Curt Doolittle

Theme: Institution

  • Just as the Greeks had to create philosophy outside of Greek legal institutions,

    Just as the Greeks had to create philosophy outside of Greek legal institutions, the #NewRight had to create thought outside the Cathedral.

    Source date (UTC): 2016-11-29 13:46:16 UTC

    Original post: https://twitter.com/i/web/status/803595938036117504

  • Just as the Greeks had to create philosophy outside of Greek legal institutions,

    Just as the Greeks had to create philosophy outside of Greek legal institutions, the #NewRight had to create thought outside the Cathedral.

    Source date (UTC): 2016-11-29 08:46:00 UTC

  • The Reformation of Education

    Roughly speaking we spend 10K per student per year, which varies from a low of 7k in Utah to a high of 20k in NY, plus an additional 2k per student at the federal level’s department of education. I don’t know the state overhead numbers. As far as I can tell there is zero value provided by every single individual above the practicing teacher. As far as I can tell the entire academic establishment teaches pseudoscience in order to justify greater expenditures and higher salaries – since teaching is a pretty simple interpersonal craft more dependent upon the individual teacher’s character and abilities than any particular methodology. Teaching no subject is difficult if taught in the context of the historical narrative, and applied through repetition with natural language. My suggestion would be to do away with all administration in the country entirely, require teachers to form sub-s corporations holding any physical plant (school) as an asset, and require each of them to carry insurance-of-performance like lawyers and accountants, series seven holders, and bonded professionals. Deliver purchasing power parity vouchers to each student depending upon his region. Allow students and parents to shop for schools and entrepreneurs to form new ones. This will drive students into schools that offer different teaching environments for different temperaments and in combination will restore normative behavior to the population and commons. An homogenous germanic protestant middle class population is far different from a diverse population from different gene pools that mature at different rates to different depths. Humans do not ‘grow’ a the same rate in all senses. Nor are we endowed with equal abilities and challenges. And each must be taught as his biology allows. REALLOCATION OF TIME TO HOME AND COMMONS There is no evidence that education of more than two to three hours a day produces any value whatsoever. There is substantial evidence that education produces infantilization and ignorance. And that a few hours a day in the late morning, and then continuous exposure to life, family, friends, commons, business and industry provides higher returns in maturity and abilities. Returning children to the labor force is more important than adding mothers to it. We have to understand that vast numbers of women entering the workplace was not a net add. It merely reduced replacment rates, pushed men in to higher risk jobs at lower pay, forced the west to import underclasses, and force us to lie about equality of people in traits and abilities, and the only net gain was letting one generation retire early, instead of maintaining part time, light burdent work that kept them mobile, healthy, and engaged in life. CURRICULUM I’ve written elsewhere on cirriculum extensively, largely to eliminate pseudoscience, pseudorationalism, propaganda, and outright lies, and to return to evidentiary knoweldge. The net is that we teach people poorly and pseudoscientifically, when the process of education is actually quite trivial. Needless to say teachiung is a craft and teachers have talents for it or they don’t. But the process is very simple: narrative for context, basic operations, higher explanations and patterns, and repetition of all using natural lanaguage.  In the enlightenment and especially after 1920 there appears to have been a rapid expansion of the ‘crafts’ claiming academic pretenses, and incorporating pseudoscientific language into all the ‘crafts’.  Many of these ‘crafts’ are in the ‘liberal arts’ and ‘social sciences’ including education. But tehy are mere crafts consisting of a very small number of basic operations, the most important of which is subjective analysis of mental states, and the attempt to communicate how to extend that mental state. This is not a science. It is a hand-craft that can be raised to an art.   Curt Doolittle The Philosophy of Aristocracy The Propertarian Institute Kiev, Ukraine

