Ethnic disparity is a problem created by incorrect governance (the “Cultural issue”)

With regard to the question of the alleged systemic racism which today is thought to be responsible for some serious hardships experienced by some ethnic minorities (and responsible for the forms of violence perpetrated by public institutions), we see here how

● an analysis of the available data highlights how effectively there are serious social problems within specific ethnic groups.

● these problems derive largely from a setting of the governmental institutions degenerated from their original democratic setting.

It is important to underline the fact that this degeneration of the institutions derives precisely from the application of that ideology which today develops the social problems identified with the question of systemic racism.

▫THE CULTURAL ISSUE: Is there a difference between breeds? The “cultural” difference of the ethnic groups

There are often substantial differences between individuals of different races or ethnic backgrounds.

But, examining the question in a “scientific” way (for example from a biological point of view), this difference does not appear to be due to factors such as skin color.

That is, the difference that exists between races or ethnic groups exists due not to material characteristics, but from the difference of cultures that exists between various ethnic groups.

(It is interesting what Denzel Washington says: to make a Movie based on Black Culture it is necessary to have a Black Director; just as to make a film about the Mafia like “Good Fellas” it was necessary to have a Director of Italian origins such as Martin Scorsese <see>).

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To fully understand how the difference between human races is solely a cultural issue, it is necessary to keep in mind that

Human beings are distinguished
from other animal beings
essentially by the fact that
in order for them to become complete human beings,
a cultural education must be imparted.

In fact, anthropology studies show us that if a Human being is not “raised” by other human beings, he does not become a human being: he does not develop the ability to walk upright or to take food with his hands, to speak, to build himself tools, etc ….

That is,

human beings become, not born.

That is, if the other animals grow without the guidance of other individuals of their kind, they still take on all the characteristics of their species, the human being to become such needs an “education” – which is, in fact, basically a “transmission of culture” .

See the examples of the “wild kids”, children who grew up without having contact with their peers who were found in wild areas, and had adopted habits and attitudes of the animal beings with which they had grown up (they walked on all fours, ate without use your hands, etc …).

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In the next chapters we see how:

● there actually exists a difference in social behavior between individuals belonging to different ethnic groups.

● this difference is due to the social conditions in which they live (conditions whose responsibility is essentially the responsibility of Government institutions)

The analysis of the facts indicates the existence of a difference between “ethnic groups”

Experiences show us how in fact

● there are differences between the various ethnic groups in terms of habits, interaction with the rest of society, etc.

Greater violence may develop within an ethnic group than in others (such as Italian immigrants to America at the beginning of the 1900s). Or you can develop peaceful attitudes that represent an exception compared to other ethnic groups existing on the territory (as in the gas of the Amish).

● differences between ethnic groups are not due to biological characteristics of individuals, but to “cultural” differences

That is, the differences between ethnic groups depend on the social conditions in which the future adult grows: education (family and public school), quality of life characteristic of the place, etc …

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The fact is that human beings who come from extremely different culture (and living conditions), such as, for example, Norway, southern Italy or Africa, behave differently is due to the different types of “training” to which they were subjected when they were children. In this phase of their life these individuals were in fact trained to evaluate reality and react to it in a substantially different way.

In the text “The Hidden Dimension” by Edward T. Hall (a text used in the diplomatic world to prepare people who must operate in an embassy to a foreign country), it is illustrated how there are substantial differences between the ethnic groups: in some cases the people are very private, and, for example, tend to keep their office door closed, while in other areas keeping the door closed sounds like an offense. Or how in North Africa people tend to stay very close in public places, until they rub, while in others people always keep a certain distance (for example, waiting for their turn to the Doctor they occupy chairs distant from each other) <”The Hidden Dimension” Edward T. Hall >

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As illustrated below, there are two substantially different forms of culture transmitted to the future adult (differences that produce very different consequences on the way the adult individual thinks and lives).

It deals with

● of “traditional” culture, that culture developed for hundreds of generations by an ethnic group. And

● of modern culture, which tends to overlap with the traditional culture of Ethnicity.

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The experience of international adoptions

One of the demonstrations of this influence in the education of children is in the experiences of international adoptions.

In such cases, in fact, children born in countries culturally different from those of the family in which they grow up (for example Asia and Africa for children adopted by a white family in the USA), growing up in completely different cultural contexts have assumed ethnic connotations of the place (of the adoptive family and, more generally, of the community in which they grew up: neighborhood, school, etc. ..).

