Tag Archives: National History

Egypt, Palestine, Syria, Iraq, Iran, Turkey and Greece: False History, Fake Religion and Worthless Education lead to Disastrous Wars to fit an Evil Eschatological Agenda

Few days ago, I sent to a friend in Turkey a link to the Times of Israel; the feature presents new archaeological discoveries dating back to the time of Ramses II (who reigned from 1304 to 1235/or as per the lower chronological system, which is less probable, from 1279 to 1213). The article can be found here:

Frozen in time: 3,300-year-old burial cave from Ramses II era found at popular beach 

https://www.timesofisrael.com/frozen-in-time-3300-year-old-burial-cave-accidentally-discovered-at-popular-beach/

I- The Calamitous Structure of Cultural Colonialism

My friend replied asking me to what extent we can trust Israeli scholars. His few words revealed an enormous ignorance, which -quite unfortunately- was personal and particular to him but prevails worldwide. This ignorance has to do with a very crucial issue, namely the fact that between the layer of Western (Israeli included) scholars and that of the average public, there are -across the Earth- several other layers through which the discoveries, data, explorations, info, investigations and conclusions of the various scholars are being distorted, altered and totally disfigured in order to keep the general readership in confusion, wrong conceptualization of the facts, and mistaken contextualization of the data. Of course, many scholars are known for carrying out biased research and for deliberately distorting the historical truth in order to promote preconceived schemes, fake ideologies, and personal misperceptions, but this layer is not always the main part of the problem.

Due to the aforementioned layers, the same original piece of info ends up multiply transfigured and ultimately misunderstood among various readers all over the world. These layers of catastrophic disinformation and premeditated misinformation have to do with the educational system of each and every country, the contents of the historical manuals, the publishing houses, the books published or not published, the effectuation or omission of translations (of books written in other languages), the press and the mass media in general, the different topics featured or avoided, the various issues discussed or not discussed, the frequency with which themes are presented, the circle of the Art and notably Cinematography, the movies and the documentaries released or not released, the local academic establishment in general, the religious establishment and the extent to which it influences (or it is allowed to influence) the entire nation, and -last but not the least- the political-governmental-administrative establishment. 

At this point, it is essential to clarify that the political-governmental-administrative establishment in most of the countries of the world is not at all as powerful and as omnipotent as people erroneously think it is. This is so because of the fact that in most of the countries the ruling class is merely the product of the local ‘system’ (all the previous layers that I mentioned and viewed in historical perspective) and they therefore have tragically failed to even imagine that, in order to be real rulers, they have to first reject everything that they know, then examine, crosscheck, criticize and re-evaluate everything they had been taught, every single point that they had learned as hypothetically correct, and every single issue in life that they accepted thoughtlessly. Without an overwhelming, ongoing self-criticism, everyone can be mistaken at any possible moment. Permanent reassessment of everything is the clear condition that distinguishes the living from the dead. 

Now, the above statement takes an even more nefarious turn if we take into consideration that in most of the cases a colonial interference took place locally involving extensive practices of educational, academic, intellectual, cultural, spiritual, ideological, political, economic and military intrusion, guidance and dictatorial decision-making in total opposition with the indigenous nation’s spiritual integrity, moral decency, cultural integrity, and national coherence.

Quite unfortunately, the very maleficent reality is that at the origin of every political-governmental-administrative establishment that is virtually unable to ceaselessly perform austere self-criticism and reassessment are hidden the immutable successors of a colonially imposed administration, which had caused terrible bloodshed because it was (at least initially) rejected. These colonial pawns that were dictatorially placed atop of the local government implemented colonial choices against local traditions, options and concepts at all levels: governmental, political, military, intellectual, academic, religious, spiritual, educational, artistic, cultural, behavioral and economic.

The colonial powers of England, France and America did not implement the same policies and did not seek to get the same results everywhere; from place to place, they tried to produce a fake, colonial, reality that suits the eschatological agendas of the different parts (Jesuit, Freemasonic, Zionist) of their establishment and backstage.

Here, they gathered 4-5 different nations and they tried to build a new state (this is called ‘Afghanistan’); there, they tried to divide a united nation (which has merely linguistic particularities from place to place, as it happens everywhere) and they created a fake nation out of thin air (this is named ‘Ukraine’). Every single detail of the colonial policies and practices hinges on eschatological details of the different agendas of the-powers-that-be.

What follows is my response to my friend’s question about the veracity of Israeli scholars’ findings and conclusions.

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Dear Hakan,

Hope you are fine!

When it comes to the modern state of Fake Israel, I can tell you very easily that, in reality, today’s fake Muslims, due to their ignorance and stupidity, created that state. They contributed to its success only due to their darkness. I will only give you few examples of what these Muslims did not know.

 II- Southern Canaan: an Egyptian Territory  

The entire southern Canaan was part of Egypt for many centuries. Few people (even in Syria, Turkey, Egypt, Iraq, Palestine, Lebanon and Jordan) know that most of today’s Lebanon, the southern confines of Syria, the western part of Jordan, and all the land of Palestine belonged to Egypt for several hundreds of years in the second half of the 2nd millennium BCE.

Of course, these lands were not inhabited by Egyptians but Canaanites, i.e. Semitic populations who were the ancestors of the Phoenicians. However, they were heavily Egyptianized culturally and in every major city there was a good scribe specialized in Egyptian hieroglyphics. The Egyptians allowed local chieftains and small kings to stay in and rule place, and they collected annual tribute. But Egyptian army was patrolling there, pretty much like throughout North Sudan (i.e. Ancient Cush) for more than 1000 km south of Wadi Halfa alongside the Nile (up to Abu Hamed).

Asiatic and Cushitic territories were in reality colonial provinces. That is why it is correct to divide Ancient Egyptian History into Ancient Kingdom, Middle Kingdom and New Empire (1580-1080 BCE), because the 18th-20th dynasties constituted an imperial force.

In the northern confines of their Asiatic territories, the Egyptians were constantly clashing with the North Mesopotamian Mitanni kingdom of the Hurrians and with the Anatolian Hittites in order to maintain their presence in Southern Canaan. 

The most famous of those battles was at Kadesh (Ancient Canaanite term from which originates the Arabic word Quds), which was located 25 km SW of Homs (Emessa). The battle of Kadesh (nearby the Orontes River-Asi Nehri; the same river that crosses Antioch/Antakya) is the earliest war to be documented from two different historical sources (Cuneiform Hittite and Egyptian hieroglyphics) and, although Ramses II (fighting at very old age) risked being encircled, the battle ended with no real outcome. The two emperors realized that they were in a status of military parity and expressed a certain degree of reciprocal respect; they then concluded the World History’s earliest saved treaty: the Treaty of Kadesh (between Hattushili III and Ramses II) — of which a copy is present in the premises of UN in New York.  

Ramses II at the Battle of Kadesh, as depicted on the walls of his temple at Abu Simbel
Ramses II at the Battle of Kadesh; Ramesseum

https://en.wikipedia.org/wiki/Kadesh_(Syria)

https://en.wikipedia.org/wiki/Battle_of_Kadesh

https://en.wikipedia.org/wiki/Orontes_River

https://en.wikipedia.org/wiki/Kadesh_inscriptions

https://en.wikipedia.org/wiki/Egyptian%E2%80%93Hittite_peace_treaty

Cuneiform version of the Treaty of Kadesh; Archaeological Museum of Istanbul
Another cuneiform version of the Treaty of Kadesh, Neues Museum Berlin
Egyptian hieroglyphic version of the Treaty of Kadesh on the western outer wall of the Cachette farm at the Amun temple of Karnak

III. Wrong Education & Ignorance of Historical Identity can destroy entire countries

All this and much more should be on all historical manuals of the schoolchildren of Egypt, Palestine, Jordan, Syria, Lebanon, Iraq and Turkey. Publishing houses should translate to Turkish, Arabic, Syriac, Coptic, Kurmanji, Zazaki, and Sorani books written by foreign scholars about these topics. 

