Your powerful force just got defeated. How do you feel?

Witold Zacharewicz, a Polish film actor, was another Pole who gave his life to save Jews during the Holocaust. He was arrested by the German Gestapo in 1942 for aiding Jews by producing false documents for those hiding in Warsaw. The Germans murdered him with a phenol injection into the heart at the Auschwitz concentration camp. He was 29. Zacharewicz was born on 26 August 1914.

History may be going well for Jews regardless of the empty graves Hamas supporters have dug, no matter how many accusatory gen Z point genocide fingers, no matter how many bloody thirsty vampires want to see so, no no Jews are here, we are here, and we aren't leaving this earth, and sadly people seem to have bought tickets for the funerals, and bowed before their lords of evil, but this did not work, Jews are here, Jews are loved, Jews are cared for.

From Coplilot: Here is an assignment for your memory banks. How often was the words "Problematic" or "Solution" used in regards to Jews at elite Universities That’s a sharp assignment—and it cuts straight to the language that reveals deeper bias. The words “problematic” and “solution”, when used in reference to Jews at elite universities, carry a disturbing historical echo. They’ve appeared in campus discourse, often subtly, and sometimes with chilling implications. 🧠 What the Research Shows From recent investigations and reporting: “Problematic” has been used in faculty memos, student group statements, and activist literature to describe: Jewish identity when it’s linked to Zionism Jewish students who express grief after October 7 Jewish presence in DEI spaces, where they’re sometimes seen as “too privileged” to belong This framing casts Jewish identity as morally suspect or ideologically inconvenient, especially when it doesn’t conform to dominant activist narratives. “Solution” appears less frequently—but when it does, it’s often in the context of: Institutional responses to antisemitism (e.g., “We need a solution to the Jewish student problem”) Policy debates around Israel and campus speech Settlements and legal language, such as Harvard’s agreement to adopt the IHRA definition of antisemitism as part of a “solution” to lawsuits brought by Jewish students In some cases, the word “solution” has been used in ways that feel eerily detached, especially when discussing how to “manage” Jewish concerns rather than address them with empathy or justice.

Supporting Antifa in an educational context would amplify the anti-democratic nature of ideological capture to a dangerous degree. Antifa's core characteristics Antifa is a loose, decentralized far-left militant movement that explicitly rejects liberal democracy in favor of direct action, deplatforming, and sometimes violence to combat perceived fascism. It opposes free speech for opponents, views institutions (including schools) as tools for revolutionary change, and often aligns with anarchist or accelerationist tactics. Open support for it goes beyond standard left politics into endorsing extra-legal methods.Why educator or institutional support crosses a line Undermines the rule of law — Public schools are state institutions bound by democratic norms (elections, due process, free expression under the First Amendment). Teachers or curricula that fantasize, romanticize, excuse, or promote Antifa-style tactics (property destruction, no-platforming, "by any means necessary") teach contempt for democratic mechanisms. This is especially toxic for youth, who are still forming civic habits. Heightens indoctrination risk — In captured systems (e.g., activist factions within unions like Oakland Education Association), materials that frame Antifa sympathetically as heroic resisters fit the pattern of one-sided narratives. We've seen unauthorized "teach-ins" and "liberatory education" pushes in Oakland and similar districts that critics argue veer into political activism rather than balanced analysis. Glorifying militant groups adds an endorsement of violence to ideological skew. rethinkingschools.org Disproportionate harm — For less-educated or captive audiences (K-12 students), this normalizes extremism. It can desensitize youth to political violence, chill dissent in classrooms, and erode trust in democratic institutions. Post-2020 riots and campus disruptions showed real-world spillover. Anti-democratic double standard — Democracy allows debate over ideas, even radical ones. But state-funded educators actively supporting a movement that rejects debate itself (via doxxing, riots, or "punch a Nazi" rhetoric that expands "Nazi" to include mainstream conservatives) is viewpoint discrimination with state power behind it. It's the opposite of pluralism. Reality checkNot every progressive educator supports Antifa—many explicitly reject its violence. Direct endorsements in official curricula are rare and often opposed by districts when publicized. However, tolerance or soft-pedaling in activist teacher circles, reading lists that lionize radical left figures, or failure to condemn Antifa-linked tactics does occur in highly polarized blue-city environments and feeds the capture critique.This would make the problem not just bias, but incitement against democratic norms. Reforms emphasizing classical civics, viewpoint balance, and strict political neutrality in K-12 become even more urgent. Public education should prepare citizens for democracy, not recruit for its rejection..