Roughly speaking we spend 10K per student per year, which varies from a low of 7k in Utah to a high of 20k in NY, plus an additional 2k per student at the federal level’s department of education. I don’t know the state overhead numbers.
As far as I can tell there is zero value provided by every single individual above the practicing teacher. As far as I can tell the entire academic establishment teaches pseudoscience in order to justify greater expenditures and higher salaries – since teaching is a pretty simple interpersonal craft more dependent upon the individual teacher’s character and abilities than any particular methodology. Teaching no subject is difficult if taught in the context of the historical narrative, and applied through repetition with natural language.
My suggestion would be to do away with all administration in the country entirely, require teachers to form sub-s corporations holding any physical plant (school) as an asset, and require each of them to carry insurance-of-performance like lawyers and accountants, series seven holders, and bonded professionals.
Deliver purchasing power parity vouchers to each student depending upon his region. Allow students and parents to shop for schools and entrepreneurs to form new ones.
This will drive students into schools that offer different teaching environments for different temperaments and in combination will restore normative behavior to the population and commons.
An homogenous germanic protestant middle class population is far different from a diverse population from different gene pools that mature at different rates to different depths. Humans do not ‘grow’ a the same rate in all senses. Nor are we endowed with equal abilities and challenges. And each must be taught as his biology allows.
REALLOCATION OF TIME TO HOME AND COMMONS
There is no evidence that education of more than two to three hours a day produces any value whatsoever. There is substantial evidence that education produces infantilization and ignorance. And that a few hours a day in the late morning, and then continuous exposure to life, family, friends, commons, business and industry provides higher returns in maturity and abilities. Returning children to the labor force is more important than adding mothers to it.
We have to understand that vast numbers of women entering the workplace was not a net add. It merely reduced replacment rates, pushed men in to higher risk jobs at lower pay, forced the west to import underclasses, and force us to lie about equality of people in traits and abilities, and the only net gain was letting one generation retire early, instead of maintaining part time, light burdent work that kept them mobile, healthy, and engaged in life.
CURRICULUM
I’ve written elsewhere on cirriculum extensively, largely to eliminate pseudoscience, pseudorationalism, propaganda, and outright lies, and to return to evidentiary knoweldge.
The net is that we teach people poorly and pseudoscientifically, when the process of education is actually quite trivial.
Needless to say teachiung is a craft and teachers have talents for it or they don’t. But the process is very simple: narrative for context, basic operations, higher explanations and patterns, and repetition of all using natural lanaguage. In the enlightenment and especially after 1920 there appears to have been a rapid expansion of the ‘crafts’ claiming academic pretenses, and incorporating pseudoscientific language into all the ‘crafts’. Many of these ‘crafts’ are in the ‘liberal arts’ and ‘social sciences’ including education. But tehy are mere crafts consisting of a very small number of basic operations, the most important of which is subjective analysis of mental states, and the attempt to communicate how to extend that mental state.
This is not a science. It is a hand-craft that can be raised to an art.
Curt Doolittle
The Philosophy of Aristocracy
The Propertarian Institute
Kiev, Ukraine
Roughly speaking we spend 10K per student per year, which varies from a low of 7k in Utah to a high of 20k in NY, plus an additional 2k per student at the federal level’s department of education. I don’t know the state overhead numbers.
As far as I can tell there is zero value provided by every single individual above the practicing teacher. As far as I can tell the entire academic establishment teaches pseudoscience in order to justify greater expenditures and higher salaries – since teaching is a pretty simple interpersonal craft more dependent upon the individual teacher’s character and abilities than any particular methodology. Teaching no subject is difficult if taught in the context of the historical narrative, and applied through repetition with natural language.
My suggestion would be to do away with all administration in the country entirely, require teachers to form sub-s corporations holding any physical plant (school) as an asset, and require each of them to carry insurance-of-performance like lawyers and accountants, series seven holders, and bonded professionals.
Deliver purchasing power parity vouchers to each student depending upon his region. Allow students and parents to shop for schools and entrepreneurs to form new ones.
This will drive students into schools that offer different teaching environments for different temperaments and in combination will restore normative behavior to the population and commons.
An homogenous germanic protestant middle class population is far different from a diverse population from different gene pools that mature at different rates to different depths. Humans do not ‘grow’ a the same rate in all senses. Nor are we endowed with equal abilities and challenges. And each must be taught as his biology allows.
CURRICULUM
There is no evidence that education of more than two to three hours a day produces any value whatsoever. There is substantial evidence that education produces infantilization and ignorance. And that a few hours a day in the late morning, and then continuous exposure to life, family, friends, commons, business and industry provides higher returns in maturity and abilities. Returning children to the labor force is more important than adding mothers to it.
YOU DON’T HAVE THE RIGHT TO SPREAD IGNORANCE
( Nick Heywood and Curt Doolittle )
Why do you have the right to ignorance?