These topics should also be extensively and repeatedly discussed in the press and the TV, while great historical films and many documentaries should have been shot on similar historical events too. For a Turk today, Hattushili III and the Battle of Kadesh are more important than Mehmet II’s conquest of the tiny city-state of Constantinople in 1453. Any stupid guy, who disagrees with my statement, will lose his stupid country that he -provenly- does not deserve.

Unfortunately, the local, ignorant and uneducated masses of these countries destroy themselves and compromise (or even endanger) their future with their false religion (on which they so excessively but so erratically, so purposelessly and so mistakenly focus). This is so, because their so-called religion has nothing to do with the historical faith preached by prophet Muhammad, but consists in an evil and execrable political ideology that keeps all the masses idiotic enough for England, France, America, Canada, Australia, Israel, Belgium, New Zealand and Holland to use them as they want. Why is this so? Because their fake religion prevents a proper nation building!

All the ignorant and idiotic sheikhs of today’s fake Islam are the best tools of Israel, UK, US, France and the Western World in general. You will see that Israel will sooner or later will expand its borders — not for any other reason but because all these idiots, the Palestinians, the Egyptians, the Jordanians, the Lebanese, the Iraqis and others never became real nations able to duly evaluate their own History and extract the correct conclusions as regards their political decision-making. For the time being, only Russia prevents Israel from occupying all lands between Euphrates and Nile.

People, who do not know their History, will therefore be erased by the criminal Zionists, Jesuits and Freemasons. These evil gangsters, who controlled the real power of the Western countries, imposed on the colonized populations of the detached provinces of the Ottoman Empire the existing, fake religious and political leaderships in order to deliberately make these populations permanently unable to become proper nations and fight for their lands. 

IV. National History, not Religion, makes today’s Nations Strong

The only, who understood the reality and imposed the correct measures and the suitable educational programs, was Kemal Ataturk; for today’s Turks, the History of the Hittites, the Assyrians, the Urartu, the Phrygians, the Ionians, the Romans, the Eastern Romans, the Aramaeans. the Iranians, the Turkmen and the Mongols is more important than the life of prophet Muhammad, the early Caliphates, and the failed Ottoman family rulers.  

Ataturk visiting findings at the Archaeological Museum of Istanbul
1930: Ataturk visiting Aspendos to inspect the excavations of the local theater of the Roman period
Kemal Ataturk examining Hittite findings from Alaca Höyük

https://en.iae.org.tr/Event-Detail/Ataturk-and-Turkish-Archaeology-Prof-Mehmet-Ozdogan/136

https://isteataturk.com/g/icerik/Muzeler-ve-Ataturk/1548

https://isteataturk.com/g/icerik/Ataturk-ve-Muze/1547

http://www.arkeolojidunyasi.com/ataturk_arkeoloji.html

National History, National Education, National Identity and National Integrity have nothing to do with religion, but have much to do with culture. That is why at the level of the correct educational curriculum, there must not be a course of Religion, but a course of History of Religion. Consequently, for the National History of the Turks today, the Hittite religion, the Attalid religion (as documented on so many monuments of Pergamum/Bergama), Iranian Mithraism (as revealed in Nemrut Dagh, the illustrious peak sanctuary and tumulus of Commagene, and elsewhere), Manichaeism and Nestorian / Monophysitic Christianity are more important than the early History of Islam, which did not occur on Anatolian soil.

Either you like it or not, it is like this or ….. you then have

– Greeks asking Smyrna, Ikonion, Constantinople and Trabzon,

– Armenians demanding NE Anatolia (by using the Armenian names of the different locations),

– Syrians saying that Hatay province belongs to Damascus, and 

– Kurmanji aspiring to their own «state»!

The only possible response to the racism, the irredentism and the revisionism that are promoted by the so-called ‘Megali Idea’ of the fake Greek state is the full public demonstration of the fact that today’s Turks reflect the historical continuity of all nations and civilizations that existed in Anatolia. But this must be shown. The historical documentation must be evident in various festivals, special feasts, public spectacles, historical manuals, documentaries, movies, books, the press, the TV channels and the political discourses of the politicians and the statesmen. In other words, Turks must appear as representing the full historical continuity of Anatolia, Istanbul and Thrace. The only possible opposition to the racist version of History, which is supported by fake states fabricated by the West, is History of Cultural and National Continuity.

In a society of nations, there cannot be religious education or religion in Education; there has to be History of Religions. Not a fake version of History of Religions as it happens in the corrupt states of European Union, UK, US, Canada, Australia, and New Zealand where the manuals include chapters about Hinduism, Buddhism and other religions that are totally unrelated to those lands! On the contrary, a true and pertinent manual of History of Religions for Turkey’s secondary education will have to include chapters for

a) Manichaeism, which -preached from Mesopotamia- became the first religion in the World History to have adepts from the Atlantic to the Pacific,

Manichaeism – part of Turkey’s national heritage
Manichaeism as integral part of the Iranian-Turanian world

b) Nestorian Christianity, which -preached by Patriarch Nestorius of Constantinople- was diffused by the Aramaean merchants of Northern Mesopotamia as far as India, Central Asia, China and Siberia, becoming an important religion among Mongols as well, and making cities like Nusaybin, Urhoy (Urfa), and Mardin known to the easternmost confines of Asia,

The diffusion of Nestorianism

c) Tengrism, which was the traditional monotheistic religion of all Turanian nations in Eastern Siberia, and

d) all the religions of nations that developed civilizations on Anatolian soil.

If you don’t develop your National History in a way that reconfirms the continuity that you represent, you simply don’t stand on your territory. Others will demand it. And this is the scope of the foreign involvement (I mean that of the colonial powers); they attempt to revive ancient conditions, situations and kingdoms. 

V. What means National History for today’s Turks?

Today’s Turks are an amalgamation of several Anatolian nations from the Hittites down to the Eastern Romans, with a minor component of various Turkmen tribes (Seljuk, Dânişmendliler, Akkoyunlu, Karakoyunlu, Ottomans, etc.), who arrived and settled in Anatolia over the past 1000 years. At the times of Kemal Ataturk, true and correct National History was developed and imposed; then the Greeks did not have to demand anything anymore.

The ominous «Megali Idea» was abolished because of the rise of Kemal Ataturk.

Why?

Because it had a certain value only when opposite the stupid Ottomans!

Why were the Ottomans stupid?

Because they wanted to live in an era of modern nations without developing their National History (if they ever could)!

The idiots thought that their fake religion was enough!

That’s why they became a most ridiculed and ultimately windswept kiosk!!

When stupid politicians started coloring Turkey’s cultural heritage as markedly Turkic / Turanian, the Greeks (guided by the French and other Westerners) started saying: «let’s go back to Central Asia» or «prophecies announced our return to ‘our’ Constantinople»! They are technically right, although they were saying evident lies, because the stupid Pan-Turanians of Alparslan Türkeş are the mere fabrication of the English secret services.

Who is Alparslan Türkeş?

A Cypriot!

This means automatically «an agent of the English, who was sent to Turkey in order to destroy the state of Kemal Ataturk». 

Türkeş’ stupid face is that of a Mediterranean; same for Bahçeli; if he walks in the streets of Ashgabat, Almaty or Bishkek they will take him for a European, a Pole or a Czech!!

And as you know, Pan-Turkism and Pan-Turanianism were strictly prohibited in Turkey at the time of Kemal Ataturk.

Why?

Because they are a form of Trotskyism and false internationalism!

Why do I say that the Greeks, willing to return to Constantinople, are technically right, although they were saying evident lies?

This is so for the following reasons; a monument is a dead item. It becomes alive in the hearts and the minds of people, who are conscious of their association with this monument, feel what it represents to them as cultural heritage, and have a proper perception of the monument’s value.

If for Turks Ayasofya (Hagia Sophia) Museum is more related to Mehmet II (1432-1481; reigned from 1444 to 1446 and from 1451 to 1481) than to Justinian I (482-565; reigned after 527), this means that they do not want to represent the Eastern Roman element or component of their identity. So, the Greeks are technically right, when saying that they feel attached to the value of the monument as a church. This situation generates apparently a clash (with one country reflecting one cultural-historical component of the monument, and the other expressing another component) that the Western powers will do their ingenious best to exploit.

