Curt Doolittle

Theme: Education

  • COO : WAYS OF RUNNING OPERATIONS PROFESSOR You view every person and every goal

    COO : WAYS OF RUNNING OPERATIONS

    PROFESSOR

    You view every person and every goal as an opportunity to educate the staff so that the continually improve and as a consequence the organization, it’s goods, services, and reputation improve. You manage, advise, counsel, and direct where necessary. You stay actively involved with each person and their duties. You contribute ‘suggestions’ and keep honing the organization by pushing decisions downward, while maintaining a safety net in case there are points of failure.

    When? When you are building a growth company.

    (I run operations like an MBA program. And it works. And people love it. )

    MANAGER

    You have a competent and stable team, and your primary function is to handle exceptions, and those exceptions are generally limited to the choice of how to allocate scarce resources.

    When? When you have built a stable company, but not a growth company.

    DELEGATOR

    You have people competent at performing tasks, but not yet at achieving goals. You control the planning and decision making then delegate the activities to team members, and in general, control the flow of work through the organization.

    When? When you don’t have the scale (or money) to build a team of people who can manage production without your help.

    OBSERVER

    You have competent people and you really don’t have to do anything because there is very little change in the organization over time, and little prospect of change.

    When? When there is little adaptation or innovation or change occurring in the organization and the individuals in the company merely need someone to come to in those few cases of where conflict resolution is needed.

    HARASSER

    You do not have competent talent at planning and decision making, and you are not competent at planning and decision-making, and do not know what to do, so you harass people as a means of getting information out of them the only way that you know how – precisely because you cannot get it out of them through creating value.

    When? When your company is a poor performer with a poor executive team and they cannot attract better talent for budgetary, cultural, or market segment reasons.

    ABSENTEE

    Enough said.

    When? Um. Seriously? When everyone knows the end is near but no one has the courage to shut down operations and write down the debt because it is still possible to collect a paycheck for another year.

    Source date (UTC): 2016-09-28 03:10:00 UTC

  • Not that I had much free time today, but I worked a bit on teaching e-prime and

    Not that I had much free time today, but I worked a bit on teaching e-prime and it turns out that everyone who succesfully uses it, learns by the same simple sequence. So I am pretty confident that I can do that.

    eprime forces you to identify the actor and his actions. Next we deal with property-in-toto – which I think is pretty simple.

    Next we improve on property in toto by translating actions into financial language (discount/premium etc).

    Then we get into writing law.

    I don’t think it’s all that hard. It’s just that aspies sort of think in this level of detail anyway. So like when I listen to Vivek Upadhyay I hear my own voice. That’s what it sounds like in my head.

    Source date (UTC): 2016-09-22 18:24:00 UTC

  • Monopoly State Education?

