Curt Doolittle

Theme: Education

  • YES CHRISTIANITY CAN SURVIVE SOVEREIGNTY 1) We cannot outlaw analogy, poetry, pa

    YES CHRISTIANITY CAN SURVIVE SOVEREIGNTY

    1) We cannot outlaw analogy, poetry, parable, myth, literature, and history, because they are the only possible means of pedagogy. We can however outlaw analogy, poetry, parable, myth, literature, and history that encourages the violation of natural law. Education and dispute resolution are two different things. Education must be meaningful, ethical and moral, dispute resolution must be true, ethical, and moral.

    2) If you do not attempt to use analogy, poetry, parable, myth, literature, and history, it in legislation and law, then Christianity is compatible with natural law. We already do not (and rarely have) allowed analogy, poetry, parable, myth, literature, and history in legislation and law.

    3) the seventh-day mandate is to limit the state, and limit employers, and limit slave owners from exhausting the population.

    4) –All men are sinners from birth–

    All men are rational at birth. It is through training and discipline that we limit their actions to those that are BOTH rational and productive, rather than merely rational.

    I don’t mind counter-signaling because it just provides opportunities to demonstrate and correct ignorance and a lack of understanding.

    Source date (UTC): 2016-10-28 11:59:00 UTC

  • NEW, DOING AN EXCEPTIONAL JOB OF DISTILLING THE CORE CONCEPTS. (Have a look.) (c

    https://singulardiscourse.wordpress.com/2016/10/22/what-i-think-ive-got-from-propertarianism-so-far/SOMEONE NEW, DOING AN EXCEPTIONAL JOB OF DISTILLING THE CORE CONCEPTS.

    (Have a look.) (color me inspired. 🙂 )

    Source date (UTC): 2016-10-25 07:34:00 UTC

  • SCHOOLING THE ARROGANT AND IGNORANT It took me 15 years. But in its most reducti

    SCHOOLING THE ARROGANT AND IGNORANT

    It took me 15 years. But in its most reductive form, this is the philosophy of western civilization.

    –What the hell am I reading?!?Dame Scary of Austin–

    Something beyond your pay grade? 😉

    —How is violence a freaking resource that can be “invested” in the state?—

    How is my labor, my thought, my time, my wealth invested in the state? What about the opportunities I don’t seize? See?

    —Your entire worldview is incoherent. How are Natural Law and Market Law in any way related?—

    You display an arrogant, ignorant, egoism. You lack knowledge. You are not the judge of coherence in the absence of it.

    —None of these terms are meaningfully defined. None of these premises are self-evident.—

    Self-evidence requires knowledge of self-evidence. You simply don’t possess it. That said, it requires a lot of knowledge.

    —“Acting allows us to obtain the difference between our expenditure and capture of energy.” I can’t even.—

    Apparently, physics is included in those things that you dont know. Like life converting molecules and expending waste heat.

    –And not only is your philosophy a messy word-salad, but you claim it is the philosophy of Western Civilization. Why?–

    All group evolutionary strategies are contained in metaphysical assumptions rather than explicit statements. I state them.

    —There IS no “Philosophy of Western Civilization.” You can’t pretend that Plato, Aquinas, Descartes and Nietzche shared views.—

    You can however, (of those in particular) demonstrate that they shared uniquely western aristocratic egalitarian assumptions

    —Holy shit, are you literally going to murder people when Hillary wins?—

    It’s a reasonable solution, although I don’t think it will be necessary. 😉

    Propertarianism: the equivalent of reducing all human activity to accounting(operations), profit and loss(incentives), and Balance(results).

    —Sounds incredibly limiting.—

    Every year, in every civilization, in every era, people invent new ways of stealing, and boycott, violence, and revolt.

    In ever civilization in every era, people boycott, enact laws, revolt, or engage in civil war.

    Anglo civ is unique: we just update the contract (constitution).

    So, now that I have responded to all your statements made in ignorance, perhaps you will ask rather than assert. 😉 -cheers

    Source date (UTC): 2016-10-24 04:36:00 UTC

  • NOTES ON GATTO’s ANALYSIS OF EDUCATION Education is a term. What we do is ritual

    NOTES ON GATTO’s ANALYSIS OF EDUCATION

    Education is a term.