Emperor Justinian and ….
…. his empire
900 years after Justinian, Mehmet II was declared Roman Emperor (Qaysar-i Rum) in 1453, but ……
his empire was much smaller.

The statu quo ante (when Ayasofya was exclusively a Museum) was a well-thought and balanced situation; it explicitly represented Modern Turkish equidistant stance towards the Eastern Roman and the Ottoman past (and cultural components of the monument); the only possible correct step beyond Kemal Ataturk’s wise decision would be to open the monument to both cults of parity basis; 60 days (1/6 of the year) for each cult would be a realistic and well-considered approach. It would also reflect the historical reality as per which the ancestors of many of today’s Turks were Eastern Roman Orthodox at the time of the conquest of Constantinople (1453).

What are the evident lies that the Greeks say?

This is simple to answer. In reality, they are very hypocritical about their claims on Hagia Sophia and Constantinople; this is so because of the lawless laws that they passed in order to be in harmony with those of the evil European Parliament and the biased pro-homosexual, pro-fornication and pro-Sodomy policies that the corrupt Western countries pursue.

You cannot evoke the last Eastern Roman king when you disreputably, criminally and inhumanly accept homosexual marriages; homosexuals and lesbians have no right to speak about Christian churches because by so doing, they desecrate them. 

VI. Between Turkey and Greece, there can only be a Clash between Two Opposite Historical Models. 

There cannot be opposition of the type «Islam vs. Christianity» or «Islam vs. West» in the clash between Turkey and Greece. This is what the Western colonial countries attempt to achieve via their local stooges; but it will be mutually calamitous. The only possible clash has to be that between two opposite historical models. This demands from the Turks a high level of national historical consciousness in order to demolish the bogus-historical dogma of the modern fake Greek state.

The only chance for any modern state to constitute a real modern nation is to consolidate its National History, National Education, National Identity and National Integrity; Turks do not need stupid and fake movies about the Ottoman family. They need movies about the Hittites, their enemy Troy, and their allies, i.e. the Achaeans of Mycenae. They need movies about the Attalids; they need movies about the Ionians of Smyrna who were very different from the Dorians of Sparta. They need movies about the kings of Pontus who were entirely Iranian Mithraic of culture. They need movies about the wars between the Eastern Romans and the Sassanid Iranians. They need movies about the Eastern Roman religious movements of Iconoclasm and Paulicianism.

https://en.wikipedia.org/wiki/Byzantine_Iconoclasm

https://en.wikipedia.org/wiki/Paulicianism

iconoclastic art Hagia Irene Church (Aya İrini)
The two sides of the religious dispute (Icon-fighters and iconolaters) present their arguments to the Emperor.

The most important point in all the above is this: in these proposed movies that have to be released by Turkish Cinematography, the various Greek positions about these topics must be opposed and rejected. In all these proposed projects, the truth must be emphatically supported and propagated, and the lies of the Greek education, books, press, mass media, and documentary movies rejected. 

In other words, the true opposition between today’s Turkey and today’s Greece cannot be a silly polarization of the type «Ottoman Empire» vs. «Eastern Roman Empire». It has to take another form; when releasing a documentary, writing a book, including a chapter in the manuals or arranging a seminar and an open lecture about the «Eastern Roman Empire» (for which today’s Greeks blindly support Iconolatry and Iconodulism), the Turkish authors, speakers, intellectuals or film directors must defend (in the manuals of National History, in the press and the mass media, in the publishing houses, and in the documentary movies) Iconoclasm and Iconomachy. 

https://en.wikipedia.org/wiki/Iconolatry

https://en.wikipedia.org/wiki/Iconodulism

https://en.wikipedia.org/wiki/Iconoclasm

https://en.wiktionary.org/wiki/iconomachy

https://en.wikipedia.org/wiki/Byzantine_Iconoclasm

In Greece where there is no freedom to establish private universities, the various pseudo-professors of the state universities, the racist bogus-journalists, and the clownish diplomats, who are indoctrinated with the state’s fake historical dogma, say thousands of lies about Ancient Ionians, Aeolians, Asia Minor, Troy, Pontus, Cappadocia, and the Eastern Roman Empire.

Either Turkey will oppose all this filthy material point by point or Ankara will play stupidly the game of the French and the English with Erdogan’s silly Political Islam and then the country will be destroyed, because this is the existing English-French-American plan. Turkey will then look like another Palestine or Afghanistan.   

This is the supreme reality in today’s world: 

– if you don’t fully and comprehensively express the historical past and the cultural heritage of your land in the National History manuals of your high schools, others do not accept that your lands belong to you. This is common for all: Turkey, Iran, Iraq, Syria, Egypt, Palestine, Sudan, Yemen, etc.

VII. Muslim Countries without National History will disappear in the Forthcoming Reconquista

Instead of learning Arabic and religion in the high schools, in Egypt the school children should study Egyptian Hieroglyphics and Coptic.

Instead of learning Arabic and religion in the high schools, in Syria, Lebanon, Palestine and Jordan  the school children should study Phoenician, Assyrian-Babylonian, Hurrian, Aramaic and Syriac (Suryani).

Instead of learning Arabic and religion in the high schools, in Iraq the school children should study Assyrian-Babylonian and Sumerian.

Instead of learning Arabic and religion in the high schools, in Turkey the school children should study Hittite, Assyrian-Babylonian, Ancient Greek and Latin. 

Instead of learning Arabic and religion in the high schools, in Iran the school children should study Old Achaemenid Cuneiform and Middle Persian (of the Sassanid times).

What you fail to understand that what is being undertaken by the Western colonial countries and the forces behind them (in addition to several other projects) consists in reality in another Reconquista. 

What happened in 15th c. Spain (when the Catholic forces eradicated the local Muslim states), what took place in 16th c. Russia and Siberia (when the Orthodox forces gradually eliminated the local Muslim states), and what occurred in 19th c. Balkans (when the colonially fabricated fake states of Greece, Montenegro, Serbia and Romania terminated the Ottoman presence there) is now being attempted in several fronts from Morocco to Indonesia.

VIII. Religion does not liberate Nations! National History and Identity do!

In fact, all the fake professors of universities, fake sheikhs, fake politicians, fake journalists and even fake film directors in all the aforementioned countries worked in order to generate the Greater Israel, and when it will become a reality, all the people will stupidly ask «oh! How did it happen?»

I am not a fake historian, who got a position by saying «yes» to silly politicians, to trashy sheikhs and to fake (: crypto-homosexual) priests, who have been put in place by the English, the French and the Americans in order to destroy their own country.

I am a historian who learned and said always the truth.

You will soon see the terrible disaster that these ignorant, idiotic and cursed sheikhs of Hamas and Hezbollah, of Al Azhar and Medina proved to be able to bring on their peoples!

When did I come to know about it? In 2004! At the time, I was working in Cairo, but wanted to find a position in a university in another country. So, I checked online, found Birzeit University in Ramallah (later I understood that it was a CIA nest), noticed that they did not have a proper National History of the Palestinian Nation (from the Peleset of Crete and the Aegean to the Philistines to the Aramaization of the Roman times), and I wrote to them an email, attaching a long proposal and my curriculum. 

After all, what is a nation without National History? A non-entity gone with the wind!

Result? No response! It was a very useful and rewarding experience for me! I then realized that all these fake professors of Palestinian (and other) universities are in fact on the payroll of the English and the American secret services (or merely depend on those who are), and they will consequently die like dogs before finally going to the bottom of the Hell where a position has been reserved for them.

This is the only truth: Israel was in reality created by all the stupid, uneducated and ignorant leaders of surrounding nations and by equally ignorant tribal chieftains of the Palestinians who did not know how to properly act and pertinently react. 