Well, there is a difference between enjoying the luxury of ignorance at other’s expense, and distributing ignorance by your words and deeds.
And there is a difference between general knowledge that allows us to escape our ignorance, and the means of testing information against error, bias, wishful thinking, suggestion, overloading, pseudoscience and deceit, that allows us to increase our knowledge and decrease our ignorance, and to speak truthfully and avoid speaking untruthfully.
And since the animal man evolved to negotiate and deceive as well as describe and inform, and since we evolved to act rationally – meaning morally when in our interests and immorally when in our interests – the reason it has taken us thousands of years to develop the technology of truth telling that we call ‘science’, is because it is unnatural to us. We evolved to negotiate, not testify.
So just as we must learn manners, ethics, morals, and laws to obtain access to and participate in the benefits of that market for cooperation that we call the ‘social order’, we must learn the ethics of knowledge: how to eliminate error, bias, wishful thinking, suggestion, loading and framing, overloading, pseudoscience, and deceit.
And we must teach one another manners, ethics, morals, laws – not only defensively: to limit the ill-mannered, unethical, immoral, and illegal – but also as investment: to increase the number of people with whom we have an option to cooperate at ever lower costs, in the production of private and common goods, services, and information, for mutual benefit.
So defensive and investment reasons we must invest constantly in the teaching of manners, ethics, morals, and laws, including the ethical science of interpreting and giving testimony: truth telling.
And conversely we must punish those who cause harm to manners, ethics morals and law; cause harm to the production of private and common goods, services, and information.
But how do we punish? By the incremental suppression of ill-mannered, unethical, immoral, illegal, speech:
DEPRIVATION OF OPPORTUNITY TO SPEAK
1st with ridicule & shame
(Ya f’n idiot! What are ya thinkin’? Or ya not thinkin’?!?)
DEPRIVATION OF OPPORTUNITY TO COOPERATE:
2nd with ostracism
(I’m afraid I can’t associate with you. You’re deceitful and just repeat lies you’ve been convinced of as true in order to influence)
DEPRIVATION OF GOODS, SERVICES AND INFORMATION
3rd loss of privilege
(I can’t trade with you or offer service, ya on ya own!)
DEPRIVATION OF CHOICE
4th loss of liberty
(You’re a danger. You lose the ability to make your own decisions. You demonstrate a high risk to other’s welfare)
DEPRIVATION OF ACTION
5th loss of freedom!
(Off to Jail ya go ya f’er! Or war in the case of the state
YOU DON’T HAVE THE RIGHT TO SPREAD IGNORANCE
( Nick Heywood and Curt Doolittle )
Why do you have the right to ignorance?
Well, there is a difference between enjoying the luxury of ignorance at other’s expense, and distributing ignorance by your words and deeds.
And there is a difference between general knowledge that allows us to escape our ignorance, and the means of testing information against error, bias, wishful thinking, suggestion, overloading, pseudoscience and deceit, that allows us to increase our knowledge and decrease our ignorance, and to speak truthfully and avoid speaking untruthfully.
And since the animal man evolved to negotiate and deceive as well as describe and inform, and since we evolved to act rationally – meaning morally when in our interests and immorally when in our interests – the reason it has taken us thousands of years to develop the technology of truth telling that we call ‘science’, is because it is unnatural to us. We evolved to negotiate, not testify.
So just as we must learn manners, ethics, morals, and laws to obtain access to and participate in the benefits of that market for cooperation that we call the ‘social order’, we must learn the ethics of knowledge: how to eliminate error, bias, wishful thinking, suggestion, loading and framing, overloading, pseudoscience, and deceit.
And we must teach one another manners, ethics, morals, laws – not only defensively: to limit the ill-mannered, unethical, immoral, and illegal – but also as investment: to increase the number of people with whom we have an option to cooperate at ever lower costs, in the production of private and common goods, services, and information, for mutual benefit.
So defensive and investment reasons we must invest constantly in the teaching of manners, ethics, morals, and laws, including the ethical science of interpreting and giving testimony: truth telling.
And conversely we must punish those who cause harm to manners, ethics morals and law; cause harm to the production of private and common goods, services, and information.
But how do we punish? By the incremental suppression of ill-mannered, unethical, immoral, illegal, speech:
DEPRIVATION OF OPPORTUNITY TO SPEAK
1st with ridicule & shame
(Ya f’n idiot! What are ya thinkin’? Or ya not thinkin’?!?)
DEPRIVATION OF OPPORTUNITY TO COOPERATE:
2nd with ostracism
(I’m afraid I can’t associate with you. You’re deceitful and just repeat lies you’ve been convinced of as true in order to influence)
DEPRIVATION OF GOODS, SERVICES AND INFORMATION
3rd loss of privilege
(I can’t trade with you or offer service, ya on ya own!)
DEPRIVATION OF CHOICE
4th loss of liberty
(You’re a danger. You lose the ability to make your own decisions. You demonstrate a high risk to other’s welfare)
DEPRIVATION OF ACTION
5th loss of freedom!
