The Montessori Classroom Part II: Sensorial

For Part I: Practical Life, click here.

The Sensorial area focuses on the isolation and identification of essential characteristics of physical reality to increase a child’s perceptual range and introduce skills for ordering one’s thoughts in a manner conducive to supporting later explorations in mathematical reasoning and language development. It follows introduction to the Practical Life area but may be explored concurrently after the basic prerequisite skills are acquired by the student. This essay will attempt to summarize the purpose of the Sensorial curriculum area, its relevance to the curriculum, the nature and theory of the material design and sequence, the principles active in presenting the work to a child, the concept of the ‘Three Period Lesson’, and how Sensorial prepares the student for future studies in math and language.

The Sensorial area is designed to expand the range and depth of sense perceptions by a child. Percepts are composed of sensory data refined into algorithms of experience. That is to say that the creation of any perception is composed of the repetitive observation of certain sensory characteristics. When a particular sensory experience has been repeated so much that it becomes automatically identifiable, then it becomes integrated into a percept. Percepts are what we access when we perceive something. It is an awareness of a certain quality of an object as opposed to other qualities. Our perception expands as our distinctions in sensory definition become more subtle. For instance, a newborn baby most likely has access only to a very confused array of sensory impressions. As the baby gains experience in noticing differences between these sensations, the baby gains the ability to integrate certain senses into percepts. For example, length, color, size, weight, and so on. The more experience the child obtains, the more refined that child’s perceptual distinctions become. The child becomes aware of graded differentiations which aid its mind in ranking and ordering the attributes of objects in its environment. Children move through this progression naturally. There are sensitive periods that the child passes through which are like windows of opportunity for the child to acquire a wide variety and depth of skills. When a child is in the sensitive period for the development of a particular skill or perception, that child can show amazing command of concentration and repetition for mastery. As the child acquires more depth and variety of perceptions and builds their experience, the child eventually acquires the ability to integrate those perceptions into concepts. This is the child’s first foray into abstraction and opens the door to all later conceptual knowledge. As such, the ability to make unit-based discriminations with various sense perceptions would seem to stand at the very base of human knowledge.

The Sensorial area encourages the refinement of this skill by making available to the child sets of materials which isolate one sensory characteristic and requires the child to master the grading, matching, and distinction of that characteristic. For example, the Red Rods are a series of red rods of various lengths, all graded in differences of 10cm. The shortest is 10cm, the longest is 1m. Through the mastery of this material, a child will gain a refined perception of length measurement based on accepted and functional units. Repetition is built into the design and layout of the materials to encourage mastery and internalization. The Red Rods are ordered once on the rug and then returned to the same order on the shelves. Other Sensorial materials provide similar experiences with other perceptions. Children have a sensitive period for ordering their environment and the activities in Sensorial appeal directly to this predilection. The controlled practice of these skills is also intended to help children reorganize and classify information that they have already internalized. In some cases, a child may have internalized a distorted or inaccurate sense of length or size or some other perceptual faculty. Attention to organizing the materials in a carefully graded unit sequence will enhance their appreciation of perceptions in context and help them correct mistakes in percept integration and the organization of those perceptions in their mind. Furthermore, the fact that all introductory materials isolate one sense perception acts as an early warning system to alert the teacher of any potential disabilities which could impede the child’s progress. This diagnostic function makes it easier for the teacher to quickly assess the needs of the children and offer such support and intervention as would be required. Additionally, the Sensorial materials utilize a child’s need to move, develop muscular control and tactile memory, and help prepare the students for later studies in math and language through developing appreciation of 1:1 correspondences in the matching of identical sets of variegated degree. An example of the latter would be the Thermic Tablets, where the child must find the tablets of matching surface temperature. There is only one tablet of each material, there is only one answer, and the child need not be corrected by the teacher for the differences are self-evident. A more in-depth discussion of how Sensorial prepares children for math and language will follow later. However, it would first be proper to provide an explanation of what exercises are included in the Sensorial area, how are they arranged, and what is the underlying rationale for their design.

The Sensorial area is divided into sections based on each of the five senses: visual (sight), muscular-tactile (touch), auditory (sound), olfactory (smell), and gustatory (taste). The primary sensitivities of young children are to the visual and muscular-tactile senses. Because of this, the greater part of the sensorial materials focus on these two senses, and between these are predominantly based on visual discrimination. The progression of the materials follows a logical chain of building complexity which seeks to develop a series of sense perceptions focusing on just one aspect at a time.

The first materials in Sensorial are dedicated to refining a child’s visual sense of size. The Knobbed Cylinders are a series of 4 similar works. Each one is a block of wood with ten cylinders cut out. Each cylinder has a knob on top by which to be grasped. The cylinders themselves vary by one dimension (either diameter or height) and later a combination of two dimensions (diameter and height). The child practices removing and replacing the cylinders to refine their perception of these differences. These are followed by the Pink Cubes, which are stacked from largest to smallest to develop a sense of order and refine perception of size and height. Next are the Brown Quadrilateral Prisms, which are sequenced horizontally from thickest to thinnest. These refine the perception of thickness. The Red Rods, as stated previously, develop perception of length. Finally the Colored Cylinders are the twin of the Knobbed Cylinders except they are color coded, have no knobs, and have no accompanying wood blocks to serve as a control of error. These represent a step into the abstraction of the previously introduced dimensions from a highly controlled relationship into recognition in the environment—that is, where the control of error is only evident if the dimension being graded is perceived by the child. Previously, the control of error would depend on whether or not all cylinders fit flush into their holes. Once the Colored Cylinders are introduced, the child can now sequence the cylinders based on their visual perception of the graded variation in size. This concept of control of error is a critical point in the design strategy of the materials. Every set of materials must isolate one aspect of sense perception and, for each set, error must be instantly recognizable by the child as they work.

The next sequence of materials focuses on building the perception of various forms. These start with a series of works which expose the child to a broad representation of geometric shapes in two and three dimensions. These are followed by the Constructive Triangles, which are a series of boxes of triangles which are used to construct various geometric shapes from equilateral triangles to rhomboids and trapeziums. Next comes a series of three-dimensional cube-shaped puzzles. Each one focuses on developing visual awareness of an algebraic concept as a concrete spatial relationship years before it would be reintroduced in abstract mathematical form. These are followed by the Square of Pythagoras, which introduces the visual perception of the difference of squares, and the Leaf Cabinet, which introduces children to the study of more abstract geometric forms and prepares them for the study of biology.

The last sequence of materials developing visual perception focuses on defining distinctions of color, and tint. The first of the Color Boxes contains only a set of pairs of primary colors. The six tiles are simply randomized and paired up. The other boxes increase the depth of a child’s distinctions by providing greater variations of color and requiring the child to organize and match them accordingly.

After the visual works come the other four senses. First is the Muscular-Tactile sense. The Fabric Boxes and Tactile Boards develop a child’s sense of touch and texture. The Baric Tablets refine the perception of relative weight. The Thermal Tablets and Cylinders require the matching of materials based on surface temperature. The Auditory, Olfactory and Gustatory senses are refined with primarily stand-alone materials. The Sound Cylinders are used to refine the sense of hearing by requiring the child to match like pairs of cylinders which generate different sounds when shaken. The Smelling Cylinders refine the sense of smell by likewise requiring the child to match like pairs of scent. The Tasting Bottles also require the matching of like pairs based on different tastes: sweet, sour, salty, spicy, or bitter.

All the materials above follow a consistent strategy in design. All the materials involve the grading or matching of variations in a specific, isolated quality. All include a self-evident control of error. All support the development of gross motor skills by requiring the child to physically move the materials a fair distance, assemble them, and then return them to their original place and orientation. They also proceed in the necessary logical sequence of moving from concrete realizations of the perception involved to more abstract realizations. Just as with the Knobbed and Colored Cylinders, the work with geometric shapes moves from handling real objects in the Geometric Cabinet to identification of abstract representations of shape in the form of line drawings on cards. There are also certain guidelines in the presentation of the materials during a lesson which ensure that attention is drawn to the essential characteristics concerned.

First, the teacher must decide when it is appropriate to introduce a child to a given work. Has the child mastered the skills required to handle the materials? Are their fine motor skills sufficiently developed from exercises in Practical Life? Have they indicated an interest in the materials? Have they already had sufficient experience with the preceding materials? Is their maturity such that they can be entrusted with carrying large or delicate objects and treat them with respect? Have the ground rules for showing respect for their peers and the environment been properly established? If the teacher is confident that the answers to these questions are positive, then the next step is to invite the child to a lesson on the proper use of the new material.

