• authorities around the world have sought to implement quite extraordinary policies
• “collateral damage” (a military euphemism for wartime civilian casualties)
• A central part of selling these extreme, and ultimately highly destructive, policies has involved the use of propaganda.
• propensity of those with power to define themselves as the arbiters of truth and moralit
• he propensity of those with power to define themselves as the arbiters of truth and morality
• techniques of manipulation are part and parcel of contemporary liberal democracies
• techniques of manipulation are part and parcel of contemporary liberal democracies.
• many forms of “non-consensual persuasion” have been employed, ranging from manipulated messaging designed to increase “fear levels” through to coercion
• behavioural scientists were providing advice to the UK government’s Scientific Advisory Group for Emergencies (SAGE)
• Laura Dodsworth’s influential work State of Fear
• remarkable reluctance of anyone in authority to accept responsibility for the deliberate manipulation of the public
• World Health Organisation (WHO) had established the Technical Advisory Group on Behavioural Insights and Sciences for Health (TAG)
• One aspect of the COVID-19 event propaganda has been the aggressive promotion of official narratives
• drive to ensure that certain voices, claims and arguments either never see the light of day or otherwise remain contained within “fringe” or “alternative” circles.
• superficially well-meaning attempts to manage what has been increasingly labelled as “misinformation” and “disinformation”
• military involvement
• World Health Organisation (WHO)
• In a release titled “Let’s flatten the infodemic curve”, they advise people to refer to “factcheckers” and legacy media
• major consequences in terms of suppression of debate
• direct censorship through removal of content and deplatforming, sponsoring of hostile coverage designed to smear and intimidate anyone raising critical questions regarding the COVID-19 narrative, and coercive approaches involving threats to livelihood and employment.
• suppression has operated in at least three different ways: direct censorship through removal of content and deplatforming, sponsoring of hostile coverage designed to smear and intimidate anyone raising critical questions regarding the COVID-19 narrative, and coercive approaches involving threats to livelihood and employment
• otable removals from YouTube included interviews with Dr John Ioannidis of Stanford University and British physician Professor Karol Sikora
• Dr Robert Malone
• removed from Twitter.
• a given post violates “community standards” in some way and some, such as LinkedIn, state that content at variance with authorities can lead to censoring
• Suppression of inconvenient opinions works through both the realm of information – censoring a person’s voice or ad hominem attacks – but also through action in the real, “material”, world via coercion
• Overall, the role of authorities in enabling censorship and coercion results in, broadly speaking, an institutionalised culture in which suppression of opinions and debate becomes the norm.
• ilencing the expression of an opinion robs us all of the opportunity to either hear an argument that might turn out to be true, or refine or reject an opinion that is faulty
• All silencing of discussion is an assumption of infallibility
• we are talking about the right of people to raise questions and concerns about policies that directly affect them, such as lockdown, masking and ‘vaccinations’, and, moreover, the right of credentialed experts to raise such questions in the public sphere
• mis/disinformation fact checking industry
• “combat the growing scourge of COVID-19 misinformation” which is described as a “virus spread by people”
• entails the move to a world where the truth is defined by factcheckers and authorities, and legislation provides the underlying coercive framework to ensure any deviance is punished. This is entirely at odds with basic principles of open debate, objective scholarship and freedom of expression and is not compatible with democracy.
• a large number of medical scientists who have been at the receiving end of drives to suppress debate
• the official COVID-19 response has been underpinned by ferocious propaganda campaigns designed to silence any experts speaking truth to power
• Ending any semblance of democracy may indeed be the goal, starting with the ending of freedom of expression.

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• he OECD offers its current definition of Media & AI Literacy as “the set of competencies to interact with digital content and platforms effectively, ethically and responsibly.”
• By mixing media literacy and AI literacy, the OECD has set itself a significant challenge.
• Media educators, for example, have long sought to position media literacy in terms of the “3Cs” of consumption, creation, and critique
• And in the current political context, AI is not simply a “tool” for new forms of creativity and consumption, but a profoundly political technology requiring particular critical literacies.
• The illusion of understanding—the belief that being able to prompt a chatbot effectively constitutes deep knowledge—may be more dangerous than ignorance.

• It is now, through the AI literacy test, exerting its political authority over how AI skills are to be defined and valued.

  Its aim is to produce a globally standardized definition of AI literacy that is likely to erase nuance and diversity in approaches
• It will require AI literacy to be broken down into a series of measurable units which can feature as testable items

• As such, the assessment is not expected to be a conventional test, but organized as simulations making use of accessible existing “tools.” It will mobilise such tools to test a specifically defined “model” of AI literacy and its componentized “competencies.”

• AI literacy must become AI literacy-as-numbers, subject to techniques of metrology and amenable to comparison.
• It’s not hard to imagine there being eventual winners in the AI literacy rankings
• As with all OECD tests, the significance of the AI literacy assessment is not necessarily the quantitative results it will produce in more than half a decade’s time. It’s the activity that it incites in education systems in anticipation of the assessment. The existence of a test animates significant efforts to prepare students to take it.
• Audrey Watters argues that the kind of AI literacy promoted by the order serves governmental and commercial interests, but is likely to lack any criticality due to the US administration’s hostility to ideas about bias and discrimination.

