The Same Old Arguments…

By Mike Cronin

I have been accused of being a conservative. I am not, though I could more easily ally with conservatives than with liberals, and I find conservatism less objectionable than liberalism.  Here is my take on the tenets of each movement.

Progressivism/Liberalism/Socialism: A corrupt philosophy that promises…what, exactly? A “more just, verdant, and peaceful world?”  Some of its key tenets:

Greedy politicians can protect us from “selfish” business people.

Wealth is not created by productive effort; it is magically distributed unfairly and must therefore be redistributed until it reaches some undisclosed ratio to be determined by the (greedy) politicians mentioned above. Similarly, outcomes are not the products of input, but of luck. In order to achieve equality, those with better luck (i.e. more wealth/higher income) must give to those with worse luck until parity is achieved.  The “fortunate” are to be penalized for productivity, while the “less fortunate” can, of course, be forgiven for certain criminal activities meant to register their displeasure or to make the transfer (as long as the greedy politicians gets their cut).

Group identity is more important than individual rights – so you can gain synthetic sympathy proportionate to the number aggrieved populations you can “identify” with. For example, if you’re merely female, or of a minority race, you are just a run-of-the-mill potential Progressive. On the other hand, can you identify as a minority, transgendered, homosexual, handicapped, low-income, single-parent, Muslim illegal-immigrant? Hallelujah! Mazel-tov! (But be careful – if you become too unique, then you’re an individual, a pity party of one, and therefore the enemy.)

Free speech only exists for the benefit of fellow Progressives – and includes the power to force everyone else to listen. Publicly-funded broadcast systems are built for this purpose.

The purpose of government is to shape society. The law must be interpreted to reflect the rule of the majority over the minority (especially the minority of one – the individual). To that end, public schooling exists to create a mass of people smart enough to operate machines, but not skilled enough in the arts of critical thinking to question their shepherds. School choice, charter schools, private schools, homeschooling, and merit-based teacher advancement threaten the agenda, so they are to be resisted. Since they do exist, we must spend more on public schools to counter their influence.

Reality is a collective illusion created in the minds of the masses, so morality is pliant and facts don’t matter.  We’ll fund science that promotes our agenda, and quash science that does not. If we all wish for and work towards the same Shangri-La hard enough, evil and inequality will go away!

In contrast…

Conservatism is a movement that seeks to preserve (or restore) what it perceives to be the founding principles of the country. To that end, the actions of the conservative movement suggest the following Conservative tenets:

Conservative politicians are “right,” all other politicians are evil.

Wealth is created by productive effort. The most productive among us are “blessed.”  The government will help them “give back.”

Individual rights are more important than group identity…unless we are talking about the right to do something immoral, like using illegal intoxicants or engaging in prostitution.

Some free speech that opposes conservative values can be tolerated, but only late at night, or behind a pay-wall, or in a walled-off part of the store, or in special zoning areas…while some publicly-funded places, such as schools and courthouses, are legitimate venues to promote Judeo-Christian values.

That the purpose of government is to shape society, and the law should promote Judeo-Christian morality, not just protect individual rights. To that end, schools must be allowed to promote religious concepts.

Reality was made by God, and the Lord works in mysterious ways. Science is the realm of Progressives/Liberals/Socialists – our political enemies, so it often contradicts Biblical truth and is mostly to be discounted…unless it can be used to refute our leftist colleagues.

You can’t get there from here

By Mike Cronin

I recently read an article that chronicled the lamentation of employers that college graduates today are not well versed in critical thinking skills. On the other hand, the graduates themselves thought they had a good understanding of critical thinking.  If employers and graduates disagree on graduates’ thinking skills, who is correct?  Turns out it depends on your definition of critical thinking.

The employers relied on the classical understanding of critical thinking: Objectivity, evidence, logic, reason.  The grads’ understanding of critical thinking tended towards “… opposition to the existing ‘system,’ encompassing political, economic, and social orders, deemed to privilege some and penalize others. In essence, critical thinking is equated with political, economic, and social critique.” Huh. Critical thinking has become “critique-al” thinking. That explains how an ever-growing segment of our population seems to fall for every “feel-good” con for giving up freedom and liberty in the name of “social justice” or “diversity” or “environmentalism” or “wealth redistribution” or any other socialist trap.