    Q&A: —“What are your thoughts on universal public education being provided by the state.”— GREAT QUESTION WHEREAS (1) Education provides both offensive and defensive benefits. So (a) Offensively, it increases the possibility of productivity (a commons). And (b) Defensively it reduces crime(loss), insurance(restitution) and welfare (prevention) costs. (Humans are really expensive things.) While we probably teach largely the wrong things today, and that we teach them poorly, (not enough repetition of basic operations), that does not mean that we cannot teach the right things. After Defense (external), and Law and order(internal), education is probably the most important offensive and defensive capability a group can add to the commons. So I am pretty sure education needs to be mandatory in order to avoid externalizing costs of failing to educate (prevention) on fellow shareholders (citizens), due to loss, restitution. ( Same with driving a vehicle without insurance. Or driving aggressively. You’re exporting risk onto others. ) Failing to educate is just like failing to respect property. It’s just more indirect. Now, if you have the right of exit, and your offspring have the right of exit, and you leave the market (territory), that’s not the case. But then you lose the benefits of being a member of the market (territory). So it’s your choice. It’s pretty hard to find a market that will allow entry of an uneducated person. It’s just going to force costs on shareholders (citizens) (2) So if education is both a necessary good, and a moral obligation, then the question is only (a)whether universal provision by the state is a necessary or preferable, and (b) whether the monopoly provision of it by the state is necessary or preferable. Well first we have to answer the externality question. Does universal provision by the state solve the problem of the costs of loss, restitution, and prevention? Well yes. It does. Does the scale of that provisioning convey any price benefits? Actually no. Because the bureaucracy consumes a disproportionate amount of the funds, without any measurable positive impact, and arguably negative. Does universal education using the same curriculum have positive or negative consequences. Well the answer is that any education must provide some minimum: reading, writing, basic math, basic personal accounting, basic principles of contract, basic principles of the economy. Basic principles of natural law, basic principles of physical laws. Note that I’ve included no mythology in that list. No justificationism. Does universal education need mythology? Well I think that teaching anything antithetical to natural and physical law, antithetical to contract, accounting, mathematics, and reading (the common tongue), is something that exports costs onto others through the propagation of falsehoods. Can I teach my own children mythology at home, or in religious school? Of course you can. If it is taught as spiritual, as faith, as psychology, but not in conflict with physical, natural, contactual, mathematical, literacy, or rhetorical, grammatical, and logical truth. There are no ancient texts that cannot be translated into ratio-scientific language as necessary and possible traditions of the time. There are no normative family and cultural traditions that cannot likewise be explained. There is no harm in prayer, ritual, and faith, even if there is harm in conflating spiritual(experiential) and truthful(testimonial). It’s very hard to argue with the sermon on the mount. And it’s not hard to state that them miracles are fairy tales meant to educated us on how we should aspire to behave toward one another. CLOSING So like anything, when we want to produce a private good (education) for common goods (costs of loss, restitution, and prevention), then the market will succeed at providing some goods (private education, church education, public education) just as it will succeed at providing other goods (private health care, church health care, state health care), and many other goods (private investor banking, commercial banking, credit unions, and state treasury support). So the problem we have had in the past, is not the failure to understand this problem, but the failure to require truth, while preserving faith. Because man does not live by truth alone unless he lives in a large primitive tribe where he is saturated by information supplied by peers and there is no meaningful information available to him that is not shared by those peers. Even in those circumstances we require faith in order to ease the various sufferings, and to cause the community to unite in celebration of the service of the common good. Ergo, we must warranty all speech, products and services against error, bias, wishful, thinking, suggestion, pseudoscience, and deceit. And we must warranty the minimum (not ultimate) services that an individual must possess in order not to be a burden on others such that he invokes moral hazard, and by invoking moral hazard, creates the incentive in the commons to abandon perfect-care of the commons. This is a profoundly important issue: preservation of the incentive to preserve and expand the commons. And as long as one warranties minimum provision, no falsehood, and treats myths as necessary goods as long as they do not violate the natural and physical and contractual and logical law, then there is no reason we cannot provide public (insured education), private education(market provided education), and community education (church, etc), My suggestion, as always with regard to the professions, is (a) that I don’t believe anyone that is not a grandmother or grandfather should teach anything to anyone. Otherwise we have a person without life experience conveying the necessities of surviving life’s experiences. (b) that it’s the teachers who are paid, not organizations, and that the teachers contribute some part of their fees to the maintenance of the organization. And that organizations that desire capital investment can lend against future earnings. And that we can only lend against future earnings if the citizenry is to insure the loan. These are the terms by which teachers can teach, schools can form. Not in the interests of the school owners, but in the interest of the teachers and the students. I think all education should be paid for as deductions from future earnings (payroll fees). And current costs covered from the treasury. Why? Because it’s an investment that produces guaranteed returns, if we keep honest statistics on the performance of different degree programs and their classes. (Early childhood ed is a very bad investment, right behind Sociology). Then universities and schools will not charge money for the modern equivalent of “indulgences” which they give people paper in exchange for participating in nonsense for years, all at the public expense. In university, paying teachers directly and separating teaching and researching staff, and paying them accordingly. (the way oxford and Cambridge were started) We can let the market regulate education by using the courts to punish people who teach untruths contrary to natural, physical, contractual, and logical laws. If we did this in just one generation we would change the world for the better nearly as much as we changed the world with greek reason, British science, and enlightenment literacy. Truth is as important an innovation as were literacy, reason, and science. It’s just unfortunate that it took us this long to discover what it means. So that’s my position: Private(wealthy), civic(middle), and public(lower) institutions for the purpose of education, paid for out of future earnings, teaching the minimums, requiring warranty, and separating spirituality and myth from action and truth. What will rapidly occur is that government schools will rapidly improve else the stigma close them, and as usual the wealthy will innovate and the rest benefit. Curt Doolittle The Propertarian Institute Kiev, Ukraine

