Theme: Education

  • Doolittle’s Chart’s On Political Preferences

    The world needs cartoons it seems. In macro economics, these ‘cartoons’ consist of a set of standardized charts the goal of which is to inform policy makers as to the actions required of their monetary policy for the purpose of reducing unemployment by fooling people into spending by using disinformation about their current ‘wealth’. However, like anything else, what you choose to chart either assists or harms in making your case – charts confirm or deny your biases. The current charts used in macro economics reflect the belief that human beings are uniform – at least in the aggregate. Meaning that we’re equal in ability and in our productivity. Which in turn implies a requirement for democratic socialist policies instead of classical liberal policies. This use of aggregates justifies the progressive political presumption. The use of individual statistics on the other hand, justifies freedom, property rights, and all sorts of politically incorrect ‘isms’.

    THE IS-LM, and IS-MP CHARTS Macro economists rely upon these two charts to emphasize either monetary policy and spending for the purpose of creating ‘demand’.

    Or monetary policy and spending for the purpose of targeting an interest rate for the purpose of making sure the country isn’t artificially short of cash.

    HAYEK’S TRIANGLES Hayek created charts to show differences in production cycles.

    GARRISON’S DIAGRAMS Roger Garrison created a series of charts to show the intertemporal effect of money and interest – effectively representing the Austrian view graphically.

    IS-MP AND THE INTERTEMPORAL MISALLOCATION OF HUMAN CAPITAL Show how monetary policy, and in fact, all intervention, misallocates human capital. (UNDONE) POLITICS The nolan chart describes the political spectrum. Nolan’s wonderful chart is constructed to construe decision making as a matter of choice between neutral consequences, rather than as a preference between forms of redistributing the gains from trade and exchange – without which there would be nothing to exchange. KINSELLA’S EVOLUTIONARY CHART

    DOOLITTLE’S POLITICAL SPECTRUM CHART These Axis describe a four sided pyramid with the state on the top. (For the unwashed massess — Axis vs Axes: The plural of axis is “axes”, pronounced ‘AK-SEEZ.) The Property Economy X – Axis: State-Monopoly on property VS individual property rights and individual claims on rewards from trade. Libertarian/Commercial/Calculative/Middle Class Y – Axis: State-Monopoly on gains in production VS Shareholder rights, and shareholder claims on rewards from trade. Progressive/Theological/Rational/Lower Class The Opportunity Cost Economy Z – Axis: Formal Institutions: State-Monopoly on behavior (law) VS Voluntary Behavior (religion/philosophy) Alpha – Axis: Informal Institutions: Opportunity Costs Required (Norms – highly uniform manners, ethics, and morals VS no uniform manners, ethics and morals). Conservative/Military/Legal/Upper Class (UNDONE: I’ll update this page ater when I get the diagram done.) TIME PREFERENCE VS POPULATION PREFERENCE IN POLITICAL PREFERENCE, THEN OVERLAY WITH THE HUMAN SENTIMENTS And then show how time and population preference are gender driven, and class driven. Then I can show how time preference relates to political preference, and the allocation versus misallocation of human capital.. THREE TYPES OF COERCION AND THE SOCIAL CLASSES Then show the ‘three types of coercion’ which is implicit in this chart, and universal to the rest of my work. PER CAPITA GDP AND IQ Noting the difference between verbal and mathematical. EDUCATIONAL EFFECTS ON IQCLASS, RACE AND IQGENERATIONAL CYCLES

  • Labor and Education Numbers Illustrate What’s Wrong With Progressives And Keynesianism

    On Modeled Behavior Karl Smith uses these diagrams, and from it concludes:

    “The United States is becoming more educated faster than the economy would absorb educated workers.”