    What we do is ritualize.

    And having ritualized we Indoctrinate.

    In groups we submit to the pack.

    We are conditioned from infancy not to see or relate the truth.

    The first step in education is mistrust everything you think.

    And to mistrust everything you are told.

    And to mistrust increasingly any authority.

    School removes your volition.

    we are wage slaves because it is cheaper.

    we are told to memorize because we’re able to be obedient.

    we are indoctrinated because it is cheaper.

    This does not produce people who have to adapt to changing circumstances in reality – especially our reality.

    We are not taught how to question and inquire and criticize.

    Harvard and Princeton accept you based on your potential to become rich or famous. they’re looking for people who add value to those around them. Hobbies are the only honest information in a resume that you are likely to get. How does someone spend their time when they have the choice? “Ideally someone has all Intellectual, Social, and Physical hobbies, where the physical should not be a team sport. We prefer solo hobbies that require physical danger.”

    Smart people succeed IN SPITE of our education, not because of it.

    Our nation has been ‘schooled to the point of extinction’.

    Nation comes however, not from school, but from the family.

    We have no non-rhetorical concern for one another.

    We have evolved an economy that depends upon constant individualism, mobility, competition, conflict, and warfare.

    Authoritarian and eQUALitarian (Feminine and Jewish) – fear of conflict and risk / desire for security and predictability

    -vs-

    Libertarian and eGALitarian (Male and Aryan) – fear of being controlled / desire for opportunity and liberty.

    -and therefore-

    Both masculine and feminine interests are just reproductive expressions.

    As reproductive expressions

    MY THOUGHTS

    SERIES 1

    …. Manners and Appearance

    …. Questioning and Understanding (

    …. Mythology and Biography (listening)

    …. Numbers and Letters and Shapes And ‘Physics’.

    …. Fitness and Sport

    SERIES 2

    …. …. Virtue Ethics

    …. …. Arithmetic, Money, and Accounting (determinism)

    …. …. Reading, Literature, and History

    …. …. Writing, Opinion, Letters and Diary (output)(introspection)

    …. …. Assembly, Construction, and Measurement

    SERIES 3

    …. …. …. Math and

    …. …. …. Engineering and physics (action)

    …. …. …. Speech and argument (language and logic)

    …. …. …. Family, Cooperation and Politics ( ethics and economics )

    …. …. …. Conflict and War (religion, war, immigration…)

    Source date (UTC): 2016-10-23 14:08:00 UTC

  • NOTES ON GATTO THE SEQUENCE OF UNDERCLASS MANAGEMENT – Plato – The Republic and

    NOTES ON GATTO

    THE SEQUENCE OF UNDERCLASS MANAGEMENT

    – Plato – The Republic and the Laws

    – Fichte Prussia

    – Spinoza Holland (liberal)

    – Calvin Geneva Switzerland -> Anglican Theology.

    – Darwin – Former Anglican.

    “Darwin the former Anglican … the evolutionarily retarded are dangerous to the advancement of the human race”. If [Nordics (north sea peoples)] cross breed then there is no hope.”

    – “On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life.”

    – “The Descent of Man and Selection in Relation to Sex”

    – “The Expression of the Emotions in Man and Animals”

    “Francis Galton”

    “Herbert Spencer”

    (The great American colleges evolved in the 30 years after the descent of man)

    “All the presidents of colleges with PhD’s were educated in Prussia”

    THE BETTER FAMILIES COMPETITION

    – Reinforcements of Darwinian evolution.

    THE SCHOOLING SYSTEM

    – Doing the lords work, or the moral work, or the white man’s burden, of indoctrinating the newly mobile working and underclasses.

    THE FEAR A THINKING MIDDLE, WORKING, AND UNDERCLASS

    THE CHAMPIONS

    Aristotle

    The Stoics (natural law)

    (evolution of natural law)

    Francis Bacon

    Adam Smith (there is no difference other than ‘real’ education).