  • Monopoly State Education?

    Q&A: —“What are your thoughts on universal public education being provided by the state.”— GREAT QUESTION WHEREAS (1) Education provides both offensive and defensive benefits. So (a) Offensively, it increases the possibility of productivity (a commons). And (b) Defensively it reduces crime(loss), insurance(restitution) and welfare (prevention) costs. (Humans are really expensive things.) While we probably teach largely the wrong things today, and that we teach them poorly, (not enough repetition of basic operations), that does not mean that we cannot teach the right things. After Defense (external), and Law and order(internal), education is probably the most important offensive and defensive capability a group can add to the commons. So I am pretty sure education needs to be mandatory in order to avoid externalizing costs of failing to educate (prevention) on fellow shareholders (citizens), due to loss, restitution. ( Same with driving a vehicle without insurance. Or driving aggressively. You’re exporting risk onto others. ) Failing to educate is just like failing to respect property. It’s just more indirect. Now, if you have the right of exit, and your offspring have the right of exit, and you leave the market (territory), that’s not the case. But then you lose the benefits of being a member of the market (territory). So it’s your choice. It’s pretty hard to find a market that will allow entry of an uneducated person. It’s just going to force costs on shareholders (citizens) (2) So if education is both a necessary good, and a moral obligation, then the question is only (a)whether universal provision by the state is a necessary or preferable, and (b) whether the monopoly provision of it by the state is necessary or preferable. Well first we have to answer the externality question. Does universal provision by the state solve the problem of the costs of loss, restitution, and prevention? Well yes. It does. Does the scale of that provisioning convey any price benefits? Actually no. Because the bureaucracy consumes a disproportionate amount of the funds, without any measurable positive impact, and arguably negative. Does universal education using the same curriculum have positive or negative consequences. Well the answer is that any education must provide some minimum: reading, writing, basic math, basic personal accounting, basic principles of contract, basic principles of the economy. Basic principles of natural law, basic principles of physical laws. Note that I’ve included no mythology in that list. No justificationism. Does universal education need mythology? Well I think that teaching anything antithetical to natural and physical law, antithetical to contract, accounting, mathematics, and reading (the common tongue), is something that exports costs onto others through the propagation of falsehoods. Can I teach my own children mythology at home, or in religious school? Of course you can. If it is taught as spiritual, as faith, as psychology, but not in conflict with physical, natural, contactual, mathematical, literacy, or rhetorical, grammatical, and logical truth. There are no ancient texts that cannot be translated into ratio-scientific language as necessary and possible traditions of the time. There are no normative family and cultural traditions that cannot likewise be explained. There is no harm in prayer, ritual, and faith, even if there is harm in conflating spiritual(experiential) and truthful(testimonial). It’s very hard to argue with the sermon on the mount. And it’s not hard to state that them miracles are fairy tales meant to educated us on how we should aspire to behave toward one another. CLOSING So like anything, when we want to produce a private good (education) for common goods (costs of loss, restitution, and prevention), then the market will succeed at providing some goods (private education, church education, public education) just as it will succeed at providing other goods (private health care, church health care, state health care), and many other goods (private investor banking, commercial banking, credit unions, and state treasury support). So the problem we have had in the past, is not the failure to understand this problem, but the failure to require truth, while preserving faith. Because man does not live by truth alone unless he lives in a large primitive tribe where he is saturated by information supplied by peers and there is no meaningful information available to him that is not shared by those peers. Even in those circumstances we require faith in order to ease the various sufferings, and to cause the community to unite in celebration of the service of the common good. Ergo, we must warranty all speech, products and services against error, bias, wishful, thinking, suggestion, pseudoscience, and deceit. And we must warranty the minimum (not ultimate) services that an individual must possess in order not to be a burden on others such that he invokes moral hazard, and by invoking moral hazard, creates the incentive in the commons to abandon perfect-care of the commons. This is a profoundly important issue: preservation of the incentive to preserve and expand the commons. And as long as one warranties minimum provision, no falsehood, and treats myths as necessary goods as long as they do not violate the natural and physical and contractual and logical law, then there is no reason we cannot provide public (insured education), private education(market provided education), and community education (church, etc), My suggestion, as always with regard to the professions, is (a) that I don’t believe anyone that is not a grandmother or grandfather should teach anything to anyone. Otherwise we have a person without life experience conveying the necessities of surviving life’s experiences. (b) that it’s the teachers who are paid, not organizations, and that the teachers contribute some part of their fees to the maintenance of the organization. And that organizations that desire capital investment can lend against future earnings. And that we can only lend against future earnings if the citizenry is to insure the loan. These are the terms by which teachers can teach, schools can form. Not in the interests of the school owners, but in the interest of the teachers and the students. I think all education should be paid for as deductions from future earnings (payroll fees). And current costs covered from the treasury. Why? Because it’s an investment that produces guaranteed returns, if we keep honest statistics on the performance of different degree programs and their classes. (Early childhood ed is a very bad investment, right behind Sociology). Then universities and schools will not charge money for the modern equivalent of “indulgences” which they give people paper in exchange for participating in nonsense for years, all at the public expense. In university, paying teachers directly and separating teaching and researching staff, and paying them accordingly. (the way oxford and Cambridge were started) We can let the market regulate education by using the courts to punish people who teach untruths contrary to natural, physical, contractual, and logical laws. If we did this in just one generation we would change the world for the better nearly as much as we changed the world with greek reason, British science, and enlightenment literacy. Truth is as important an innovation as were literacy, reason, and science. It’s just unfortunate that it took us this long to discover what it means. So that’s my position: Private(wealthy), civic(middle), and public(lower) institutions for the purpose of education, paid for out of future earnings, teaching the minimums, requiring warranty, and separating spirituality and myth from action and truth. What will rapidly occur is that government schools will rapidly improve else the stigma close them, and as usual the wealthy will innovate and the rest benefit. Curt Doolittle The Propertarian Institute Kiev, Ukraine

