Theme: Education

  • IMPORTANT: INTEGRATION OF RELIGION AND EDUCATION As far as I know, “Religion” an

    IMPORTANT: INTEGRATION OF RELIGION AND EDUCATION

    As far as I know, “Religion” and “Education” constitute a false dichotomy. There is no difference between them.

    In other words, Religion for peoples who have not yet entered the market because they are subsistence farmers, and Education for people who have entered the market because they are no longer subsistence farmers.

    These are the properties of Religion(normative and personal skills) and Education (Commercial Skills).

    – Festival(feast) – Trust through celebration

    – Sport (competition) – Trust through teamwork

    – Ritual(sacredness) – Trust through self constraint

    – Virtues(ethics) – Universal and Normative Success

    – Mindfulness(self) – Psychological insulation from consequences of informational scarcity in a market/society)

    – Crafts(trade) – method of providing reciprocal value to the tribe so it is possible to survive in it.

    All of these rituals deprive us of selfishness and make it possible to succeed in all aspects of society.


    Source date (UTC): 2017-07-24 06:34:00 UTC

  • I don’t accept the *fallacy of special pleading* that ‘meaningfulness’ or ‘acces

    I don’t accept the *fallacy of special pleading* that ‘meaningfulness’ or ‘accessibility’ are any more important than the hard work of truth.

    I mean, we teach expensive literacy, mathematics, sciences, economics, and history. And we in the past taught expensive vocabulary, grammar, logic, and rhetoric.

    Why is it that we cannot also teach expensive testimonialism: natural law and the logic of cooperation?

    Why can’t we teach history as a series of biographical narratives of the people who made the great insights and transformations in each of those fields?

    Even if you want to preserve the Buddha and Jesus why cannot they be stated in historical terms and studied for their innovations, rather than continuing their justification by abrahamic deception?

    You know, there isn’t any reason. Because any other reason requires lying and teaching lying


    Source date (UTC): 2017-07-24 06:31:00 UTC

  • TEACHING MASCULINITY (teaching)(humor) Me and two teachers. Talking. Telling me

    TEACHING MASCULINITY

    (teaching)(humor)

    Me and two teachers. Talking. Telling me about how they create a social contract for their classrooms, and paste it on the wall. And keep it there all year. And refer to it. “Are you taking care of the classroom?” “Are you taking care of each other?” Very socialist. Very ‘social harmony’. And brilliant in many ways.

    I walk over to the wall, and pretend i’m writing on it.

    “I am the teacher and you shall obey”. Generating the synchronous response that that is totalitarian.

    “The teacher is always right.” Synchronously generating the response “No, because even the teacher can learn.”

    “Might makes right”. Synchronously generating head-shaking.

    I tried. I really did. But they have this whole social contract thing down. And it’s a required skill for all teachers. lol

    We need “Rugby”, “King of the hill”, “Everything you got”, and “Finish him!!!” in the curriculum somewhere. ‘Cause this whole domestication thing is just too… It’s like brain damage for males. lol


    Source date (UTC): 2017-07-21 08:44:00 UTC

  • PRIVATE SCHOOLS (NEIGHBORHOODS) PREVENT BADS — “The critical problem with priv

    PRIVATE SCHOOLS (NEIGHBORHOODS) PREVENT BADS

    — “The critical problem with private schools, is that you admit intelligent kids but how have you changed them?”— Grant Wiggin (Education Author)

    Well this presumes a few falsehoods.

    1) It isn’t clear at all that we can improve critical thinking skills. We can only prevent the adoption of bad habits.

    2) It isn’t clear that you can improve a child’s future through education, you can only prevent something from going wrong if you don’t educate him or her.

    In other words, despite all objections to the contrary: IQ, Conscientiousness(Industriousness), and Stability(neuroticism), determine the intellectual capacity of your child, and his or her lifetime potential. Your job is to give him or her the same tools as everyone else, while doing as little damage as possible.

    3) Public schools, at least since the relaxation of discipline in the 1960’s, produce a lot of environmental ‘bads’. In particular the reduction of physical movement, exercise, and competition.

    4) So the purpose of private schools is not to produce any particular good, but to prevent the many, many, BAD things that are a byproduct of the public education system.

    The same is true for schools, neighborhoods, cities, and nations: the problem is not in producing goods. It is in eliminating bads. And the bads are quite easy to find: they’re the people who do bad things.