The form of the invitation communicates an undercurrent of meaning. This meaning is highly relevant to the child’s perception of the teacher-student relationship and the social dynamic of the educational environment. If the invitation takes the form of a command, the child may interpret this as an authoritarian interaction where the teacher is trying to impose their own will upon the desires of the child. It is because of this that this step is called, “invitation”. If the student asks the child to come and learn this work, the child feels they have a choice and will be less likely to resist instruction. Also, this can serve as a check to see if the child is ready to engage the work for any number of reasons from lack of confidence to lack of normalization. Either way, even a “no” answer would be informative and direct the teacher to assess possible reasons for the hang-up or delay. Forcing the lesson would have no effect. You can put information, in any form, in front of a person’s eyes, but their mind must be actively engaged in the material to learn. The child will learn when the time is right.

When the child is ready and accepts the lesson, the teacher names the material. The names may seem arbitrary but they actually represent the distinguishing characteristic of the work to the child and expose them to the actual vocabulary that they will need in later academic pursuits. For example, “the Pink Cubes” are called the “Pink Tower” in AMI teacher programs, or they could be called the “Pink Blocks” or “Wood Blocks”. The difference is that while being pink and cube-shaped, they could still be arranged in a variety of patterns. Therefore, the name “Pink Cubes” represents more their essential defining features than “Pink Tower”. Also, the word “cube” is an academic word useful in geometry and mathematics. It is better to use these words as soon as possible and in a concrete and physical context. Early exposure to academic language helps children to adopt precise vocabulary without having to comprehend the abstract reasoning for the distinctions. Even better, such attention to precision of language allows children to mentally arrange, with clear distinctions, a variety of subtle concepts—and this without later having to untangle them from vague and imprecise terminology. An added benefit is that the use of these mysterious sounding words from the adult vocabulary will help to entice the children to be curious about the materials and give them an added sense of pride and accomplishment when they have mastered them. Imagine the glint in a child’s eye as they boast that they have mastered the quadrilateral prisms.

The next series of steps helps the child understand how best to prepare the materials for work. The teacher must clearly indicate where the materials are stored in the classroom and he should be familiar with its initial orientation. This is so the child can be successful in finding, retrieving, working on, and then returning the materials properly. Likewise, the teacher should always carry the materials in the manner that they desire the child to carry them. Children learn by watching. Also, some materials are quite large compared to a child’s frame and careful forethought about how best to hold the materials is essential to classroom harmony. Before this, however, the teacher must decide if these materials should be used on a rug or at a table. Some materials will be too large to use at most any table in an average classroom. Some may be small, but have a large number of pieces that must be laid out over a large space. The child, too, is a factor. A sufficiently normalized child who can focus on their work may be well able to handle a complex set of materials on a rug without incident. However, a less focused child may need the visual and physical order and boundaries imposed by the limits of a table and chair.

Once the material has been brought to the rug or table, the physical position of the teacher in relation to the child becomes an issue. Most material instructions assume a right-handed teacher teaching a right-handed student in a one-on-one situation. In the event of a group lesson, the teacher may want to sit opposite the group and reverse the presentation, although this runs the risk of the children reversing the procedure in their minds and doing things backwards. The teacher may be left-handed, or the student may be. Depending on the essential nature of the work it may be necessary to reverse hands or seating position so that the line of sight is not blocked by arm and hand position. Once these issues have been resolved, the lesson proper may begin.

The activity, or principal action of the presentation, must be clearly named. For example with the Red Rods, the teacher would say, “I am going to grade the red rods from longest to shortest.” The teacher should state the action before it is begun. This is closely connected with another aspect of a lesson, which is the arrangement of the materials prior to the principal action. Once again with the Red Rods, they are usually brought to the rug in a certain sequence dictated by their initial position in the classroom and then placed on the rug in a random orientation. Once this is completed, the teacher would name the principal action as stated above and then proceed to arrange the rods in the stated sequence. The random orientation is usually consistent throughout the manipulatives and thus aids in handling new materials. For instance, matching or sorting lessons usually require the materials to be laid out in a line above the work space before they are matched, sorted, or reassembled. The teacher must also decide when, how, and to what extent the child should be allowed to actively participate and to engage the materials during the progress of the lesson. It will be easier to retain the focus of some children by allowing them to touch the materials. Although some lessons will require being shown to completion before the child will be able to appreciate what must be done. The teacher must decide based on experience and familiarity with the given student. Finally, the teacher must demonstrate how to return the materials to their original condition and place in the classroom. Reversing procedures is not something which comes naturally to some children, so it is best to demonstrate the full clean-up process.

Now that the main principles for presenting the materials have been discussed, the method of actively teaching nomenclature must be addressed. The model used by Montessori is based on Seguin’s Three Period Lesson. The Three Period Lesson is presented after the child has already been introduced to a set of materials and had ample opportunity to manipulate the materials for themselves. The rationale is that the child must have had enough experience to develop the ability to perceive the essential characteristics of the materials necessary for their manipulation before they hope to attach a name to that characteristic. Learning to subsume those percepts into the concept of a word describing essential characteristics is the fundamental operation of conceptual abstraction.

In the first ‘period’, the teacher isolates two objects from the materials which differ the most. The teacher then presents those materials in juxtaposition to emphasize their essential difference. At this point the teacher names that difference. For example, with the Geometric Solids, the teacher would place the cube and sphere next to each other. They would say, “This is a cube” while pointing to the cube. Then the teacher would say, “This is a sphere” while pointing to the sphere. Depending on the level of the child, the teacher could perhaps then introduce some other forms such as cylinder, prism, pyramid and others. Generally, though, it is best to keep the first lessons as simple as possible. Also the same set of materials can sometimes be used to introduce various concepts. The Pink Cubes can, for example, be used to introduce the distinction between highest and lowest as well as largest and smallest or even ordinal numbers like “first, second, third”.

In the second period, the teacher tests the child for recognition of the vocabulary taught in the first. The teacher could use a sequence of simple commands to see if the child is properly recognizing the terms. Once again using the Geometric Solids as an example, the teacher could say, “Point to the cube.” If the child correctly executes the command, then the teacher would move on. “Put the sphere under the rug.” If the child happened to select the cylinder by mistake, the teacher would correct in a positive manner. “That is a cylinder. This is a sphere. Put the sphere under the rug.” As long as the child fails to properly recognize the commands with verbal cues only, the teacher continues with the second period. It is important to note here that the teacher never corrects sternly. The teacher must always maintain a calm and nurturing disposition. This process can continue as long as necessary and can be built on in later sessions to further develop vocabulary. Once the teacher is confident that the child can respond to verbal cues, instruction enters the third period.

In the third period, the teacher prompts the child to produce the vocabulary taught in the first two periods. To test the child’s retention of the vocabulary, the teacher makes sure to use no verbal cues. Pointing to the cube, the teacher simply asks, “What’s this?” If the child says, “It’s a cube!” then the child has successfully demonstrated their knowledge and no further guidance is necessary. If the child cannot answer, then the teacher knows that further assistance is necessary and should return to the second period.

The method of applying the Three Period Lesson after the experience of developing perceptual awareness is highly effective in preparing children for work in Mathematics and Language. That the process teaches children technical nomenclature has already been discussed. Almost more important is the series of foundational principles that work with the Sensorial materials helps children acquire. Children not only learn to name objects but to perceive subtle similarities and differences between forms. This is a critical skill in developing the ability to differentiate between written characters—a fundamental reading skill called letter recognition. This is also helpful in helping children recognize the differences between written numbers—a prerequisite skill for all formalized mathematics. Sensorial also prepares the children for comprehension of the base-10 decimal system. All graded materials such as the Pink Cubes and Colored Cylinders have ten pieces to be removed and replaced in a set sequence. They also prime the children for unit measurement because all materials differ in unit differences based on the metric system. This means that as they develop their awareness of the qualities of the materials, they develop a physical appreciation of the unit multiplication of surface area and volume. The Constructive Triangles help prime children for later explorations in formulating geometric proofs and the Knobbed Cylinders help children develop an appreciation for 1:1 correspondence, the awareness that one number corresponds to one thing. Once children realize this, it opens them up to be able to combine numbers through adding, removing them through subtraction and then on to other higher functions. The Knobbed Cylinders can also be seen as introducing the children to the concept of an empty set, or zero. The sight of the wood block with all pieces removed is a perfect visual image of a null set placeholder.

Children are also primed for studies in Language through use of the Sensorial materials. The grading and sequencing of parts is always conducted left-to-right and top to bottom. The layout of the materials on the shelves follows the same pattern. This is because it is the standard pattern for written English and most other European languages. It is interesting to note, that this sequencing and layout can be adjusted in countries where the standard layout is right to left or top to bottom. Children engage in basic problem solving skills like trying to determine logical sequencing and gradation, finding the missing piece, memorization, deconstruction and reassembly. These are fundamental skills used in reading to fill-in meaning from contextual clues, to remember sight words, and to blend together phonetic compounds. Comparing like parts to a larger whole is also integral to breaking apart compound words and longer words for easier reading and comprehension. Finally, the independent, one-on-one nature of the Sensorial materials enables children to develop a sense of self-motivation and a positive attitude towards self-correction. These are necessary for maintaining a positive and productive future attitude in the study of any academic discipline. Nonetheless, the potential for group learning and peer mentoring ensures that if the child has the inclination, they can be fully supported by friends working together to mutual advantage.

