Alexander Dolitsky: Beware of activists who manipulate history, truth for ulterior motives



Today, many radical school teachers believe themselves to be teaching the “truthful” history of the world, including American History.

They aggressively and unwisely inject divisive concepts of gender identity, the 1619 Project, and white privilege and critical race theory doctrines into their teaching curriculums.

This neo-Marxist type of teaching accomplishes two main objectives—racial segregation among our youth and hatred of our nation’s past. 

For example, according to the New York Times website: “The 1619 Project is an ongoing initiative from The New York Times Magazine that began in August 2019, the 400th anniversary of the beginning of American slavery. It aims to reframe the country’s history by placing the consequences of slavery and the contribution of black Americans at the very center of our national narrative.”

It is imperative, however, to acknowledge and understand that world events, including history of American slavery, must be interpreted and understood in the historic context of their time, relying on facts rather than on subjective “truth” wrapped up into neo-Marxist ideology.

In short, Marxists believe that economic and social conditions, and especially the class relations or “class struggle and class warfare” that derive from them, affect every aspect of an individual’s life, including economic conditions, religious beliefs, moral values, legal systems and cultural frameworks. 

“From each according to his ability, to each according to his needs” is a key slogan popularized by Karl Marx in his 1875 Critique of the Gotha Program. This key Marxist principle, in addition to the “class struggle and class warfare,” refers to social equity and free access to and distribution of goods, capital and services.

Just like beauty, truth is also “in the eye of the beholder.” Although history is created by facts (a reality independent of human minds), history becomes a story told by storytellers, and the biases and viewpoints of the story tellers become very much a part of that history; and what people remember of those stories depends on their own biases and viewpoints. Thus, history, like truth and beauty is also “in the eye of the beholder.”  

History can also be rewritten and manipulated to fit politically correct narrative. Once a new story becomes the one people have learned, it becomes moot whether it really happened or not. Indeed, today we are living in the bleakly dystopian time reminiscent of George  Orwell’s science fiction book, 1984, written in 1949. Orwell’s novel, 1984, is about the dangers of totalitarianism and warns against a world governed by propaganda, surveillance and censorship.

Interestingly, the job of Winston Smith (the protagonist in the George Orwell’s novel 1984), while working for the Records Department of the Ministry of Truth, was to rewrite historical documents so they matched the constantly changing party line. This involved rewriting newspaper articles and doctoring photographs (i.e., rewriting history) so they would correspond with whatever new history was being told. 

This is the reality of today’s progressive socialist movement—facts are simply being rewritten by clever radical activists in order to change the narrative of American history and to establish a socialist regime in our country. Indeed, progressive socialist must be reminded by Winston Churchill insightful observation, “The inherent vice of capitalism is the unequal sharing of blessing; the inherent vice of socialism is the equal sharing of miseries.”

One of my former students is a Ph.D. in English Literature from Harvard University. In our private correspondence, he elegantly described his interpretation of truth:

 “One of the things that has always worried me about social science, psychological studies, and medical trials is the widespread and deliberate use of deception in experimentation. Now, I understand that deception is used to prevent “response expectancy” or placebo effects—to create a kind of “double blind” situation—and that argument makes sense to me—to a point. But I also strongly doubt that any kind of truth about men and women can be arrived at through deception, beyond the truth that people are easily deceived. I suspect, further, that the replication crisis currently vexing the sciences has something to do with the widespread use of deception in experimentation—through a kind of moral rot, so to speak. Lies, to put it bluntly, may primarily, if not exclusively, give birth to other lies. And this moral-epistemological rule, if valid, may be setting limits on the scope of our science in real time, by delineating the boundary at which research turns into sophistry.”

Here is the “Truth” that guides my life: Believe in the Judeo-Christian moral values, advocate good vs. evil, and stand for freedom, liberty, and factual truth.