    Source date (UTC): 2016-10-23 14:08:00 UTC

  • GATTO (MANDATORY MATERIAL FOR PROPERTARIANS) (note: he speaks in a sort of drawl

    https://www.youtube.com/watch?v=uj8f7ycnUtUJOHN GATTO (MANDATORY MATERIAL FOR PROPERTARIANS)

    (note: he speaks in a sort of drawl – an emotive, expressive, pedantic and slow speech-pattern that he is as hard to listen to at first. But you get used to it after a bit, and he’s worth it.)

    His “Underground History Lesson”

    https://www.youtube.com/watch?v=uj8f7ycnUtU

    Spends his life teaching every spectrum of society.

    (He is a catholic it seems, but german grandfather)

    He has great respect for the underclass. He is an equalitarian.

    1) His position is that no people are irredeemable. This is true. I agree. But he’s still making an aristocratic argument because it’s in and of itself not nihilistic, not accommodating, not facilitating, but Paternalistic, Aristocratic, and Monarchic.

    He’s a CHRISTIAN (equalitarian) aristocrat not an ARYAN (hierarchical) aristocrat. In other words he does not see the different strategies in the agrarian farmer of secure island England, and the defensive agrarian farmer in insecure Germany (and the rest of the world.).

    2) He is a critic of aristocracy, but because of its affect on education. He is correct. But he misdiagnoses the cure as POSITIVE (action->education->religion->norm), rather than NEGATIVE (reaction -> law -> markets -> norms) with which we ASSIST people by educating with evidence rather than fantasy, tradition, or hypothesis.

    Physical Law, Law (Natural Law), Economy, Fertility/Prosperity, High arts, and Monuments, are empirical evidence of that which we should teach. And education is assistive, not causal. We do not make agreat civilization through education without first knowing what it is that we have empirically determined that we should educate them with.

    He confuses or conflates

    – Religion, Tradition, CULTURE and Education

    — vs —

    – Law, History, MARKET, and Education

    In other words, he failed to grasp that education – while dialectic (question, discourse, and debate) is missing from eduaction in order to create slaves – that hes describing a market for the acquisition of knowledge that survives competition, and that western civilization is not based upon this constant ‘markets in everything’ that he may or may not understand he values. information(truthful discourse dialectice and debate), dispute resolution (juried courts), market economy, competing houses of parliament, and even the voluntary market for marriage and family. the west = aristocracy and aristocracy = markets in everything = the market for questions and answering and inquiry and skepticism that he values so highly.

    (I say this because he is wrong about hierarchy and diversity.) From the SCIENCE, we know that we create better, happier people with greater consumption, and a better happier society with greater opportunity, and a wealthier nation, more assets, more technology, and more arts and monuments with education. So that we can IMPROVE EVERYONE.

    That is not the same thing as saying that the market sorts us by ability and that the normal distribution of talents will not simply shift, thereby improving everyone, while maintaining everyone’s relative position.

    It may be true that even the worst families may produce a meritocratic child. It is however very evident that each class produces fewer worse offsrping, and more better offspring as class raises. This is just science.

    (very important insight -> )

    3) He fails to grasp that the class system produces a market for FAMILIES to invest in themselves and their reproductive quality not a means of constraining individuals from success independently of family. A family is the central unit of western (and all non-slave) social orders. Western tradition for thousands of years from family, to manor, to monarchy is simply a hierarchy of families (rather than corporations) whose status and achievement is determined by the family as an organization not the individual as a member of a corporation. In other words, western civilization is evolutionarily eugenic – because it creates a market for families, not individuals.

    INDIVIDUALS AND CORPORATIONS VS FAMILIES AND NATIONS

    The fact that our LAWS must target individuals has to do with the necessity that individuals act (and families, tribes, and nations insure), is separate from that our POLICies must target families so that we continue to eugenically improve.

    4) He blames thinkers more so than the economy, which is normal for an educator, but people simply react to opportunity. The reason for the failure of our age is both American due to the industrial revolution, the conteinental expansion, the consequent opportunism, the civil war’s destruction of the rule of law, and the advent of a new pseudoscientific ‘religion’: boaz, marx, freud, cantor, mises, keynes, and Adorno’s frankfurt school, and the opportunity that was created by the (usual) thirty years war of the oppression of germany, just as the north had oppressed the south.