The Practical Life area prepares the children for meaningful exploration and participation in their environment and daily lives. Sensorial helps children expand the breadth and depth of their perceptual apparatus and helps prime their minds for the patterns of order and scale which form the foundation for later studies in mathematics and language. Sensorial also introduces students to technical terminology in geometry, mathematics, and biology. The hands-on, individualized paradigm introduced in Practical Life is further developed in Sensorial and helps instill a heightened sense of concentration, independence, and confidence—all skills necessary to ensuring that future explorations of academic disciplines are self-motivated and fulfilling.

John Allison - A Living Example of the Objectivist Ethics

I saw this video lecture today and I was captivated. Allison perfectly synthesizes the Objectivist ethics into a practical, matter-of-fact, and easy to understand presentation. I highly recommend this, especially if you're a new-comer to Ayn Rand's work and are having difficulties understanding what she's really all about. But I also think it would be refreshing for veterans in the philosophy as well. As always, why not check it out and decide for yourself?



http://www.youtube.com/watch?v=twolXLHBmgQ

You Tube update: Anne Wortham video back online & cool science-music videos

Dr. Anne Wortham's video is back up on YouTube. You can check it out here and the conversation that ensued last time I brought it up.

Also I ran across these science-themed movie videos which I thought were rather cool and inspiring. Enjoy!



http://www.youtube.com/watch?v=zSgiXGELjbc



http://www.youtube.com/watch?v=XGK84Poeynk

The Montessori Classroom Part I: Practical Life

The Montessori Method is a student-driven, student-centered educational approach which relies on selective control of the environment, peer mentoring, and freedom of choice. The Montessori classroom is divided into curriculum areas, each of which focuses on a specific set of skills and knowledge. The primary curriculum area and the first to which students would be introduced is the ‘Practical Life’ area. This essay will attempt to summarize the purpose of Practical Life, its importance to child development, its principal characteristics and sequence, the role of the teacher in preparing the environment, the concept of ‘sensitive periods’, and how this curriculum area prepares the student for studies in math and language.

All the activities in the Practical Life curriculum serve a function on two different levels simultaneously. On one level, the one the children most readily appreciate, students learn how to perform common household tasks, use common implements, and take care of their person and the environment around them. For example, children may spend their time in this area learning to use scissors to cut along a line, pour water from one container to another, how to use a funnel or eye dropper, dress themselves, or even wash a baby. While this seems to be the direct goal of the child’s action, to the teacher the performance of these tasks are only indirect objectives, not unimportant, but secondary to the directed goals the teacher has in assigning them. The direct objectives of practical life exercises are most commonly to develop the skills of observation, coordination, concentration, and self-esteem. Furthermore, there is a focus on refining the child’s ability to manipulate their own hand musculature in a series of progressively more delicate operations where the hand must manipulate objects in certain ways to achieve desired outcomes. For example, a beginning student may start transferring beans from one container to another by hand. This focuses the child on a specific concrete objective, namely moving all the beans. This procedure is self-correcting. The child knows when the task has not been performed to completion and will strive to perfect its work. This develops concentration. The physical act of moving the beans will develop the hand musculature and coordination. The child will learn to notice spilled beans and beans left in one bowl or the other. They will also notice when other children are doing similar works, whether or not they make the same mistakes. This will increase their observational skills. Successful completion of the task will encourage the child to approach other tasks and build self-esteem paving the way for latter tasks of increased complexity. Once the child has mastered this method of bean transfer, they may be ready for more delicate maneuvers, such as pouring beans between two glasses, and then pitchers. From there, the child may learn to use a strawberry huller to transfer items, and then maybe even chopsticks. At each stage the child develops a greater refinement of manual dexterity, cognitive apprehension, and moral development.

Everything about the Practical Life area is organized to aid the development of these qualities. There is a specific sequence to the materials, top to bottom and left to right. This is meant to assist in the development of eye-scanning habits for later reading. The materials are arranged on trays on shelves. The trays help to separate one task from another so that the child is not lost amongst the arrays of various paraphernalia. There are also themes to the works. There are those, like bean transfer, which focus primarily on hand development. But there are also those which focus on care of the person like the dressing frames. Typically, the shelves would be arranged as follows. The first shelf may contain works devoted to bean transfer. The second shelf may introduce tools such as tongs or scissors. The third may be devoted to water transfer. Moving to the right, the next cabinet may have more refined water transfer works (such as those using funnels or basters) on the first shelf. The second shelf would have tasks requiring finer motor skills like using a clothespin or water transfer using an eye dropper. On the bottom shelf would be more tasks taken from daily life necessity, such as opening and closing jars or lunch boxes. If there was a third cabinet to the right, then it could continue with finer tasks like using nuts and bolts, locks and keys, or can openers on the top shelf. In the middle could be a sorting work, and folding or organizing works, followed by complex works like packing a suitcase or creating soap suds with an egg beater on the bottom shelf.

Once the children had become accustomed to the control of self and body necessary to accomplish these kinds of tasks, they may be introduced to more complicated tasks involving the care of the environment and their own person. They would probably start out with washing small objects like seashells, then move on to leaves of plants which are more delicate and then on to washing a baby doll. They learn to wash windows, tables, and chairs, to polish mirrors, wood, metal, and shoes, and to clean up after themselves. They learn how to dress themselves by focusing on a series of dressing frames designed to focus on specific fasteners for clothing (basically cloth fixed to a wooden frame which must be connected and disconnected using a specific fastening method like snaps or buckles). They learn how to prepare the food they eat and to sew. These works, being left out for the children to freely pick and choose, inspire the children to develop those areas where they are most in need of special practice. Once the child has mastered the skills therein, the child will move on by their own volition, for they will be bored with the task and it will have nothing more to offer them. However, which works will be made available to the children at what time will be something largely controlled by the teacher who bears the vital responsibility to control the environment of the class.

Since the children are free to choose the works they will, the teacher must be aware of the level of work appropriate to the children in the class. If the works are too simple, they will become neglected or be invitations to misuse. If the works are too complicated they will tend to draw the same and worse, they will tend to discourage the students from trying. For instance, a child who cannot transfer beans from one bowl to the other for want of hand strength and coordination cannot be expected to successfully remove the lid from a jar. More likely as not the jar will be thrown in frustration. But if the teacher, patiently observing which works the children are drawn to and how they are used, carefully selects the works to be made available at what time, then the children can be passively directed without infringing on their developing independence by actively assigning them to tasks desired by the teacher.

Also, the teacher has another principal method of controlling the classroom at their disposal. Contrary to what one may think, it is not a monopoly on knowledge. Other children in the classroom may very well be acquainted with all the practical life works and willing and able to instruct their younger peers. Montessori classrooms incorporate a peer mentoring element by teaching children between the ages of 3 and 6 in the same classroom. In this way, children can mentor and be mentored as they gain experience in the various activities available in the classroom. The teacher may be required to conduct larger lessons or to introduce works new to the classroom, but generally the classroom should be self-sufficient in terms of the transfer of knowledge and assuming it has been properly normalized. But the teacher holds authority as the ideal citizen of the classroom and a source of practical knowledge and experience. The teacher models constantly proper behavior consisting of calmness, grace, courtesy and deliberation. The teacher imbues in the students respect for the environment, not through lecture but by example and by maintaining an environment in which the children are able to have access to the tools and techniques necessary to maintain it for their own benefit. The teacher talks politely, and slowly. The teacher moves gracefully and measured. All this serves the double function of modeling polite, civil behavior and also to render one’s actions observable by children. Children, lacking adult proficiency in observation or a knowledge of critical essentials in any given situation, are not as adroit at picking out the salient components of an action, or the critical gist of a lengthy conversation. They need things broken down into readily comprehensible concretes. It is the teacher’s task to tell children what must be done in a way that can be heard and to show them how to do things in a way that can be seen. If a teacher can master these skills of observation and guidance then they will be able to lead children through the critical periods of their development in a way which will enable them to take full advantage of the opportunities they present.