    Actually, that statement would attribute value to education that is not demonstrated by the numbers in the market. It would just as likely suggest that ‘education’ has lost it’s meaning, and that being ‘educated’ is becoming disconnected from being ‘productive’ where ‘Productive’ is determined by the return on one’s skills in the marketplace. Islamic countries misallocate human capital too — by educating people in “islamic studies”. Just as westerners do by educating people into the vast literature and pseudoscience of the democratic mythos. We are still educating people as if they’re farm workers moving into industrial labor as if it’s 1949, and in college in particular, educating the middle class as if they are entering a world of comparative privilege – and the market is demonstrating the folly of it. If the absolute number of ‘hard’ degrees has remained constant since 1963, while the percentage of the population with degrees has increased so dramatically, then we cannot have kept pace with technology that increasingly requires hard degrees. SOLUTION?

      The market is smarter than planners, politicians and economists. ILLUSTRATING THE PROGRESSIVE FAILURE And this is the second post on Modeled Behavior in three days that illustrates what’s wrong with solving for employment using monetary policy instead of solving for inter-temporal productivity using ALL AVAILABLE POLICY. It assumes that inter-temporal redistribution of money for the purpose of increasing consumption regardless of productive ends has NO EFFECT on future productivity. (Thats the whole problem with Keynesianism isn’t it?) It’s the great progressive failure, It demonstrates the failure of progressive policy. It demonstrates the folly of the progressive hijacking of Keynesian ideas — just as progressives – democratic socialists – have hijacked the world ‘liberal’. (Keynesianism has become synonymous with irrational progressive philosophy despite that it does not have to be.) Progressivism is the philosophy of kicking the can down the road until the entire economy collapses from long term misallocation of human capital. From that perspective the IS-MP approach is even more destructive than IS-LM. FWIW: I’m not an anarchist, but a neo-classical liberal using Austrian methodology. Austrianism is a methodology of observation using Propertarian analysis. Austrian methods have been adopted by people with libertarian sentiments. Libertarianism is a philosophy that is an outgrowth of Catholic Natural Law, which is an a restatement of greek philosophy, which in turn is the science of ‘observation’ of human behavior. From this standpoint, Keynesianism is UNSCIENTIFIC because it denies the observation of some factors in order to provide confirmation of other factors. The purpose of the entire progressive project is the accumulation of state power using methods that produce consequences that are harmful to the polity over the long term. There is no free lunch. There is no ‘natural momentum’ to innovation in an economy. Consumption also consumes differences in innovation that make consumption possible. You can borrow across time, but it’s either an investment or a loss, and both investments and losses are cumulative. BTW: There is nothing that can be expressed in mathematics that cannot be expressed in human language. There is quite a bit that can be expressed in human language that cannot be expressed in mathematics. This is because mathematics is a process of maintaining ratios, and language is a process for determining causality. Curt

    • the BBC survey. I’ve read 44 of 100 BBC Novels. Unfortunately there are Lots of

      http://www.capitalismv3.com/?page_id=1145Took the BBC survey. I’ve read 44 of 100 BBC Novels. Unfortunately there are Lots of complaints about that list since it was published. Politically weighted. Female weighted. (Where is Heinlein? or Cormack McCarthy? Advice and Consent? Bonfire of the Vanities? Atlas Shrugged? How much Jane Eyre should any list contain?). But it’s a list.

      I’ll pimp my own book list:


      Source date (UTC): 2011-07-03 16:51:00 UTC

    • “Education: the inculcation of the incomprehensible into the indifferent by the

      “Education: the inculcation of the incomprehensible into the indifferent by the incompetent.” – John Maynard Keynes. (Discussing the desire of the local education system to drug all our children into servile submission.)


      Source date (UTC): 2011-06-10 03:53:00 UTC

    • Develop a cohesive, written ideology and the economic justification of the ideol

      Develop a cohesive, written ideology and the economic justification of the ideology. Privatize the school system. Create a network of school. Teach the great tradition of western history for two generations. This line of reasoning is the best method of producing great minds – even in average people. These students will be sought by business and industry, and their social status will be something that people will seek to imitate. Create two new branches of military service: homeland maintenance (emergency preparedness), and foreign service (policing and administering), and leave the existing institutions for the sole purpose of violence. Withdraw our troops from europe and asia. Require military service of all citizens in order to vote. And in two generations you will make it possible to have a Constitutional monarchy. Monarchy is a government for nationalism – an extended family. Families have common values. Education an service make people invested. Our current form of democracy in the USA is more concerned with protecting our trade routes, disempowering white males, promoting ideological class warfare, and obtaining political power than it is in the long term health of the nation.