    In each era, some dominant model of thinking arises to reflect the greatest extent of our knowledge because the extent of our knowledge increases explanatory power, and therefore argumentative authority over prior less explanatory and correspondent models of thought.

    The combination of the industrial revolution, (false) equalitarianism, marxism,socialism,world communism (french/russiah/jewish), with the rise in anglo and american empires and their expansionary commercial utopianism, and the inability of the recently unified germans to express in political terms what they expressed in arts, intellect, science, by restoring germanic and hanseatic civilization, is more responsible for the emphasis on industrialization than the people who took advantage of it for reasons of profit and used ideology as an excuse.

    MY THOUGHTS:

    THE WEST IS AN EMPIRICAL CIVILIZATION

    We use markets to calculate truth.

    Makets in discourse for information

    Markets for dispute resolution in courts

    Markets for commons between houses of parliaments.

    Markets for goods and services in the economy

    Markets for reproduction in voluntary marriage

    Markets for voluntary association and cooperation

    THE HIERARCHY OF TESTS IN THE WEST

    – Individual accountability (ethical, moral, rule of law)

    – Individual discipline (hygene, dress, manners, ethics, morals)

    – Individual productivity (voluntary exchagne)

    – Family productivity (marriage and family accountability)

    – Business productivity (business, industry, and financial acctblty)

    – Commons productivity (houses of commons one per class)

    – National Productivity (monarchy, judiciary, military)

    Source date (UTC): 2016-10-23 14:06:00 UTC

  • In the 1690’s the american poulation was for all intents and purposes, literate.

    In the 1690’s the american poulation was for all intents and purposes, literate.

    The level of popular writing in that is today only thought in university seminars.

    In a population of 3M, 600,000 people, more than one in six, bought a copy of Paine’s Common Sense.

    Yet this complexity of thought is taught in university not grade school.

    Source date (UTC): 2016-10-23 10:54:00 UTC

  • Unless the FULL data is available, you can’t think clearly. Teachers are innocen

    Unless the FULL data is available, you can’t think clearly.

    Teachers are innocents.

    They’ve been deprived.

    They are the lowest single scoring graduates on standard exams – except for school administrators, who are 50 points below the teacher group. The managers are the dumbest people of all. Their paycheck depends upon adherence to doctrine.

    “identify the most influential parents, and do something for them, and they’ll be gone in three or four years, and go back to doing the same”.

    “the discourses between parents and administrators in1905 and today are the same”

    Gatto

    Source date (UTC): 2016-10-23 10:14:00 UTC

  • THE CURRICULUM “INTEGRA CORPORIS ET SCIENTIA” (or, the complete body of knowledg

    THE CURRICULUM “INTEGRA CORPORIS ET SCIENTIA”

    (or, the complete body of knowledge)

    Action (the human body)

    … Needs (air, water, food, warmth, shelter)

    … Abilities and Limits

    … Fitness

    … Labor

    … Sport

    … Rescue

    … Fighting

    Thought (archaic ‘psychology’)

    … Mind (archaic ‘Psychology’)

    … … Aesthetics

    … … Acquisitionism

    … … Incentives

    … … Error, Bias, Wishful Thinking …

    … Thought (archaic ‘epistemology’)

    … … Free Association (creativity)

    … … Reason (wayfinding)

    … … Criticism (laundering)

    … … Testimony (due diligence)

    Communication (archaic trivium)

    … Reading, Writing

    … … Reading and writing

    … … … Phonetics: Symbol, Sound, Action

    … … Grammar

    … … Logic

    … … Argument

    … … Falsehood, Fraud and Deceit

    … Speaking

    … … Storytelling

    … … Questioning

    … … Rhetoric

    … Information

    … … History

    … … Literature

    … … Visual and Dramatic Art

    Calculation

    … Observation

    … Measurement

    … Mathematics

    … … Numbers – Counting, Positional Naming.

