Curt Doolittle

Theme: Education

  • Against The Boomer-Academy’s Sale of Indulgences – A Charter for The New Reformation

    (good arguments for your use.)

    Myths About Attending College Debunked
    [C]hristopher, This self-serving post is disingenuous at best. As far as we know, right now, students learn almost nothing in university that is used in life. University largely performs a filtering and indoctrination service. So students are filtered out of the workforce by extremely expensive procedural gymnastics. They are not taught anything that helps them in the workforce. They are only taught the work discipline that was not provided to them in public k-12. We can test this argument fairly easily by employment and productivity comparisons of other northern European education systems and ours – which expensively educate far fewer, but impose far greater discipline in k-12. The empirical and honest analysis, which has been provided by economists for years now, is to (a) perform output rankings of colleges by the performance of students, giving no weight to capital resources, (b) to measure how much of the revenue capture is devoted to undergraduates and teaching professors, versus how much of the revenue is spent on dead weight (administration), profiteering (the physical plant and endowment), and graduate programs (profiteering). (c) how much retention there is of the freshman class through graduation(test of honesty rather than entrapment). (d) how much is diverted for publicity and status purposes (sports). The empirical test of education is this: If (1)overhead was capped at 15%, and (2) all but an additional 10% was required to stay within the departments that performed the teaching, and (3) if teaching and research departments were separated, and (4) if graduate programs had to be self-funding, and (5) if universities were only able to collect a percentage of income from their graduates for a period of 30 years, and so if graduates could not earn, then universities could not collect income, then what would universities teach, and how would they teach instead? That is the reform that is required. As far as we know, educational institutions since at least 1963 have provided a means of privatizing public wealth that parents could have saved for their retirements, and we have now a generation about to retire that has been sold a defective product without warranty, at the expense of their retirements, for no marginal increase in the employability of their offspring. This is era has been one of the most massive misappropriations of public wealth in western history – equal to that of the church’s selling of indulgences, and the reason for the protestant reformation against the church. The military industrial complex at very least, is a net break even for Americans because of the petro-dollar, and the regulatory capture we impose on world politics, finance and trade. But the academy literally sells indulgences: fraudulent, underperforming products without warranty, insulated from claims against warranty by the state, and the outcome of which produce seriously damaging externalities for our economy, culture, and civilization. Those are the facts. The boomer-generation’s Academy has not only been a bastion of pseudoscience in the social sciences, instituted a permanent degradation of the western canon, and has been a bastion of financial privatization on a scale we have not seen since the late middle ages. We should note that all of the sources you quote are paid interests, and that none of the sources you list are independent economists specializing in education, nor advocates of education reform. We are conservatives. We are supposed to be the people that tell the truth. Postmodern deceits, pseudoscience, statistical deception, propagandism, and reality-by-chanting are tactics of, and mastered by, the left. There is no room in conservatism (aristocracy) for foolery and deceit. Civilization is too important a craft to be left to the foolish and corrupt. Curt Doolittle The Propertarian Institute Kiev, Ukraine.

  • THE ACADEMY’S SALE OF INDULGENCES – THE CHARTER FOR THE NEW REFORMATION (good ar

    http://www.theimaginativeconservative.org/2015/04/myths-about-attending-college-debunked.html#AGAINST THE ACADEMY’S SALE OF INDULGENCES – THE CHARTER FOR THE NEW REFORMATION

    (good arguments for your use.)

    Christopher,

    This self-serving post is disingenuous at best.

    As far as we know, right now, students learn almost nothing in university that is used in life. University largely performs a filtering and indoctrination service. So students are filtered out of the workforce by extremely expensive procedural gymnastics. They are not taught anything that helps them in the workforce. They are only taught the work discipline that was not provided to them in public k-12. We can test this argument fairly easily by employment and productivity comparisons of other northern European education systems and ours – which expensively educate far fewer, but impose far greater discipline in k-12.

    The empirical and honest analysis, which has been provided by economists for years now, is to (a) perform output rankings of colleges by the performance of students, giving no weight to capital resources, (b) to measure how much of the revenue capture is devoted to undergraduates and teaching professors, versus how much of the revenue is spent on dead weight (administration), profiteering (the physical plant and endowment), and graduate programs (profiteering). (c) how much retention there is of the freshman class through graduation(test of honesty rather than entrapment). (d) how much is diverted for publicity and status purposes (sports).

    The empirical test of education is this: If (1)overhead was capped at 15%, and (2) all but an additional 10% was required to stay within the departments that performed the teaching, and (3) if teaching and research departments were separated, and (4) if graduate programs had to be self-funding, and (5) if universities were only able to collect a percentage of income from their graduates for a period of 30 years, and so if graduates could not earn, then universities could not collect income, then what would universities teach, and how would they teach instead?

    That is the reform that is required.

    As far as we know, educational institutions since at least 1963 have provided a means of privatizing public wealth that parents could have saved for their retirements, and we have now a generation about to retire that has been sold a defective product without warranty, at the expense of their retirements, for no marginal increase in the employability of their offspring.