      Source date (UTC): 2011-05-16 17:19:00 UTC

    • French posted this short article on our education ‘bubble’. I”m trying to figure

      http://mises.org/daily/5211/Conventional-Education-Will-Go-the-Way-of-Farming?sms_ss=facebook&at_xt=4da8bacf251b69e9%2C0Doug French posted this short article on our education ‘bubble’. I”m trying to figure out if it’s thought provoking. Maybe. I don’t think we’ll save on education in the future. I think that we overspend on irrelevant education, but that we could spend much less on relevant education. Unfortunately, under Democratic Secular Humanism, the university is the church. And good luck getting the church to change it’s doctr


      Source date (UTC): 2011-04-15 17:42:00 UTC

    • Americans May Be Wiser Than We Think After All

      Newsweek did another poll that purports to measure our cultural ignorance.

      How Dumb Are We? NEWSWEEK gave 1,000 Americans the U.S. Citizenship Test–38 percent failed. The country’s future is imperiled by our ignorance.

      Which brings to mind a chain of reasoning: 1) To increase productivity and therefore decrease prices, we must all participate in a division of knowledge and labor. 2) As productivity in the division of labor increases, the total stock of human knowledge increases. 3) As the stock of human knowledge increases, each of our shares of that knowledge decreases. 4) As our individual shares of that knowledge decrease, our knowledge consists largely of those things that we can act upon given the resources at our disposal. In other words, people aren’t so much ignorant as they are knowledgeable about what actually matters. They may not have room for the irrelevant.

      [callout]The general perception, and the presupposition of the boomer-era article’s sentiments, is that political knowledge is valuable.[/callout]

      The general perception, and the presupposition of the boomer-era article’s sentiments, is that political knowledge is valuable. And it implies that we can possess the knowledge needed to understand the issues that our government must manage given it’s current constitution. And it further implies that political freedom is a ‘good’ – when, it’s evident from the record of history that personal freedom is absolutely a good, but political freedom is simply a necessary evil in order to prevent the government from forming a predatory bureaucracy, and treating the population as it’s property. So people only need the minimum knowledge of government needed to preserve their personal freedom. People aren’t ignorant. They’re too ignorant of political knowledge and economic principles to make political and policy decisions. And that’s not surprising because political decisions are of necessity made in ignorance. And decisions are made in ignorance either out of political necessity or political contrivance. They must be. Because we do not possess sufficient knowledge or DATA in government to make any other form of decision OTHER than decisions of political necessity and political contrivance. Politics has become ridiculous and irrational because at the scale of our empire, the data no longer exists with which to make rational arguments in real time. The political structure cannot operate without data. And so, like the chinese, we have devolved into sentimental moral arguments rather than practical, political and economic arguments — the furtive gestures and spittled pontification of silly Keynesian probabilists to the contrary. So it’s good that people are ignorant of it. There is no value in the study of falsehoods. Maybe Americans are wiser than we think after all.

    • Topic Warning: The decline in scientific credibility in politics is due to perve

      http://www.capitalismv3.com/?p=2404Controversial Topic Warning: The decline in scientific credibility in politics is due to perverse economic incentives in research universities, and the shoddy work that results from it.


      Source date (UTC): 2011-03-06 14:37:00 UTC

    • Teacher’s Unions: Unaccountable And Arrogant Entitlement Unable To Withstand Scrutiny

      A Perfect Quote: “Thirty years ago, the public saw teachers as underpaid and overworked professionals trying to prepare the next generation for leadership. These days, the teachers unions are doing their best to present an image of arrogant entitlement combined with an inability to withstand scrutiny and accountability. ” – ED MORRISSEY, of Hot Air Teacher’s unions need to be broken and banned. As Do All Government Employee Unions.

    • Recommended A Book On Philosophy? Hmmm. Maybe a Library of them.

