The Levels of Infidel Intelligence re: the LCPOI

Adumbration:

I hereby adumbrate the levels by which Infidels maximize their matriculation of the LCPOI (the Learning Curve of the Problem of Islam), beginning with the most rudimentary and elementary, and proceeding to higher degrees of complexity and sophistication:

1. The Litmus Test.

2. The Questionnaire.

3. The IQ (Islamic Quotient).

4. The Infidel’s Enchiridion.

5. Autodidactic scholarship on Islam.

6. Academic scholarship on Islam, or classical Orientalism.

Note: The concretizations of these levels do not yet exist, though they are dearly, sorely needed in our exigent War of Ideas against Islam. This presentation here is in the spirit of a creative and intelligent recommendation, as a first step in the discussion that would serve as the necessary precursor to concretization (which would benefit optimally by some concerted effort of cooperation among Infidels of good will and intelligence).

Amplification:

1. The Litmus Test determines whether the Infidel who takes it is at the appropriate position—the acme—of the LCPOI. Such an Infidel we call the intelligent Infidel. Various degrees of an imperfect score indicate gaps in education (due either to ignorance or PC ideology, or a combination of both) that need to be overcome.

2. The Questionnaire is the briefest form of a pedagogical and rhetorical instrument for the intelligent Infidel to use in brief and casual interactions with Infidels of various degrees of deficiency in intelligence. It is only meant as a first foray in communication, calculated to stimulate interest in the POI at the very least, which the interlocutor might wish to pursue with further learning, which may in turn involve levels 3-6 and therefore perhaps the continuing helpful role of the intelligent Infidel. Note: this Questionnaire is not specially calibrated for any particular degree of deficiency, and may be used on anyone, even the most seemingly hopeless PC ideologue (though with the latter, it will likely encounter much resistance and might well have little effect).

3. The IQ may function both as a test for self-education, and also as an expanded version of the Questionnaire, for use in less casual and more intensive interactions with Infidels of various degrees of deficiency in intelligence.

4. The Infidel’s Enchiridion represents the most serious tool in the arsenal of pedagogic and monitory communications with fellow Infidels of various degrees of deficiency in intelligence. The Enchiridion must be unique, complete (though not necessarily exhaustive) and supreme in its presentation of everything needed for the following two purposes:

a) to show all the major bad and dangerous aspects of Islam;

and

b) to present all the major typical refutations we should use against both Islamic apologies as well as against all the major typical apologetic responses to the major typical refutations.

The Enchiridion is to be used for the most serious and potentially in-depth discussions with Muslim apologists (whether Muslim or non-Muslim). As the Enchiridion is “supreme”, it therefore functions as the best and last resource for any such discussion—no matter how deep and complex that discussion may be about the POI. There may be, nevertheless, occasions where a broader and/or deeper knowledge about Islam will prove useful—and that is where the next level comes in.

5. Autodidactic scholarship is, as it were, icing on the cake represented by levels #1-4 (particularly the Enchiridion). Autodidactic scholarship will not usually be necessary for the communications purposes of our War of Ideas, though there may be rare and isolated instances in which such a deeper knowledge of Islam and/or the POI will serve to persuade, or at least cause salutary reflection in, some Infidel here or there, where even the Enchiridion was insufficient. This deeper knowledge may also be beneficial more in the area of Military Intelligence, in helping to uncover functionally encrypted (or simply culturally complex) communications among jihadists and/or their enablers.

6. Orientalism would have the same role and functions as autodidactic scholarship, with the benefit of a higher degree of sociopolitical cachet, as well as of a higher degree of mastery over the subject.