  • The Reformation of Education

    Roughly speaking we spend 10K per student per year, which varies from a low of 7k in Utah to a high of 20k in NY, plus an additional 2k per student at the federal level’s department of education. I don’t know the state overhead numbers. As far as I can tell there is zero value provided by every single individual above the practicing teacher. As far as I can tell the entire academic establishment teaches pseudoscience in order to justify greater expenditures and higher salaries – since teaching is a pretty simple interpersonal craft more dependent upon the individual teacher’s character and abilities than any particular methodology. Teaching no subject is difficult if taught in the context of the historical narrative, and applied through repetition with natural language. My suggestion would be to do away with all administration in the country entirely, require teachers to form sub-s corporations holding any physical plant (school) as an asset, and require each of them to carry insurance-of-performance like lawyers and accountants, series seven holders, and bonded professionals. Deliver purchasing power parity vouchers to each student depending upon his region. Allow students and parents to shop for schools and entrepreneurs to form new ones. This will drive students into schools that offer different teaching environments for different temperaments and in combination will restore normative behavior to the population and commons. An homogenous germanic protestant middle class population is far different from a diverse population from different gene pools that mature at different rates to different depths. Humans do not ‘grow’ a the same rate in all senses. Nor are we endowed with equal abilities and challenges. And each must be taught as his biology allows. REALLOCATION OF TIME TO HOME AND COMMONS There is no evidence that education of more than two to three hours a day produces any value whatsoever. There is substantial evidence that education produces infantilization and ignorance. And that a few hours a day in the late morning, and then continuous exposure to life, family, friends, commons, business and industry provides higher returns in maturity and abilities. Returning children to the labor force is more important than adding mothers to it. We have to understand that vast numbers of women entering the workplace was not a net add. It merely reduced replacment rates, pushed men in to higher risk jobs at lower pay, forced the west to import underclasses, and force us to lie about equality of people in traits and abilities, and the only net gain was letting one generation retire early, instead of maintaining part time, light burdent work that kept them mobile, healthy, and engaged in life. CURRICULUM I’ve written elsewhere on cirriculum extensively, largely to eliminate pseudoscience, pseudorationalism, propaganda, and outright lies, and to return to evidentiary knoweldge. The net is that we teach people poorly and pseudoscientifically, when the process of education is actually quite trivial. Needless to say teachiung is a craft and teachers have talents for it or they don’t. But the process is very simple: narrative for context, basic operations, higher explanations and patterns, and repetition of all using natural lanaguage.  In the enlightenment and especially after 1920 there appears to have been a rapid expansion of the ‘crafts’ claiming academic pretenses, and incorporating pseudoscientific language into all the ‘crafts’.  Many of these ‘crafts’ are in the ‘liberal arts’ and ‘social sciences’ including education. But tehy are mere crafts consisting of a very small number of basic operations, the most important of which is subjective analysis of mental states, and the attempt to communicate how to extend that mental state. This is not a science. It is a hand-craft that can be raised to an art.   Curt Doolittle The Philosophy of Aristocracy The Propertarian Institute Kiev, Ukraine

  • The Limits of Markets: Kin.

    Markets either facilitate our families, tribes, and nations, or they prey upon our families tribes and nations. Markets and the consumption they provide us, do not create limitless goods. At some point we are no longer advancing our kin, but instead, preventing a future for them. There is no incentive for good families to cooperate and refrain from parasitism if they sacrifice their lineage for others. Either cooperation is mutually beneficial and mutually non-sacrificial, or it is just theft by other means.

  • Markets Preserve Asymmetry of Merit, and Remove Asymmetries of Non.

    Markets are simply the only means of preserving asymmetry and removing asymmetry of power and information. Courts are the only means of preserving asymmetry of warranty of performance. I don’t think markets are subordinate to hierarchy in any sense other than I think that they themselves prohibit hierarchy by permitting the meritocratic rise and fall of the classes by means of DEMONSTRATED ACTIONS. I don’t think a market for commons divided by the classes of production is a hierarchy, it is just a means of recognizing the forms of production that the meritocratic families have managed to produce and hold onto: families, business, enterprises, territories, and monarchy. The fact that there is greater SCALE OF MERIT in each class is simply a fact of the market operating to ensure that we demonstrate the greatest rotation and maintain the families businesses, enterprises, and institutions, with the greatest merit.

  • Markets Preserve Asymmetry of Merit, and Remove Asymmetries of Non.

    Markets are simply the only means of preserving asymmetry and removing asymmetry of power and information. Courts are the only means of preserving asymmetry of warranty of performance. I don’t think markets are subordinate to hierarchy in any sense other than I think that they themselves prohibit hierarchy by permitting the meritocratic rise and fall of the classes by means of DEMONSTRATED ACTIONS. I don’t think a market for commons divided by the classes of production is a hierarchy, it is just a means of recognizing the forms of production that the meritocratic families have managed to produce and hold onto: families, business, enterprises, territories, and monarchy. The fact that there is greater SCALE OF MERIT in each class is simply a fact of the market operating to ensure that we demonstrate the greatest rotation and maintain the families businesses, enterprises, and institutions, with the greatest merit.

  • The Central Problem of Religion is Cost. In my work, I have found, that the cent

    The Central Problem of Religion is Cost.

    In my work, I have found, that the central problem of religion, that is solved by the imaginary device of all knowing gods, is very difficult to replace in a wide distribution: a normal population. This is in no small part to differences in abilities of the classes, no small part to differences in needs of the classes, and in no small part to the differences in the costs of each form of education of the classes.

    FUNCTIONS

    1) Truthfulness: an all knowing god makes it harder to lie to one’s self and therefore to others.

    2) Mindfulness: Monotheistic Prayer, Buddhist meditation, Japanese Ritual, Stoic Discipline

    3) Extension of Kinship Trust Beyond Kin: Church/temple submission of self in emotional, intellectual, and status-signal safety, invokes the pack’s response.

    4) Feast and Festival: provides the pack’s feast-response in relative safety.