Alexander B. Dolitsky was born and raised in Kiev in the former Soviet Union. He received an M.A. in history from Kiev Pedagogical Institute, Ukraine, in 1976; an M.A. in anthropology and archaeology from Brown University in 1983; and was enroled in the Ph.D. program in Anthropology at Bryn Mawr College from 1983 to 1985, where he was also a lecturer in the Russian Center. In the U.S.S.R., he was a social studies teacher for three years, and an archaeologist for five years for the Ukranian Academy of Sciences. In 1978, he settled in the United States. Dolitsky visited Alaska for the first time in 1981, while conducting field research for graduate school at Brown. He lived first in Sitka in 1985 and then settled in Juneau in 1986. From 1985 to 1987, he was a U.S. Forest Service archaeologist and social scientist. He was an Adjunct Assistant Professor of Russian Studies at the University of Alaska Southeast from 1985 to 1999; Social Studies Instructor at the Alyeska Central School, Alaska Department of Education from 1988 to 2006; and has been the Director of the Alaska-Siberia Research Center (see from 1990 to present. He has conducted about 30 field studies in various areas of the former Soviet Union (including Siberia), Central Asia, South America, Eastern Europe and the United States (including Alaska). Dolitsky has been a lecturer on the World Discoverer, Spirit of Oceanus, andClipper Odyssey vessels in the Arctic and sub-Arctic regions. He was the Project Manager for the WWII Alaska-Siberia Lend Lease Memorial, which was erected in Fairbanks in 2006. He has published extensively in the fields of anthropology, history, archaeology, and ethnography. His more recent publications include Fairy Tales and Myths of the Bering Strait Chukchi, Ancient Tales of Kamchatka; Tales and Legends of the Yupik Eskimos of Siberia; Old Russia in Modern America: Russian Old Believers in Alaska; Allies in Wartime: The Alaska-Siberia Airway During WWII; Spirit of the Siberian Tiger: Folktales of the Russian Far East; Living Wisdom of the Far North: Tales and Legends from Chukotka and Alaska; Pipeline to Russia; The Alaska-Siberia Air Route in WWII; and Old Russia in Modern America: Living Traditions of the Russian Old Believers; Ancient Tales of Chukotka, and Ancient Tales of Kamchatka.

Read: Neo-Marxism and utopian Socialism in America

Read: Old believers preserving faith in the New World

Read: Duke Ellington and the effects of Cold War in Soviet Union on intellectual curiosity

Read: United we stand, divided we fall with race, ethnicity in America

Read: For American schools to succeed, they need this ingredient

Read: Nationalism in America, Alaska, around the world

Read: The case of the ‘delicious salad’

Read: White privilege is a troubling perspective


  1. The loyal RINOs:

    McConnell, as well as Sens. John Cornyn of Texas, John Thune and Mike Rounds of South Dakota, Roy Blunt of Missouri, Lisa Murkowski of Alaska, Susan Collins of Maine, Rob Portman of Ohio, Richard Shelby of Alabama, John Barrasso of Wyoming and Shelley Moore Capito of West Virginia voted in favor of the legislation.

  2. OK, Alexander, let’s start with the idea that, …” many radical school teachers believe themselves to be teaching the “truthful” history of the world, including American History.” Do you believe that ANY historians claim they know what the “truthful history of the the world” might be? History has always been subject to the biases of historians, as has politics, lo these many years. Your bias is obvious. I imagine it would be very different if you had got your degree at, say UC Berkeley.
    You did, however, hit the nail on the head when you posit, ” …history, like truth and beauty is also ‘in the eye of the beholder’.” So, unlike those who base their beliefs on facts, history and truth and beauty are unique to each of us. We choose to believe why we believe.
    I’d like to get your ideas about what constitutes Judeo-Christian moral values, good, evil, freedom, liberty, and factual proof. Then I’d like to know how you came by those those many concepts.

    • Teachers teach the history they were taught. If you took the latest history book in high school today and compare it with a history book that I learned from in 1954, there is an obvious tone difference as well as facts that’s are excluded from today’s history books because it would not be conducive to the left’s leaning tone. The narrative has been subtly altered, changing it from a lesson of pride to a lesson of victimization. Very few teachers are left of my generation and I would guess that more than 70% are educated in colleges that have thwarted actual history in favor of a history where the founding of our country was conquering through fear of victimization and cultural suppression and genocide. Just like George Orwell’s book 1984, the ministry of truth, synonymous with the teachers unions and their publishers in Chicago, have spent at least 7 decades subtly changing, fabricating and removing words, facts and meanings from educational literature to create a population of people who hate their own national founding and in turn create self loathing and victimization of being born in such a horrid country. And therefore, destroy the one thing that could unify the people, pride of belonging to a great and just cause.