    This is era has been one of the most massive misappropriations of public wealth in western history – equal to that of the church’s selling of indulgences, and the reason for the protestant reformation against the church. The military industrial complex at very least, is a net break even for Americans because of the petro-dollar, and the regulatory capture we impose on world politics, finance and trade. But the academy literally sells indulgences: fraudulent, underperforming products without warranty, insulated from claims against warranty by the state, and the outcome of which produce seriously damaging externalities for our economy, culture, and civilization.

    Those are the facts. The boomer-generation’s Academy has not only been a bastion of pseudoscience in the social sciences, instituted a permanent degradation of the western canon, and has been a bastion of financial privatization on a scale we have not seen since the late middle ages.

    We should note that all of the sources you quote are paid interests, and that none of the sources you list are independent economists specializing in education, nor advocates of education reform.

    We are conservatives. We are supposed to be the people that tell the truth.

    Postmodern deceits, pseudoscience, statistical deception, propagandism, and reality-by-chanting are tactics of, and mastered by, the left. There is no room in conservatism (aristocracy) for foolery and deceit. Civilization is too important a craft to be left to the foolish and corrupt.

    Curt Doolittle

    The Propertarian Institute

    Kiev, Ukraine.

    Source date (UTC): 2015-04-20 07:08:00 UTC

  • COLLEGE CERTIFIED, THEN FILTERED, NOW IT DOESN’T EVEN DO THAT And you want to te

    COLLEGE CERTIFIED, THEN FILTERED, NOW IT DOESN’T EVEN DO THAT

    And you want to tell me that every individual in the academy isn’t influenced by (top academics) or driven by (the remaining academics and the bureaucracy) malincenitves?

    As far as I can tell, a middle class (moral) upbringing, and your work ethic, determine your productivity in the workplace.

    The best universities largely just filter. The remainder are largely diploma mills. And we have now lost the generations that sought to convey 5000 years of western intellectual and cultural development in truth-telling.

    GOOGLE DATA

    –“Google is widely viewed as a bellwether of the new economy. It is noteworthy, then, that Google has found that academic success has little correlation with being productive in the workplace. Lazlo Bock, Senior Vice President of People Operations at Google, made the following comments in an interview published by the New York Times in June 2013:

    -One of the things we’ve seen from all our data crunching is that G.P.A.s (grade point averages) are worthless as criteria for hiring, and test scores are worthless. Google famously used to ask everyone for a transcript and G.P.A.s and test scores, but we don’t anymore. We found that they don’t predict anything. What’s interesting is the proportion of people without any college education at Google has increased over time as well. So we have teams where you have 14 percent of the team made up of people who’ve never gone to college.-

    Signaling an ability to grind through four or five years of institutional coursework is no longer enough; the signaling needed to indicate an ability to create value must be much richer in information density and more persuasive than a factory model diploma.”–

    Source date (UTC): 2015-04-16 03:03:00 UTC

  • THE SUICIDAL BEHAVIOR OF THE ACADEMY –“Google is widely viewed as a bellwether

    THE SUICIDAL BEHAVIOR OF THE ACADEMY

    –“Google is widely viewed as a bellwether of the new economy. It is noteworthy, then,that Google has found that academic success has little correlation with being productive in the workplace. Lazlo Bock, Senior Vice President of People Operations at Google, made the following comments in an interview published by the New York Times in June 2013:

    –One of the things we’ve seen from all our data crunching is that G.P.A.s (grade point averages) are worthless as a criteria for hiring, and test scores are worthless. Google famously used to ask everyone for a transcript and G.P.A.s and test scores, but we don’t anymore. We found that they don’t predict anything. What’s interesting is the proportion of people without any college education at Google has increased over time as well. So we have teams where you have 14 percent of the team made up of people who’ve never gone to college.–

    Signaling an ability to grind though four or five years of institutional coursework is no longer enough; the signaling needed to indicate an ability to create value must be much richer in information density and more persuasive than a factory model diploma.”–

    Source date (UTC): 2015-04-15 23:57:00 UTC

  • THE NEW CURRICULUM? (worth repeating) I would argue that we should be taught the

    THE NEW CURRICULUM?

    (worth repeating)

    I would argue that we should be taught the following:

    1) Manners, ethics, and Morality under the Golden Rule, Silver Rule, and the one-rule of property and voluntary exchange. The miracle of cooperation. How we insure one another in a multitude of ways.

    2) Truthfulness, Witness and Testimony (Operationalism and Existential Possibility) as well as how to spot errors in truthfulness, witness, and testimony.

    3) Logic, Grammar, Rhetoric, Debate and Oratory (as we once were), including how to spot ignorance, error, bias, deception, and Loading-Framing-Overloading (“Suggestion that overwhelms reason”).

    4) External Correspondence (empirical observation, analysis and testing) with a nod to Instrumentalism. And how to falsify external correspondence. What a pseudoscience is, and how to spot it.

    5) How to use free association (what we call ‘creativity’) “Filling the shelves of your mind, and then ‘playing’. Which is a discipline if you work at it. (It’s my preferred discipline.)