For the record:

You cannot cure poverty by taking wealth from others, because poverty is not only a financial condition, it is also often a mindset.  Consider that most millionaires in this country are entrepreneurs. Most business start-ups fail, and many of the successful entrepreneurs have been “poor” at some point.  They earned, then lost, a fortune and became “poor,” only to earn and keep a bigger fortune by applying what they learned from their original mistakes.  On the flip side, many “poor” people would, given sudden wealth, blow it all on luxuries and trappings, then fall back into poverty when the wealth dried up.

You cannot cure hunger in other parts of the world by decrying food excess here.  Wasted food here cannot change the conditions causing starvation elsewhere.  If you want to cure world hunger, you must first rid humanity of power lust and superstition and territoriality.

You cannot eliminate racism and bigotry and hatred by hating and being racist and bigoted. You cannot end “discrimination” by changing which group is “discriminated” against. You cannot avenge long-dead victims of a crime by punishing the descendants of the long-dead criminals. Change the words “crime” and “criminals” to “oppression” and “oppressors,” and the same truth obtains. (The old adage “fight fire with fire” works…in very few contexts. Fighting injustice with more injustice isn’t one of them.)

You cannot change reality by smuggling new meaning into old worlds. “Unemployment” comes to mind.  The most widely used unemployment figure from the Bureau of Labor Statistics (BLS) has been around 5% for some months (4.7% as of February 2017).  But that number uses a very narrow definition of “unemployed” and a very generous definition of “employed.”  If you are out of work and haven’t been looking for four weeks, you are no longer counted as “unemployed;” you are counted as “out of the labor market.” On the other hand, if you are out of work but exchanged at least one hour of labor for at least $20.00, you are counted as “employed.”  The real unemployment rate, i.e. the number of working-age adults that are not working and earning regular paychecks, is more like 40%!

You cannot build a Utopian health care system that relies on doctors (and other providers) whom you dis-incentivize.  Doctors have spent a lot of time and money to earn their degrees, and they expect to be able to run their practices and make good money.  Take that away from them, and all of a sudden there will be less doctors working and less people going to medical school. The doctors that do stay will be of lower caliber, and the quality of care will diminish greatly.

Likewise, you cannot produce a well-educated populace with a public school system purposely designed to prevent critical thinking by producing critique-al thinkers!

My World View, Pt. 2


By Mike Cronin

I left off last week by asking, “…how can we overcome the pain of the past without inflicting all new pains now and in the future?”  In my world view, the answer lies in the opposite direction from what most politicians, pontificators, and pundits would have us follow. The answer lies in treating human beings as individuals first and foremost, not as mere units of whatever contrived victim or oppressor collectives the “divide and conquer” crowd has tried to bin us into. In other words, quite often the pathological power seekers in this world seek to divide us in the name of diversity, while the way to a just, peaceful, and united society is by recognizing and protecting individual rights and liberty.

That means tolerating all kinds of behavior and relationships one might find personally distasteful – so long as such behavior violates no one else’s rights.  In my view, there simply should be no government purview to ban any intoxicants a competent adult might chooses to use – but neither should it allow intoxication to mitigate any criminal or negligent act taken while intoxicated.  It also means the government should have no interest in regulating consensual activities between competent adults.  That means there should be no laws against – nor any kind of tax breaks for – any kind of consensual domestic relationships. The only role government should play is in the realm of contract enforcement: Those who choose to register their relationship and codify any such agreements in writing may turn to the government for dispute resolution if necessary.

Of course, that would also mean the tax code would have to be reformed. As well it should be.  There is only one reason for the government to levy taxes:  to pay for the legitimate, Constitutional functions of government. Likewise, there is only one morally acceptable way to apportion taxes: According to how much government one “consumes,” not according to how much income one earns.  Of course, collecting taxes via income confiscation is right out.  A consumption tax, such as The Fair Tax, is the way to go in my book.

Speaking of books, when did the United States of America become a democracy?  According to more than one of the social studies text books my kids have used over the years, the US is just that: a democracy.  That can be taken in two related ways. The first is simply common usage. At some point in the past, the term “democracy” was corrupted from its original meaning to accommodate nearly any government that has adopted some form of constitution, has separation of powers, leaders chosen by elections, and has a more-or-less open market.  The other way to take it is that some of the same corrupt people who want to chivy us into collectives are in charge of the education-industrial complex.  They want to smuggle into our heads the idea that our government operates according to the concept of majority rule (i.e. pure democracy) vs. the rule of law (i.e. as a republic) – with the ultimate goal being to amass enough of a collectivized majority to gain control of all three branches of government at the same time, undo the Constitution, and turn the US into a Venezuela – all the while believing they are making it into a Sweden (or at least, what they imagine Sweden to be like).

