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RIGOROUS RED OR BOGUS BLUE, PT III

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By Mike Cronin

The focus of the last two posts was on the “blue pill” as it regards our “progressive” education system.  I have written several previous posts dealing with political prescriptions for “blue pill” thinking.  The imagery and tone of those pieces and this one may lead you to assumes I am associating all things “blue pill” with liberal/Democrat/ “blue state” politics, and red pill rigor with Republican/conservative/”red state” politics.

You would only be partially right.  Our education and media elite are certainly dominated by those who would prefer a tame, conditioned electorate, but that desire is not exclusive to the panoply of progressive poohbahs.  There is no shortage of conservatives/traditionalists that would like to impose their own brand of “blue pill” virtuality upon us using the existing, Prussian-model school system.  The pill would be “branded” quite differently, of course: Teaching of creationism/intelligent design as science and mandatory recitation of the pledge of allegiance (a loyalty oath) by children too young to understand the concept of total commitment are two ways that come readily to mind.

“In our secular society, school has become the replacement for church, and like church it requires that its teachings must be taken on faith.” ― John Taylor Gatto

So what can be done?  Ultimately, a “red pill” solution would entail the separation of school and state, in the same way and for the same reasons we have separation of church and state.

Whoa! How can you say such a thing, Cronin?!  If we don’t have public education, we’ll have a bunch of uneducated kids running around that can’t think critically, getting into mischief and gangs and criminal conduct! We won’t be competitive in the global market!

How would that be different than what we have now?

Believe it or not, before the imposition of public schooling, and especially the Department of Education, the literacy rate in this country was actually higher than it is now across many demographic groups. (Admittedly, that is a tough comparison to accept. It requires that one omit slaves from the calculation, for instance, as the first public schools appeared while slavery was still legal; teaching slaves to read was often prohibited.)

I ask you: If a thing can be done privately, what business does the government have doing it?

But if we don’t have public education, won’t the private education system be just as much of a “blue pill?”

Unlikely. The key ingredients missing from education in a system monopolized by government are competition and choice. In a competitive education market, schools would have to meet their customers’ expectations or go out of business.  Good teachers would be highly sought after and well compensated.  Bad teachers could be fired. Government is force. Government performs exceedingly well where force is the required tool to solve a problem.  At best, government achieves a desultory mediocrity at everything else it does. Is force the correct tool to use to educate our children?

We are indoctrinated by a school system designed to mass-produce workers and consumers, “informed” by a mass media machine that continuously keeps us alarmed, and led by politicians whose only concern is getting elected or re-elected.  How could anything be wrong?

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Rigorous Red or Bogus Blue? Part II

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By Mike Cronin

Using the analogy of the Matrix movies, last week I posited that two philosophical traditions are vying for primacy over our minds.  One of them, the “blue pill,” offers a fantasy.  Conversely, “red pill” traditions require mental rigor.  They are not so easy to follow, but they flow from and describe the true nature of reality.

The most insidious facet of the “blue pill” is that it works best when it is proffered early in a child’s development…and its greatest efficacy lies in “armoring” the developing mind against the “red pill” before the child even knows there is an alternative. Our school system is the primary dosing mechanism for instilling “blue pill” thinking.

“Education is a system of imposed ignorance.” ― Noam Chomsky, Manufacturing Consent: The Political Economy of the Mass Media

How can that be? Our kids learn reading, math, and science, don’t they?  With those subjects, they are equipped to learn anything else, aren’t they?

Our schools certainly present those topics. It is in how they are presented that the crime lies. Our education system “standardizes” kids by teaching them facts and theories but neglecting context. It forces the “blue pill” on kids in several basic ways:

  • School as a state function, with attendance becoming compulsory.
  • Regimentation and Pavlovian conditioning (age segregation, dividing the day into lesson periods, sitting in rows, bells, uniforms, etc.)
  • Discouraging holistic comprehension by segmenting knowledge into disjointed subjects (reading, math, science, art, “social studies,” etc.) taught in incomprehensible order.
  • The “professionalization” of teaching. Aspiring teachers, themselves graduates (victims?) of the same system, are given to understand that it is their role to fill minds…instead of to remove obstacles and let young people be their own teachers. This lead to the decline of parent-as-mentor – and of kids who could already read before entering school at six or seven.
  • Employers and higher education institutions began demanding evidence that proved completion of the prescribed program (diplomas).

This model was imported from Prussia and/or instituted in the early-to-mid-1800s. The Prussians devised their system independent of any relationship to individual liberty or freedom.  The Prussian system had three tiers.  The vast majority (94%) of the population was to be adequately prepared to function and contribute, but not think for themselves or lead, at volksschulen.  The other 6%, those from elite families, were destined to rule or manage.  They received educations more geared to critical thinking.

