When I heard the Harvard girl Jiang Yurong speak at graduation

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Master Wonder · Jun 2, 2025
“Going beyond ideology and belief”—that is the devil’s flute. Not every gentle voice brings peace—some quietly lead us away from justice. People who often well-dressed and well-educated, speak sweetly about “going beyond beliefs,” “transcending oppositions,” and “celebrating our shared humanity.” They speak of how “we are all the same” and how “our shared humanity matters […]

“Going beyond ideology and belief”—that is the devil’s flute.

Not every gentle voice brings peace—some quietly lead us away from justice. People who often well-dressed and well-educated, speak sweetly about “going beyond beliefs,” “transcending oppositions,” and “celebrating our shared humanity.” They speak of how “we are all the same” and how “our shared humanity matters more than our differences.” On the surface, they seem kind, wise, even morally superior. But behind that charming smile and polished language often hides one of the most dangerous forces in modern civilization: the subtle poison that dulls our sense of justice, the devil dressed in the clothing of righteousness.

Recently, I listened to a Harvard graduate named Jiang Yurong give a speech at her commencement. It reminded me of those who, throughout history, stood beside tyrants—softening the blow of violence with talk of love and unity, helping to silence the cries of the oppressed by urging “understanding” and “tolerance.”

That is why this article must be written.

“Transcending beliefs and values”? It is moral cowardice.

Our beliefs and values are the very foundation of civilization.They are the hard-earned boundaries of right and wrong, forged through centuries of suffering, struggle, and reflection.They tell us what is just, what is unjust, what must be defended, and what must never be allowed.

To speak of “going beyond beliefs and values” is, in plain terms, to abandon moral clarity. It is to stop naming evil, to stop standing for what is right. It means letting the powerful get away with cruelty, letting the wicked commit harm, letting tyrants flourish—while still asking you to “understand them,” to “be inclusive,” and become their servant, pray and tool.

This is not tolerance. It is betrayal. This is not open-mindedness. It is a slow erosion of the soul.

The dangerous kindness that serves power

Anyone who preaches “something deeper than belief” or “moving beyond ideology” may appear to be advocating peace and compassion. But in reality, they are clearing the path for oppression and dressing power in the robes of righteousness. They weaponize language—using words like “love” and “humanity” to blur the lines between victim and perpetrator, to place justice and injustice on the same moral footing, and to wash away the crimes of power by reminding us that “everyone bleeds the same.”

Yes, we are all human, but that does not make us equal. The hunter and the prey do not stand on common ground. When “shared humanity” is used to silence the truth of oppression, it becomes a second wound to those already bleeding.

This is the darkest kind of persuasion: telling the lamb that the butcher loves it; teaching the chained to mistake rust for warmth.

Social difference goes far beyond gender and culture

Discussions of gender equality, racial equity, and cultural respect are common. But the most fundamental and violent division in society is class. It is class that determines who sets the terms, and who must submit to them. Who wields the power to decide, and who is left powerless in the outcome.

So when someone talks only of “shared humanity,” “empathy,” or “transcending ideology” without addressing class, they are tying the oppressed and the oppressor together with the same moral rope. For the powerful, it is a performance of mercy. For the powerless, it is a death sentence.

They say, “We are all connected.” Well, I once said the same thing to a turkey on Thanksgiving.
The turkey did not quite grasp the beauty of that connection—but in today’s world, many of the hunted are smiling through the slaughter.

The devil’s flute

The call to “transcend ideology and belief” is nothing more than a flute in the devil’s hand. It plays a sweet, seductive tune—one that lulls people into thinking there is no real evil in the world, that everything can be solved through dialogue, connection, and reconciliation.

But once you put down your convictions—your beliefs, your principles—you also lower your guard. You lose your ability to judge, to resist, to draw lines. In the end, you become part of a compliant crowd: easy to control, easy to consume—grateful, even, to be served as someone else’s feast.

Conclusion

Ideas can evolve, and faith can grow deeper. But they must never be erased, abandoned, or overrided. They are the anchor of civilization, the sword of justice, and the dignity of humanity.

Those who speak of “moving beyond ideology and belief,” no matter how gentle their tone or how innocent their face, are fighting for the devil’s right to define justice. We can be kind, but we will not be fools. We have empathy, but we will not applaud hypocrisy.

Remember—some voices may sound warm and gentle, but they are nothing more than the executioner’s decree, disguised in the costume of compassion.