    … … Arithmetic – Addition, Subtraction, Multiplication, Division

    … … Mathematics

    … … Algebra 1 – (transformations)

    … … Geometry and Trigonometry – (Space)

    … … Algebra 2 – (geometric transformations)

    … … Pre-Calculus – (limits)

    … … Calculus 1 – (change in processes)

    … … Calculus 2 – ()

    … … Linear Algebra

    … … Applications and models

    … … … Differential Equations

    … … … Modeling

    … … … Applications

    … … Statistics

    … … … Statistics 1 – (distributions)

    … … … Statistics 2 – (models in equilibria)

    … … Pure mathematics.

    … … … Linear Algebra

    … … … Discreet and non-discrete mathematics

    … Instrumentation

    … … [more]

    Transformation

    … Engineering

    … … Physics and entropy

    … … Chemistry and Transformation

    … … Biology and Evolution

    … … Sentience and Decidability

    … Processes, Programming and Modeling

    … … Processes (human processes)

    … … … [work to do here]

    … … Programming [machine processes]

    … … … [work to do here]

    … … Modeling

    … … … [work to do here]

    … Economy

    … … Money and Prices and Time

    … … Interest, Credit, Debt, Accounts

    … … Accounting – Balancing. Rolling up.

    … … Management Accounting (cash)

    … … Micro Economics

    … … Financial Instruments

    … … Financial Accounting

    … … Political (Insured) Accounting

    … … Fiat Accounting (shareholder) Accounting

    … … Macro Economics

    … Information

    … … [how information functions in a polity]

    Cooperation (archaic ‘sociology’)

    … Mankind (behavioral science)

    … Ethics and morality

    … Natural Law

    … … Institutions of Conflict Resolution

    … Families (unit of reproduction)

    … … [more]

    … Organizations (unit of production)

    … … [more – different orgs – how orgs function]

    … Economics

    … … Institutions of money and credit.

    … Politics

    … … Formal Institutions of Commons

    Competition (Group Evolutionary Strategy)

    … Strategies that can be employed

    … … Political, Normative, and property models.

    Conflict (War)

    … War against Things,

    … War against People by Immigration (invasion) by People,

    … War by trade against Production (trade and credit)

    … War by Conversion (Religion) against Norms.

    … War by Information (disinformation) against knowledge.

    … Formal Institutions of offense and defense.

    Curt Doolittle

    The Propertarian Institute

    Kiev, Ukraine

    Source date (UTC): 2016-10-21 12:47:00 UTC

  • (My sister is a school teacher. Patient. Methodical. Creative. Watching her work

    (My sister is a school teacher. Patient. Methodical. Creative. Watching her work I see the similarity in cognitive processing. She works pretty continuously. She searches for new ideas. Does her research. Thinks them through. Tests them against experience. And never considers learning ‘done’. Which is something I think separates persistent people from those who are too desirous of outcomes rather than processes of continuous improvement. Family members are good tools for learning about yourself. Anyway, the difference between us is just one of scale. The process is the same. And I can’t say that for everyone. There is something different about people who think ‘what don’t I know’ from those who think in terms of ‘what I know’. Maybe it’s some sort of insecurity or paranoia at first. Or maybe it comes from being younger than your peers, or surrounded by adults. But there is definitely a difference in how some of us exercise our minds. What can I do, versus what can’t I do and why? What do I know versus what don’t I know and what can I do about it? Why do you think that, and why do i think this, and what can I do to decide? This is the essence of ‘seek to understand’. Most people seek something rather short term by comparison. Like whether they like it or approve of it, whether it’s useful or not, whether they agree or not, whether they understand or not, whether they want to pay the cost of it or not. But there is a group of us who just remain confident that we don’t ‘know’ anything so to speak so much as that we’re continuously learning what does and doesn’t work. And that this learning is our ‘entertainment’. So that we simply experience far more hours of thought on any subject than others do. And really, whether you’re terribly bright or not is not quite as important (except on the margins) as whether you just stick with something long enough to become an expert in it to such a degree that there are very few others with your level of expertise. we are rewarded in life for the number of masteries we accumulate. mastery is valuable. But it takes lots of time.)

    Source date (UTC): 2016-10-17 13:36:00 UTC