• the AI literacy framework may focus centrally on skills of AI use (“learning to prompt” as the new “learning to code”) than any critical engagement with AI as a social and public problem.
• AI literacy can appear as a kind of technical training in efficient AI use—what I’ve elsewhere called “pedagoGPT” courses and classes
• digital literacy has become a powerful way of governing both teachers and students in schools.
• Educators and leaders may feel compelled to act on the OECD/EC/code.org framework in order to perform effectively on the test.
• AI literacy-as-numbers could make acting on AI a central preoccupation of schooling systems
• The OECD’s efforts should be understood as an attempt at infrastructuring AI literacy. Infrastructuring AI literacy means building, maintaining and enacting a testing and measurement system that will not only enumerate AI competencies, but make AI literacy into a central concern and objective of schooling systems

• They would have to perform to the measurement standards embedded in the infrastructure, following the prescriptions of the AI literacy framework, in order to “count.”

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• PISA 2029 Media & Artificial Intelligence Literacy (MAIL) assessment
• The
• Today it is easier than ever to engage in social, cultural, and political action.
• Information online is not always reliable, as media content can easily be plagiarized and reinforce biased perspectives.
• generative Artificial Intelligence (AI)
• the integration of media literacy programs into education curricula,

• The new PISA 2029 Innovative Domain on Media & Artificial Intelligence Literacy (MAIL) aims to be an instrument to support the assessment of these evidence-based interventions. It is currently defined as the set of competencies to interact with digital content and platforms effectively, ethically and responsibly.

   
• his new assessment is envisioned as a simulated environment that would allow the collection of evidence for multiple competencies of the literacy model.
• The results of the PISA 2029 Media & Artificial Intelligence Literacy (MAIL) assessment are expected to be available in December 2031.
• The first draft of the PISA 2029 Media & Artificial Intelligence Literacy (MAIL) assessment and analytical framework is expected to be available in December 2025.

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• April 29, 2025
• the OECD and the European Commission are joining forces to develop an AI Literacy framework. This framework will outline the knowledge, skills and attitudes that will adequately prepare students in primary and secondary education.
• supported by Code.org and leading international experts
• At its heart is the integration of AI literacy across school subjects. This includes teaching students to use AI tools as well as how to co-create with them and reflect on responsible and ethical use
• In mathematics, the study of statistics and probability
• n history and social sciences, lessons can be enriched by discussing the validity of sources as well as the societal and ethical impacts of AI technologies.
• In computer science, students might apply responsible and ethical design principles when training AI models. 
• The framework outlines ways to foster critical thinking, creativity and the examination of the ethical implications of AI, while encouraging innovative use.
• human ingenuity and social and emotional abilities remain irreplaceable
• all students and teacher
• A draft of the AI Literacy framework will be released on May 22, 2025.
• The final version will be released in 2026 and will include high-quality examples.

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• their culture’s understanding that having intellectuals means allowing people to make controversial statements that progress the social conversation.
• migrant labor, often illegal, is easier to exploit, cheaper, and increases consumption
• The use of social welfare as a means of support for migrants rather than as a means to support citizens has placed Renaud Camus, who began his life as a socialist, on the right.
• a politician is elected that makes life better so that you have more friends and a healthier social life, or a politician is elected that allows Meta to make you AI friends, substituting human relationships with an artificial replacement?
• Renaud Camus has before called himself a racist. He does so because, in his own words, “anti-racist has changed” and therefore so has “racist.”  When he says he is racist, he is referring to the use of the term “race” before the advent of what was called “scientific racism.”
• the problem with anti-racism: there is no way to discuss race because to discuss race is to discuss differences, which is to discriminate—in the most classic sense of the word as to recognize a distinction between things—which means to be racist
• While Kendi makes allowances for ethnicities, nationalities, and individuals, the practice of anti-racist thinking does not
• He believes it is good for France to be French and that keeping France French is preferable to making France not French
• in Europe is that the pressure is towards seperatism, cantons, enclaves; a fragmented society far more than a creolized one.
• Culture is real. Want proof? In Montana, nude hot springs are maintained not by law, but by norm; there are none in Pakistan. 
• If you are French and take issue with the idea of “France for the French”, because you are motivated to ask, “What is French?” Renaud Camus sees you as a decultured victim of the Little Replacement, a person severed from your heritage and culture, a human whose humanity has been replaced with pop culture, a human so impoverished by education that you were not educated about the national family into which you were born. Your silver spoon was taken from your mouth and replaced with heavy-metal tested baby formula.
• Throughout time, great writers, poets, and musicians have taken on words for monsters in revolt. They often have a strange way of winning.
• A shared language and set of ideas united people and allowed them to forge an alternative to ten thousand years of kings and slavery
• culturally secure and humanistic laïcité
• “framework for living together” secured not by a united culture, but by batons, by cops in every classroom;
• f a change in population of 10% is worthy of a name, then it’s not inappropriate to call the current change process in Europe the Great Replacement
• Like Renaud Camus’ Great Replacement, Renaud Camus’ remigration, decolonization, is already a fact.
• Camus calls himself a racist as an incendiary attack on mainstream society
• Understanding takes an open mind, patience, and a willingness to learn and listen. Understanding requires curiosity about why things that sound strange and incendiary may not be.
• He beat you because when they said mass migration was good for the economy, hundreds of millions of people patiently waited and saw themselves become poorer.
• American culture has always paired rude lay culture attitudes about race, sex, and religion, with resentment, humor, and egalitarianism

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