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.
Translator
Showing posts with label humanity. Show all posts
Showing posts with label humanity. Show all posts
Thursday, June 24, 2010
Friday, February 26, 2010
Ayn Rand Smears Still Popular with the Left
It would seem that the left still enjoys painting Rand and Objectivists as giggling baby-eaters. A recent spate of disinformation pieces have been circling the internet here and here. The basic gist is that they drop context on some lines taken out of Ayn Rand's personal journals in which she comments on the William Hickman kidnapping murder of a young girl in the 1920s. It's funny too, because they're really just plagiarizing the same drivel that was passed about a few years ago with an 2005 article here. The response should be the same as the response it got then...click the big red x in the upper right of the window. A brief discussion on the Objectivism Online Forum should help clarify how the argument is specious. I've included a link to that discussion here.
I quote the very eloquent summation of one poster, Dismuke:
"To summarize - that article drops several bits of very important context.
1. The fact that the journal entries were PRIVATE, not intended for publication and, therefore, the contents were not written for the purpose of being objective to any audience other than Ayn Rand's own eyes.
2. The entirety of Ayn Rand's explicit philosophy which was consistent across volumes of works written over the span of many decades - including her philosophy's contempt for those who initiate force.
3. The fact that Ayn Rand herself dismissed it all as probable "idealizing."
4. The fact that, Ayn Rand, unlike the author of the article, did not equate self-interest with "walking across corpses" and, therefore, did not regard an out-of-context admiration for certain attributes of a brutal murderer's statements and demeanor as having possible negative implications for a morality of self-interest worthy of giving serious consideration to in the mental exercise the journal entry documents.
Now, if someone who was very familiar with the William Hickman case but had never heard of Ayn Rand before somehow stumbled across that particular journal entry, I can fully understand why he might properly conclude that Ayn Rand must have been some sort of strange, sociopathic kook not worthy of looking into further. But the author of that article very clearly IS familiar with the larger context of Ayn Rand's work and her personal history - so my conclusion is the article is nothing more than a cheap and sleazy "hit piece" designed to smear Objectivism. Don't be too surprised if it is embraced by the likes of David Kelley and Barbara Branden as more "proof" that Ayn Rand was indeed nothing more than a malevolent neurotic kook who somehow, nevertheless, managed to make a few good philosophical points here and there."
I can't think of anything more to add to this, except to express my sincere hope that trash like this will stop popping up in the news results for Rand on the right side of this blog. It is increasingly clear that the Left has no rational refutation of Rand's philosophy and can only resort to character assassination and ad hominem flubbery. Context is everything. ANY quote taken out of context can be read to mean anything you want it to. That is why the process of contextualization is so important in all written forms of exposition and especially literary, scientific, and philosophical exposition. Ayn Rand's journals were none of these, simply personal notes and notations meant to guide her own thought process.
If a man were to find admirable qualities in Obama, it would not make him instantly an Obama acolyte. If a man were to find admirable qualities in Reagan, it would not make him instantly a Reaganite. One can admire certain qualities of a person without admiring their motivations or actions, hence the restriction to certain qualities. Some people admire Rommel, despite the fact that he was a Nazi. They can admire his intelligence and skill without admiring his political ideology. Some people admire Clinton despite his philandering. It doesn't mean they admire the whole person, just some things that he did or said. The only way to be certain of why, in what way, and under what conditions that admiration existed, is to have a properly contextualized account of that admiration. The reasons, the exceptions, the moderations...these elements are essential to understanding the meaning of any given utterance in the English language. Without this account, irresponsible accusations slapped onto decontextualized cherry-picked quotes say no more about the character of a person than graffiti on the wall of a bathroom stall--the very place where such "journalism" belongs...in the toilet.
I quote the very eloquent summation of one poster, Dismuke:
"To summarize - that article drops several bits of very important context.
1. The fact that the journal entries were PRIVATE, not intended for publication and, therefore, the contents were not written for the purpose of being objective to any audience other than Ayn Rand's own eyes.
2. The entirety of Ayn Rand's explicit philosophy which was consistent across volumes of works written over the span of many decades - including her philosophy's contempt for those who initiate force.
3. The fact that Ayn Rand herself dismissed it all as probable "idealizing."
4. The fact that, Ayn Rand, unlike the author of the article, did not equate self-interest with "walking across corpses" and, therefore, did not regard an out-of-context admiration for certain attributes of a brutal murderer's statements and demeanor as having possible negative implications for a morality of self-interest worthy of giving serious consideration to in the mental exercise the journal entry documents.
