Reader “Harkat” asks:
Should game, or at least socio-sexual dynamics, be taught in middle/high school? It’s a significant part of life, and knowledge of these topics would help the vast majority of confused teenagers (at least the boys).
The little that was said about sexual dynamics in my high school was extremely idealist egalitarian and far from reality, and did nothing to help us (at least not the boys). We got delivered phrases like “Do not feel pressure to have sex!”, which hardly resonates with the average teenage boy.
In a perfect world, sex and love education is left to family (parents, friends, older siblings, cool uncles) and experience. But we are far from that world, and condoms are rolled over bananas while men are rapped for phantom sexual repression in the halls and classrooms of almost all our venerated institutions. That being the case, it’s more effective to undermine suffocating elite orthodoxy by working within its confines, instead of feebly fist-pumping from outside it. So, yes, in a world designed according to Chateau tenets, game would be taught to high school boys — preferably in classes separate from the girls.
I can see it now.
Week 1: Introductions to male-female sex differences and Syllabus (Included readings from various respected sources in evo psych, game and social dynamics, e.g., Ridley, Markovic, Carnegie).
Week 2: Why chicks dig jerks. (Students expected to fully understand sexy son hypothesis).
Week 3: Alphas and betas, the hidden hierarchy.
Week 4: Sycophancy and involuntary celibacy, the connection.
Week 5: Men and women have an agenda, and how to recognize it.
Week 6: Game as revolution in sociosexual thought.
Week 7: Core game principles.
Week 8: Dating to maximize one’s happiness.
Week 9: Sex, guilt and expectations: why society has an interest in corralling male desire.
Week 10: Relationships and marriage: making them work.
Week 11: Finals: In-field exam.
Music to my ears. Of course, this will never happen. Teaching young men the unvarnished truth about women, sex, dating and marriage would throw grit into the gears of the beta cog molding machine that supplies a never-ending procession of obedient housetrained quasi-eunuchs. What good does it do the dealers of consumerist opiates if they can’t domesticate a suitably pliable army to staff their globocorporate offices?
The channeling of male vitality with the help of useful lies has been a central element of the civilizing process in the West and elsewhere for eons. It has its place, even for the poolsiders who need a prosperous nation in which to pursue their lifestyles. But the last fifty or sixty years (monarchists would argue the effort goes back at least 150 years) has witnessed the twisting of this process into a monstrous form, under whose shadow the lies have multiplied and tyrannized free-thinking men, restricting respectable thought to a narrow range of groupthink.
A public policy to make the teaching of game and its underlying concepts mandatory for high schoolers would have to overcome so many obstacles and entrenched thought and interests as to limit the notion strictly to the realm of fantasy. But that doesn’t mean current sex ed classes can’t be deviously rippled with pebbles of thoughtcrime by sympathetic operatives.
Instead of starve the beast, you could call this the “stuff the beast” philosophy of saving civilization by feeding it too much of its own late-stage bile. A hastening and amplifying of consequences, come to reckoning in technicolor exuberance. And you might even help a few tormented betas get laid on their own timetables.
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