In the US, the Prussian model was implemented in part to “Americanize” (i.e. instill WASP values in) the many Catholic immigrants coming in from Italy and Ireland.

According to former award-winning teacher turned public-school critic John Taylor Gatto:

“A small number of very passionate American ideological leaders visited Prussia in the first half of the 19th century; fell in love with the order, obedience, and efficiency of its education system; and campaigned relentlessly thereafter to bring the Prussian vision to these shores. Prussia’s ultimate goal was to unify Germany; the Americans’ was to mold hordes of immigrant Catholics to a national consensus based on a northern European cultural model. To do that, children would have to be removed from their parents and from inappropriate cultural influences.”

So, you know how we are often told that our kids are continually ranking lower on literacy and math than other developed nations, i.e. that our schools are failing?  That we must “invest” more public funding in the schools?

Understand that in the most basic sense our schools are not failing at all; they are doing exactly what they were designed to do: make the vast majority of kids swallow the blue pill and grow them into good consumers who are smart enough to run the machines and think what they are told to think by their betters, but not smart enough to think for themselves and run the businesses or lead the country.

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Rigorous Red or Bogus Blue? Part I

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By Mike Cronin

In the 1999 movie “The Matrix,” the future is presented as a dystopia where the vast majority of human beings are caged in pods that capture their body heat to energize a vast, governing machine intelligence.  In order to keep people in such a state, the machines created a virtual reality and plugged the brains of the human “batteries” directly into it – this constructed reality is the eponymous Matrix.

There are a few human rebels who escaped the machines, fighting an almost hopeless battle against them. These rebels are able to plug themselves back into the Matrix with full awareness of its virtual nature, and work to free the rare human “battery” who has begun to suspect the Matrix is not reality.  In the process of freeing such a mind, the leader of the extraction team confronts the skeptical person within the Matrix, hints at the truth, then offers the candidate two pills, one red, the other blue.  If the candidate takes the blue pill, he will remain trapped in the Matrix.  If he takes the red, he will be unplugged, rescued from his pod, and shown the true nature of reality.

There are some people today who believe we are living in a Matrix.  I don’t subscribe to that at all, but I do believe nearly all of our society’s ills can be attributed to a conflict between two philosophical meta-traditions, with schools of thought that promote collectivism & altruism on one side; and the philosophies of  individualism & reason on the other.  The traditions of collectivism & altruism have some Matrix-like qualities.

“Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent.” ― John Dewy, hero of progressive education.

Like the machines in the Matrix, the elite of these traditions would prefer their subjects remain ignorant of the true nature of things, i.e. to take the metaphorical blue pill.  Creating critical thinkers is not a goal for the education of the masses in systems dependent on these models; nor is it a priority for the media to expose truths that contradict the narratives of the anointed elite.  But unlike the “batteries” of the Matrix, We the People are not trapped in energy-sucking pods. Metaphorical red pills can be found.

“We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.” ― Woodrow Wilson, 28th President of the United States

Promoters and adherents of philosophies of individualism and reason are, like the rebels in the Matrix movies, very much a minority who see things much closer to the way they truly are. A thinking, reasoning mind is valued among such rebels, skeptics, and extremists, but represents a threat to the purveyors of the blue pill.

“To fill the young of the species with knowledge and awaken their intelligence… Nothing could be further from the truth. The aim… is simply to reduce as many individuals as possible to the same level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States… and that is its aim everywhere else.” – H.L. Mencken, journalist and author

The conflict between “blue” and “red” thinking has been with us since humans first started using tools to make tools – probably as far back as the invention of the wheel.  Blue thinking started with superstitions and pagan religions.  It has always had the advantage of being easier to sell and easier to believe in, so it has always flourished in some form or fashion, while red thinking has always required intellectual rigor, which meant it was not preferred by people looking for the path of least resistance. In fact, ours was the first nation to be founded on the principles of individual liberty and capitalism – i.e. The United States of America is the original red state!

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5 Ways to Fight Hobgoblins

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By Mike Cronin

I often refer to H.L. Mencken’s “hobgoblins” quote: “The whole aim of practical politics is to keep the populace alarmed (and hence clamorous to be led to safety) by menacing it with an endless series of hobgoblins, all of them imaginary.” We see this every day, often with the enthusiastic pot-stirring of the main stream media.

Take today’s headlines, for example.  Rising tensions with Russia over the imbroglio in Syria. Hurricane Matthew. Gold prices. Stock prices. Jobs growth. Giving up control of the internet.  Hillary’s scandals. Trump’s crudities.  Duterte’s bombast. NFL ratings. Crazy clown sightings.

How is all of that really important? How can we ignore the hobgoblins and glean the “ground truth?”