Indeed, one such lament we are always hearing from such quarters is that our “public” school system is failing, always accompanied by the clamor for more and more money to fix it. What if our government schools are not failing?  What if they are doing exactly what they are designed to do?  Given the model our school system is based on (Prussia’s) and the sentiments expressed by many of its promoters and pioneers, (e.g. “The role of the schoolmaster is to collect little plastic lumps of human dough from private households and shape them on the social kneading board.” Edward Ross, Sociologist, and “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) a strong case can be made that our school system is just fine: It is not designed to produce critical thinkers; it is designed to produce compliant mass consumers, and it does.  When the most pious prophets of the public school systems tell you the system is failing, they mean that it hasn’t yet succeeded in removing all independent thought from the labor and middle-management classes quite yet!

Now don’t go thinking that because I’m critical of government schools that I must be a snob for a snob for parochial schools.  Faith-based private schools, at least of the Catholic variety (of which I have some passing familiarity) may have a better record of producing literate, college-bound graduates than government schools, but they are very comfortable following the Prussian model as well, in some ways to an even greater degree than government schools (case in point: Uniforms and corporal punishment).  It just would not do to give your flock too great a taste of independent thinking, lest they come to question their faith, and ultimately the Church!



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?

Rigorous Red or Bogus Blue? Part II


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.

Rigorous Red or Bogus Blue? Part I


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!

Most Illogical


By Mike Cronin

We are often presented with the terms “logic,” “reason,” “critical thinking,” and “common sense.” They are often touted as valuable skills or traits in our society.  But are they really so appreciated?

You are likely to find enough differing definitions of those terms to keep you busy reading for a while, but there is a common thread.

I think Ayn Rand described logic quite eloquently as the art of “non-contradictory identification,” and common sense as the “unselfconscious” use of logic. Critical thinking and reasoning have broader connotations, but generally include, or go hand-in-hand with, logic and common sense.

There are formal courses on logic and critical thinking, but it’s hit-or-miss whether you encounter them outside of philosophy electives at a college or university or at law school.  By way of one example: my own formal education has included familiarization with debate (taught as a segment of sixth-grade English), and I went to a high school that prided itself on producing critical thinkers. I’ve earned bachelor’s and master’s degrees. Yet, to my recollection, not one of those sources presented a formal course of instruction on logic or critical thinking. Why?

I suspect that many of you can report a similar gap in your own formal education. Could it be that our educational institutions, and the governments and/or religions that run them, don’t want to produce an abundance of critical thinkers because graduates so equipped might then apply their reasoning skills against some of the irrational curricula or insane policies emitted by learning institutions or their political and financial overlords?

Consider:  In its current guise, the Department of Education, with an annual budget in the tens of billions, was signed into existence by President Carter in 1979. It’s stated mission is to “…promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.”

Has it accomplished that mission?  It certainly “promotes” student achievement.  Cranking out a single inspirational poster can “check the box” on that mediocre and vague aspiration. It has also made progress on the “equal access” portion – you would be hard-pressed to find someone in this country who has no access to some form of publicly-funded K-12 education. But it has failed utterly at preparing students for global competitiveness!   US scores in literacy, numeracy, and problem solving skills are now near the bottom for industrialized countries.  Perhaps the mission statement of the Department of Education has little alignment to its true purpose.

Don’t think I’m being paranoid here.  No less a luminary than Woodrow Wilson, then President of Princeton University (and later to become President of the United States) revealed the elite’s view of the purpose of public education when, in 1909, he said: “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.” Note again that he said those words before he was elected President of the United States, so this idea did not overly detract from his elect-ability.

Nowadays, the elite’s plan seems to be to indoctrinate everyone with as much liberal education as they can absorb! Of course, the meaning of liberal has -ahem- been drifting left somewhat since Wilson illuminated the raison d’etre of public schools.

Might not the alumni of schools and universities that failed to teach courses on critical thinking or reasoning skills logically conclude they have been cheated?