    Among these people are the majority of leftists who want to outsource the cost for one another’s lack of agency rather than rid the neighborhood, school, polity, and nation of those who lack it.

    This is the fundamental difference between aristocracy and priesthood: The action/aristocratic reduction of the underclasses and the upward redistribution of aggregate reproduction empowering their profiting from advancing meritocracy, and the gossiping/priestly-casts reduction of the middle classes and downward redistribution of production empowering their profiting from advancing equalitarianism.


    Source date (UTC): 2017-07-16 13:19:00 UTC

  • “CAN WE END THE USE OF LITERATURE FOR SUBVERSION OF THE WEST?”— Daniel Gurpide

    —“CAN WE END THE USE OF LITERATURE FOR SUBVERSION OF THE WEST?”— Daniel Gurpide

    WHEREAS

    I agree that the (abrahamist’s) strategy was to ally three underclasses (through women in particular), to communism as a means of defeating the aristocracy.

    Furthermore, I agree with the theory that the purpose for the licensing of christianity and the invention of the church was to defeat the “Old” aristocracy.

    And I think we can agree that Marxism/Communism/Postmodernism, are the modern version of the attack on the aristocracy, by replacing a supernatural cult’s promise of afterlife with a pseudoscientific cult’s promise of utopia within one’s lifetime.

    ASSERTION

    We can only kill a virus by killing its hosts. That seems to be out of the question – although not for the muslims it isn’t.

    We can regulate the spread of a virus(law). We can innoculate against the virus. (education). And these actions raise the cost of replication of the virus. To the point where it may live on, but not spread, because it can find no hosts.

    Now, just as we can operationalize language, by limiting it to warranty of due diligence, we can to the same for plots.

    Why? Because there is no difference between a literary recipes and legal recipes.

    For example, there is but one monomyth plot > so many archetypes > so many subplots (variations), and so many virtues and vices(sins). And we know that that hierarch refers to transcendence(learning), psychological portfolios, methods of resistance to transcendence, and an accounting of those changes virtues, vices. So we can in fact analyze any such literature. The evolution of post-literary persuasion will be through ‘harmonics’, which is a series of ‘reports’ the synthesis of whcy by any individual will feed a narrative. We can defend against this also by the same means.

    our primary problem is that we are denied the protection of the courts, and that church and state manage the commons rather than the MARKET manages the informational commons.

    So it is just as possible to perform a propertarian analysis of a piece of literature, no matter how subtle as it is to perform a propertarian analysis of advertisement, propaganda, or proposed law.

    The postmodern literary attempt was to circumvent the monomyth by creating little windows into the lives of people who were not heroic. THe postmodern and marxist artistic attempt was to circumvent the monomyth by removing narrative and relying entirely on design, and even then, anti-heroic design.

    And they do this under the auspices that the army common people fight in, and the economy common people labor in, and the families common people struggle with, are not in fact empirically better than they would be under non heroic civilizations that persist in ignorance and poverty. After all, the primary beneficiaries of consumer capitalism have not been the upper middle and upper classes. We have lost our status under capitalism to the middle and working classes. And we don’t like it very much.

    REVERSAL

    But we must remember that just as we must preserve cheaters in the gene pool to insure we retain defense against cheaters, we must preserve deceptions in the informational pool in order to preserve defense against deceptions.

    The northern europeans developed high trust to an extent where it was a fault. It was exploited. So it is not so much that we want to eliminate it as evolve in parrallel to it so that we preserve the ability to defeat it.

    I am attracted to the same general approach as the chinese: “these people are inferior’ but our solidarity is somewhat dependent upon their inferiority”

    in other words, it may be that we just need to create a wall and continuously defend against them otherwise there is no reason for the very heroism that has driven us despite our small numbers, to transcend the beast man.

    FORWARD

    I think this conversation would be very fruitful if you and I were to have it in a larger forum. Because this is the central question.

    I find nothing in middle eastern abrahamism that is good, that is not in pagan europeanism. I find no techniques in the world disciplines that are not in stoicism (action). And I find frightening parallels between the Roman authors of 0-100AD and the authors of 1880-1929.

    We have lost almost a century. The question is, can we save ourselves from what appears to be a certain dark age. Because while it is one thing to occupy and defeat a high trust people, once that high trust people, and their high trust are gone, it does not appear that other than levantine chaos and poverty remain.


