental organizations. What guided them at that time was mainly the theory of “the long march through the institutions” proposed by Italian Marxist Antonio Gramsci. This “long march” aimed to alter the most important traditions of Western civilization.

The Frankfurt School philosopher Herbert Marcuse was regarded as a “spiritual godfather” by rebellious Western students. In 1974, he asserted that the New Left did not die, “and it will resurrect in the universities.” In fact, the New Left had not only managed to survive: Its long march through the institutions was massively successful. As one radical professor wrote:

“After the Vietnam War, a lot of us didn’t just crawl back into our literary cubicles; we stepped into academic positions. With the war over, our visibility was lost, and it seemed for a while—to the unobservant—that we had disappeared. Now we have tenure, and the work of reshaping the universities has begun in earnest.” 

The term “tenured radicals” was coined by Roger Kimball in his book of the same name, published in 1989. The term referred to the radical students who had been active in the anti-war, civil rights, or feminist movements of the 1960s and later entered universities to teach and obtained tenure in the 1980s. From there, they inculcated students with their system of political values and created a new generation of radicals. Some of these new radicals became department heads and deans. The purpose of their scholarly work is not to explore the truth, but to use academia as a tool for undermining Western civilization and traditions. They aim to subvert mainstream society and the political system by producing more revolutionaries like themselves.

Once tenured, professors can participate in various committees and have considerable say in recruiting new faculty members, setting academic standards, selecting topics for graduate theses, and determining the direction of research. They have ample opportunity to use their power to exclude candidates who do not conform to their ideology. For this reason, more traditionally minded individuals who teach and do research according to traditional concepts are being steadily marginalized. As professors of the older generation retire, those who replace them are mostly leftist scholars who have been indoctrinated with communist ideas.

Gramsci, who coined “the long march through the institutions,” divided intellectuals into two camps: traditional intellectuals and organic intellectuals. The former are the backbone of maintaining traditional culture and social order, while the organic intellectuals, belonging to the newly emerging classes or groups, play a creative role in the process of fighting for hegemony in their classes or groups.  The “proletariat” uses organic intellectuals on its path to seizing cultural and eventually political hegemony.

Many tenured radicals defined themselves as “organic intellectuals” who oppose the current system. Like Gramsci, they follow the Marxian axiom: “The philosophers have only interpreted the world, in various ways. The point, however, is to change it.” 

In this way, education for the Left is not about imparting the essence of knowledge and human civilization, but for priming students for radical politics, social activism, and “social justice.” After graduation and upon joining society, they vent their dissatisfactions with the current system by rebelling against traditional culture and calling for destructive revolution.

From Chapter Twelve: Sabotaging Education

(61)Education plays an important role…

Education plays an important role in fostering individual well-being and self-fulfilment, maintaining social stability, and securing the future of a nation. No great civilizations in the history of humanity took education lightly.

The object of education is to maintain humanity’s moral standards and preserve its divinely bestowed culture. It is the means by which knowledge and craftsmanship are imparted, as well as how people are socialized.

Traditionally, the well-educated respect Heaven, believe in gods, and seek to follow the virtue of benevolence. They possess extensive knowledge of traditional culture as well as mastery over one or more trades. Dedicated to their vocations, they believe in treating others with kindness. They serve as the pillars of society, national elites, and the guardians of civilization. Their extraordinary character and behavior earn divine favor and blessings.

To destroy humanity, the communist specter aims to sever the connections between man and gods. Thus ruining traditional education is an indispensable step. Communism adopted different strategies to attack and undermine education in both the East and West.

In Eastern countries that are home to deeply seated cultural traditions, deception alone is insufficient to dupe an entire people. This necessitated the systematic slaughter of traditional elites so as to physically cut off the bearers of culture from imparting their heritage to the next generation, while at the same time bombarding the rest of the population with incessant propaganda.