  • Q&A: The  Importance of Aristotle?

    —“Hi, Curt. Currently going through your reading list. Trying to make myself the best propertarian I can so I can help spread the message. There are plenty of libertarians and conservatives who would take to propertarianism if they got the message. My question is to you what do you think the significance of Aristotle’s work is from a propertarian perspective?”— Well, Aristotle is as close as we come to the first ‘scientist’, Social: Aristotle, Machiavelli, Bacon, Locke, Smith and Hume, Jefferson, Darwin, Spencer, Durkheim. -vs- physical: Archimedes, Galileo, Copernicus, Davinci, Newton, Maxwell, Einstein Now, the way I use natural law was a product of the Stoics, not of Aristotle. And I tend to see the greek era as a combination of spartan aristocracy in law rationalized by the Romans, and Aristotelian intellectuals rationalized by the stoics. I would say that Aristotle, Machiavelli, Bacon, Locke, Smith, Hume and Jefferson, Darwin, Spencer, Durkheim, and Hayek, represent the attempt (and near failure) to make the case that natural law, discovered by judges by trial end error, is what constitutes social science. And that economics is an empirical branch of that science, as are evolutionary biology, and cognitive science. But those are explanatory fields, whereas natural, judge discovered, common law is a purely empirical field. And this is why I think of my work as uniting philosophy, morality(Ethics), science, sociology, psychology, and law, into a single universal language – as locke suggested – reducible to statements of the voluntary or involuntary transfer of property defined as that which humans demonstrate as property. So to summarize, I would say Aristotle is the father of western thought in this sense, and that between Aristotle’s idealism, stoic reason, and roman pragmatism, and finally English empiricism, we developed a chain of reasoning that nearly came to fruition in the last century – but Hayek, Popper, Mises, Brouwer, and Bridgman simply failed. Just as the conservatives failed to produce a competitor to cosmopolitan pseudosciences. And they failed because they subconsciously had to work around the truth: they were not benevolent Christians, but self-justifying Aryans (elites), and middle-class capitalism like middle-class voting, was a net negative for the simple reason that the success of the western model is reducible to truth, but that as a consequence our political system is reducible to benevolent domestication of animal man. And that was inconceivable to classical liberals so proud of their defeat of the aristocracy that had made their prosperity possible.