Montessori refers to ‘Sensitive Periods’ of a child’s development. These are spans of time when children are uniquely attuned to a specific sensory input, set of skills, or knowledge. The most apparent example is language acquisition. There is a period of time when children are very young during which the acquisition of language is almost automatic. After this time period has lapsed, other languages can be acquired but it requires a high degree of personal motivation and effort. The same principle can be applied to almost any of the principle skills of human existence. There is a time for the effortless acquisition of gross motor skills, fine motor skills, and even eating and sleeping habits. After these periods have passed, they still may be learned or corrected, but if the proper stimulus is available at the proper time, then the acquisition will be practically effortless. The Practical Life curriculum area accommodates these sensitive periods in several ways. Each exercise in Practical Life is devoted to honing some specific skill. Later exercises build on skills developed in prior ones and create a scaffolding effect which helps children be prepared to successfully engage them. Children are free to select from a wide range of the activities and thus target the areas where they are deficient. As was pointed out before, if they have already mastered the work, it should, in principle, be uninteresting to them and thus something which they would not be engaged with for long. If it is too hard, the task would seem insurmountable. If, instead, the work represented a level of skill exactly in the range where development would be needed, it would also naturally fall in that area of works which would be engaging to the child. The self-correcting control of error present in the works would also help to discipline the child’s movements and help them focus on the tasks which drive their development. Now, especially if the child was in a period sensitive to the skills inherent in the work, they would be even more likely to be drawn to those specific works from which they could benefit the most. The reason is that they are simply more sensitive to and thereby aware of them more than others. As their sensitive period closes and they are drawn to different stimulus, they would move on to more challenging areas. So, too, once they have passed through the periods sensitive to the stimulus of Practical Life, they would be drawn out into the more challenging areas of math and language once they have acquired the basic skills necessary to preparing them to be sensitive to the more abstract works.

Practical Life helps prepare children for the study of math and language in various ways. The focus on hand manipulations in work which involve water transfer using an eye dropper or picking up beans with tongs readies them to physically hold a pencil. The focus necessary to achieving mastery of their work prepares them to focus on the salient variables of a complex problem amidst potential distraction. The social bonds formed during the exercise of their work cycle will also be a motivating influence when they see their peers and mentors investigating the more ‘academic’ works. More concretely, the organization of materials on the shelves and the order of movements in the works themselves are predominantly left to right and top to bottom—the progression in which English and most, if not all, European languages are read. Works like the jars and lids, which involve removing and replacing matching lids from their jars, teach one to one correspondence, an important pre-mathematical concept. This is also found in works which require the matching of nuts to bolts, the counting of steps, or the sorting of objects. Water and bean transfer may even be seen as a preparation for grasping concepts like Piagetian conservation of volume.

On one level, Practical Life prepares children for practical living. On another level, it prepares them cognitively, emotionally, and physically to engage their mind in productive works geared toward enhancing their own existence and apprehension of reality. This curriculum area builds self-esteem, self-awareness, and self control. It develops the child physically and cognitively to go into the world and begin to exert control over themselves and their environment. It also prepares the way for academic study, laying the concrete foundations necessary to ground abstractions in reality—a fitting beginning for an educational philosophy dedicated to unifying intellectual endeavor with physical experience.

For Part II: Sensorial, click here.

An Interesting Debate

I don't have much to say this time. But I have been involved in some interesting debates lately. So, I thought I'd post links to them so you can check them out if you're interested.

Cheers.

http://www.mndaily.com/2009/05/05/rand%E2%80%99s-atlas-myth-america

http://www.usnews.com/blogs/robert-schlesinger/2009/05/15/a-conservative-tears-apart-ayn-rand-and-atlas-shrugged.html

(Please understand that I am not sanctioning the work of these journalists. The reason I'm linking there is because the resulting discussions make for a good read.)

Capitalism Didn't Fail...Just saying so doesn't make it true

So many leftist pundits are spouting off about the death of capitalism and how Greenspan was a libertarian so that proves that free-market policies don't work. Well, bullshit.

Greenspan was not a libertarian, he wasn't even an objectivist except perhaps in his youth when he contributed to Capitalism: The Unknown Ideal and advocated a return to the gold standard. But, of course he sold those views out right quick when they threatened to dampen his career goals. No, Greenspan was a soulless mercenary, who knew enough to know what was the right thing to do, and then did the wrong thing anyway. There can be few more damning indictments of a person's moral character than to knowingly choose to do the wrong thing.

As for the so-called failure of the free market system, well our market was not free of government intervention before, so it baffles the mind to think how people can actually convince themselves that we were actually under a free market system before this whole crisis developed. Of course it didn't help that Republicans were preaching free market principles while expanding government like there was no tomorrow, but all that proves was that the majority of Republicans were and still are hypocrites. At least if they have the sense to rally behind Ron Paul this time, perhaps we may see some change for the better. But with all the new legislation that Obama and his gang are going to be able to cram through the legislature, it's a bit like closing the barn doors after the horse has already fled.

Anyway, there's a very good article by objectivist Dakin Sloss over at the Stanford Progressive. It's a very succint and easy to understand explanation of how the government was involved in the economic collapse. I highly recommend it, so please check it out:

http://progressive.stanford.edu/cgi-bin/article.php?article_id=343

Best premises,
American Anti-theist

In Mourning for America

Do the math:

http://www.latimes.com/news/nationworld/nation/la-na-obama-budget7-2009may07,0,4310621.story

A 3.55 trillion dollar budget....17 billion dollars in budget cuts...a deficit of 1.2 trillion dollars...

Now, seriously....any investor....any one sitting at home doing their finances, would they seriously think that these numbers are acceptable? When you're in debt, do you spend more hoping that you'll magically bring in increased revenues somewhere down the line? Do you buy 2 new cars, a GM and a Chrysler with the hope that if you give them some money, they may give you a job, or a raise? Does it make any sense to increase debt beyond our ability to pay it back? If you're in business, do you expand your company's operations when sales are down? If you're managing a household, do you go on a luxurious vacation, when the creditors are knocking at the door?

No, of course not. Anyone who did that would be at least grossly irresponsible, and possibly insane. Does it justify it any more to demand that our children and our children's children, that generations, yes, generations of our descendants will have to pay for these excesses? Doesn't that make it all the more evil, to assign debt to those who have no say in the matter, to burden them with an obligation to feed our folly? Is it satisfying to mark our children with the mark of Obama's breed of original sin?

This madness seems to know no bounds. I do not see a bright future for America until a significant libertarian presence is felt in Congress and the White House. As such, I've darkened the background of my page to reflect the feeling that America has entered a dark age of decline. Hopefully the grassroots efforts of advocates of liberty across the nation will one-day be enough to lift this blinding curtain of self-righteousness and end the orgy of self-immolation which is the American politic.

Just think of it, and does it make any sense:

$1,200,000,000,000 deficit
- $17,000,000,000 budget cuts
=$1,183,000,000,000 remaining deficit

....Just what kind of difference is Obama making?

A Proposal for a Rational Code of Morality

I was just sorting through some old papers and ran across this thought experiment I wrote up almost 10 years ago. At the time I didn't understand objectivism anywhere near as I do now and was still rather tolerant of religious beliefs. At the same time, I was already very libertarian in my political beliefs. I'm posting this, not because I see it as the final word on morality or anything. On the contrary, I'm sure there are more than enough flaws...especially in my all too brief assessment of epistemology. However, I think it still raises some interesting points, and a novel way of thinking about moral decisions. Anyways, if you're interested, you can check it out here:

http://docs.google.com/Doc?id=ddt4f3w9_4hmscz7hk

As always, please let me know what you think of it. Good or bad. And then we can discuss it.

Best premises,
American Anti-theist

Going Galt on Easter? or Trying to Have One's Cake and Eat it Too...

There is a reason that the Tea Parties will not amount to much. There is a reason why the Libertarian Party will continue to receive only minimal support. There is a reason and it's been staring us in the face for over fifty years. The reason is that we are facing a philosophical crisis, and only a coherent philosophical response will negate our opponents.

Why is the notion of laissez-faire capitalism viewed as a fringe crackpot obsession? It's because the so-called defenders of capitalism are logically incoherent. Greenspan preached free markets while going at them with a pair of pliers and a scalpel. Then, when the patient's dying on the table, he declares that the patient was to blame for being butchered. John McCain, like "W" before him, preached free markets out of one side of his mouth, while running around trying to curry favor with every right-wing Christian messianic institution who could offer to grease his shiny white noggin with. Freedom and theocracy don't mix. Period.

The people who are going to the Tea Parties and bearing signs accusing Obama of being a Muslim are also missing the point entirely. It doesn't matter what religion Obama holds in the confines of his own head. Hell, he could even be an atheist for all we know. The problem with what he is doing is that it is predicated on the assumption that political and economic power should be conjoined. The truth is that combining the two is the fast track to fascism. Perhaps he isn't even fully aware of that. Maybe he is. But it is certainly not an idea started or even driven by Obama. On the contrary, it is an idea that has been espoused by many people both Democrat and Republican and for a very long time. Ultimately, Obama couldn't be able to do what he has been doing unless the people of the country put him there to do it. Bush couldn't have started what Obama is finishing if the people of this country hadn't put him there to do it. So why? Why don't people turn to the Libertarian Party, the only one supposedly advocating freedom? The fundamental reason, as Ayn Rand pointed out a long time ago, was and is that it is philosophically incoherent.