Now, if someone who was very familiar with the William Hickman case but had never heard of Ayn Rand before somehow stumbled across that particular journal entry, I can fully understand why he might properly conclude that Ayn Rand must have been some sort of strange, sociopathic kook not worthy of looking into further. But the author of that article very clearly IS familiar with the larger context of Ayn Rand's work and her personal history - so my conclusion is the article is nothing more than a cheap and sleazy "hit piece" designed to smear Objectivism. Don't be too surprised if it is embraced by the likes of David Kelley and Barbara Branden as more "proof" that Ayn Rand was indeed nothing more than a malevolent neurotic kook who somehow, nevertheless, managed to make a few good philosophical points here and there."
I can't think of anything more to add to this, except to express my sincere hope that trash like this will stop popping up in the news results for Rand on the right side of this blog. It is increasingly clear that the Left has no rational refutation of Rand's philosophy and can only resort to character assassination and ad hominem flubbery. Context is everything. ANY quote taken out of context can be read to mean anything you want it to. That is why the process of contextualization is so important in all written forms of exposition and especially literary, scientific, and philosophical exposition. Ayn Rand's journals were none of these, simply personal notes and notations meant to guide her own thought process.
If a man were to find admirable qualities in Obama, it would not make him instantly an Obama acolyte. If a man were to find admirable qualities in Reagan, it would not make him instantly a Reaganite. One can admire certain qualities of a person without admiring their motivations or actions, hence the restriction to certain qualities. Some people admire Rommel, despite the fact that he was a Nazi. They can admire his intelligence and skill without admiring his political ideology. Some people admire Clinton despite his philandering. It doesn't mean they admire the whole person, just some things that he did or said. The only way to be certain of why, in what way, and under what conditions that admiration existed, is to have a properly contextualized account of that admiration. The reasons, the exceptions, the moderations...these elements are essential to understanding the meaning of any given utterance in the English language. Without this account, irresponsible accusations slapped onto decontextualized cherry-picked quotes say no more about the character of a person than graffiti on the wall of a bathroom stall--the very place where such "journalism" belongs...in the toilet.
Saturday, December 5, 2009
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
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
Monday, November 23, 2009
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.
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.
Sunday, November 22, 2009
Happy Galt Day!!
November 22nd is the day when John Galt made his speech to the world. A good way to celebrate it may be to watch XCowboy2's "This is John Galt" video series. He has the first version mostly completed and is halfway through revamping his second version. As an added salute to XCowboy2 (Richard Gleaves) and his efforts to spread the word on objectivism and Ayn Rand, I recommend you read his short story "Dinner at the White House". Happy Galt Day!
Thursday, May 28, 2009
Bioshock: The Hype
OK. Well, quite a few people in the gaming community will have heard of the game Bioshock, a first-person shooter which touts itself as a philosophical simulation engine. Actually the philosophical element seems to be little more than a smear job of objectivism. With the advent of a sequel to the game and a possible movie, I thought it would be fair to point out that Bioshock does not have anything to do with objectivism in practice. If the objectivist government of Rapture had done their jobs, by protecting people's rights, punishing robbers and murderers, and yes by stopping the fraudulent sale of poison as medicine, then the catastrophe most likely would never have happened. However, the creators fail to understand (as do many) the difference between anarchy and capitalism. Anyway, XOmniverse did a nice piece explaining exactly why the "argument from Armageddon" isn't a decent argument to address any social theory. Bioshock is just a smear job. It's amazing that people are interested enough in objectivism to make the smear job into a movie, but Atlas Shrugged keeps getting put off. Anyway, here's the vid. Enjoy:
http://www.youtube.com/watch?hl=en&v=k2kw51Q1kr8&gl=US
http://www.youtube.com/watch?hl=en&v=k2kw51Q1kr8&gl=US
Saturday, May 23, 2009
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.)
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.)
Wednesday, May 20, 2009
Why Do People Still Not Get It?
I received the following question that someone sent to my YouTube channel: bakukenshin, and I thought it fit in nicely with the topics on this blog.
"What do you think of people who have read Ayn Rands books but refuse to believe in or accept the philosophy of Objectivism? Are they simply refusing the ability of the mind or are they afraid of the idea of being responsible for their own decisions? Or does it just go against too much of what they have been "taught"?"
My response was as follows:
I think there are several reasons why people could read her books and not accept the entire philosophy of Objectivism.
1. Most people read a book and they pick and choose what they like about it and what they don't like. Most of the time this coincides with values that they have already decided upon. So a lot of people take Objectivism piecemeal, which results in a lot of what you can see in the Republican party. That is a lot of people who try to push for capitalism and free markets (at least when they're campaigning) but at the same time pushing to restrict civil liberties (such as with the anti-abortion movement, domestic surveillance, etc.).
