At first blush, these tycoons might seem to be “prepping” for a familiar 20th-century style apocalypse, as depicted in countless disaster movies. But they’re not.
Yes, their vast estates do include bunkers and other technologies traditionally associated with prepping. For example, the mansions of Ko’olau Ranch are connected through underground tunnels that feed into a large shelter.
However, Zuckerberg, Winfrey, Ellison and others are actually embarking on far more ambitious projects. They are seeking to create entirely self-sustaining ecosystems, in which land, agriculture, the built environment and labour are all controlled and managed by a single person, who has more in common with a mediaeval-era feudal lord than a 21st-century capitalist.
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What we see with Zuckerberg’s project isn’t an overt conflict between billionaire and community. In Kauai, members of a community have consented, or conceded, to grant a plutocrat the stewardship of their land, in the name of preservation. This is a business model that leads directly (back) to feudalism.
This insight is lost in the media’s obsession with the “craziest features” of Zuckerberg’s Hawaiian folly. Rather, what is emerging among billionaires is a belief that survival depends not (only) on hiding out in a reinforced concrete hole in the ground, but (also) on developing, and controlling, an ecosystem of one’s own.
Mentions Mark Zuckerberg
By blaming poor children’s school learning failure on their brains, the billionaires are continuing a long pseudoscientific charade extending back to 19th century “craniology,” which used head shape-and-size to explain the intellectual inferiority of “lesser” groups, such as southern Europeans and blacks. When craniology finally was debunked in the early 20thcentury, psychologists devised the IQ test, which sustained the mental classification business. Purportedly a more scientific instrument, it was heavily used not only to continue craniology’s identification of intellectually inferior ethnic and racial groups, but also to “explain” the educational underachievement of black and poor-white students.
After decades of use, IQ tests were substantially debunked from the 1960s onward, but new, more neurologically complex, so-called brain-based explanations emerged for differing educational outcomes. These explanations conceived of the overall brain as normal, but contended that brain glitches impeded school learning and success. Thus entered “learning disabilities,” “dyslexia,”and “attention deficit hyperactivity disorder (ADHD)” as major neuropsychological concepts to (1) explain school failure, particularly for poor children, although the labels also extended to many middle-class students; and (2) serve as “scientific” justification for scripted, narrow, pedagogy in which teachers seemingly reigned in the classroom, but in fact, were themselves controlled by the prefabricated curricula.