Theme: Reform

CAN WE LEGISLATE THE PROTECTION OF CHILD AND FAMILY FROM THE SCHOOL AND STATE?
A qualified “Yes”.

We can impose legislation prohibiting state interference in a child’s development and the parental choice of that development, as long as we can provide the criteria by which to disambiguate the defense of the child and family from the state via the school, and the school’s function as a defense of the child from parental abuse. This problem of demarcation is actually the source of the capacity for the state to incrementally abuse parental and child rights.

This is our organizations category of mission. We can do this. I can do this. It is a non trivial problem like every other non-trivial problem we have solved. But precisely because it is a non trivial (hard) problem, it will require the entire staff to collectively input into the solution. I will be able to fulfill my usual function of integrating and consolidating but it will take the whole senior staff.

1 – The first, and canonical problem, is of course religion and health. That one is easy to solve.
2 – The secondary problem is one of risk and propagation of risk – again a problem of health care such as vaccines.
3 – The third is the discipline necessary to serve the spectrum of neoteny, dominance, impulse, self regulation in children given race, class, and developmental differences.
4 – The fourth is reversing the defensive and feminizing trend, and restoring competition and tolerance for status and self image that results from competition winning and failing, with training in mindfulness, rather than ‘everyone wins’.
5 – The fifth is the fitness, manners, ethics, morals, and traditions of the high trust population that the left has sought to undermine by avoiding competition, it’s consequences, and the mindfulness necessary to tolerate those consequences while one develops agency.
6 – The sixth is the nature of mankind, polity, and economy, which is taught as a system of lies by the left in order to produce their utopian vision – and the civilizational suicide that invariably results precisely because of the eradication of responsibility and competition and mindfulness despite the consequence of it.
7 – The seventh is teaching the western tradition of the priority of contribution to the informal commons by Sovereignty, Heroism, Duty, Reciprocity, Truth, Excellence and Beauty – all of which is a competitive structure attributing value to those who most contribute to the common good: meritocracy.
8 – The eighth is teaching practical skills instead of ideals: including mathematics, accounting, project management, contract, economics, the constitution of natural law, and geostrategy during high school, with as much emphasis or more than on physics, biology, and chemistry.
The solutions are not impossible
They are not even hard.
1 – They require gutting the education establishment.
2 – They require constitutional articulation of the purpose of education both primary, secondary, and post-secondary (Higher).
3 – And the requirement that universities carry the debt of their student loans, even if the debt supplied by the state, and to issue degrees certifying a graduate is fit for purpose (employable). Then separating employment degrees from fulfilment degrees which shall not be financed by the state.
4 – And lastly to prohibit the charging of money for false promises of freedom from the laws of nature or false criticism for man’s adaptation to the laws of nature (meaning the entire leftist program.)

Cheers
CD

cc: @ThruTheHayes