The history and roots of Western culture are comparatively simple, giving communism fertile ground for covertly contaminating society by subverting and sabotaging Western education. In fact, the corruption of Western youth is much more severe when compared with those in China.

During the 2016 U.S. presidential election, the mainstream media’s longstanding vilification of conservative candidates, coupled with misleading polls conducted prior to the vote, left many in shock—particularly young college students—once the actual result of the election was announced.

Following Donald Trump’s victory, a ridiculous phenomenon appeared in universities around the United States. Some students felt such fear, exhaustion, or emotional trauma from the election that they demanded classes be canceled and exams be rescheduled. In order to relieve students of their stress and anxiety, some prominent schools organized various therapeutic activities. These included playing with Play-Doh or building blocks, coloring, and blowing bubbles. Some even provided pet cats and dogs for students to console themselves with. Many universities provided students with psychological counseling, organized help groups, and established services such as “post-election recovery” or “post-election resources and support.” [1]

The absurdity of how a normal democratic process became more terrifying than a natural disaster or terrorist attack demonstrates the utter failure of the American education system. College students, who should be mature and rational, became intolerant and infantile when confronted with change and adversity.

The complete breakdown of American education is one of the most distressing things to have happened to the country in the last few decades. It signals the success of communism’s mission to infiltrate and corrupt Western society.

This chapter focuses mainly on the United States as an example to show how education in free societies is sabotaged by communism. Readers may apply the same logic to infer how education is being undermined in other countries along similar lines.

The communist infiltration of American education manifests in at least five areas.

Directly Promoting Communist Ideology Among the Young. Communist ideology gradually took over Western academia by infiltrating important traditional fields of study, as well as fabricating new sciences beholden to its ideological influence. Literature, history, philosophy, social science, anthropology, law study, multimedia, and other concentrations were inundated with various derivatives of Marxist theory. “Political correctness” became the guideline for censoring free thought on campuses.

Reducing the Young Generation’s Exposure to Traditional Culture. Traditional culture, orthodox thought, genuine history, and classical literature are slandered and marginalized in many different ways.

Lowering Academic Standards Starting in Kindergarten and Elementary School. Because instruction has been progressively dumbed down, students of the new generation are becoming less literate and mathematically capable. They possess less knowledge, and their ability to think critically is stunted. It is hard for these students to handle key questions concerning life and society in a logical and forthright manner, and even harder for them to see through communism’s deceptions.

Indoctrinating Young Students With Deviated Notions. As these children grow older, the concepts instilled in them become so strong that they are nearly impossible to identify and correct.

Feeding Students’ Selfishness, Greed, and Indulgence. This includes conditioning them to oppose authority and tradition, inflating their egos and sense of entitlement, reducing their ability to understand and tolerate different opinions, and neglecting their psychological growth.

Communism has achieved its objectives in nearly all of the five areas. Leftist ideology is the leading trend in American universities. Scholars with different ideas have been either marginalized in their teaching positions or barred from voicing their traditional views.

Four years of intensive indoctrination leave college graduates with a predisposition for liberalism and progressivism. They are likely to accept atheism, the theory of evolution, and materialism without a second thought. They become narrow-minded “snowflakes” who lack common sense and pursue hedonistic lifestyles without taking responsibility for their actions. They lack knowledge, have a narrow worldview, know very little or nothing about the history of America or the world, and have become the main target for communist deception.

In the eyes of the world, the United States is still a major country in education. For over a century, the United States has been a political, economic, and military superpower. The funds it spends on education far exceed that of most countries. After World War II, American democracy and affluence attracted talented people from around the world. Its STEM graduate programs and professional schools are second to none.

However, a crisis is unfolding within. The proportion of foreign students in graduate STEM programs far exceeds that of American students, and the gap is increasing with each year. [2] This reflects the erosion of elementary, secondary, and post-secondary education across the United States. Students are purposefully being dumbed down and ruined. The consequences are unfolding before our eyes, and there is more yet to come.