In this case, it happens, in fact, that the influence of the parents and the community in which the adopted children grow up (including the School, company of friends, etc ) leads future adults to reason and behave like individuals born in that place (such individuals take for example cultural beliefs and traditions, moral concepts, and even parental guttural characteristics). <see Study “family influences on ethnic identity developmentamong transracial adoptees”>

∙▫The problem of the loss of the original culture

There are therefore two issues that can be taken into consideration when assessing the problem of interaction between ethnic groups:

● human beings are different on the basis of their Ethnicity: in the way of seeing (judging) things, and in the world of behaving (of reacting with respect to the “stimuli” that come from the external environment). This is precisely based on the education that is imparted to them by the environment (by relatives and by the community in which they live).

● the original culture of the various ethnic groups, in today’s modern society, is “overwritten” by modern culture.

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To understand the cultural differences between ethnic groups, it is therefore necessary to consider the existence of these two forms of culture. And understand what the differences are between them.

The two forms of culture have a completely different essence, and therefore radically different effects on social communities.

● culture in the traditional sense resides on a not purely rational level – it impregnates the conscience of the individual mainly at the subconscious level – and is elaborated for generations (thousands of years) of direct experiences of reality: experiences from which Ethnicity has learned – through the process of error and error correction – to live optimally.

● modern culture, an “ideological” culture that resides and is transmitted mostly on a rational level (the mental level of “ideas”),

This culture, in modern society, replaces the traditional culture of the ethnic group

“ideological” culture

Modern (Ideological) Culture differs from the traditional one because it loses its connotation of “Knowledge”: in the new Culture, Knowledge no longer derives from a knowledge of reality, but from a “hearsay”.

That is,

in the new culture the experiential process in the formation
of the individual is lacking.

(in traditional culture a taught concept is always accompanied by an experience of confrontation with the reality that in the new “rationalized” culture no longer exists)

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The new culture is therefore purely ideological: in it the individual is led to “believe” that what he is taught is true.

In the new cultural dimension
in which most people live today,
an imaginary vision can be passed for reality.

That is, in the dimension of Ideological Culture, narrative easily prevails: the Media no longer disseminates real information (descriptions of actual reality) but opinions which people educated in the modern school are led to believe.

This is the cultural dimension in which socio-democratic ideology thrives, which today claims to improve the world through the “revolution” of government institutions.

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The loss of traditional culture – the one that allows people to “know how to live”, which is essential to be able to deal with life’s problems correctly – makes individuals dipendent on “experts”, and on institutions (the basic problem is that a Democracy cannot work if individuals who have the power to organize society are no longer able to manage themselves).

In this dimension, the institutions are transformed by a service created “by the people, and for the people”, in institutions that develop and protect the interests of the ideologized political class (and of other sectors of society such as ideological movements or the crony capitalism ).

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This trend towards the modernization of culture is favored by the phenomenon of urbanization: people move from the original communities to the big city and lose their original culture, and therefore the ability to organize by their social life.

For these reasons, to solve problems such as those of the Law enforcement and the School, it is to recover the dimension of life of the community of the small country.

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Some studies known as the loss of a cultural identity is a problem for the development of a satisfactory quality of life:

«These studies continue a series of studies on immigrants and their children who have shown that the development of a strong cultural identity is the key to their well-being and psychological adaptation. It also protects against the development of psychopathological symptoms, in particular depression and attempted suicide [9,10].» <see Cultural Identity and Internationally Adopted Children>

The School and the “Cultural Question”

Today people who live in big cities have lost their traditional culture and live in an abstract dimension compared to reality. It is the world of ideas, the dimension created by socialist ideology  has replaced traditional culture – believed to be obsolete, or an impediment to the creation of a radically revolutionized new society capable of bringing a new social order (defined in 2020 as a “new normal”).

School education plays a fundamental role in this “cultural revolution”. And

it is necessary to leave the School to change things if you want to restore true Democracy.

That is, it is necessary to organize the local communities that still serve  to create schools that reflect the culture of the community (even those communities incorporated in large cities).

In other words, it is necessary to re-create Schools “from the People and for the People”, managed by the Parents of the pupils.

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It is the same question as Law enforcement: as illustrated in the document “Is there a systemic racism? a ‘scientific’ reading of the data”, Law enforcement must be created according to the rules of the Ethnicity in which it operates.<see>.