All these stupid people did not have National History (: did not know their own National History) in order to effectively oppose and reject the lies of the Khazarians who were never Jewish but played a theater that not one Muslim mufti, qadi or sheikh was able to ever detect — let alone denounce and decry, proving the Khazarians’ claims on Palestine as entirely and definitely false.

Now, all the wars, which will soon explode, will be useful only to the various plans and agendas of the Zionist Khazarians, the Fake Freemasons of England, the other Fake Freemasons of France and America, and the Jesuits of Vatican.

Real faith has nothing to do with prayer or fasting; these are optional tools to consolidate the faith. Faith means -above all- pertinent use of every person’s intellect. This is God’s greatest present to Man. 

Men have to use their intellect or they will face the consequences!

Best regards,

Shamsaddin

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The 12 Pillars of Turkey’s National Education: Historical Identity, Cultural Integrity and Social Unity, instead of the Sectarian Political Islam – Part IV

The present article consists in a brief outlook of the nature of the diverse educational systems either in the rising and falling imperial realms or in the chaotic and worthless republics that lack sanctity, legitimacy, and humanity. Here you will find its fourth and last part. The three earlier parts you can read here:

and

The present part completes the tetralogy.

XXV. What Needs a Truthful National Education must fulfill in terms of Historical Identity, Cultural Integrity, Social Unity and National Expansion

Modern nations are fabrications based on deceitful Western European theories involving peremptory ideas, arbitrary concepts, controversial notions, absurd terminology, inconsistent argumentation, nonexistent abstraction, haphazard morality, and total lack of justification. As unnecessary novelties, modern nations do not emanate from a theoretical background that offers reasons to abandon the earlier types of states. This means that in reality, modern nations are provisory forms of counterfeit social organization based exclusively on working hypotheses founded on earlier assumptions and irrational decisions.

Examined on the basis of their aberrational structures, modern nations are ‘political nations’, because they are entirely defined by means of ‘politics’, which is their -first proposed (by self-styled philosophers) and then imposed (through dictatorial and deceitful processes later eulogized as ‘revolutions’)- inhuman system of organization. As blasphemous and chaotic assemblies, modern nations are diametrically opposed to all previous nations known and recorded in the History of the Mankind, which are ‘cultural nations’.

Because all ‘political nations’ are at the very antipodes of the ‘cultural nations’, modern nations cannot afford to take real History as it has been documented in textual and archaeological evidence. That is why all ‘political nations’ fabricate their own ‘National History’, as part of a ‘World History’, which is an indispensable delusional element of the nationalisms with which modern nation equip themselves to guarantee the blindness of their slaves, who are pompously called ‘citizens’ whereas they represent the most debased type of peer-on-peer abuse. Modern nations’ ‘National History’ is an enormous fallacy and an absolute distortion of the true historical past of each and every nation, and being directly linked to the emotional part of every individual, it generates extreme fanaticism, which is at the origin of all the uncountable wars that took place in modern times.

Jean-Baptiste Regnault, Alcibiades – Political nations’ fallacious National History is enormously backed by Western European painting that contributes greatly to the total misperception of the otherwise distorted historical past with the totally erroneous, misplaced and over-magnifying representation of the historical scenes that it features.

The fact that all ‘national histories’ and the subsequent nationalisms were diffused colonially by the great colonial powers of the West represents only a minor aspect of the entire problem. This point is certainly important only at the local level, but not at worldwide scale. Example: the incomplete, mistaken and fake narrative that today’s Egyptians believe as their ‘National History’, which is taught by the local National Education system, consists in a grave problem, but only for them – not for the Turks, the Iranians, the Russians or the Chinese.

Of minor importance are also the pre-arrangements made by the colonial academia for each and every case (: ‘nation’) so that the various local victims (: the slaves who are the recipients of these fake narratives) learn -as per the needs of the colonial agenda- an over-magnified, a magnified, a non-discriminatory, a minimized, an extremely minimized, a viciously altered or even a totally concealed (and therefore unknown) version of their own real past and real National History. These pre-arrangements constitute a grave problem indeed only at the regional level, but not at worldwide scale.

Example: the facts that a) today’s Sudanese believe as their ‘National History’ an extremely minimized version of their own real National History, b) today’s Oromos (subjugated in the 19th and 20th c. by the Abyssinians and persecuted in the criminal, colonial tyranny of Abyssinia/Fake Ethiopia) do not know that their National History has unfolded over many millennia and does indeed comprise monuments located in today’s Sudan, and c) today’s Abyssinians believe as their ‘National History’ an over-magnified version of History to which parts of other nations’ History have been peremptorily, deceitfully and viciously added have great importance at the regional level of Eastern Africa, but are totally insignificant to the Tunisians, the Kazakhs, and the Yemenites.  

What is vitally important at all levels – local, regional and worldwide – is the fact that within modern nations’ fake ‘National History’ the respective nations’ true historical identity, genuine cultural integrity, authentic social unity and the normal, natural and necessary national expansion are duly distorted and indexed in the colonial powers’ comprehensive agenda of world supremacy. This means very simply that the innumerable historical distortions deliberately made here and there, favorable to some, prejudicial to others, have all been extremely harmful for all, first because they terminate the real historical existence of the ‘cultural nations’ by transforming all these nations into ‘political nations’ and second because, irrespective of favor or disfavor (as per the version of fake ‘National History’ that has been locally adjusted), the only real benefit goes to the colonial powers and to their agenda, which led them to world supremacy.

As it can be surmised, the self-disastrous educational system of the ‘political nations’ involves therefore the teaching of the fake ‘National History’, which engulfs every modern nation into the self-disfiguring delusion that the colonial powers have ascribed to it. That’s why modern nations progressively lost their historical identity, genuine cultural integrity, authentic social unity and the normal, natural and necessary national expansion, being reduced to pathetic instruments and tools of the colonial powers.

The only true and successful exception in the entire world was made by Kemal Ataturk’s Turkey, which was instituted as a ‘cultural nation’ at the very antipodes of all the worthless colonial structures that have been fabricated as ‘political nations’. The founder of Modern Turkey envisioned for Anatolia (Turkey’s Asiatic part, which is the backbone of the nation) an unprecedentedly exceptional role worldwide, setting up a constitution, which provided for the formation of a ‘cultural nation’ within the modern world. Contrarily to what happened in the USSR, Nazi Germany, Fascist Italy, and People’s Republic of China the one-party system was not instituted in Turkey in order to eliminate opposite or dissenting voices (like Kerensky in Russia and Chiang Kai-shek in China), but with the scope of preserving social unity at the nationwide level.

Hattushili III’s relief from Firaktin, Kayseri-Caesarea: cultural nations’ National History reflects true facts and unbiased interpretation of ancient sources.
The ‘apology’ of Emperor Hattushili III: a valuable historical document of auto-biography

As a matter of fact, Kemal Ataturk’s unique and ingenious achievement is tantamount to taking a negative reflection (i.e. the modern Western concept of ‘political nation’) and using its constituent parts in reverse to generate a positive archetype. Historical education in Kemal Ataturk’s Turkey was totally unrelated to all colonial models of fake ‘National History’. It represented an effort to go beyond distortions and represent the true History of Anatolia and Afro-Eurasia, so that Modern Turks fully comprehend their historical identity, without over-emphasizing one topic or dimension at the detriment of another.

Thus, while preserving the genuine cultural integrity of Anatolians, the truthful National Education, which was instituted in Turkey at the times of Kemal Ataturk, offered to the average Turks the true reflection of the Anatolian and Afro-Euro-Asiatic past, keeping a perfect balance among its eight (8) genuine elements:

– the Anatolian Hittite past as part of the Ancient Mesopotamian and Oriental world,

– the Ancient Greek-Roman Mediterranean cultural heritage,

– the diachronic role of Anatolia as a bridge between East and West,

– the key position of Anatolia as a bridge between North and South,

– the Turanian, Central and Eastern Asiatic world,

– the Islamic world and its universality from the Atlantic to the Pacific,

– the Eastern Roman Christian prototype of the Ottoman Empire, and

– the Seljuk, Ilkhanid, Timurid, Akkoyunlu and Ottoman past.  