  • Q&A: The  Importance of Aristotle?

    —“Hi, Curt. Currently going through your reading list. Trying to make myself the best propertarian I can so I can help spread the message. There are plenty of libertarians and conservatives who would take to propertarianism if they got the message. My question is to you what do you think the significance of Aristotle’s work is from a propertarian perspective?”— Well, Aristotle is as close as we come to the first ‘scientist’, Social: Aristotle, Machiavelli, Bacon, Locke, Smith and Hume, Jefferson, Darwin, Spencer, Durkheim. -vs- physical: Archimedes, Galileo, Copernicus, Davinci, Newton, Maxwell, Einstein Now, the way I use natural law was a product of the Stoics, not of Aristotle. And I tend to see the greek era as a combination of spartan aristocracy in law rationalized by the Romans, and Aristotelian intellectuals rationalized by the stoics. I would say that Aristotle, Machiavelli, Bacon, Locke, Smith, Hume and Jefferson, Darwin, Spencer, Durkheim, and Hayek, represent the attempt (and near failure) to make the case that natural law, discovered by judges by trial end error, is what constitutes social science. And that economics is an empirical branch of that science, as are evolutionary biology, and cognitive science. But those are explanatory fields, whereas natural, judge discovered, common law is a purely empirical field. And this is why I think of my work as uniting philosophy, morality(Ethics), science, sociology, psychology, and law, into a single universal language – as locke suggested – reducible to statements of the voluntary or involuntary transfer of property defined as that which humans demonstrate as property. So to summarize, I would say Aristotle is the father of western thought in this sense, and that between Aristotle’s idealism, stoic reason, and roman pragmatism, and finally English empiricism, we developed a chain of reasoning that nearly came to fruition in the last century – but Hayek, Popper, Mises, Brouwer, and Bridgman simply failed. Just as the conservatives failed to produce a competitor to cosmopolitan pseudosciences. And they failed because they subconsciously had to work around the truth: they were not benevolent Christians, but self-justifying Aryans (elites), and middle-class capitalism like middle-class voting, was a net negative for the simple reason that the success of the western model is reducible to truth, but that as a consequence our political system is reducible to benevolent domestication of animal man. And that was inconceivable to classical liberals so proud of their defeat of the aristocracy that had made their prosperity possible.

  • The Class Divisions of Academic Labor

    —“Stanford and Chicago GSB have more academic publications that these universities’ economics departments. Two things i don’t like in this trend. 1) Academia persuaded university authorities that to business PhD and MBA math-economics is indispensable. Applied programs people hate this “rigorous” nonsense 2) Too many graduates from mainstream go to teach in business schools.”— Arteom Korotchenya – Procedural Application (private business and public govt) vs – Application(repeatability) vs – Basic Research(discovery). Three different things. Very few basic research papers of merit in any given year. Many, many applications tested each year, each expanding or reducing empirical content and thereby increasing or decreasing candidacy in law. All organizations, intellectual included, operate by class structures, roughly segmented by every ten points of IQ +/- 1/2 St.Dev. And it is the cooperation between these classes that produces the difference between imagination, hypothesis, theory, and law. Those at the bottom test theories tested by application to data and hypothesized by basic research. Together we take a restructuring of human understanding, through various tests, until habituated by use, and assumed metaphysically as a natural property of existence. So think of the hierarchy as a production cycle, and work within your class, and don’t worry about what other classes do. They CAN only work with the conceptual tools that we give them. And very few of us struggle amidst ridiculous odds to find some innovation that can work its way through that production cycle and end up in our unconscious assumptions about the nature of reality and how we can act to benefit from it. Curt Doolittle The Propertarian Institute Kiev,