KGB defector Yuri Bezmenov, introduced in Chapter Five, described in the early 1980s how communist ideological infiltration in America was nearing completion: “Even if you start right now, here this minute, you start educating [a] new generation of Americans, it will still take you fifteen to twenty years to turn the tide of ideological perception of reality back to normalcy. …” [3]

A third of a century has passed since Bezmenov gave his interview. During this period, even as we witnessed the downfall of the Soviet Union and other socialist regimes in Eastern Europe, communism’s infiltration and subversion in the West didn’t stop in the least. Communist elements in the West set their sights on education as a primary target. They took over the institution at all tiers, spread their influence in family education, and promoted their own twisted theories on education and pedagogy.

It should be emphasized that more or less all people in the world, especially those who went to college after the 1960s, received exposure to communist influences. The humanities and social sciences are the worst affected. Most people in these fields were unknowingly indoctrinated, and only a few individuals set out to intentionally promote communist ideology. Here we expose communist aims, so people can identify them and distance themselves.

From Chapter Twelve: Sabotaging Education

(60)Terrorism is inseparable from communism

From the Paris Commune and Lenin’s institutionalization of violence, to the CCP’s state-sponsored persecutions, communism has always used terrorism to achieve its aims. Moreover, beyond the territory controlled by communist regimes, communism has manipulated a variety of groups and people to carry out terrorist acts, sowing chaos around the world and throwing up a diversionary smokescreen for its enemies. Advancements in science and technology have made it easier for terrorists to endanger innocent victims.

Terrorists use violence to throw society into disorder, and use fear to bring people under their control. They violate the moral values held universally across humanity in order to achieve their ends. The roots of communism can be seen in their core ideas, as communist ideology provides a theoretical framework for their evil values.

The primary victims of Islamic extremism are the people of countries from which terrorists originate. While the media focuses its attention on terrorist attacks that target Western society, the vast majority of those killed are Muslims. Similarly, the more than 100 million deaths caused by communism were nearly all those of people living under the rule of communist regimes.

Terrorism is inseparable from communism, which itself is the greatest root cause of terrorism around the world. Until these toxic roots are dug out, mankind will not enjoy a single day of peace. Only by recognizing the role of communism in the terrorist activities that plague our world, and by standing on the side of traditional moral values and faith can people safeguard themselves against this menace.

From Chapter Fifteen: The Communist Roots of Terrorism

(59) Terrorism and the Western Radical Left

The Hidden Alliance Between Terrorism and the Western Radical Left

A contemporary German musician said, “This is the greatest artwork in the entire universe.” He spoke not of Beethoven’s Ninth Symphony, but of the September 11 terrorist attacks.

After 9/11, radical Western leftist intellectuals cheered the attacks and defended the perpetrators. One American writer praised the terrorists for destroying the “Tower of Babel” (that is, the World Trade Center) as a symbol of U.S. wrongdoing. An Italian playwright and Nobel laureate in literature said: “The economies in which [Wall Street] speculators roll killed tens of millions of people every year with poverty. What is a big deal if 20,000 people die in New York?” A professor at the University of Colorado–Boulder campus characterized those working in the World Trade Center as “little Eichmanns,” referring to one of the architects of the Nazi Holocaust.

Hoping to prevent the United States from carrying out military interventions in Afghanistan and Iraq, various radical left-wing forces launched a large-scale anti-war protest movement. Linguist and radical leftist thinker Noam Chomsky said in a speech at the Massachusetts Institute of Technology that the United States is “the largest country of terrorism” and that Washington planned to launch “a quiet genocide” in Afghanistan.

The leftists held “peace vigils” and teach-ins around the country. While the United States’ operations against terrorists in Afghanistan were in full swing, Chomsky took a two-week trip to the Indian subcontinent, spreading rumors to millions of Muslims and Hindus. He accused the United States of planning to kill three or four million Afghans by hunger.