The Achaemenid Iranian Royal Road highlighted what Anatolia had already been: the bridge between East and West and the passage between North and South.
The early Silk Road
The Silk Roads

As a modern ‘cultural nation’, free of fake ‘National History’, the Turks -formed on the basis of the absolutely secular standards of Kemal Ataturk’s National Education- can find their correct path in terms of normal, natural and necessary national expansion; this was the wish of Kemal Ataturk, who knew that, in his time, he only set the foundations of an enormous and majestic future to come.

A truthful historical education does not mean only ‘titles of topics’, but it basically involves genuine, comprehensive contents and trustworthy interpretation of the historical sources. Consequently, Turkish National Education’s contents have to be at the very antipodes of the Western colonial falsification of History, so that Kemal Ataturk’s pledge be finally implemented. As it can therefore be understood, it is not enough that several universities in Turkey have faculties of Humanities with departments of Ancient Greek and Roman History. In itself, this situation is meaningless; what matters in this regard is that the Turkish professors, specialists, intellectuals and researchers focus their studies on topics related to Ancient Greek and Roman History that have been concealed or distorted by the Western colonial academics.

Example: it does not matter to only teach in Turkish universities’ departments of History and Archaeology about the Macedonian-Iranian Kingdom of Commagene or to study and publish about the Ancient Greek inscriptions of Nemrut Dagh peak sanctuary; what matters is rather to expand and demonstrate why and in what the Kingdom of Commagene, within the context of Ancient Greek History, was more important, more influential, and more determinant than, for instance, the Ancient Greek city of Athens, its monuments (such as Acropolis and Parthenon) and its contribution to the History of Civilization, which have long been deliberately but absurdly over-magnified by the Western European colonial academics and forgers.

Apollo-Mithra-Hermes-Helios at the Mithraic peak sanctuary of Nemrut Dagh, Commagene
Antiochus I Theos, King of Commagene, built the peak sanctuary and tomb in 62 BCE. Nemrut Dagh is a UNESCO World Heritage site in Adiyaman province. Nemrut Mountain is located 40 km north of Kahta near Adiyaman.

Turkish professors and specialists of Ancient Greek History waste their time and that of their students and readers, offering no service to their community, society and nation, if they do not focus on, and if they do not present in public, the numerous historical events that reveal a totally different reality of the Ancient Greek and Roman world, and which have been concealed the by Western colonial academics and their puppets, i.e. the monkeys of the so-called Greek ‘universities’.

It is utterly useless to teach Ancient History of Greece and Rome in Turkey, if you don’t extensively focus on the fact that, based in Commagene and Cilicia and backed by the Kingdom of Pontus, the Mithraist Greek pirates of the 1st c. BCE, after having totally rejected the inanity of Ancient Greek politics, rhetoric, demagoguery, philosophy, and religion, and after having adhered to the Iranian religion of Mithraism, attacked all important Ancient Greek shrines, irrevocably desecrated them, performed Mithraic mysteries there instead and instituted among Greeks Iranian religious rituals, thus eliminating the inferior and meaningless Ancient Greek religion and imposing Mithraism among the Ancient Greeks.

These concealed facts, these critical pieces of info, these hidden realities, if fully revealed, diffused, explained and analyzed worldwide, kill the Western colonial agenda, dismantle the historical forgery that the colonial powers present as ‘History’, and -more importantly- destroy all the Western political plots for which all these pieces of Western historical fallacy have been invented. It is essential for anyone wishing to outmaneuver the colonial plots and schemes against countries, nations, and states to know that there has not been any political maneuver, international development, colonial scheme for which the colonial academia of Western Europe and North America did not prepare a piece of absolutely false history. The Western falsification of History is not a target for the colonial powers; it is the means for them to achieve their political goals. This is an enormous academic construction and there is no chance for anyone to prevail at the level of bilateral or international relations without first outmaneuvering the historical forgeries composed and propagated to offer support to a political claim.

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Ephesus
Sardis, Lydia
Bodrum
Midas Şehri (the city of Midas), Phrygia
Pergamos
Pergamonmuseum, Berlin – Pergamonaltar

Despite the fact that Delphi, Delos, Dodoni, Olympia, Argos, Corinth, Thebes, Sparta and Athens are located on Greece’s territory, the most important monuments of the Ancient Greek world are located on Turkey’s territory. This offers Turkish scholars a great chance to come up with a systematic rebuttal of the colonial version of Ancient Greek History which has been pre-arranged to fit the political interests of England, France, America and their lackey, i.e. the prefab state of Modern ‘Greece’.

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XXVI. How Theological, Pseudo-Religious Indoctrination damages a Truthful National Education

In our days, the clash between the political nations of the West and the remaining cultural nations that reject the Western model represents a ferocious struggle for the Liberation of the Mankind from the Western colonial delusion, which started with the Renaissance, the fake ‘Discovery’ of the world, and the colonization of all the continents by the Western European colonials.

In this regard, the polarization around the fake ‘National History’ (which is taught in a colonial metropolis like France or England and in a colonial fabrication, namely a ‘political nation’, like Greece, Iran, Israel or Egypt) and the true historical past (which is taught and interpreted within the context of a truthful National Education of a ‘cultural nation’) consists in the real field where the national interests of two opposite states or nations clash with one another. This clash is a matter of true historicity versus fake historicity.

Historicity is the matrix of all historical claims; in other words, ‘you’ demand a land as ‘yours’, because ‘you’ supposedly were there before others arrived or because ‘you’ developed there a greater civilization, which is documented in textual evidence. Colonial Westerners abhor oral cultures (because in reality they feel inferior to them) and they systematically and ceaselessly tried to minimize, disregard and disrespect them, but this is an entirely different and very vast topic. However, historicity is merely a matter of historical conceptualization, contextualization and interpretation; and these processes have been aptly undertaken by the colonial academics only on political purpose, and not out of a genuine and impartial interest in historical truth.

This is exactly what a modern ‘political nation’ is and how it functions: the political-diplomatic-academic establishment works in full concertation to prepare the Fake History needed, before they announce in public the historicity that they demand and the claims that they raise. Only highly conscious cultural nations with very strong foundations of Historical Education can refute the claims raised, discredit the fake historicity demanded, and outmaneuver the political plot.

For today’s Turks and for the future expansion needs of Secular Turkey, the Turkmen Ak Koyunlu state (1378-1501) is far more important a page of the past than the Ottoman Empire.
The Ottomans, the Ak Koyunlu, and the Mamluks: it is not the size that makes an empire historically important. Historicity has nothing to do with the sands of Arabia and North Africa that Selim I and Suleyman I added to their state which looked like a hot air balloon.

Obsolete realms failed to carefully monitor the (attested as early as the 16th c.) Western European colonial countries’ method of weaponizing Knowledge and Antiquity; it is quite clear that, speaking of ‘obsolete realms’, I mean enormous but absolutely ineffective empires, like the Safavid-Afshar-Qajar Iran (terminated in 1925), the Ottoman Empire (terminated in 1923), Qing China (terminated in 1912), and the Mughal Empire (terminated in 1857). These old-fashioned structures had absolutely no means to react to the aforementioned method of the Western European colonial countries, and they finally succumbed. It is extremely important to state -in few simple, yet striking, words- what actually happened to these vast but absolutely undefendable states: mere lies destroyed entire empires.

The Safavid Empire of Iran
The Mughal Empire (Gorkanian) of South Asia
Qing Empire of China
The Ottoman Empire

One has however to add that the lies were extremely sophisticated and solidly founded on Knowledge (which was however kept hidden) and Truth (which was publicly distorted but privately accepted). Unlike the Crusaders, the colonials did not engage in nonsensical disputes of low level, like ‘Muhammad is a prophet’ vs. ‘Muhammad is not a prophet’. This type of controversy was that of the times of Crusaders; then, the ‘clash’ was between a ‘lie’ and a ‘truth’. But after Renaissance, Western European colonials did not get engulfed in this type of quarrel anymore. Knowing that, in the meantime, the entire Islamic world had scientifically, academically, intellectually, mentally, culturally, spiritually and educationally collapsed (because of the prevalence of the evil theologians), the colonial academia produced an enormously sophisticated delusion and a complex deception scheme that they projected onto their absolutely unprepared and totally impotent enemies, who fell like dominoes.