2. To accept Objectivism, people need to accept three basic premises. Reality is. Existence exists. Consciousness is conscious. Unfortunately most of the gatekeepers to modern philosophy (professors, novelists, poets, scientists, etc.) have been indoctrinated in and come to believe the opposite of at least one of these. Since these are axioms, unless they realize that there is no way to disprove these premises without using them, then they cannot be expected to accept them. In order for someone to change their mind on axiomatic propositions they need to start from the standpoint that reason is the final arbiter of their viewpoints, that they cannot resist what their senses and the rules of logic tell them simply based on their feelings or a priori assertions. But, if they accept that already, then they are already half way to Objectivism anyway.
3. The philosophy of Objectivism isn't self-evident. The reaction of many new objectivists when they've decided to accept it, is to assume that because they read Ayn Rand's works and it makes sense to them, that it must therefore automatically make sense to everybody. Unfortunately, this would be a mistaken assumption. Everybody starts from a different starting point. Some people have devoted a lot of time thinking seriously about fundamental philosophical questions. Some people have not. Even among seriously committed thinkers, it took a long historical tradition starting with Aristotle leading up through the founding of America and it took Ayn Rand's genius building on all that to bring the various threads of history into sharp enough focus to formulate Objectivism. Some people just make some honest mistakes along the chain of abstraction.
4. Some people know better and are consciously malevolent enough to deny it anyway. But be very careful before jumping to conclusions about who you place in this category. Sometimes I think Objectivists need to understand their own philosophy better before they start leaping to judgments about others.
I think it's a little like teaching someone a skill at which you are highly proficient, but the person you're teaching isn't. Like your native language for instance. You don't even think about it. But try teaching it to someone who only knows Chinese. You quickly find out that you have to know things about the structure of your language at a much more detailed level than you'd ever have dreamed of having to worry about before. More importantly, the process of clarifying your thoughts, so as to better present them to others, teaches you things about your own mode of thought and helps you understand your beliefs better than before.
If you seriously teach any subject for a significant period of time, you will understand that subject in a fundamentally different way than if you had just accepted that you knew it and left it at that. I think this is true of math, English, art, and especially philosophy. If you want to truly understand why people don't get it, and understand better just what it is that makes sense to you, then try to think about how you would explain it to someone, calmly and clearly. Try to talk to people about it. Try to teach it. Through this process of discussion, through refining your arguments, through thinking about the points people raise in opposition, you will come to understand the philosophy that much better. And you will have a much clearer image of what it represents, and which people are the ones who should truly be morally condemned. But remember, in these discussions, if you find yourself losing your temper, resorting to insults or irrational tactics or agencies, then you've already lost. You need to accept that when it happens (as it inevitably will), go back and rethink it through.
Objectivism is ultimately understanding yourself. You have to start there. And it can be the hardest place to start. Especially when you're wanting to rush out and change the world. But it is central. After all, that's where everything in Ayn Rand's philosophy begins.
I hope this helps somewhat. I know it didn't exactly address the question as you stated it, but I, too, am struggling with the line between people who are mistaken and people who are consciously evading truth. So, until I reach a conclusion on that, I like to recommend caution before leaping into judgments on people. It can be tempting, and it can be difficult to see the distinction. (This by the way is the very issue that led to the split between Kelley and Peikoff and why the "The Atlas Society" and "The Ayn Rand Institute" aren't on speaking terms.) The above is my best attempt to deal with it myself. Read as much as you can on the philosophy, both the good and the bad. Don't get sidetracked on following any one person's interpretation. Remember the most important perspective is your own. Try to form it in as balanced and rational a way as possible.
--I think the only thing I can add to this right now is in this prior blog post here. I am still very interested in the opinions of other practicing objectivists. If anybody has an opinion on this matter please feel free to post your comments.
Best premises,
American Anti-theist
"What do you think of people who have read Ayn Rands books but refuse to believe in or accept the philosophy of Objectivism? Are they simply refusing the ability of the mind or are they afraid of the idea of being responsible for their own decisions? Or does it just go against too much of what they have been "taught"?"
My response was as follows:
I think there are several reasons why people could read her books and not accept the entire philosophy of Objectivism.
1. Most people read a book and they pick and choose what they like about it and what they don't like. Most of the time this coincides with values that they have already decided upon. So a lot of people take Objectivism piecemeal, which results in a lot of what you can see in the Republican party. That is a lot of people who try to push for capitalism and free markets (at least when they're campaigning) but at the same time pushing to restrict civil liberties (such as with the anti-abortion movement, domestic surveillance, etc.).