(Off to Jail ya go ya f’er! Or war in the case of the state
THE DESTRUCTION OF MOTHERHOOD
—“Curt you said something a long time ago….”—
Yes… that western women are losing the art of motherhood and parenting which was transferred intergenerationally through direct experience, just like the military responsibility of men. Women may no longer have either the knowledge or the confidence to mother children. So not only have we destroyed the family, not only have we infantilized our children for multiple generations, but we have destroyed motherhood, fatherhood, responsibility for the commons and the nation. So are we nothing more than decreasingly civilized, decreasingly domesticated, irrelevant individual animals herded by the government for tax revenue? And for what purpose? So that women could enter the workplace and increase the scope and scale of government? so that we could delay entry into the workplace and lengthen retirement out of it? So that we must immigrate hordes of the undomesticated underclasses and commit genocide against our people? To undo all western civilization for no other purpose than to justify a school system and tax system that serves as little more than socially and developmentally destructive day care?
The alternative is simply to restore ourselves to rulership, specialize in rulership, and breed in the luxury of rulership.
THE DESTRUCTION OF MOTHERHOOD
—“Curt you said something a long time ago….”—
Yes… that western women are losing the art of motherhood and parenting which was transferred intergenerationally through direct experience, just like the military responsibility of men. Women may no longer have either the knowledge or the confidence to mother children. So not only have we destroyed the family, not only have we infantilized our children for multiple generations, but we have destroyed motherhood, fatherhood, responsibility for the commons and the nation. So are we nothing more than decreasingly civilized, decreasingly domesticated, irrelevant individual animals herded by the government for tax revenue? And for what purpose? So that women could enter the workplace and increase the scope and scale of government? so that we could delay entry into the workplace and lengthen retirement out of it? So that we must immigrate hordes of the undomesticated underclasses and commit genocide against our people? To undo all western civilization for no other purpose than to justify a school system and tax system that serves as little more than socially and developmentally destructive day care?
The alternative is simply to restore ourselves to rulership, specialize in rulership, and breed in the luxury of rulership.
THOUGHT OF THE DAY
Just as we teach our children nouns, and asians teach their children verbs, what if we all taught our children spectra?
In Propertarianism I have guarded against conflation and substitution and enforced causal relations by reliance upon iterating (over and over again) spectra.
three points test a line. a spectrum tests each point.
Defense against the gravity of ignorance: our desire for reduction by a process of conflation and substitution.
THOUGHT OF THE DAY
Just as we teach our children nouns, and asians teach their children verbs, what if we all taught our children spectra?
In Propertarianism I have guarded against conflation and substitution and enforced causal relations by reliance upon iterating (over and over again) spectra.
three points test a line. a spectrum tests each point.
Defense against the gravity of ignorance: our desire for reduction by a process of conflation and substitution.
SUBJECTS
(still working on an integrated curriculum)
RULE – LIMITS / THE FATHER / ARISTOCRACY – SOVEREIGNTY Athletics and Aesthetics, Epistemology and Testimony, Psychology and Sociology Ethics and Law Politics and Rhetoric Economics and Finance Group Evolutionary Strategy and War
PRODUCTION / THE BROTHER / LIBERTY – FREEDOM
Accounting and Arithmetic
Logic and Mathematics
Materials and Transformations
Physics and Formulae
Chemistry and Operations
Biology and Models
Sentience and Simulations
INFORMATION / THE MOTHER – EDUCATION
Reading, Writing and Speaking
Fairy Tales/Mythology, Reading aloud.
Stories, and Summaries
Biography and Diaries
History and Essays
Literature and Criticism
Argument and Refutation
CARE / THE SISTER / SUBSIDY
Manners and Morals
Friendship and Play
Partnership and Cooperation
Mating and Sexuality
Parenting and Family
Medicine and Emergency
Insurance and Caretaking
SUBJECTS
(still working on an integrated curriculum)
RULE – LIMITS / THE FATHER / ARISTOCRACY – SOVEREIGNTY Athletics and Aesthetics, Epistemology and Testimony, Psychology and Sociology Ethics and Law Politics and Rhetoric Economics and Finance Group Evolutionary Strategy and War
PRODUCTION / THE BROTHER / LIBERTY – FREEDOM
Accounting and Arithmetic
Logic and Mathematics
Materials and Transformations
Physics and Formulae
Chemistry and Operations
Biology and Models
Sentience and Simulations
INFORMATION / THE MOTHER – EDUCATION
Reading, Writing and Speaking
Fairy Tales/Mythology, Reading aloud.
Stories, and Summaries
Biography and Diaries
History and Essays
Literature and Criticism
Argument and Refutation
CARE / THE SISTER / SUBSIDY
Manners and Morals
Friendship and Play
Partnership and Cooperation
Mating and Sexuality
Parenting and Family
Medicine and Emergency
Insurance and Caretaking