When it comes to a ‘political nation’, its fake historicity, erroneous historical claims, and distorted National Education, it is always a matter of sheer utilization of History (either through its distortion or via its truthful representation) for purposes related to the promotion of national interests. Historical claims against other nations can at times be raised in accordance with each country’s national interests or due to external instigation or only for reasons of internal consumption and political propaganda.  

The point is that, in modern times, Islamic Theology-based Education is totally useless, as it cannot prove anything, and therefore it is only utilized by Western colonials to further defame the religion that the said education and theology tend to supposedly serve. In this regard, it is noteworthy that every religious (in reality: ‘theological’) indoctrination became early (already in 19th c. Anglo-French colony ‘Egypt’) a formidable trap set by the colonial gangsters in order to engulf the locally targeted nation into a very convenient (for the colonial West) impasse. As a matter of fact, all types of theological indoctrination do greatly harm a truthful National Education, because they cause an enormous waste of potential academic resources.

Today’s decayed Ulum al-din (‘Islamic religious sciences’: Kalam, Tafsir, Tajwid / Qiraat, Hsdith, Fiqh, Sirah, etc.) are not even a shadow of their past glory; this is so because, when the Islamic Sciences (Astronomy-Astrology, Chemistry-Alchemy, Mathematics, Natural Sciences, Medicine, etc.) were prohibited in Ottoman Istanbul at the end of the 16th c., all Islamic religious sciences were progressively adjusted to the anti-scientific Islamic theological doctrine that prevailed. None of these systems (Ulum al-din) can possibly help people, nations, academies, governments or states

– outsmart a colonial lie that distorts the History of Ancient Greece and Rome;

– out-think a colonial forgery regarding the History of Ancient Oriental Empires;

– outwit a colonial fallacy about Ancient Oriental spirituality, wisdom and science;

– outplay a colonial scheme concerning the Islamic world; 

– outfox a colonial plot against African and the Asiatic nations;

– outflank a colonial stratagem targeting one government; and

– outdo a colonial plan providing for the subordination of the rest of the world.  

In our times, Ulum al-din and every theological seminar are only a matter of personal interest and must not be funded by the state or offered as studies in public anytime anywhere. They can only damage detrimentally a Muslim country, as they already destroyed many great Islamic Empires. An example will be in this case characteristic. 

Back in the 19th c., the notorious Modern Greek ‘Megali Idea’ (‘Great Idea’, i.e. the substitution of the Ottoman Empire by a Neo-Greek pseudo-state, which would be the perfect tool at the hands of the English and the French) was exactly a matter of historicity; although they are the descendants of an ethnic amalgamation of Slavic, Albanian, Eastern Roman, Vlach, Turkic and Latin (Crusaders) elements, Modern pseudo-Greeks, posturing as the heirs of the Ancient Greeks, demanded vast territories in Anatolia, ‘because’ these lands were inhabited by the Ancient Greeks in the past and consequently, they were still full of Ancient Greek antiquities in the 19th c. The useless and idiotic pseudo-Muslim theologians of Ottoman Constantinople were left speechless; their unfathomable ignorance and compact stupidity was to believe that they could defend an empire with spells, incantations and prayers from the Quran. This is quite telling: https://www.greecehighdefinition.com/blog/-megali-idea-what-if-greece-conquered-turkey

The notorious Megali Idea on historical maps that circulated widely in Greece in 1920
Sub-divisions of the state backed up by the Megali Idea theory. If the survival of EU, UK, US, and NATO demands the dissolution of Russia, Turkey and Iran (in order to thus avert the rise of China), certainly Brussels, Washington DC, London and Paris will decide to support this scheme once again.

However, the Quran failed to oppose the colonial plot against the Ottoman Empire and to outsmart the disreputable lies and the historical forgery of the Western European academia; this is so for the very good reason that the Quran was not revealed for this purpose, and it was only the stupidity and the ignorance of the useless sheikhulislam, sheikhs, imams and theologians, who imagined otherwise. Without Kemal Ataturk, the modern pseudo-Greek fabrication of the English and the French would control today a territory greater than 350000 km2, having in Asia an area larger than in Europe.

This unveils the secret lie and shows the hidden plot of the colonial powers opposite the Islamic world. You cannot oppose colonial schemes with religion. Religion is useless opposite conniving diplomats, Orientalist forgers, Hellenist intellectuals, classicists, colonial academia, evolutionist terrorists, atheist extremists, and paranoid feminists. To oppose these armies, you need deeply and widely educated scholars, who advanced far beyond the delusion of Western Renaissance, Humanities and pseudo-representation of the World History.

‘You cannot oppose colonial schemes with religion.’

Today’s Turks must understand it as soon as possible, close down all useless and evil pseudo-Islamic theological schools, and get involved in the academic-intellectual combat of the Western fallacies of Orientalism, Hellenism, Pan-Arabism, Zionism, Islamism, Evolutionism, Atheism, etc. The only form of religion one Muslim can practice today is knowledge, study, research, exploration, and revelation-diffusion of the historical truth in absolute rejection of the Historical Forgery of the Western world.

That is why for today’s Turks, …

1- the Hittite epic Ullikummi is more vital than Matrakçı Nasuh’s Süleymannâme;

2- the Hittite king Mursili I is more important than Abu Bakr;

3- the History of Urartu Kingdom is more critical than that of the Omayyad Caliphate;

4- Emperor Sargon of Assyria is more pivotal than Omar ibn al Khattab;

5- the Achaemenid Shah Darius I the Great is more crucial than Uthman ibn Affan;

6- the Seleucids are more significant that the Abbasid dynasty;

7- Antiochus I Theos of Commagene is more indispensable than Ertuğrul;

8- Cleopatra of Egypt is more relevant than Khadijah bint Khuwaylid;

9- Strabo of Amasya is more necessary than Ibn Battuta;

10- Lucian of Samosata is more essential than Aşıkpaşazade;

11- St. Basil of Caesarea is more cardinal than Abu Hanifa;

12- John Chrysostom is more valuable than Al-Shafiʽi;

13- St. Ephrem the Syrian is more useful than Malik ibn Anas;

14- the shrine and the cults of the Aramaean goddess Atargatis at Manbij (Hierapolis) are more noteworthy than the tomb of Suleyman Shah;  

15- Justinian I is more momentous than Sultan Selim I;

16- Heraclius is more substantial than Sultan Mahmud II;

17- the Eastern Roman Icon-Fighters and the Paulicians are more weighty than the Naqshbandi and the Qadiriyya;

18- the Seljuks of Rum are more epoch-making than the Ottomans;

19- the Akkoyunlu are more historic than Tanzimat;

20- Timur (Tamerlane) is more exemplary than Bayazit I; and

21- Kemal Ataturk is more central than prophet Muhammad.

It must be beforehand stated and markedly stressed that the aforementioned twenty-one (21) cases of pedagogical contrast do not reflect proper comparative evaluations at the spiritual, historical, literary or academic level, which would otherwise be meaningless and purposeless, but they constitute strictly utilitarian juxtapositions and cluster comparisons for the need of Turks to consider ways as to how to reject historical claims expressed in national(ist) political discourses, educational manuals, academic treatises, and international newspapers.

By widely diversifying the foundations of their Historical Education, today’s Turks will get enormous benefits and they will become able to discredit the efforts of other countries and administrations to portray today’s Anatolians, who are the heirs of 5000 years of historical-cultural continuity and the most authoritative representatives of the transcendental genius of Orient, as migrating newcomers having ‘recently’ arrived from Central Asia and East Siberia.