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掌控经济,掌控未来

Kishou · Nov 2, 2024

社会公民经济学是一种新兴的经济学科,强调公民在经济体系中的主动参与,追求共享与包容的发展模式。这一理论推动财富公平分配,通过社会企业等创新模式改善社会福祉,并倡导超越国界的全球责任感,促进可持续发展和文明进步。

没有进步思想的教育是思维上的文盲教育

Daohe · Nov 2, 2024

引言 教育是人类进步的基石,决定了个体的成长和社会的进步。然而,教育不仅仅是知识的传授,更是思想的启迪和创新的引导。倘若教育体系缺乏进步的思想,无法激发学生的好奇心、批判性思维和探索精神,无法让学生与普世价值观共鸣,那么这种教育带来的只能是思想与文化上的“文盲”。进步思想是让教育具有生命力的核心,没有进步思想的教育,只会束缚思想的翅膀,导致知识的僵化和社会的停滞。 一、进步思想的定义与重要性 所谓进步思想,是指在思想上不断追求创新、超越和改善的精神。它是一种不满足现状、愿意探索未知的态度,同时包含对自由、平等、尊重等现代社会价值观的认可。教育系统中的进步思想,体现在培养学生的独立思考、批判性分析和解决问题的能力,而不仅是被动地接受知识。 进步思想的重要性在于,它决定了教育的方向和成果。只有在教育中以进步思想作引导,才能让学生适应不断发展的世界,敢于面对挑战,推动社会发展。缺乏进步思想的教育则会抹杀学生的创造力和批判精神,让教育流于形式,培养出的只是“知识的容器”,而非具有独立思考能力和判断力的公民。 二、为什么没有进步思想的教育是文盲教育 1.    知识的传授变成了“灌输” 没有进步思想的教育通常偏重知识的灌输,教育者仅仅强调学生对既有知识的记忆和复述。这种教育方式将学生当成“知识容器”,要求他们机械地接受和复述,不鼓励提问、质疑和反思。这种“灌输式”教育抹杀了学生的批判性思维,使得他们无法在现实中独立思考和判断,被动承受现实问题,而缺乏主动解决问题的能力,更别提创新精神。这种教育的学生,只是形式上接受了知识,思维上无法应用和驾驭知识,实质上依然是思想上的文盲。 2.    缺乏独立思考和批判精神 进步思想强调人文思想、独立思考和批判性,而缺乏进步思想的教育则往往要求学生服从权威,不鼓励质疑。这种教育压制了学生的批判精神,使他们对知识产生依赖,对权威产生盲从,而无法形成个人的道德与价值判断。这样的教育不但让学生失去了创新的动力,也使他们在看待现象时无法辨别是非,遇到问题时缺乏主动解决的意识和能力,更让他们成为被剥削与压榨的对象。长此以往,学生将缺乏对社会现象的辨别力和分析力,成为社会环境的被动适应者而非主动引领者。 3.    创新能力的丧失 进步思想的核心在于鼓励创新,而创新需要不断的思考、尝试和反思。没有进步思想的教育通常会以标准化的考试和规则来衡量学生的“成功”,不鼓励多样化的思维和个性化的发展。这种教育环境下,学生会逐渐习惯于遵循标准答案,而不去探索更多的可能性。久而久之,学生的创新能力被禁锢,社会中便会缺乏带来新思想、新技术的创新者。这样的教育虽然形式上符合“培养人才”的初衷,实则抹杀了社会发展的动力。 三、历史与现实中的“文盲式教育” 1.    中世纪的宗教教育 中世纪欧洲的宗教教育是典型的缺乏进步思想的教育。那时的教育完全由教会控制,学生学习的内容和方式完全围绕宗教教义展开,不允许质疑和创新。这种教育体系压制了思想的多样性,导致欧洲在中世纪长期停滞不前,直到文艺复兴带来的思想解放,欧洲文明才得以再次进步。中世纪的宗教教育虽然培养了一定数量的“学者”,但他们的思想被局限于教会规定的范围内,实际并未推动社会的进步。    2. 现代教育中的应试教育 在许多国家,现代教育中仍然存在着严重的应试教育倾向。应试教育过于注重分数和排名,以至于忽略了学生的批判思维和创造力。学生被训练成机械地背诵知识、应对考试,却缺乏解决实际问题的能力。这种教育使得学生在考试中表现优异,但在社会中却缺乏应对变化的能力。应试教育的产物虽拥有“文凭”,但在思想上却依然是“文盲”。 四、教育中进步思想的培养路径 1.    培养批判性思维 培养进步思想,首要任务是培养学生的批判性思维。教师应当鼓励学生质疑、探讨不同的观点,提供一个开放的课堂环境,允许学生表达独立见解。通过讨论、辩论等方式,让学生形成思辨的习惯,从而提升他们对知识的理解深度。 2.    鼓励多样化和个性化发展 进步思想的教育应尊重个体差异,鼓励多样化和个性化的发展。在这种教育模式中,学生可以根据自身兴趣和特长探索不同的领域。尊重学生的个性发展,不用统一的标准去衡量每一个人,可以最大程度地激发他们的创造力和内在潜力。 3.    引导社会责任感 进步思想不仅包含对个人发展的追求,更应包括对社会责任的关注。教育应当引导学生认识到自己与周围环境、社会文明、与全体人类的关系密不可分,培养他们的文明视角和社会责任感。这样的教育将使学生不仅关注个人成就,更关心社会进步,成为有担当、有视野的未来公民。 结语 没有进步思想的教育就是一种形式上的文盲教育。进步思想赋予了教育真正的意义,使之成为人类社会不断进步的动力。教育的本质不仅在于知识的传授,更在于培养能够独立思考、创新进取、关注社会责任的公民。唯有植入进步思想的教育,才能让学生在知识上和思想上得到全面发展,从而推动社会向更高层次的文明迈进。

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