    6) Arithmetic, Accounting, Finance, Economics (in that order)

    7) Mathematics, Algebra, Geometry and Trigonometry, and at least the ‘idea’ of calculus. But taught as the history of the development of these problems that people were solving, instead of as wrote. With far more emphasis on word problems.

    8) Mind. Biology. Chemistry, Physics, (in that order)

    9) The western heroic canon.

    10) As much history – as the narrative of problems people solved – as we can tolerate.

    And honestly, I think all philosophy is discardable except as an interesting inquiry into the intellectual history of the struggle to develop science: Truth telling.

    Source date (UTC): 2015-04-06 05:01:00 UTC

  • Did you ever wonder why there are so many “Introduction to Libertarianism” books

    Did you ever wonder why there are so many “Introduction to Libertarianism” books, articles, pamphlets and posts, but so few authors of any academic substance – other than Hayek? Mises is a classical liberal and a pseudoscientist. Rothbard is a pseudorational, postmodern propagandist. Hans is an innovator but dependent upon justificationary a priorism. We have David Friedmans pragmatic view. Nozic’s attack against Rawls, with no solution offered. We have no solution to moral differences. Nothing much exists because we have nothing new to develop. So all our works are merely inspirational. None scientific. And none proposing institutional solutions to moral diversity.

    Source date (UTC): 2015-03-30 14:34:00 UTC

  • Learning

    Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry’s standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum. It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using ‘Content here, content here’, making it look like readable English. Many desktop publishing packages and web page editors now use Lorem Ipsum as their default model text, and a search for ‘lorem ipsum’ will uncover many web sites still in their infancy. Various versions have evolved over the years, sometimes by accident, sometimes on purpose (injected humour and the like). There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don’t look even slightly believable. If you are going to use a passage of Lorem Ipsum, you need to be sure there isn’t anything embarrassing hidden in the middle of text. All the Lorem Ipsum generators on the Internet tend to repeat predefined chunks as necessary, making this the first true generator on the Internet. It uses a dictionary of over 200 Latin words, combined with a handful of model sentence structures, to generate Lorem Ipsum which looks reasonable. The generated Lorem Ipsum is therefore always free from repetition, injected humour, or non-characteristic words etc. The standard chunk of Lorem Ipsum used since the 1500s is reproduced below for those interested. Sections 1.10.32 and 1.10.33 from “de Finibus Bonorum et Malorum” by Cicero are also reproduced in their exact original form, accompanied by English versions from the 1914 translation by H. Rackham.

  • Sure, university education should be open to all, and ‘free’ in the sense, that

    Sure, university education should be open to all, and ‘free’ in the sense, that one pays for it entirely from payroll deductions for the rest of one’s working life.

    Were this the case, the curriculum at universities would change radically.

    At present, we pay for knowingly defective goods, that are unwarrantied, and the state prevents us recourse.

    So my solution to the Cathedral is quite simple: eliminate student loans entirely, and require all universities to pay out of payroll deductions. The treasury can provide the interim float – after all: that’s what Keyensians say we can do with money….

    Source date (UTC): 2015-02-22 10:47:00 UTC

  • APPROACHES TO UNIVERSITY My sister: —“I get A’s. That’s what I do. If I don’t

    APPROACHES TO UNIVERSITY

    My sister:

    —“I get A’s. That’s what I do. If I don’t get an A, the professor did something wrong. Because I get A’s.”—

    Hysterical. My sister is a Doolittle to her very core. lol. She gets A’s. I am very proud of her.

    But she makes me laugh. She practices the opposite of my approach to university:

    —“Dear professors: Your opinion matters very little to me, and your grade even less. I pay you to impart knowledge to me, not to certify that you have done so; and especially not to certify that you have imparted what you intended, rather than what I interpreted. This is because I am very suspicious of the quality of your goods and services. In many cases I am quite certain your goods and services are not only unwarrantied, but unwarrantable because they are defective. As such your approval, certification, and warranty are meaningless to me. I do not want your label on my knowledge, because it would suggest my knowledge was likewise defective”—

    I told everyone at the time that I was in college that I looked at college as exchange on a good day, and rape on a bad one. I pay money for what they voluntarily impart to me, and if not voluntarily exchanged, then I take what I want wether they wish to impart it or not.

    Hence why I don’t work in university.

    I don’t seek approval. I seek conquest. I don’t seek to be educated, I seek to learn. I don’t seek to learn the scripture of the Cathedral, I seek to destroy it. The more dead the merrier a party we will have on their graves.

    The body count is the score I seek to obtain.

    Not a mere glyph of approval on paper.

    Cry Havoc.

    Punish the wicked.

    Leave the world better for having lived in it.

    Source date (UTC): 2015-02-22 10:24:00 UTC

  • The 21st century worker has opinions. About himself, the business, and society.

    The 21st century worker has opinions. About himself, the business, and society.

    Unfortunately it is an empirically uninformed one.

    Oversing.

    😉

    Source date (UTC): 2015-02-16 07:27:00 UTC