It is not a matter of

a) Turkey (Turkey’s National Education and version of History) ‘defending’ or ‘diffusing’ or ‘imposing’ ‘History of Turkey’

and

b) Iran (Iran’s National Education and version of History) ‘defending’ or ‘diffusing’ or ‘imposing’ ‘History of Iran’; this would be a level of idiots and ignorant imbeciles.

It is a matter of

i) what version of History of Turkey and History of Iran Turkey’s universities must teach, promote, propagate and impose, and

ii) what version of History of Iran and History of Turkey Iran’s universities teach, promote, propagate and impose.

It is also a matter of fending off improper accusations coming from individuals, groups, organizations and states that show let’s say an interest for the conditions of life of Turkey’s Christians, without however being Christian themselves in the first place. Example: how could one accept Greece’s criticism of Turkey as regards the Human Rights of Christian minorities in Turkey, when Greece and Greece’s pseudo-Christian Church prohibit the translation to Modern Greek, the publication, the study, and the nationwide diffusion of works of Fathers of the Christian Church like John Chrysostom, plus the discussion and the debate about them?

What business is it of theirs to discuss issues pertaining to Christian minorities in Turkey, when the Eight Homilies against the Jews by St. John Chrysostom, Father of the Christian Orthodox Church, are deliberately kept secret and unknown to all Greeks, while bishops and priests are not allowed to speak about them, let alone popularize the critical topic among the faithful?

All the same, knowing about or studying the valuable opuses, treatises and speeches composed by the Cappadocian school of Christianity, a Modern Turk becomes better acquainted with his own country’s past, represents it better, and defends it more effectively against opposite historical claims or colonial distortions. A systematic and comprehensive reflection of Anatolia’s past in Turkey’s National Education will solidify today’s Turks’ historical identity, strengthen their cultural integrity, and promote the nation’s social unity.

On the contrary, an indoctrinated theological approach to the National Education only deprives students and schoolchildren from what is necessary for every Turk to know in order to best conceptualize, contextualize and interpret the History of Anatolia and better defend the Turkish nation’s historical claims and national interests.

Greek irredentists, colonial countries’ secret services, and schemers in the backstage count on the idiots of Turkish Political Islam, the ignorant trash of AKP, and the paranoid, useless and disreputable president of today’s confused Turkey to carry out this scheme – thanks to the so-called ‘Istanbul Canal’.

XXVII. The 12 Pillars of Turkey’s National Education

What follows is the enumeration of Turkish National Education’s 12 pillars involving in total 80 units; at this point, I have to reiterate that the real value of an educational system does not lie in the ‘titles of topics’ included, but mainly in the genuine, comprehensive contents and in the trustworthy interpretation of the historical sources.

Note: commas separate distinct ethnic-cultural units, whereas hyphens denote cases of either cultural amalgamation or historical and cultural continuity.

Pillar I: Oriental Civilizations

1- Hatti – Hittite – Luwian Anatolia

2- Sumerian-Akkadian (Assyro-Babylonian) Mesopotamia

3- Hurrian & Canaanite Syria – Phoenicia

4- Urartu, Neo-Hittite, Aramaean Anatolia, Mesopotamia and Syria

5- Canaanite – Phoenician Cyprus

6- Peleset – Pelasgian Aegean Sea

7- Anatolian – Canaanite – Egyptian/Hamitic (Berber) Crete

8- Ancient Oriental religions, spirituality, mythologies, epics and sacred texts, wisdom, literature, laws, arts and architecture

Pillar II: Late Antiquity

1- Achaemenid Anatolia and Iranian imperial heritage

2- Phrygian, Lydian, Lycian, Carian, Aeolian, Ionian, Doric Anatolia

3- Macedonian Attalid Anatolia, Seleucid imperial heritage

4- Commagene Iranian-Macedonian syncretism and spiritual heritage

5- The Aramaeans: from Syria-Mesopotamia to Anatolia, Egypt, Iran, India and Central Asia – Urhoy (Urfa), Palmyra (Tadmor), Dura Europos, Nisibis (Nusaybin), Hatra, Seleucia-Ctesiphon, Bosra, Rekem (Petra), Mada’in Saleh

6- Imperial Roman Balkans, Anatolia and Orient (Syria, Mesopotamia, Palestine)

7- The great conquerors: Assurbanipal in Niwt (Thebes of Egypt), Cambyses in Napata (Cush/Sudan), Darius the Great and the re-opening of the Suez Canal, Alexander the Great in the Indus River Valley, Marc Antony in Praaspa (Takht-e Suleyman), Trajan in the Caspian Sea and the Persian Gulf shores

Pillar III: The Formation of a Multicultural and Multipolar World Community

1- The overwhelming impact of Ancient Oriental civilizations on the formation of the Occident (Balkans, Greece, Rome, Western Europe): 4000-30 BCE

2- Martin Bernal’s ‘Black Athena’ & Edward Said’s ‘Orientalism’: the refutation of the Western colonial fallacies (namely Classicism, Hellenism and Orientalism)

3- The diffusion of Ancient Oriental spirituality, cultures, religions, cosmogonies, cosmologies, messianic eschatology, mysticisms, and imperial universalisms in the Roman Empire and across Europe: Mithras and Isis in the West – Mithraea and Isea excavated in Europe  

4- The Oriental character of the Roman Empire

5- The silk-, perfume (incense)-, and spice trade routes across lands, deserts and seas, and the formation of a multicultural, multilingual, multi-religious and multipolar world community

Pillar IV: The Rise of Multi-ethnic Religions across the Afro-Eurasiatic Landmass

1- The spiritual, cultural, religious, and esoteric syncretism of the Arsacid-Sassanid / Roman times: the formation and spread of Chaldean Wisdom, Ostanism, Hermetism, Gnosticisms, Early Christianity, and Manichaeism   

2- The Christianization of Syria-Palestine, Anatolia, Mesopotamia, Egypt and the Mediterranean Sea: Christianity as official religion of various Oriental kingdoms {Abgarid Urhoy (Urfa), Armenia, Georgia, Abyssinia (Axum)} and of the Roman Empire; the foundation of Nova Roma (New Rome) – Constantinople – Istanbul

3- The Cappadocian Fathers of the Christian Church; John Chrysostom and his refutation of the Jews; the Schools of Antioch (Antakya) and Alexandria; the Christological Disputes and the Christian Councils: Monophysitism (Miaphysitism), Nestorianism

4- Monophysitism (Miaphysitism) from Tur Abdin and Derzafaran to Wadi Natrun (Egypt), Makuria and Alodia (Sudan)

5- Nestorian Christianity: the Anatolian-Mesopotamian Christianity

6- The Sassanid Iranian – Roman/Eastern Roman wars and the Trade with Yemen, East Africa, Turan (Central Asia) and China 

Pillar V: Turan

1- Xinglongwa, Xinle, Hongshan, Zhaobaogou, Kelteminar, Afanasievo, Sintashta, Okunev, Andronovo & Tazabagyab, and Karasuk cultures across Northern and Central Asia; Tarim Basin mummies (early Tocharians)

2- Irmen, Tagar, and Tashtyk cultures & Slab Grave culture; Yuezhi; Xiongnu (Hun) confederation; Han China; Donghu; Han–Xiongnu War; Kushan Empire; Wuhuan & Xianbei; Hun-Xianbei script; early mentions of Tengrism

3- Khitan; Rouran Khaganate; Tokharians; Hephthalite Huns; Göktürks {First and Second (western and eastern) Turkic Khaganates}; First Bulgarian Empire; Türgesh; Bulgars, Khazars, and Pechenegs; Kangar union; Oghuz Yabgu State; Uyghur Khaganate; Kipchak, Kimek–Kipchak confederation, Cumans and Cuman–Kipchak confederation; Tatars; Kara-Khanid Khanate; Yenisei Kyrgyz Khaganate

 4- Tengrism (‘Shamanism’), Mithraism, Zoroastrianism, Buddhism, Manichaeism and Nestorian Christianity among Turanians   