A few rules of thumb can be useful:

  1. Always keep Mencken’s quote in mind, together with Thomas Sowell’s observation:1931497_10156430011180515_9052930332313088412_n
  2. Get your news from a variety of sources. Journalism has evolved, or more precisely, de-volved, in the face of 24/7 cable news cycles, citizen-chroniclers, and the web.  According to the authors of Blur, the old media’s apex occurred at about the time of the Three Mile Island incident in 1979. CNN came online shortly after in 1980, and the 24/7 news cycle was born. The term spin as euphemism for truth-shaping entered the lexicon at about the same time. Consumers have had to contend with an ever more clamorous, ratings-driven media ever since. Every outlet is biased, but some do a better job of admitting what their bias is (my own, for example, is for individualism, reason, and laissez-faire capitalism) and/or mitigating for it (this reporter, for example, does a commendable job on reporting from Washington D.C. without interjecting his ideology). Alternately, check out the US news from a foreign source, such as BBC, Al Jazeera, or Xinhua.  They are biased as well, but perhaps not about the same things we are. It can be enlightening.
  3. Once the main-stream media have added unique theme music to a particular story, it’s not breaking news anymore. They are trying to turn it into a cash-cow and milk it for ratings.
  4. Most mainstream media operations lean left/liberal/progressive/Democrat, while Drudge, Breitbart, and Fox News (at least until the recent departure of Roger Ailes) tilt right/conservative/Republican – but what if both of those factions are two sides of the same coin? In order to see liberals and conservatives as opposites, you are supposed to accept a left-right political spectrum model with socialism on one end and fascism on the other. To the subjugated souls living under either, there is no practical difference. As the saying goes: All models are wrong, some models are useful.  A left-right / liberal-conservative model keeps you scared of the hobgoblins.  What if we look through a different lens? What if we put individual liberty on one end, and absolute tyranny on the other?  I contend that on such a model, “liberal” and “conservative” establishment politicians are continuously dragging us closer to the tyranny cliff, with only the flavor of tyranny at issue. Using a better model might get us closer to “ground truth.”  Who will lead us to liberty or drag us to tyranny?
  5. One kind of real hobgoblins we must watch for: luminaries with enough wattage to force the public eye to “look away.” Such wattage could come in the form of personal charm or charisma, whereby the figure is judged by their reputation instead of earning a reputation based on considered judgement (e.g. President Obama’s anticipatory Nobel Peace Prize), or via “wagging the dog” (e.g. President Johnson’s incandescent “Gulf of Tonkin” lie).

 

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The Philosophy of Invincible Ignorance

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By Mike Cronin

I once heard an anecdote about a female engineering student who spoke up in the classroom and opined that 50% of engineers should be women.  The professor requested that the student take a look at the class make up. (It was overwhelmingly male.) The professor then observed that before 50% of engineers could be women, 50% of engineering students would have to be women.

A quick web search indicates science, engineering, technology, and math (STEM) are still largely male-dominated fields of work…and college study, with engineering being extremely so – to the tune of roughly 80% male to 20% female. (There was no accounting for any “alternately gendered” engineers/students.)

I don’t know how to get more females into STEM programs, or even if gender parity in STEM is a must-do, but I do know that destroying scientific rigor is not the answer.

Apparently, that is a misogynist attitude on my part.  According to a study by Laura Parson of the University of North Dakota, STEM course syllabi (and by extension all of STEM) alienate women because of the way they are worded. Her study was undertaken through the lens of “poststructuralist feminist thought.” For those of us uninitiated in the arcana of ivory-tower academician-speak,   “Poststructuralism ‘rejects objectivity and the notions of an absolute truth and single reality.’” Ahh, now that explains a few things.

Under such a system of thought, you can do or say anything you want, because in your subjective reality you’ve decided it’s OK.  That kind of junk philosophy may be the foundation (or the excuse) for the pervasiveness of what the late William F. Buckley, Jr. called “invincible ignorance.”  Imagine a world underpinned by such mental guidance: People could do whatever they felt like and get away with it…as long as they were of the anointed class approved by the elite, who could do or say whatever they felt like in their own little realities.

I mean, under such a regime you could have a central bank pump funny money into the big investment banks and the stock market even as the rest of the government taxes the bejesus out of the people’s real earnings and accumulated wealth, and call it “economic stimulus” or “quantitative easing.” Or you could have members of the elite who think the laws don’t apply to them, or that when they are caught breaking the laws, claim they made a “mistake” and not even get charged with a crime, let alone tried or convicted. Or you could wage endless wars against conditions and actions like obesity, poverty, drugs, and terrorism instead of naming your enemies and destroying them.  Or wealth could be distributed and redistributed, instead of earned and taken. Or the Supreme Court could call the Constitution a “living document” and interpret it to mean anything they liked, vice what it actually says.

I wonder how soon it will be before travelers will have to fly in an airplane designed by an engineer who went to the “Laura Parson School of Subjective Sciences and Mathematics,” who “felt” her math was correct under her own alternative understanding of the laws of physics?