    Source date (UTC): 2017-07-15 10:23:00 UTC

  • TEACHING RATIONAL VS SCIENTIFIC? Oh. It’s bad. But… It gets a *lot* worse… –

    TEACHING RATIONAL VS SCIENTIFIC?

    Oh. It’s bad. But… It gets a *lot* worse…

    —“AAAAhhhh And therein’ lay the problem. People confuse rational and scientific.”— Nick Heywood

    Yeah, they do. But lets look at the full epistemic Series:

    Series: Experienceable, Imaginable, Reasonable(Rational), Rational(Logical), Empirical(factual), Ratio-Empirical(weak-scientific), Operational(Algorithmic/Recipe), Ratio-Empirical-Operational(strong-scientific), Moral(Reciprocal), Reasonable-Ratio-Empirical-Operational-Moral, Complete(Scope), Testimonial.

    So yeah. If we taught everyone that series and what it means, then they might stop conflating terms and appealing to authority via use of terms, when they have no idea what they mean.

    We can deflate existence into testable dimensions, and by testing each learn something. But rarely can we say anything about any single dimension exportable to more dimensions without accumulating successful tests of dimensions.


    Source date (UTC): 2017-07-12 07:56:00 UTC

  • THE ONLY STUDENT LOAND PROBLEM IS A FEMALE GUT-COURSE NONSENSE DEGREE PROBLEM It

    THE ONLY STUDENT LOAND PROBLEM IS A FEMALE GUT-COURSE NONSENSE DEGREE PROBLEM

    It’s interesting since the imbalance is caused by the vast number of women taking nonsense courses, and being awarded nonsense-degrees. Whereas men do not pay money to take nonsense degrees.

    –“42 percent of women have more than $30,000 in college debt, compared with 27 percent of men. Women are two times more likely than men to think it will take more than 20 years to pay off their loans, “–

    —“Women currently hold two-thirds of the $1.3 trillion in outstanding student-loan debt in the U.S., “—

    In other words, women are more likely to (a) finance the anti-western propaganda (b) take nonsense gut courses and majors (c) create vast student debt.

    This is despite the fact that (a) it’s demonstrable that women learn nothing in college of workplace value (b) women more easily fit into diverse social orders in the work place (c) women are better clerical workers at an earlier age (d) women are given defference in social interaction assisting communications and collaboration in the workplace.


    Source date (UTC): 2017-07-11 14:05:00 UTC

  • THE IMPORTANCE OF WRITING EVERY DAY Ask my friend Frank Lovell. Or anyone who ha

    THE IMPORTANCE OF WRITING EVERY DAY

    Ask my friend Frank Lovell. Or anyone who has followed me for a long time. I used to be incomprehensible. (now I’m just inaccessible). Learning to write is just practice.

    Write every day for at least an hour about anything you are inspired to write about. And write for an imagined audience if possible. What you come to notice is that you know less than you thought you did when thinking – but that you INTUIT things when thinking that you ‘feel’ you understand.

    ***So you can use writing to help you turn what you intuited but really didn’t know, to that which you can articulate because you DO know.***

    (One of the reasons I write on FB – pretty much everything – is that the ‘imagined audience’ of FB prevents me from using my ‘internal voice’ which would be incomprehensible to nearly everyone, because it is ‘autistic speech’ – lots of long leaps of reason between examples of fine detail. Writing for an audience helps me write in ‘human speech’ – or at least try to.)


    Source date (UTC): 2017-07-11 09:12:00 UTC

  • The Trivium (Grammar, Logic, Rhetoric) was developed to educate children. The Gr

    The Trivium (Grammar, Logic, Rhetoric) was developed to educate children.

    The Grammar Stage 1-4, the logic stage 5-8, and the rhetoric stage 9-12.

    How do we produce the same effect (Quickly) in adults?

    That’s what Propertarianism does. Or rather, learning to write operationally, testimonially, with propertarian ethics does. 😉


    Source date (UTC): 2017-07-07 20:01:00 UTC

  • “Each year teachers race to cover more material faster, and the goal of intellec

    —“Each year teachers race to cover more material faster, and the goal of intellectual pursuit is forced to compete with Trivial Pursuit.”— Lynn Erickson


    Source date (UTC): 2017-07-07 18:52:00 UTC