Political friendship comes from the temporary alignment of interests between two peoples. This same principle applies to political hostility. When that is understood, it becomes clear that today’s foe may be tomorrow’s friend.
It is often claimed that these actions are completely free of violence, but this is not the case. There is verbal violence, there is simulated, theatrical violence against works of art, and that is violence too.
Both Alexander the Great and Cortés oversaw processes of vast imperial expansion. Even in his lifetime, Cortés’ stature could only really be compared with that of Julius Caesar, Hannibal, or Alexander himself.
You have to disconnect people from the idea of the heroic if you want to weaken a nation… The arts establishment doesn’t want heroes, because a hero represents something that is ‘unequal.’ Heroes represent something that has achieved greatness.
“There’s a widespread perception in Europe that the real problem is not the EU’s many failures, but the people who point them out.”—Viktor Orbán
The CDU has never been a conservative party in the classical sense, but for many decades the party understood how to integrate a conservative wing into its leadership.
In this episode of our ‘Occasional Dialogues’ series, Alvino-Mario Fantini interviews Jason Miller of GETTR about the prospects for conservative media in Europe.
We Estonians know from our own historical experience what happens when we make concessions to Russia.
“There didn’t seem to be an option where a woman could be consecrated and dedicate her life of evangelical chastity to the service of God and the Church in the context of a local church—then I realised that the vocation of consecrated virginity fills that gap.”
In the second in our ‘Occasional Dialogues’ series, Harrison Pitt interviews Peter Hitchens about the Russia-Ukraine war.
“The Germans want European solidarity, and solidarity always means, euphemistically, that I am poor, so I am taking something from you.”— Roland Tichy, founding editor of Tichys Einblick
The implication of the postmodern social constructivist view of knowledge is that the teacher, at best, has nothing substantial to offer and, at worst, is engaged in some form of oppression of students. When school systems adopt the latter view, it is logical that the social status of teachers is eroded.