A professor at Columbia University said he hoped the U.S. military would suffer one million Mogadishus. The Battle of Mogadishu refers to the 1993 Al-Qaeda ambush of U.S. special forces in Somalia in 1993, in which eighteen American soldiers were killed.

The anti-war movement, initiated by the radical Left, targeted the United States in order to hamper its efforts in the War on Terror.

In February 2003, a month before the United States attacked Iraq, bin Laden released an audio recording through Al Jazeera calling on people to fight against the U.S. military in the streets. He openly declared, “The interests of Muslims and the interests of the socialists coincide in the war against the crusaders.”

ANSWER (Act Now to Stop War and End Racism) is an anti-war organization with prominent exposure in the media. Its members are mostly socialists, communists, and leftists or progressives. Many of its founders have ties with the International Action Center and the Workers World Party, a communist radical organization. In this sense, ANSWER is actually a front-line force aligned with Stalinist communism. Also participating in the anti-war movement is Not in Our Name, a front organization of the Revolutionary Communist Party, which is a Marxist-Leninist party linked to the Chinese communist regime.

In addition to actively whitewashing terrorists and organizing anti-war movements, leftists in the legal community have gone all-out in opposing the Patriot Act, passed by Congress shortly after 9/11 to strengthen the U.S. counter-terror capabilities. Before the bill was passed, the FBI waited seven years before arresting Sami Al-Arian, a professor of computer science at the University of South Florida who provided terrorists with financial support. If an equivalent to the Patriot Act had existed earlier, arresting Arian earlier might have prevented the September 11 attacks.

The blind Sheikh Omar Abdel-Rahman, who planned the 1993 World Trade Center bombing, was sentenced to life imprisonment in 1995. His defense lawyer, Lynne Stewart, visited the prison and passed a message from Abdel-Rahman to followers in the Middle East, telling them to continue their terrorist activities. Stewart was found guilty in 2005. Surprisingly, after her guilty verdict, she became a political idol for the Left and has been repeatedly invited to lecture at universities, law schools, and other venues.

A 2004 study by American scholar David Horowitz titled Unholy Alliance: Radical Islam and the American Left reveals the nefarious connection between Islamic extremists and radical leftists. According to his analysis, the radical Left around the world has served to cover for Islamic jihadis.

Standing with terrorists against Western democratic states is part of the radical Left’s long march to destroy Western society from within. They are willing to use any method that helps them achieve this goal. Though leftist ideology has no superficial relationship with Islamic extremism, their objectives coincide to form a pernicious alliance against the Western world and become a powerful tool for communism.

From Chapter Fifteen: The Communist Roots of Terrorism

(58) The CCP’s Ties to Al-Qaeda


The CCP’s Ties to Al-Qaeda

The CCP has had far-reaching interactions with Al-Qaeda, beginning with its clandestine collaboration with the Taliban, which provided protection for bin Laden. In 1980, in addition to sending about three hundred military advisers to the mujahideen in Afghanistan, the CCP also set up military training camps in Kashgar and Hotan in Xinjiang to instruct them in skills such as the use of weapons, military strategy, propaganda, and espionage.

Xinjiang became the base for training the Afghan mujahideen to fight the Soviet Union. By the time the Soviet Union withdrew from Afghanistan, the Chinese military had trained at least several thousand jihadis. It provided them with machine guns, rocket launchers, and surface-to-air missiles, altogether two to four billion U.S. dollars in value.

The CCP maintained close ties with the Taliban and Al-Qaeda after the Taliban seized power in Afghanistan, as well as in the period when the Taliban provided protection for bin Laden. Even though Al-Qaeda carried out terrorist attacks on the U.S. Embassy and the U.S. Navy, and the Taliban refused to hand over bin Laden to the United Nations, the CCP has always opposed U.N. sanctions against the Taliban. In 1998, the United States attacked Al-Qaeda bases with cruise missiles. The Chinese regime paid Al-Qaeda $10 million to purchase unexploded U.S. missiles so as to improve its own technology.