The Libertarian Party stands against government, but what does it stand for? Is a vote for the libertarians a vote for anarchy? Or is it a vote for Objectivism? Is it a vote for an economic policy? But economics is just one province of politics. What can the Libertarian Party be expected to advocate? How can those who advocate armed revolution for the sake of abolishing government entirely stand side by side with those who want to secure the framework of a capitalist society and thus preserve the structure of what civilization has accomplished? The Libertarian Party needs to establish a philosophically coherent alternative to the Democrats and Republicans. There can be no allowance for god in government, just as there can be no allowance for politics in economics. The Republicans fail on the first count. The Democrats fail on the second. But the reason why the Democrats have such power right now is because theirs is the essentially more consistent philosophical stance, whereas the opposition is fractured and inconsistent. Neither is fully coherent, but in this age of "have-it-your-way" ideology, consistency is enough to make a philosophy seem coherent. But a fully coherent, internally consistent political platform would blow away even Obama's cocky smile.

The Democrats fully accept the altruistic doctrine that the needs of the many outweigh the needs of the few. They fully accept that the state, i.e. the body politic, has the full right to dictate the lives of its individual constituents, because they fully accept that people do not have individual rights. They view rights as a social privilege to be removed or altered at whim. So, they offer a fully consistent front when attacked on those issues.

The Republicans have presented only the most convoluted and tired excuses for capitalism. The reason is because they, too, want to cling to the old moral premises of altruism. However the Democratic ideology is more consistent with altruistic premises then capitalism. Capitalism is fundamentally opposite to altruism in every conceivable way. Therefore, to try and justify capitalism on altruistic grounds is destined only to make advocates of capitalism look foolish, irrational, and illogical.

The Libertarians present a good economic argument for capitalism based largely on the work of Mises and some libertarians even credit Rand. However, the Libertarian Party still does not have a lucid image of what government should be. They only have an image, albeit an accurate one, of what it should not be. And while their arguments against intrusive government are convincing, arguments for total anarchy are fundamentally flawed. As long as there is a significant anarchistic/nihilistic influence in the Libertarian Party it cannot present a coherent alternative to either of the others.

It is time for the champions of liberty to recognize that Objectivism is the only philosophical system which both secures human rights, provides a rationale for freedom and capitalism, and delineates the proper constraints of government influence in a coherent, fully consistent model. Stop apologizing for Rand, we need to embrace her ideas. We need to embrace her arguments. We need to embrace her morality, the only morality which declares that "your life belongs to you and that the good is to live it." You cannot have capitalism and Pat Robertson. You cannot have McVeigh and freedom. You cannot have anarchy and prosperity. Until we have accepted and embraced a unifying, cohesive, and fully functional philosophical moral standard behind which to campaign we will not be able to stand up to a unified front of gentle, smiling socialists. We will continue to be internally divided and discredited by our own hypocrisy.

However Objectivism is not a philosophy that can be taken piecemeal. The whole point is that for political actions to be morally validated that they must be integrated into the whole of our objective knowledge of the universe. Of what it means to live, and to die. Of what truly is the nature of human beings. How do they come to know things? And what does such knowledge mean for their survival. A contradiction cannot be allowed, it is sufficient to invalidate any moral claim, or political initiative. Under Objectivist thought, unless a law can be demonstrated to be coherently integrated with human knowledge and the morality that knowledge entails, then that law should not be adopted. Conversely, if a law can be shown to be inconsistent with our knowledge of the human condition, or immoral in light of what we know, then that law should be removed. Taxation, global policing, government involvement in private lives...these are all things which are inconsistent with what we already know about the nature of human freedom and which systems optimize human happiness. This is why the enemies of freedom wish to pervert the meaning of the words freedom, human rights, and liberty. They want to coopt freedom to mean freedom to claim the property of others to establish equality. They want to distort human rights to mean an unqualififed claim to a doctor's or a teacher's labor. They want to claim that liberty means mob rule.

These stances are rife with contradictions, but until and unless we call their bluff and declare that the emperor has no clothes, until we do this, they will maintain the appearance of holding the high ground. Especially to the college professors responsible for training our teachers who are responsible for educating our children. Along this chain it ultimately starts in the colleges. And unilateral cries for freedom for freedom's sake will be powerless to stand against a consistent logical set of views.　The highly educated demand that there be at least a seemingly logically consistent philosophy behind their political agendas, and they devote a great deal of time and effort in picking holes in rival theories. Unfortunately the libertarian movement is so varied that it is relatively easy to demonstrate the lack of cohesive thought. And as long as we try to attack them for acting on principles explicitly which we continue to hold implicitly, we are bound to make them look like they are on the firmer ideological ground. If we want to be free, we must be prepared to demonstrate how and why freedom is superior. We cannot state that it just is.

The notion of going Galt, as an intentional withdrawal of sanction from the current social system, in our present age is premature and a practical impossibility. There are several reasons for this. One is that the government claims the legal right to tax almost everything, property, interest, etc. This means that to go off the grid, so to speak would be impossible. One could withdraw all their assets, buy gold and go live somewhere. But unless they continued to pay taxes on the capital gains of those assetts, taxes on the very land they live, and sales taxes for what they purchase the government would eventually come to collect. And as long as they have to pay those taxes to keep the guns off their porch, then they're supporting the current government. This is the fundamental immorality of any involuntary tax system. Namely, that it forces us to support those we oppose. Of course, cooperation under coercion cannot be said to mean sanction. We can be confident that we are morally pure in this, because the government has left us no alternative. Pay or die. Sacrifice your whole life, or pay a percentage. A choice made at the end of a gun is not a free choice.　But regardless of guilt, the end result is the same...the government is still supported by our labor.

The other alternative would be to simply stop doing anything, dismantle and dispose of all one's assets and go on the social dole. However this would have a psychological consequence on those who would attempt this. Not to mention, I think it wouldn't take the governement long to notice if people like Bill Gates and Warren Buffet were all applying for welfare. No, that won't work either. There's a reason why in Atlas Shrugged, there had to be a place for people to go to where government couldn't find them. It's because without such a place, they couldn't effectively withdraw. We can't withdraw if we have no place to go. As long as we are forced to be active participants in the system, the only tangible net effect of our withdrawing from social life, is to remove what little resistance we offered to begin with.

No, the only alternative is to increase our activity. To target it. To forge our resistance into a blade of reason--honed with our arguments and tempered by our convictions. We must take the leadership roles in the industries in which we work. Or we must support the most capable and efficient in those roles. We must become skilled debaters. We must actively seek out discussions where our views are freely under attack and we must defeat our opponents using polished rational arguments that leave them no where to stand but to resort to petty insults. We must drive the statists out of the public discourse, not by force, but with the inherent superiority of our policies. But just as impurities in the metal will cause a sword to break, so will inconsistencies and contradictions in the philosophical basis of our resitance cause us to falter when our mettle is tested.

Yes, we must organize. Yes, we must demonstrate our unified resolve. But until our resolve is in fact unified, all we demonstrate by organizing is how much lack of unity there really is. The unifying philosophical element is Objectivism. It is the only philosophy to organize the current social crisis into a coherent and comprehensible framework of ideas while still advocating the very things we claim to be pursuing. What we need to stand up to the politics of Obama and the politics of McCain is not a party against government in general, but a party for an Objectivist government, organized under objective priniciples, and motivated by the Objectivist ethics.

It's Your Life

Your life is your property. It's not mine. It's not your neighbor's or your spouse's. It's not your God's, your preacher's or your governor's. It does not belong to Barack Obama any more than it belongs to Kim Jong Il. And if it doesn't belong to Obama, it surely doesn't belong to Sarkozy or Brown or Medvedev or any of the other supposed leaders of this world who keep yapping at our heels to give more and more, to sacrifice ourselves to the lowest common denominator, to abandon our independence and enslave ourselves to a self-proclaimed new world order which seeks only to compound the problems of today by magnifying them tomorrow.

The argument has always gone that we haven't done enough. What if we've already been doing too much? What if the smug certainty of our politicians is actually misplaced? After all, are they economists? Are they historians? Are they philosophers? How deeply have they thought about the current crisis? Or are they simply parroting what their economics advisors, steeped in Keynesnianism have told them? Are they simply parroting what their philosophy teachers steeped in Kant have told them? Are they simply parroting what their law professors steeped in moral relativism have told them?

The root issue, the key, the crux upon which the entire scope of the major problems in the world today hinge is one pivotal issue: Do you have the right to your own life? Ask any proponent of central banking. Ask any advocate of public education. Ask any idealogue who advocates any social program where the fundamental and underlying premise is that your life belongs not to you, but to the state and that the state has the right to your life, that they have the right to do anything they want to you as long as they have the blessed "mandate of governance". Ask these people, "Do you have the right to your own life?" Ask them. And they will evade and dodge, and badger, and become indignant. But if you can actually get them to answer that question straight out, the answer will be "No". I've seen this many times, the desperate scramble to evade answering a simple yes or no question. Also, the horror of that single-syllable answer.

Because what does it mean if you do not have the right to your own life? It means that noone does. It means that anyone can be dealt with by others in any way. It means, in effect, that there is no objective standard by which to conceive of justice. It means, in effect, that there is no objective standard by which to conceive of morality.