      • I absolutely agree with you, Brian. Textbooks, especially social studies resources, change in accordance with the world affairs, current events and scientific discoveries. I used excellent and well-balanced textbooks and educational resources in my teaching at the University of Alaska Southeast for 16 years and at the Alyeska Central School (a former correspondence school affiliated with the Alaska Department of Education and Early Development) for
        20 years.

        Unfortunately, publishers, sooner or later, will incorporate this madness (i.e., CRT, WPT, gender identity, the Project 1619, etc.) into their production. And I don’t blame them. After all, they are for-profit and free market-driven entities; and, I am sure, they sense a future demand for this nonsense.

        Today, to my knowledge and observation, most young teachers educated in the left-oriented universities use their own obscure resources in the classrooms. In fact, Xerox machines in every school in Alaska working non-stop from 8:00 am to 6:00 pm daily, copying this massive and obscure material to be used for an indoctrination of our youth.

        The only solution for correcting this educational crisis in our country is for parents, all parents, to get involved at all levels of our educational process. Otherwise, ten years from now our country and our young generation will be beyond recognition.

  3. Writer says: “This is the reality of today’s progressive socialist movement—facts are simply being rewritten by clever radical activists in order to change the narrative of American history and to establish a socialist regime in our country.”
    This is true. They are even rewriting the dictionary when it comes to things like vaccination and anti-vaxer… To control language is to control thought. The left has always been much better at this than the right – plain and simple. Heck, the leaders of the right for the most part don’t even acknowledge this fact. I am grateful for the few who do.

    • Do you remember Donald Trump? He tended to lie a little bit and try to rewrite history. If you’re concerned about falsehoods damaging our country, I’d start with him and then stall out with David Eastman

    • And yet the most vociferous true believer spouting covid conspiracy theories on these pages denies the definition of the word vaccine, going so far as to claim that the covid vaccines are not vaccines because they do not meet any standard definition. Even when presented with numerous definitions this true believes holds fast to this faulty belief.

  4. The fact that conservatives of today spread the talking points of yesterday’s communism as values of the right is ridiculous. MLK was a communist , supported by communists, his movement was designed to erode a 95% white Christian nation and turn it into the global melting pot we experience today.
    Since when was it conservative to be against having a racially and culturally homogeneous nation?
    How has becoming a mere 65% majority been good for White Christian America? Why would we want to celebrate loosing our language and demographic majority ?
    How has diversity helped us ?
    Stalin sought to erode any commonality of race, language, or religious affiliation and replace such common bonds with loyalty to the state, much as America requires now. All empires require the polity to turn their backs on race, tribe, religion, and family in favor of the empire.
    My ancestors built a nation for their descendants ,.. white Christians. Emma Lazarus was neither of those, and her forefathers didn’t build America yet her silly poem has come to define our society. Our nation has been usurped by communist ideology, largely perpetuated by “the destroyers of nations” as Emma surely was.

  5. This is great. But it is more fitting circa 2006. The radicals already know they are radicals. We know they are radicals. What we need to know is what to do about it. And the first step is to stop calling them liberals, stop kidding ourselves that they will listen and call them what they are: Marxists / Socialists / Communists. They labeled us NAZIs / White Supremacists and it worked because the first thing people say about CRT is “I’m not racist but…” Their fake labeling of us worked. Now, for God’s sake be honest and call them what they are to their faces and let the label stick. And then stop complying. Otherwise just roll up your sleeve, put on your mask accept your kids will become indoctrinated and be done with it already!

    • Dean makes a solid point. Call out the socialist/communist/totalitarian/fascist/tyrants for what they are. Stop pulling punches.

      • They don’t know what they are. If you asked them they’d be like the silly Evan above; they’d just consider themselves educated and somewhat superior to the general run. Most of the traditional liberals I know, the ones I consider useful idiots, think of themselves as moderates or even conservatives because everyone they know thinks like they do. That is particularly true of teachers who tend to marry teachers and socialize only with teachers, so they live in a world of groupthink. Other public employees have some of that but their socialization is more diverse

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