      Last weekend a friend of mine surprised me by confessing to have an interest in philosophy (which surprised me, I thought all he was interested in was traveling and fly-fishing) and recommended a book, Philosophy of Language , by Scott Soames. I am wondering, what do folks here think of Soames and of his book, Philosophy of Language? Epistemology and the philosophy of science are my main philosophical interests, but I have read Kripke’s Naming and Necessity (at Ali’s urging) several years ago (LOVED it!) and am ready for another book on the general subject of philosophy of language and (because another friend of mine recommended it) I was about to purchase Soames’ book, but thought to pass it by y’all first just to make sure (if I can) that it is a good choice. If anyone has a better “one book read” suggestion on the philosophy of language, please let me know.

      I’d ask what he means by ‘philosophy’. Soams seems a little advanced for the common reader. I’d recommend Durant’s Story Of Philosophy. Furthermore, I think it’s also assumptive, since the entire anglo-analytical framework is a branch of logic, and is currently under significant attack, as either simply tautologically descriptive, or a as a deductive toolset. And as non-advisory and non-predictive, it’s questionable whether it has ethical content – meaning it’s questionable wither it can be used to determine action on it’s own, or whether it is a branch of logic to assist one in criticizing ethical action oriented statements in the face of a future about which one has insufficient knowledge. The counter proposition is best covered by Brand Blanchard (Yale) in Reason and Analysis, which is one of the best criticisms of the movement. Axis A) The historical Position is covered by Aristotle, Toynbee, Durant, Quigley, Gibbon, Braudel, Spengler, McNeil and, to add some depth Pomeranz, Mokyr, and Armstrong. The historians represent each of their cultural biases (french, english, american and german) but as a set are useful. To some degree weber belongs here to as he compared religions worldwide. Axis B) The ethical position is covered best by Marx and his disciples on the one end of the triangle (the peasantry), or Popper, Hayek, mises, rothbard, and perhaps Sowell and Parsons on the second (the middle class), and aristotle, machiavelli, sorel, michels, burnham, pareto, and weber on the third (nobility). The problem of the social sciences is stated by hume, but originates in the christian scholastics. He calls it induction. But that is an insufficient explanation of the problem which has distracted minds for centuries now. The technical solution to the social sciences was recommended by weber, and unfortunately the tool being used is largely quantitative economics – ie:trade, despite the fact that the status economy, the differences in IQ distribution among the classes, the power struggle between class elites, and the knowledge economy are as important as the monetary and trade economies. Axis C) In understanding ethics and politics it may be useful to understand that equality and the attempt to obtain power by claims for equality are the primary source of distraction in ethics. There are only three coercive technologies available to man, and that they are best exploited by different classes: inclusion/ostracization and access to opportunity and insurance or what we call moral coercion (talking), as practiced by the poorest classes. Remunerative coercion (money) as practiced by the moneyed and merchant classes. And violent coercion (law, violence, contract, and military action) as practiced by the managerial classes. The elites in each class use their own form of coercion and the three hierarchies constantly compete with one another to get their elites into power. This is perhaps the most easily applied means of analyzing human collective behavior. Contemporary philosophy as a discipline, is a tool for making one fit, but not for accomplishing anything alone. However, utility and wisdom in life’s actions are derived from a comparative study of history, wherein we discover what men actually do with the scribblings of philosophers. As Will Durant said after writing his history of philosophy: “I was interested in philosophy, but after my research, realized that there were no answers there. The answers are in history: the record of what men do.” I came to a similar conclusion and found that human sensation, perception, and reason is so limited that we have had to construct a number of terribly complex technologies that allow us to categorize, remember and compare those complexities that our hunter-gatherer biology was insufficient to sense, perceive, compare and calculate on it’s own. These tools include various complex contents of language, the narrative causal explanation, counting numbers, arithmetic, mathematics, accounting, and the iterative research program tools that we call the scientific method. POlitically we have invented various devices: ethics, morals, property, religious scripture, rhetorical debate, logic and it’s branches. Beyond the limits of perception and comparison of rhetoric, debate and politics, where we have exceeded the limits of those tools of consent, we have invented tools of cooperation in the extended order of others that we cannot sense or perceive, but must cooperate with none the less: the means of cooperating with entirely abstract perceptions: money, banking, prices, interest, contract, and