But there is an objective standard of morality: your own life. What makes it harder to survive as is befitting a human being--this is the evil. What makes it easier to survive as is befitting a human being--this is the good. Life and Death are the simplest moral choices at the base of one's morality. Do you want to live? Or, do you want to die? If you decided to live, then all the things which make that life worth living become values to you. Your children, your family, clean air, and water, working hard to reap the products of that work to gain food and clothes for your family, so that they can live and generate life and so on. Life is an end in itself. Happiness is the consequence of a moral life in that the moral life optimizes one's realization of life. As one philosopher put it, "Happiness is enough to make life desirable and lacking in nothing." But the same philosopher also said, "The unexamined life is not worth living."

Happiness is not achieved by range of the moment actions, based simply on the arbitrary desires of the moment. Happiness is only attainable by examining the consequences of a plan of action over the span of one's entire life. It does not mean a state of prolonged and constant euphoria. It means self-esteem, self-respect, and the contentment that comes from honest living.

But implicit in the realization of happiness is that you are free to decide how your life shall be lived. Implicit in the realization of morality is that you be free to be moral. If you are not free to decide what ideas to support, to dispose of the fruits of your labor as would best suit your personal self-interests, if, in short, you are not free to work for your own good, then you are not free. If you are not free, you cannot be happy. If you are not free, you cannot be moral or immoral. If you are not free, then you are only a slave. If you do not have a right to your own life, then you are only a slave. If nobody has a right to their own lives, then everybody is a slave to the majority opinion holder of the moment and everyone must live in fear that the next majority wave of opinion will target them as the scapegoat to be sacrificed to the mob.

The founders of the United States of America understood this interconnectedness of happiness, freedom, morality, economy, and politics. The one failing was that they compromised on the moral principles and sought to justify the American system on altruistic grounds, on the principle that the justification for such a system is the good of the many. The true justification of the American system is that it rests not on the good of the many, but on the good of the one--you and what is good for you, yourself. Human rights cannot be held by any collective, because any collective is simply a group of individual human beings. If individual human beings do not have rights, then the group also has no rights. Human rights are inalienable, they are independent of the will of the mob, or of individual power holders. Thus, in the American system, political power holders must subordinate their actions within the limits proscribed by the doctrine of human rights. Conversely, American citizens should be free to do whatever they like unless it is expressly prohibited by a doctrine of human rights.

To adhere to a doctrine of human rights is to constrain the politicians and to liberate mankind. To reverse this is to turn politicians into Gods and humanity into slaves.

Your life is your property. If there are no property rights, there is no right to life. If you surrender your right to life, it is the same as committing suicide, a long slow suicide where the killing stroke will come at an arbitrary time and an arbitrary place. If you surrender your right to life, you surrender all the values that come with it. Justice, Freedom, Security....you cannot have one without the others.

Don't surrender your right to life any longer. Demand that the government commit to a doctrine based on the rights of the individual as opposed to the right of mob rule. Instead of forming increasingly expansive world governmental organizations, demand that the governments at home recognize individual rights and act to preserve them. There is too much lip service to rights, and too much sacrifice of them on the altar of a vague and unspecified "good" which we will never see, and our children are expected to slave to pay for. Enough of the political expediency of cake today, and poverty tomorrow. Enough of the sacrifice of the generations to come for some unseen benefit today. Demand your freedom and your rights. Demand the right to hold property, to dispose of it as you will. Demand the right for you to run your own life. Demand that your life is your own and noone else's to arbitrarily dictate to. Demand your right to yourself.

And if you hold that you do not have the right to your own life....kill yourself, and get out of the way of those who want to live.

Why I'm an Objectivist

Well, I guess that Ayn Rand's books are experiencing a surge of interest due to the economic crisis. But amidst all the pundits weighing in on one side or the other, I'd simply like to talk about why I'm an Objectivist.

A lot of people point out that Greenspan was an Objectivist (he even wrote several of the essays in Capitalism: The Unknown Ideal). But the policies and decisions he pursued in his career make him anything but. How can the chief of the Fed, who sits in unilateral judgment over the arbitrary outlay of interest rates and the monetary supply, possibly be supportive of the government deregulation of the financial system? No, Greenspan isn't an Objectivist.

A lot of people get hung up on that deal with the Brandens, or with the Peikoff-Kelley split. The former is a sideshow bearing no relevance to Ayn Rand's philosophical ideas. It is akin to discrediting the Declaration of Independence because Thomas Jefferson owned slaves. Somebody can make mistakes in character judgment, or bad choices and still have good ideas. That's why there is a logical fallacy devoted to just such an error, ad hominem (meaning against the man). The latter focuses on a very relevant issue, the proper moral response to dissent. I'm honestly not sure which side is correct in their assessments, as I've recently stated, I'm not sure myself how to properly discern between evasion and deception and whether or not there should morally be a different response for the two, or if they deserve to be lumped together. This jury of one is still out on that subject, and until I reach a verdict, I will be hesitant to condemn either side unilaterally. After all, error is a very real occurrence. To deny the capacity for error is to assert that we are all granted a priori knowledge of the universe, an assertion closer to the philosophy of Plato than that of Rand. And I don't believe in patently accepting orthodoxy from any source if I don't fully understand the principles involved.

Some people assert that Rand has a utilitarian value, that she provides the moral justification for capitalism. Well, she does. But that isn't a reason to believe in Objectivism. The only viable reason to believe in Objectivism is this: is it true?

To ask this question of most philosophies is to encounter a Cartesian loop of circular reasoning. Most philosophies demand that you accept either a God, or social force, or some vague and inexplicable internal sense as the final arbiter of morality. Only Rand came forth to say that what is moral is based solidly in the tangible reality and tangible demands of our physical existence. The reason philosophers scoff at Objectivism is because it is fully comprehensible. The reason why it isn't taken seriously is because it does not rest on a leap of faith, a "feeling" that something is right or wrong. It rests on reason. Philosophers have spent generations arguing about whether they can know that reality exists, how they can know anything if they can't assume anything about existence, endless wormholes of uncertainty and referenceless abstractions based on clouds of air where they simply try to rationalize their own assumptions about morality by any means necessary. There is a very real reason why we tend to think of something as "deep" which is completely incomprehensible or bizarre. It is because what many of our philosophers have presented to us as deep and fundamental truths of existence have in fact been nothing more than incomprehensible or bizarre all along.

Rand was the first one in modern history to come out and say "The Emperor has no clothes...and this is why." She stated that some assumptions are necessary, that they are in fact assumed by anyone who would attempt to disprove them: Existence exists, Consciousness is conscious, A thing is itself (A is A). Her philosophical system anticipated significant developments in cognitive science (such as the embodiment of cognitive experience and the necessity for a hierarchy of concept formation for information processing) and linguistics (such as examining the concealment of agency realized by transitivity and passivization as a technique for encoding hidden ideology). Objectivism has ramifications for economics, political science, morality, law, and education. All of these fields are traditionally presented to us as decontextualized, incomprehensible forces of nature to which we must simply react, but can never hope to comprehend or to influence.

Objectivism makes explicit the underlying mechanisms of all of these processes and shows how we are the center of all of these systems, that we are not just passive receivers of some arbitrary destiny; that we have the power and indeed, the responsibility, to act upon those systems to make them better for our own sakes. And that by working to make these systems more productive objectively, that by striving to attain our own individual rational self-interest, by seeking to attain the best that life has to offer over the entire span of one's life, that the net result is an immeasurable benefit for everyone. But that the justification is not in the benefit to all but in the benefit to one's self. That we are born into this life as ourselves, that we experience only the life that we have as ourselves, and that the pursuit of happiness is not a pragmatic end, but a moral pursuit in and of itself.

Objectivism offers HAPPINESS, whereas the other varied philosophies and ideologies of our age only demand SACRIFICE. Sacrifice to what? For whose benefit? Will my children be the happier for me having sacrificed their economic well-being today? Will I truly have any greater guarantee of security by demanding that they pay for my retirement, when in fact the economic necessities of the system will mean that social security will most likely not even exist by that time? Will they be the better educated by demanding that they be constrained to the lowest common denominator of educational quality made possible by averaging the resources of the community as opposed to what I could provide for them unfettered by the economic burdens imposed by the government? No. No. No.

Opponents of Objectivism need to make an explicit stand, one that they cannot ultimately justify and thus why they always resort to ad hominem attacks or dodge the issue. Objectivism ultimately stands for the rational pursuit of your happiness over the span of your life. It holds that as a moral virtue, the highest moral goal. To say that Objectivism is evil, is to say that the pursuit of happiness is evil. To say that Objectivism is wrong, is to say that it is wrong to be happy, it is wrong to want the best for your children, it is wrong to receive greater pay for greater work, that any attempts to advance your position in life is evil and the most we can hope for in our imperfect lives is to beg for the mercy of those who hold incontrovertible power over us, whether they be thrust into that position by design or the vagaries of the political process.