  • The Class Divisions of Academic Labor

    —“Stanford and Chicago GSB have more academic publications that these universities’ economics departments. Two things i don’t like in this trend. 1) Academia persuaded university authorities that to business PhD and MBA math-economics is indispensable. Applied programs people hate this “rigorous” nonsense 2) Too many graduates from mainstream go to teach in business schools.”— Arteom Korotchenya – Procedural Application (private business and public govt) vs – Application(repeatability) vs – Basic Research(discovery). Three different things. Very few basic research papers of merit in any given year. Many, many applications tested each year, each expanding or reducing empirical content and thereby increasing or decreasing candidacy in law. All organizations, intellectual included, operate by class structures, roughly segmented by every ten points of IQ +/- 1/2 St.Dev. And it is the cooperation between these classes that produces the difference between imagination, hypothesis, theory, and law. Those at the bottom test theories tested by application to data and hypothesized by basic research. Together we take a restructuring of human understanding, through various tests, until habituated by use, and assumed metaphysically as a natural property of existence. So think of the hierarchy as a production cycle, and work within your class, and don’t worry about what other classes do. They CAN only work with the conceptual tools that we give them. And very few of us struggle amidst ridiculous odds to find some innovation that can work its way through that production cycle and end up in our unconscious assumptions about the nature of reality and how we can act to benefit from it. Curt Doolittle The Propertarian Institute Kiev,

  • Why Is The Black Race Judged By Of Its Least Successful Members?

    It isn’t. It’s judged by the dominance of it’s race in failures of education, crime, civic behavior, business achievement, intellectual achievement, and artistic and literary achievement. The east asians and western europeans have aggressively killed off their lower classes through winters, starvation, enslavment, hanging, beheading, war, and a very severe justice system for thousands of years. The rest of the world has not. So the size of the underclasses in the black, arabic, turkic, hispanic, and southeast asian worlds is far higher a percentage than in the more northern climes. West and east were eugenic civilizations. Rice is a brutal system requiring disciplined work 360 days a year. Western winters are unforgiving.

    Humans think by stereotypes just as we think in all other categories. We have to. We cannot afford to interrogate every person we meet. We cannot pay the high cost of risk of trusting people from high risk groups. Instead, how can people from high risk groups signal (demonstrate) that they are good risks? Research has consistently shown, that contrary to popular myth, stereotypes are the most ACCURATE feature in social science. So people must rely on stereotypes, stereotypes are true, and it is the responsibility of people who are members of negatively stereotyped groups to change their behavior and signals so that they are visibly not a risk.

    When we say ‘we can’t judge this middle class black man’ or some other “Not All X Are Like That”, we are either committing a rhetorical fallacy or simply lying. Why? because the fact that we say most people of group X are a high risk, we are not saying that an outlier is. Yet conversely, we are saying (almost always correctly) that most people from group X are in fact a higher risk that we perceive our own group to be.