Pillar VI: Islam

1- Propher Muhammad, Early Muslims, the Spread of Islam, Umayyad dynasty

2- Abbasid Caliphate; the contribution of Turanians and Iranians to the Abbasid times’ military expansion, imperial administration, scientific-academic-intellectual advance and breakthrough; the fragmentation of the Caliphate and the rise of Iranian and Turanian culture and imperialism

3- Islamic Sciences as the Ancient Oriental (Assyrian-Babylonian, Egyptian, Iranian) heritage transmitted via Aramaeans (School of Nisibis/Nusaybin) and Iranians (Gondishapur Sassanid University) to Abbasid Muslims (Dar al Hikmah)

4- Christianity and Islam in Anatolia from Heraclius to the Battle of Manzikert: Eastern Roman Empire (“Romania”) and Iconoclasm; Paulicianism in Anatolia and the Caucasus; Khurramites and Constantinople against the Abbasid armies

5- Islamic spirituality and messianic eschatology; the survival of other Oriental religions at the times of the Caliphate: the Sabians of Eski Sumatar; the Mandaeans; Nestorians and Manichaeans from Mesopotamia to China

6- Worldwide diffusion of Islam 7th–11th c.: South Asia, Central Asia, Africa, Europe {Iberian Peninsula, Septimania (Occitania: Southern France, Italy, Sicily, Crete, Aegean Sea}; the Islamic Caliphate and China

7- Ferdowsi: the epic incorporation of the Iranian-Turanian spiritual-cultural heritage into the cultural life of Muslims in Asia

Pillar VII: The Ghaznavids, the Seljuks, the Crusades and the Collapse of the Eastern Roman Empire (“Romania”/Ρωμανία)

1- The Ghaznavid Empire and the advanced Islamization of the Valley of Indus and South Asia; the Ghurid Empire

2- The Seljuks from Central Asia to Iran to Anatolia, the science of governance of Nizam al-Mulk

3- Rum Sultanate: Ferdowsi and the culture of the Seljuks; the reasons of Anatolia’s Islamization; the Sultan and the Basileus: the long shadow of the Rome-New Rome rivalry before and after the Schisms (869 and 1054); the Anatolian beyliks: Artuqids, Danishmend, Mengujekids, Saltukids, etc.

4- Anatolian Islamic spirituality as continuation of the anti-Constantinopolitan Anatolian mysticism, Iconoclasm and Paulicianism: Jelaleddin Rumi & the Mevlevi Order and Haji Bektash & the Bektashi Order

5- Turanian Mamluk states in Western, Central, South Asia and Africa

6- The Crusades as first Western attempt to destroy the Orient (Orthodox Christianity and Islam)

Pillar VIII: Genghis Khan, the Genghisid Empires, the Ilkhanate and the Multi-divided Anatolia, the Turanian Sultanates of South Asia, Timur and the Timurid dynasties

1- The Turanian invasions of Genghis Khan and the Turanian (‘Mongol’) Empire

2- The successors of Genghis Khan, the ‘Mongol’ civil war, and the division: Golden Horde, Ilkhanate, the Chagatai Khanate, and the Yuan dynasty of China                      

3- Hulagu, the destruction of Abbasid Baghdad and the ensuing benefits for Muslims

4- Nasir al-Din al-Tusi and the Islamic sciences, mathematics and astronomy; the Maragheh Observatory as meeting point for Eastern Romans, Seljuks, Iranians, Christian Aramaeans, Turanians, Chinese worldwide-leading scholars

5- The Turanian Sultanates of South Asia: Delhi and the Mamluks, the Khalji, Tughlaq, Sayyid and Lodi dynasties; the Bengal Sultanate

6- 14th c. Anatolia divided among the Eretnids, the Ilkhanate, the Karamanids, the Pontus Eastern Romans, the Jandarids, the Ottomans, and the other beyliks

7- Timur, his invasions and successors; Timur and the Ottomans; the Timurid Empire

8- Timurid Renaissance of Islam: the Samarqand Observatory, Islamic sciences, arts, letters and architecture

Pillar IX: Qara Qoyunlu, Aq Qoyunlu, Ottomans, Safavids, and the Golden Horde

1- Islamic Spirituality in 15th c. Anatolia, Caucasus, Iran and Khorasan: from the Zahediyeh to the Safaviyyeh to the Qizilbash and the Shahqulu movement

2- Kara Koyunlu, Ak Koyunlu and Ottoman Anatolia

3- Ottoman expansion in the Balkans during the 14th and 15th c.

4- The battle of Chaldiran (1514) and the definite division of the Islamic World

5- Islamic North: Eastern Europe, North Asia, and Siberia under the Golden Horde and its derivative Khanates during the 14th and 15th c.

6- Islam in Andalusia, Africa, and SE Asia from the Crusades to the beginning of Western European Colonial Era (16th c.)

7- The Ottomans: the Anatolian Sultanate metamorphosed to Eastern Roman Empire and to Islamic Caliphate

Pillar X: the Ottoman Empire, Safavid / Afsharid / Qajar Iran, and the Mughal Empire of South Asia

1- Western European Renaissance: progenitor of ‘reconquistas’, conquistadores, and colonial genocides in America, Africa, Asia and Europe

2- Reconquista in the Iberian Peninsula and the formation of the Spanish and Portuguese Empires; the infamous Treaty of Tordesillas (1494) or how Muslims lost the seas and the oceans of the Earth

3- Reconquista in Eastern Europe: the fabrication of a fake Russian Empire out of Turanian Muslims; Moscow’s expansion in Eastern Europe, North Asia/Siberia, and Central Asia

4- Gradual decay of the Ottoman Empire after 1580: destruction of the Istanbul Observatory, abandonment of the Islamic scientific research, disappearance of the Islamic sciences

5- Three major Islamic empires (Ottomans, Iran, and Mughal) versus six European empires: Spain, Portugal, France, Holland, England and Russia; Classicism as fake identity of Western European colonials and the weaponization of knowledge, science and technology

6- Islam under assault (1500-1800): the dismemberment of the Islamic World  

Pillar XI: Western European Enlightenment, Nationalisms, Orientalism and the Fall of the Ottoman Empire

1- European Nationalism and the distortion of the historical concept of ‘cultural nation’

2- Romanticism and the ahistorical, fake divide ‘East and West’ as a vehicle for the promotion of colonial targets

3- Orientalism: the misrepresentation of the Orient  

4- Hellenism: exemplary historical forgery projected onto targeted populations as ‘national dogma’ for the construction of fake nations-states – tools of the colonial powers

5- Western ‘World History’: projection of white supremacy and Western European racism onto the rest of the world as a form of inferiorization, subordination and enslavement of all the nations worldwide to the colonial powers

6- The creation of pseudo-localities and pseudo-nationalities as a means for the permanent dismemberment of the Islamic World: ‘Egypt’ instead of Misir; ‘Greece’ instead of Romania (Eastern Roman state); ‘Persia’ instead of Iran; ‘Russia’ instead of Turan; ‘Central Asia’ instead of Turan; ‘India’ instead of Mughal; ‘Judea’ (and later Fake Israel) instead of Palestine; ‘Libya’, ‘Tunisia’, ‘Algeria’ and ‘Morocco’ instead of Berber state; ‘Ethiopia’ instead of Abyssinia

7- The last century of the Ottomans and the Qajar Iranians-Turanians

8- The Opium Wars and the colonial assault on China; Russian advance in Central Asia

9- WW I and the end of the Ottoman Empire; the Iranian Empire divided between the English and the Russians; colonial involvement in the Caucasus region and the fabrication of the Armenian polity

Pillar XII: Kemal Ataturk, the Constitution of 1923, and Modern Turkey

1- The life and military career of Kemal Ataturk

2- The struggle for the salvation of Turkey (1919-1923)

3- The Constitution of 1924: fake nationalisms of the West (‘ethnic’ or ‘civil’ nations for ‘political’ states) vs. Modern Turkey’s genuine nationalism (‘cultural’ nation for a people’s state)

4- Turkey until the death of Kemal Ataturk

5- Modern Turkey after 1938

6- Rauf Dentash and the Turkish Republic of Northern Cyprus

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