At the same time, the CCP continued to provide sensitive military technology to state sponsors of terrorism. At the end of 2000, the U.N. Security Council proposed sanctions on the Taliban to force it to close bin Laden’s terrorist training camps located on its territory, but China abstained from the vote. After that, the CCP continued secret negotiations with the Taliban and reached an agreement to have Huawei Technologies help the Taliban establish an extensive military communication system throughout Afghanistan. On the day of the 9/11 attacks, Chinese and Taliban officials signed a contract to expand economic and scientific cooperation.

More shockingly, after the 9/11 attacks, two Chinese military officers were hailed as national heroes for their authorship of a book titled Unrestricted Warfare, which was published in 1999. In the book, they suggested that if the World Trade Center in New York were attacked, it would open up a complicated dilemma for the United States. The authors also named Al-Qaeda as an organization with the ability to carry out such an operation. Suffice it to say, the Chinese regime’s concept of “unrestricted warfare” provided theoretical guidance for bin Laden’s future operations.

When the U.N. Security Council imposed sanctions on the Taliban regime after 9/11, China not only abstained from the vote, but also sent military personnel to support the Taliban immediately after the U.S. military began airstrikes in Afghanistan. It was also after 9/11 that American intelligence agencies learned that ZTE and Huawei, China’s two military-linked tech companies, were helping the Taliban military establish a telephone network in Kabul, the capital of Afghanistan.

In 2004, it was revealed that Chinese intelligence agencies used shell companies to help bin Laden raise funds and launder money in financial markets around the world.

With the fall of the Berlin Wall, the communist camp faced total collapse. Having inherited the ideological garb of the Soviet Union, the CCP was left to face the tremendous pressure from the free world on its own. As it happened, 9/11 took place just as the United States and the free world began to focus their attention on condemning communist tyranny. Priorities changed dramatically, and the free world had to hold off its plan to combat communism as the War on Terror began. This gave the CCP a reprieve and allowed communism to expand once again.

While the Western world waged war in the Middle East, a large-scale transfer of wealth quietly took place between China and the United States. Communism was able to build another superpower.

The chaos caused by terrorism has caused the free world to divert its attention away from the communist menace, delaying the main conflict between good and evil as it plays out in our world.

(57) The CCP’s Support of Terrorism


The Chinese Communist Party’s Support of Terrorism

The Chinese Communist Party (CCP) has long supported terrorist activities abroad, including those of Palestinian terrorist leader Yasser Arafat. Helping to pioneer the tactic of hijacking commercial airlines, Arafat targeted U.S. forces and became an inspiration for Osama bin Laden.

The CCP’s Support of Yasser Arafat’s Terrorist Activities

Arafat started the Palestinian National Liberation Movement (FATAH) in 1959 and established the state of Palestine in November 1988. Until his death in 2004, he was the leading figure of various Palestinian militant organizations. Arafat was likely the CCP’s favorite Middle Easterner. He visited China fourteen times and met nearly every Chinese communist leader, including Mao Zedong, Zhou Enlai, Deng Xiaoping, and Jiang Zemin.

In 1964, Arafat established al-‘Asifah (“The Storm”), FATAH’s military wing, after which he immediately went to Beijing to meet with Chinese premier Zhou Enlai. Zhou reminded him to pay attention to his strategy and not to use counterproductive slogans such as those calling for the complete destruction of Israel.

Besides providing weapons and financial support, Beijing often guided Palestine on how to wage conflict with the United States and Israel while expanding its influence on the international scene. The CCP also invited Palestinians to receive training in China. In January 1965, Arafat declared war on Israel in north Palestine using his guerrilla organizations. In May 1965, the Palestine Liberation Organization (PLO) set up an office in Beijing. In an unprecedented move, China afforded the PLO office diplomatic treatment and openly supported the PLO in various international events.

In November 1988, the nineteenth session of the Palestinian National Council announced the independence of the Palestinian state. Beijing immediately acknowledged it and established diplomatic relations on Nov. 20.