abstract rule of law, and abstract property rights and options. We have invented all these technologies, mostly by accident, in order to solve the problems of coordinating our activities in a vast and complex division of knowledge and labor – because we must coordinate in that vast complex division of labor, because w are not wealthier than our cave men ancestors in the only human asset ‘time’ – we are simply vastly more productive, and have made everything vastly less expensive. The extent of that division is so vast that it is incomprehensible to the human mind. We have invented forms of ‘calculation’ (in the wider sense) in all fields of knowledge, and ‘the scientific method’ is little more than an accounting system and accounting principles for different branches of human inquiry such as Law, religious doctrine, physical science, history, and even music and the arts: any venture where the past must be categorized and compared to the current circumstance, so that it may be used to either make choices in, or to forecast the future. Linguistic philosophy is but one tool in that arsenal, and to view it as more than an epistemic device for the analysis and criticism of our accounting method is an act of intellectual egoism or myopia that borders on immoral and unethical. The fundamental problem of human existence is ethics – actions. Ethics is the underlying problem of the social sciences. So far, we have succeeded in our efforts to understand the physical sciences – the act of discovery, more than we have succeeded in our social sciences – the act of invention. To some degree the physical sciences are no longer a ‘problem’ but simply work. The social sciences, or the act of invention, is on the other hand, fraught with difficulty. Largely because we knew only the tools of the much more simplistic physical sciences, and it’s perception extending technology of calculus, and for a century or more have been erroneously attempting to apply the methods of the physical sciences to the social sciences, without the understanding that those tools are far too limited to assist us in the process of cooperation and invention. And the stress created upon our societies by this divergent progress, has left our social orders in conflict as our breeding rates and opportunities expand faster than our wisdom and our tools of sensation, perception, calculation and ethical decision making, as well as our tools of politics and political systems, commerce, contract, property and trade. As such, the question of philosophy has been lost in academic philosophy’s attempt to apply the principles of discovery to the process of invention, largely so that the field may find academic (ie:social status) legitimacy among the new harder physical sciences, rather than be relegated to the ‘arts’. And for that reason, philosophy has been lost for almost a century – in a futile attempt to legitimize itself as a methodology rather than as a practical tool for solving meaningful human problems. And as such it has become either a puzzle (as is much of higher mathematics) a form of self-referential entertainment, or a religion which to hide oneself like brahmins and buddhists, from material reality. All religions often need a reformation. And contemporary philosophy is one of them. (as can be easily discerned by reading a random sampling of papers.) One reason that ethical and political philosophers seek to find absolute statements in philosophical content is best seen in the contrast between western natural law (political), eastern natural law (familial), and everyone else’s ‘law’ which is more doctrinal (tribal). Most philosophical doctrines simply attempt to rationalize cultural preferences. For example, despite all our academic emphasis, it turns out that the german model of social order is better than the anglo-american model of social order, despite losing two wars, the german emphasis on mastery in the working class is the most effective social model – the upper classes take care of themselves. Anglo emphasis on the middle class, and everyone else’s emphasis on the peasantry, turn out to be less effective in maintaining competitive advantage and are driven by social status sentiments rather than reason. Therefore, as an ethical statement, the only measure of a philosophy is the economic status of its adherents. The number of ideas I’ve posited here are too large, perhaps, but it’s only by such positioning that it’s possible to justify the recommendation that no book on philosophy is terribly helpful. While the problem of human social cooperation and individual fulfillment is ancient, and while we have made great progress int eh social sciences, we have been distracted by a significant number of philosophical errors: ie: we have incorrectly either defined the problem, or applied the wrong tools or both. The fundamental problem of philosophy is action, and action requires categorization, calculation, forecast, and cooperation in vast numbers. And most philosophical doctrines attempt to simplify the number of axis in order to fit the limits available to the craft. Because the craft has not made use of tools that will allow it to extend its perception. Language in particular is somewhat interesting because all language constructs are analogies to perception, and as such are limited by perception. Hopefully there is something interesting for you to work with in this posting. Curt PS: again,thanks to all here who have helped me.