I refute this view of life. I cannot accept that I was born to be the tool of others, that I was born to be used, manipulated, milked of whatever capacity I have and then to be cast aside with the fruits of my productivity to be dispensed according to the whims of a lunatic mob. I believe in the principles that America was founded upon. I believe in this nation of principles, the only nation ever founded by philosophers. What Ayn Rand represents is not a radical divergence from American values, she represents the soul of American virtue unabashedly claiming its rightful distinction as the only moral system which does not treat humanity as sacrifical animals to be slaughtered for the sake of anyone's whims, whether they be the dreams of one man, or the dreams of us all. This virtue can only be fully realized if we accept the objective basis of morality, the objective determinants of justice and just law.

And the final reason that I am an objectivist is not just because the logical arguments makes sense to me, but that I can see the principles that Objectivism makes clear in operation in every aspect of life around me. When I see the way people react to politics, or economics, or education. When I see the things that are easy to teach or are easy to learn. The more I discover about the processes of the human mind, and society. Everything that I learn from science and my experience with other human beings in society. Everything makes sense when viewed from an Objectivist perspective. Where before, there was only a chaos of competing voices all crying for power, all crying for pity, all teetering on an uncertain foundation rocking on the waves of public opinion, I have now come to see the levers which operate those systems, and to understand the motivations driving the forces in our society. When I see the accuracy with which the themes in Ayn Rand's works play out in the news around me and even in my own personal life, I cannot refute the predictive power of her model. No other philosophy I have studied has come anywhere near as close in terms of precise clarity and comprehensive explanatory power.

And that is why I am an Objectivist. If I were to find a proof, whether it be logical or practical which invalidated the propositions of Objectivism, I would surrender the title of Objectivist and set about constructing a revised philosophy incorporating that proof. But I haven't yet. Despite all the ranting on the internet. Despite all the spite and condemnations of Rand's work. Despite all the insults and some outright lies. Not a single detractor has been able to provide a significant counter-argument. So I ask openly: if you (anybody out there at all) have an objection, bring it forth. Let's talk about this here and now. If you can show me the error of my ways, then do so. But I only ask one thing in return. That if your arguments prove to be the weaker, will you be as willing to change your views? If you are, then you're probably closer to being an Objectivist than you may think.

The End of Public Education

I've chosen the title of this article as I have, because I intend to address several points relating to the "end" of public education. First, what is the "end", or goal, of public education? Second, I intend to address the failure of public education as it nears it's practical end, or finality. Finally, I want to address the benefits of fully-privatized education and why we should advocate it's adoption as well as what we will need to consider in the conversion period. For the most part I don't think these arguments are new, and I don't believe they were originated by me. But I do believe in their validity, their urgency, and their relevance. I will do the best I am able to do justice to these arguments, but like always, I urge people to go back to the original sources and check the arguments for themselves. I am not an expert in most of the fields concerned, although I do have credentials and experience in education and finance, and have personally studied philosophy for most of my life. So, I am not an expert, these are simply the views of one man trying to express them in as clearly and concisely a manner as possible. I will be the first to admit that there is still a lot I don't know. But based on what I do know, I have confidence in the validity of my stances on these issues. I welcome any critiques, and I will respond to any valid criticisms with as reasoned a response as I am able. If I am wrong, please try to prove me so. Perhaps we can learn something together.

In that interest I would first like to clear up a concern that Keahou has brought to my attention in a comment here.

First of all, the advice that Pinochet decided to follow resulted in the "Miracle of Chile". That is, that a military junta adopted free-market reforms which drove Chile's economic growth and laid the foundations for a strong democratized society that eventually ousted Pinochet. Pinochet was a murderer and a despot. But he happened to have some good economic sense, which put his nation into a leading role in South America. Now, it can't be said to have been a free government at the time, because free governments don't allow the government to go around murdering people. But comparatively, in that Chile was more laissez-faire than other South American countries, it proved that the freer the market, the stronger economic growth. But as China has also proved, economic growth is not necessarily specific to democratic systems. The long-term democratizing effects of free-market reforms on the social status of China will, however, be interesting to observe. I don't think they will be able to oppress human rights with impunity forever. I would bet that, like Chile, the source of their prosperity will ultimately lead to the dissolution of their centrist government. Either that, or they will choose to crush the source of that prosperity and fade into the background like we are doing in America. The miracle of Chile is that the military junta opted for it's own obsolescence to preserve the country's economic prosperity, something which would seem to defy expectations.

Now that has been cleared up, we can get on with the privatization of education. What is the goal of public education? Simply put, it is to ensure a uniform standard of education to all students from elementary to post-secondary education. Now this hinges on two critical points. What do we mean by education? Also, has public education been effective in meeting that stated goal?

Education has several meanings depending on its context. The dictionary doesn't provide much more than a circular definition, although this is largely due to what Rand pointed out was the epistemological errors of lexicologists who try to define a word independently of its referents. Practically speaking, there are two basic interpretations of what is meant by education. One has as its goal the accumulation of a certain list of facts and formulae. The other has as its goal the acquisition of skills and processes. The former measures its success by the ability of students to answer questions correctly. The latter measures its success by the ability of its students to actually do things with their knowledge. The former is relatively simple to test quantitatively. The latter can only be assessed qualitatively by analyzing the child's productions. For ease of reference, then, let's define the former interpretation of education as the Textbook & Testing Approach (TNT) and the latter as the Cognitive Development Approach (CD).

Now regardless of whether a school system is public or private, teachers can tend to be attracted to either of these approaches. However, in a public, standardized system, the emphasis is systematically placed on the standardized testing, which means that the emphasis is consequently placed on the list of facts presented in the test. Now, the criteria that the test-makers use to select those facts is largely irrelevant. If the standard of measurement is simply a list of facts and formulae, then the success of teachers, schools, and methods are based on a measure of the ability of children to have memorized those facts. Whether or not they can actually use that information is not as clearly testable in a quantitative format. If school funding is based on quantitative performance measures, then schools which are the best at TNT will be the most funded schools. While it can be successfully argued, I think, that CD approaches would result in ultimately higher attainment on TNT measures, the practical upshot is that unless a school has at the very least a mixed system of CD and TNT, students still won't do very well on the quantitative tests. (They will still have to remember the specific facts and formulae on the given test.)

The problem with qualitative tests is that they don't produce results which can be easily assessed by non-specialists in education. A public system is ultimately responsible to the least specialized authority, the elected government official. Their interpretation of test results is bound to be based on the number crunching of quantitative assessments. Especially, the less autonomy schools and teachers have in making relevant educational decisions, and the more dependent they are on government for support, the less they can afford to concentrate on their students' cognitive development, if it will risk even a marginal decrease in their performance on TNT testing. If you doubt this, please come to Japan and visit a junior high school English class.

Japan is the model of top-down education. All the things I've just proposed are, in Japan, a stark reality. Despite the awareness of teachers that the methods they are constrained to use are widely accepted as being ineffective, the pressure to conform to and produce quantitative standardized results in the testing system, prohibit them from initiating the very innovations that would serve their students best. Japanese students are very good at memorizing a certain list of terms, short-term, for the purpose of passing a test, without understanding the rhyme or reason very well. But, even after 6+ years of English study under this methodology, most Japanese adults can't speak more than a few words that have been incorporated into Japanese as loan words or some memorized set phrases. If anything, it teaches students that they can't ever understand the subject, that it is hopeless, and that the best they can do is to try to stuff as many of the facts and formulae into their heads as possible so that they can pass the entrance exams into high school and college, facts which are promptly forgotten. Everyone involved understands this, and yet nobody can or will change it, because the people in charge of those decisions are the ones most removed from the process, the politicians. The people sacrificed? The children.

But of course, it's only appropriate to view the children as being sacrificed, if the standard of success of education is functional ability. If the standard of success is simply obedience and rote memorization, then these public schools would seem to be a great success. Or are they?

Even in a system of largely TNT dependent teaching and increasing standardization, the measure by those testing standards indicate that public schooling costs more per student and produce a lower quality of education. Just look at what's happening in Washington, D.C. since they instituted the voucher system. Of course, since the democrats are on the rise, that'll soon be eliminated. After all, who wants the ugly evidence of the comparative ineffectiveness of socialist educational practices to hang around under the advent of a socialist regime?

I don't think the failings of our current educational system are debatable. Pretty much everyone understands that private schools offer better education (even Obama's children aren't going public) and that maintaining teacher quality standards is well nigh impossible in a system that doesn't adequately reward competent teachers (watch the second part). The main objection to privatization, I think, is the potential cost.

So, what, really, would be the cost to parents of phasing out public education into privately run schools? As it is, parents are all taxed to pay for education. For example, in Washington D.C. the cost per student for education was about $12,979 a year making it #3 out of the top 100 largest school districts in the nation. Despite this fact, they ranked pathetically low compared to the national averages. 33% is the national average for 4th graders who lack basic skills in math, in DC, the percentage was 62%. 49% is the average nationally for 8th graders who lack those same basic skills, in DC it was more like 74%. That's why they instituted a voucher system to try and get these kids into higher quality educational programs. Those vouchers are good for $7,500. The average cost of going to a private school in the DC area is currently $4,500. Only 39% of private schools in the DC area are more expensive than $10,000. That means that, if the tax burden for parents was reduced by the amount the government would no longer need if the system was privatized, parents could easily afford the price of private education.