Arafat and the then-CCP general secretary Jiang Zemin visited each other in 2000 and 2001, a time in which bloody conflicts broke out on a large scale between Palestine and Israel. Israel repeatedly condemned Arafat for his role in the violence. With the CCP’s support, Arafat was able to contend with the United States and Israel while further damaging the stability of the Middle East.

The PLO and FATAH were involved in various open and underground militant terrorist activities. They claimed that violent revolution was the only way to liberate the country, an ideology that follows the same doctrine of communist movements. Arafat was very close to other communist countries. He was a member of the Socialist International, and FATAH was an observer in the Party of European Socialists (PES).

The United States and Israel have marked Arafat as the man behind a number of terrorist attacks in the Middle East. The White House identified FATAH and the PLO as terrorist organizations and closed the Palestine Information Office in 1987.

In 1970, FATAH planned and carried out the unsuccessful assassination of Jordan’s King Hussein bin Talal. In September that year, FATAH hijacked three commercial planes from Britain, Germany, and Switzerland in front of the television cameras. The terrorists claimed that hijacking a plane had a greater effect than killing a hundred Israelis in battle.

In 1972, the terrorist group Black September, a militant faction of FATAH, carried out a terrorist massacre of Israeli athletes at the Olympic Games in Munich. The person who planned and carried out this massacre was Ali Hassan Salameh, Arafat’s head of security and director of FATAH intelligence. In addition to the eleven Israelis killed in the attack, a West German police officer also died. Arafat was one of the first militants to target innocent civilians in his operations.

(56) bin Laden’s mentor

Qutb’s writings influenced many young Arabs, including the Palestinian scholar and later one of the founders of Al-Qaeda, Abdullah Yusuf Azzam. The 9/11 Commission Report outlined Qutb’s influence on bin Laden’s worldview, and also referred to Azzam directly as “a disciple of Qutb.”

Muhammad Qutb, Sayyid Qutb’s younger brother, was also one of the primary transmitters of Qutb’s views. Muhammad Qutb later went to Saudi Arabia and became a professor who conducted research on Islam, and at the same time, was also responsible for editing, publishing, and promoting his late brother’s theories.

Bin Laden read Qutb’s books when he was a student, and he was familiar with Muhammad Qutb, regularly attending the latter’s weekly public lectures. The former CIA official who oversaw the group in charge of bin Laden, Michael Scheuer, also senior researcher at The Jamestown Foundation, described Muhammad Qutb as bin Laden’s mentor.

The aforementioned Al-Qaeda second-in-command, Ayman al-Zawahiri, is also a fanatical disciple of Sayyib Qutb. When he was a youth, Zawahiri repeatedly heard from his uncle about Qutb’s character and how great he was to suffer in prison. After Qutb’s death, Zawahiri wrote in his memoirs: “The Nasserite regime thought that the Islamic movement received a deadly blow with the execution of Sayyid Qutb and his comrades, but the apparent surface calm concealed an immediate interaction with Sayyid Qutb’s ideas and the formation of the nucleus of the modern Islamic jihad movement in Egypt.”

In the year that Qutb was hanged, Zawahiri, then 15, helped form an underground militant cell determined to “put Qutb’s vision into action.” After that, Zawahiri joined the Egyptian Islamic Jihad and later became bin Laden’s mentor and an important member of Al-Qaeda. After bin Laden was killed, Zawahiri became the leader of Al-Qaeda.

Glenn E. Robinson, the Middle East expert quoted above, said that in the Sunni Muslim world, Qutb is the most important thinker who emphasized violent jihad. Virtually all the concepts and innovations of the Sunni jihad groups can be found in Qutb’s books. Although the various jihadi groups may differ in form, they all share one point in common, namely, the use of violence under the banner of Islam to realize their political aims.