    5) Replication of Group Evolutionary Strategy: All religions contain an value judgments that produce a competitive evolutionary strategy (either moral or immoral) including a method of resistance to change. Ritual and myth transfer these strategies across generations, tribes, clans, families, and classes.

    6) The west is unique in that our mythos are not conflated into a single corpus but reflect the three possible means of coercion, and the three classes that specialize in those forms of coercion:

    – Force/Avoidance of Punishment – Military, Legislation , Rule

    – Trade/Gain or Loss of Opportunity – Commerce and Contract Law

    – Gossip/Ostracization from Insurance – Religion and Cultural Law

    Of these methods Stoicism is the least false and most utilitarian. Shitoism is the next, buddhism the next, and the monotheistic religions are largely comprised entirely of falsehoods that serve the purpose of trust building at lower cost of education, training, and practice.

    By and large the Greek and Roman methods were superior in that they held the most promise of least falsehood. But they evolved for a mixed martial managerial class and ‘slave’ clerical and laboring classes. As the population of underclasses expanded under the empire, just as we have recently seen under the american empire, standards are lowered in education, law, politics, and religion to assist in the management of expanding underclasses.

    The question is, can we train large underclasses in expensive methods of truthful tools of compensating for post-tribal life, or will we see the expansion of false religions with little room for variation as a cheaper method of ruling large underclass populations. Or will we discover some newer method of ruling large underclass populations.

    We europeans, and anglos in particular, forget that we have been misled for centuries. We are members of a very old civilization that has systematically hung or starved large numbers of our underclasses for millennia, leaving nearly all modern europeans as descendants of the middle genetic class. And in addition we’ve had over five hundred years if not a thousand, training a middle class to imitate the aristocracy.

    The reason that the warmer climates are populated by failed states, is that they have not been able to reduce the scale of their underclasses such that the local means of production can be used to create a voluntary organization of production (economy), sufficient to drag the people out of ignorance, disease, and poverty.

    One of the principle problems is that trustworthiness declines with abilities, as does the ability to trust. this lack of trust impedes the spread of risk taking. For this reason, there is a relatively low limit to the further compression of the world’s relative poverty in countries where the scale of the underclass is prohibitively costly.

    What this all means is that while we replaced the greek and roman religions with lower cost religions for the expanding underclasses, with more deceitful religious dogmas. And while various europeans countered with the anglo empirical and continental moral enlightenments a millennia later in various countries and forms. And while the Cosmopolitan Jews countered with a new pseudoscientific ‘secular’ religion (Boaz, Marx, Freud, Adorno+, Cantor-Keynes, Strauss, Rand/Rothbard), and while we are in the midst of countering their pseudoscientific religion thanks to late 20th century genetic and cognitive science, it seems as though we are no closer to reforming our education so that we neither teach cosmopolitan pseudoscience, or continental pseudo-rationalism, or the anglo fallacy of the possibility of an aristocracy of everyone.

    We cannot extinguish the lies of the great religions without providing a means of creating the necessary behaviors that religions have provided.

    Sure, its fraudulent product, but it does the job, with extraordinarily damaging external consequences.

    That doesn’t mean atheism is a replacement. It means we have failed to find one other than to look back to stoicism. (I mean, the church of TED is another bastion of pseudoscience, that is very popular with the educated left. But it is very hard to sit through most of that nonsense without feeling as offended as the secularists feel about the mystics.

    Curt Doolittle

    The Propertarian Institute

    Kiev Ukraine.

    Source date (UTC): 2016-11-26 17:05:00 UTC

  • “The family no longer produces; it only consumes.”— Francesco Principi

    —“The family no longer produces; it only consumes.”— Francesco Principi

    Source date (UTC): 2016-11-26 09:29:00 UTC

  • Can We Complete The Germanic Project? Finally?

    CAN WE COMPLETE THE GERMANIC PROJECT? FINALLY? —“We will complete the system of German Idealism.”—Z.A. Corbett i used to be against it, but now i see that we need both law, literature, and poetry. and that my work merely is the science underneath the literature and poetry. And that we require the entire corpus of science, law, literature, and aesthetics in order to provide each ‘method of sense’, from the intellectual to the political to the religio-spiritual a consistent message. This is what I learned from the study of religion. Successful religions do all. The issue is conflation. We cannot break the western tradition of conflation. So instead of one narrative mythos, we must have layers, from the scientific to the purely aesthetic. This is how we preserve western uniqueness but obtain the virtue of religions. So, the germans failed to resist christianity, they failed in the reformation to overthrow it, they failed in the enlightenment. they failed in the romantic period, they failed with national socialism. So hopefull this time we all will reunite germanic (eruopean) civilization. not by ONE Method. But by the POLYTHEISTIC method, of LAYERS of different forms of argument, rather than attempting anglo analytic alone, german rational alone, italian poetic alone, and russian literary alone. WE CAN FINALLY DO IT (I THINK).