Students would receive better quality education. Teachers would also have to be more accountable, because private enterprise will be less tolerant of teacher incompetence then socialized unions. Standards will have to produce children who are capable of using their knowledge to further their goals, because that will be the product that parents and children will notice the most. Parents will be more involved in school, because they will want to make sure they're getting their money's worth. If anything, parents would be saving money, getting more for it, and everyone would be happier.

Vouchers are not an end in themselves. They are a means of privitizing the educational system without causing a massive system shock. As public schools become progressively outmoded in pace with the development of a private infrastructure, the schools could be absorbed into private organizations. Once the public funding and relevant taxes have been replaced by a privitized system, then there will be no more need for vouchers and no more need to make it a political issue.

Inner city schools are suffering as it is, and a critical problem is the lack of incentive for talented teachers to go to those schools, or for people to send their children there. People who can afford to move to a more affluent region, already do, taking their tax money with them. If the government's coercive monopoly on education was relaxed so as to stimulate private investment in education and the efficiency of free markets, then private schools could be instituted to compete with the faltering inner city schools for those temporary vouchers and thus raise the standard of education for all who live in those areas. It would effectively remove one of the constricting influences which drives money out of those areas. As education improves, the social climate will improve, and those abandoned areas will become revitalized.

As Keahou says, there are indeed "so many practical issues to be considered".

So, to sum up, privatized education should be cheaper, more efficient, allow teachers to develop innovative techniques in an environment that will offer incentives for efficiency, effectiveness, and innovation, will encourage the revitalization of impoverished areas and increase the competitiveness of our children in the global market place by effectively raising their comprehensive abilities in reasoning skills (the foundation of math and the sciences.) Either that, or we can continue to squander money on the floundering system that we have now, where everybody recognizes that the emperor has no clothes, but love Obama too much to tell him. I wonder what practical considerations I'm leaving out? Well, I hope somebody will let me know so we can continue this discussion.

Apples, No Apples, Apples: The Sleight of Hand of Obama Inc.'s Elite Economic Corps of Dunderheads

OK. Now I had to read this a couple of times to make sure I got it straight. Now, I thought that I wasn't reading it correctly. I mean, circular logic has some famous adherents. Just look at Descartes' Meditations on First Philosophy...or Sam Harris' justification for torture. But this circle is the most striking for how clearly circular it is. You don't have to dig too deep to see the sleight of hand going on in this one. For the whole article, you'll have to check out this link here.

But the part that floored me was this quote:

""I do think the American people in the past have shown an excellent ability to respond to adversity," Fed Chairman Ben S. Bernanke told members of the Senate Budget Committee. "And I believe it's going to happen this time and that we're going to see a much stronger economy, not that far in the future."

To hasten that day, the Fed and the Treasury launched their long-awaited program to jump-start the market for consumer loans, including financing for small businesses, students and car buyers.

Under the program, known by the acronym TALF, the Fed will provide loans to investors who buy securities backed by newly issued consumer loans. The idea is to revive the market for asset-backed securities, which provides funding for a large portion of consumer lending.

"In our system, banks are important, but typically 40% of lending comes through the securitization markets. And those markets are not functioning well," Treasury Secretary Timothy F. Geithner told the House Ways and Means Committee.

"So we're going around banks . . . by doing something only the government can do, which, on appropriate terms to protect the taxpayer, is to try to get those credit markets opening up again," he said." "

OK. TALF. This is the system as it appears to be presented here. The government will now encourage more lending to groups which are high risk in a recession and which the markets recognize as such: students, small businesses, and car buyers. (It may be for that reason that the banks aren't loaning as much to these groups right now..duh....)

But of course, Obama Inc. and his party of looting neanderthals, think that the answer is to give more money to people who probably won't be able to pay it back. (AIG, GM...etc, etc, etc...)
In this case, they will subsidize the extension of credit to high risk groups by sponsoring securities based on packages of volatile debt. They will use the security of the United States Treasury to guarantee that debt and sell shares in it to investors. Not only that, but it will loan money to investors so that they can buy those securities. So, technically, the government will be making it look like it's selling financial instruments when really it's just handing out taxpayer money again.

If the initial loans go into default, the securities become worthless. That means the government can't collect the money from these loans, which means that the investors also don't get anything from the securities either, except that they have to pay back the loans to the government that they used to buy the now worthless securities. Which means that the government will in effect be paying for it's handouts to high-risk lenders by convincing credit-worthy investors to commit to paying for them over the long-term.

Housing fiasco redux.

What Obama and his geniuses are assuming is that the people who will receive these loans will actually pay them back. Now here's the catch. If any financial institution was reasonably confident that the people who are the potential beneficiaries of these loans could actually pay them back, then the financial institutions would loan them the money in the first place.

Why? Because that's how financial institutions make money. By lending to people who pay them back plus interest. Nobody makes money by lending to people who don't pay back. As the housing fiasco and its consequences have effectively demonstrated.

So what will happen to investors who buy large amounts of these securities, if the securities go into default (as they probably will)? Well, their balance sheets will have a sudden gaping hole where their assets used to be, and an equal amount of now unsupported debt. In short, I think that any investor who takes a heavy interest in these derivatives will be staking a lot on the dependability of the federal government to lend responsibly. And if the federal government doesn't, then we will see even more investors taken down in this thing. That will further damage the economy, destroy even more wealth (or "redistribute it" as Obama likes to say), and almost certainly cripple our nation for decades. (That is, decades more than these kind of policies have already crippled us...)

Now, now, I'll be fair. The current crisis isn't Obama's doing. It was caused by Bernanke, Greenspan, and the hypocrites at the Fed and in Congress on both sides of the aisle who have been supporting centrist government-controlled markets. That was the problem with the Republicans. They talked free markets, but they were busy getting their hands deep into the guts of it, so they could grease their own pockets, and the pockets of their buddies. That and they were spending so much time preaching about God that the secular conservatives out there didn't feel very comfortable supporting them either.

The Democrats are idealogues. I seriously believe that they think that they are helping people by sacrificing us all to the hunger of the disenfranchised mob that has been created by generations of irresponsible governance. (Although I think it's telling, how many of Obama's picks have a problem paying their taxes...)

The answer is to stop this madness, not to keep trying more of the same thing.

Cut spending, cut taxes, cut social programs and privatize them.
Privatize education.
Dissolve the Fed.

Introduce a staged retreat from social security so that we can support those who have already paid their way in, but so that we can phase it out as soon as possible. Phase out medicare and government intervention in insurance premiums.

Stop the senseless bailouts of companies that shovel out lifetime-guaranteed retirement policies to workers who retire at 48?! (Like GM....)

Stop the war on poverty. The supposed enemy in that war is the only group that can even remotely provide what is needed to alleviate the problem, by pursuing that war we intensify the poverty.

Stop the war on drugs. 1 in 32 Americans are in jail. 25% of them are there for drugs. Only 5% of homicides were narcotics related. Educate your children to keep them off drugs. I agree, they suck. They are NOT good things to have around children. But neither is tobacco or alcohol, and we have managed to keep them in control without making them into the dangerously uncontrolled illicit multi-billion dollar global industries that illicit drugs are today. In a way, the war on drugs is paying for the war on terror....paying our enemy's wages. Not unlike Prohibition and the mafia...Remove the profit, make them legal and regulate them like any other drug or intoxicant.

And, no, we don't need the self-inflated pompous rhetoric of Rush Limbaugh to rally around. What we need is a return to fundamental principles, like those advocated by Ron Paul and Barry Goldwater and the generation of conservatives who really lived up to that name. The crisis we are experiencing day by day in our sweat, our fear, our blood, and our lives...this crisis is a moral crisis. The moral superiority of laissez-faire capitalism, the objective moral reality of rational self-interest as a life-generating force, the moral supremacy of reason as opposed to the bulwarks of religion or the frantic paranoia of the social relativist---the denial of these truths is what we are experiencing tangibly, and visibly and undeniably this very moment.

This country is headed in the wrong direction, and we're speeding it up! You can't defend freedom by destroying it. You can't defend liberty by enslaving yourselves. You can't increase prosperity by punishing it. You can't inspire innovation by stifling it in bureaucratic red tape. You can't broaden minds through education by stifling teacher creativity. You can't heal bad debt by creating more of it. You can't have your cake and eat it too.

"Yes, this is an age of moral crisis. Yes, you are bearing punishment for your evil. But it is not man who is now on trial and it is not human nature that will take the blame. It is your moral code that's through, this time. Your moral code has reached its climax, the blind alley at the end of its course. And if you wish to go on living, what you now need is not to return to morality -- you who have never known any -- but to discover it." --Ayn Rand (Atlas Shrugged)