The 1981 assassination of the Egyptian president Anwar Sadat by the Egyptian Islamic Jihad, and the Egyptian terrorist group al-Gamma al-Islamiyah’s attacks against government officials, secular intellectuals, Egyptian Christians, and tourists in the 1990s are all steps in the campaign to bring about Qutb’s vision.

The radical jihadi groups that pursue Qutb’s ideology are categorized as Salafi jihadi terrorists. Robert Manne, professor of politics at La Trobe University, in Melbourne, Australia, called Qutb the “father of Salafi jihadism” and the “forerunner of the Islamic State.” In his book The Mind of the Islamic State: ISIS and the Ideology of the Caliphate, he wrote: “Fifty years after Sayyid Qutb’s execution, this is what the tradition of Salafi jihadism, the mind of the Islamic State, has become. There are no more milestones to pass. We have finally reached the gates of hell.”

The report A Persistent Threat: The Evolution of al Qaeda and Other Salafi Jihadists by the Rand Corporation in America outlined Qutb’s influence on Salafi jihadis, and at the same time listed more than 40 Salafi jihadi groups. They are active across almost all continents.

Looking at the various extremist Islamic organizations in existence, although they lack a united vision and are given to ideological infighting, there is one trait common to the overwhelming majority of them: Qutb’s aggressive form of jihad. They have essentially inherited Qutb’s work, which is communist revolution in a different form.

(55) The Communist Core of Islamic Extremism

Class struggle is another Marxist idea central to Islamic extremism. Karl Marx spent his whole life trying to incite conflicts between the proletariat and the bourgeoisie in order to amplify these conflicts to the point of no return and finally “solve” the conflict through revolution. The Islamic extremists operate in much the same way.
Did destroying the World Trade Center in Manhattan do anything to help realize the united Muslim world that Qutb wanted? Absolutely not. It was merely a means of exacerbating the conflict between the Western and Muslim worlds. In the West, the terrorist attacks incited hatred of Muslims, and vice versa in the Muslim countries. Their method is the same as the conflicts between the proletariat and the bourgeoisie promoted by Marx and Lenin in order to create the conditions needed for launching revolution.
It is no exaggeration to say that Qutb’s theories bear greater resemblance to communism than to traditional Islam. While the Islamic extremists profess a religious opposition to communism, in fact, they absorbed the pure essentials of communist revolutionary doctrine. As one scholar has noted, “The arguments made here are that the real enemy confronting the free world remains Communism and that radical Islam is nothing more than Communism cloaked in the traditional garments of Islam.”
It is not only in the Muslim world where violent extremism has been introduced. The Western counterculture movement spread leftist ideology around the world, and with it Lenin’s terrorist teachings. Finnish political historian Antero Leitzinger believes that modern terrorism was born between the years of 1966 and 1967, developing at the same time as the international communist movement. According to Leitzinger, this is no coincidence. In the 1960s, as radical student movements ran amok in the West, many foreign-exchange students from the Muslim world became connected to leftist thought and brought leftist concepts such as violent revolution back home with them.
In 1974, Abdallah Schleifer, professor in media research at the American University in Cairo, met Ayman al-Zawahiri, who later became second in command of Al-Qaeda. Al-Zawahiri, who was studying medicine at Cairo University at the time, boasted that Islamic extremist groups recruited the most members from elite institutions, such as medical and engineering schools. Schleifer replied that he was not surprised: During the 1960s, these schools had the highest concentrations of young Marxists. He noted that Islamism was simply a new trend that developed in the student revolts of the 1960s.
Schleifer recalled: “I said, ‘Listen, Ayman, I’m an ex-Marxist. When you talk, I feel like I’m back in the Party. I don’t feel as if I’m with a traditional Muslim.’”
It is curious that many associate Islamic extremism with fascism (Islamofascism), and for various reasons, fail to mention its communist origins. Fascism is a form of nationalism and has no particular religious background. When considering Islamic extremism in terms of its overall approach and doctrine, it becomes apparent that it shares more in common with communism.