    We know the reasons for black underclass achievement: (a) the disproportionate size of the black underclass below 85 IQ, and the comparatively small sizes of its middle and upper middle classes, and total absence of an upper class, (b) earlier and more rapid maturity accompanied by the same level of hormones, leading to impulsivity and aggression, (c) lower verbal intelligence, (d) lower aggregate intelligence, (e) destruction of the black family by the progressive programs of the Johnson administration’s Great Society programs of the 1960’s – his attempt to mimc soviet resettlement programs from villages to urban areas without grasping the vast differences in Russian and black human capital. (f) the attempt to educate different races that mature more or less, more quickly or more slowly, at the same age under the same conditions. Educate black and hispanic men in what equates to military training and you will get good men out of it. You cannot ask humans in their youth to fight hormones that intense. Educating pliable asians and less pliable and more physical whites at the same rates is equally destructive. We can start asians and east asians one to two years earlier than whites, and it’s arguable that we should provide two more years for hispanics and three for blacks. It prevents schools from tailoring programs to the genetic needs of the children.

    We get nowhere by lying that we’re equally distributed. It’s liberal lies of equality that prevent us from developing institutions that support the needs of different genetic organisms, with different rates of maturity, different degrees of maturity, and different sizes of underclass.

    Curt Doolittle
    The Propertarian Institute

    My job is to prevent lies in public discourse that prevent us from coming to compromises on policies.

    https://www.quora.com/Why-is-the-black-race-judged-by-of-its-least-successful-members

  • Why Is The Black Race Judged By Of Its Least Successful Members?

    It isn’t. It’s judged by the dominance of it’s race in failures of education, crime, civic behavior, business achievement, intellectual achievement, and artistic and literary achievement. The east asians and western europeans have aggressively killed off their lower classes through winters, starvation, enslavment, hanging, beheading, war, and a very severe justice system for thousands of years. The rest of the world has not. So the size of the underclasses in the black, arabic, turkic, hispanic, and southeast asian worlds is far higher a percentage than in the more northern climes. West and east were eugenic civilizations. Rice is a brutal system requiring disciplined work 360 days a year. Western winters are unforgiving.

    Humans think by stereotypes just as we think in all other categories. We have to. We cannot afford to interrogate every person we meet. We cannot pay the high cost of risk of trusting people from high risk groups. Instead, how can people from high risk groups signal (demonstrate) that they are good risks? Research has consistently shown, that contrary to popular myth, stereotypes are the most ACCURATE feature in social science. So people must rely on stereotypes, stereotypes are true, and it is the responsibility of people who are members of negatively stereotyped groups to change their behavior and signals so that they are visibly not a risk.

    When we say ‘we can’t judge this middle class black man’ or some other “Not All X Are Like That”, we are either committing a rhetorical fallacy or simply lying. Why? because the fact that we say most people of group X are a high risk, we are not saying that an outlier is. Yet conversely, we are saying (almost always correctly) that most people from group X are in fact a higher risk that we perceive our own group to be.

    We know the reasons for black underclass achievement: (a) the disproportionate size of the black underclass below 85 IQ, and the comparatively small sizes of its middle and upper middle classes, and total absence of an upper class, (b) earlier and more rapid maturity accompanied by the same level of hormones, leading to impulsivity and aggression, (c) lower verbal intelligence, (d) lower aggregate intelligence, (e) destruction of the black family by the progressive programs of the Johnson administration’s Great Society programs of the 1960’s – his attempt to mimc soviet resettlement programs from villages to urban areas without grasping the vast differences in Russian and black human capital. (f) the attempt to educate different races that mature more or less, more quickly or more slowly, at the same age under the same conditions. Educate black and hispanic men in what equates to military training and you will get good men out of it. You cannot ask humans in their youth to fight hormones that intense. Educating pliable asians and less pliable and more physical whites at the same rates is equally destructive. We can start asians and east asians one to two years earlier than whites, and it’s arguable that we should provide two more years for hispanics and three for blacks. It prevents schools from tailoring programs to the genetic needs of the children.

    We get nowhere by lying that we’re equally distributed. It’s liberal lies of equality that prevent us from developing institutions that support the needs of different genetic organisms, with different rates of maturity, different degrees of maturity, and different sizes of underclass.

    Curt Doolittle
    The Propertarian Institute

    My job is to prevent lies in public discourse that prevent us from coming to compromises on policies.

    https://www.quora.com/Why-is-the-black-race-judged-by-of-its-least-successful-members