2. To accept Objectivism, people need to accept three basic premises. Reality is. Existence exists. Consciousness is conscious. Unfortunately most of the gatekeepers to modern philosophy (professors, novelists, poets, scientists, etc.) have been indoctrinated in and come to believe the opposite of at least one of these. Since these are axioms, unless they realize that there is no way to disprove these premises without using them, then they cannot be expected to accept them. In order for someone to change their mind on axiomatic propositions they need to start from the standpoint that reason is the final arbiter of their viewpoints, that they cannot resist what their senses and the rules of logic tell them simply based on their feelings or a priori assertions. But, if they accept that already, then they are already half way to Objectivism anyway.
3. The philosophy of Objectivism isn't self-evident. The reaction of many new objectivists when they've decided to accept it, is to assume that because they read Ayn Rand's works and it makes sense to them, that it must therefore automatically make sense to everybody. Unfortunately, this would be a mistaken assumption. Everybody starts from a different starting point. Some people have devoted a lot of time thinking seriously about fundamental philosophical questions. Some people have not. Even among seriously committed thinkers, it took a long historical tradition starting with Aristotle leading up through the founding of America and it took Ayn Rand's genius building on all that to bring the various threads of history into sharp enough focus to formulate Objectivism. Some people just make some honest mistakes along the chain of abstraction.
4. Some people know better and are consciously malevolent enough to deny it anyway. But be very careful before jumping to conclusions about who you place in this category. Sometimes I think Objectivists need to understand their own philosophy better before they start leaping to judgments about others.
I think it's a little like teaching someone a skill at which you are highly proficient, but the person you're teaching isn't. Like your native language for instance. You don't even think about it. But try teaching it to someone who only knows Chinese. You quickly find out that you have to know things about the structure of your language at a much more detailed level than you'd ever have dreamed of having to worry about before. More importantly, the process of clarifying your thoughts, so as to better present them to others, teaches you things about your own mode of thought and helps you understand your beliefs better than before.
If you seriously teach any subject for a significant period of time, you will understand that subject in a fundamentally different way than if you had just accepted that you knew it and left it at that. I think this is true of math, English, art, and especially philosophy. If you want to truly understand why people don't get it, and understand better just what it is that makes sense to you, then try to think about how you would explain it to someone, calmly and clearly. Try to talk to people about it. Try to teach it. Through this process of discussion, through refining your arguments, through thinking about the points people raise in opposition, you will come to understand the philosophy that much better. And you will have a much clearer image of what it represents, and which people are the ones who should truly be morally condemned. But remember, in these discussions, if you find yourself losing your temper, resorting to insults or irrational tactics or agencies, then you've already lost. You need to accept that when it happens (as it inevitably will), go back and rethink it through.
Objectivism is ultimately understanding yourself. You have to start there. And it can be the hardest place to start. Especially when you're wanting to rush out and change the world. But it is central. After all, that's where everything in Ayn Rand's philosophy begins.
I hope this helps somewhat. I know it didn't exactly address the question as you stated it, but I, too, am struggling with the line between people who are mistaken and people who are consciously evading truth. So, until I reach a conclusion on that, I like to recommend caution before leaping into judgments on people. It can be tempting, and it can be difficult to see the distinction. (This by the way is the very issue that led to the split between Kelley and Peikoff and why the "The Atlas Society" and "The Ayn Rand Institute" aren't on speaking terms.) The above is my best attempt to deal with it myself. Read as much as you can on the philosophy, both the good and the bad. Don't get sidetracked on following any one person's interpretation. Remember the most important perspective is your own. Try to form it in as balanced and rational a way as possible.
--I think the only thing I can add to this right now is in this prior blog post here. I am still very interested in the opinions of other practicing objectivists. If anybody has an opinion on this matter please feel free to post your comments.
Best premises,
American Anti-theist
Saturday, May 16, 2009
Celebrating Justice
In the spirit of celebrating the right to life, in the midst of life-hating torture mongers like Pelosi and Cheney, here's an essay that an associate wrote for the Ayn Rand essay contest a while back. It's a discussion of justice as presented in Atlas Shrugged. Enjoy:
“I swear—by my life and my love of it—that I will never live for the sake of another man, nor ask another man to live for mine” (979).
This quote at the end of John Galt's address to the world encapsulates the concept of justice developed throughout Ayn Rand's Atlas Shrugged. It is an oath by an individual, a thinking human being. The standard against which this oath is made is the highest possible, that of one's own life. That standard is reinforced by Galt's insistence that he loves his life—a caveat necessary for establishing the value of swearing by that life. What follows is the core: the idea that each and every person bears full responsibility for their own life and that it is both morally wrong to try to shift that responsibility to another and to shoulder the responsibilities of others thereby sheltering them from the consequences of their actions.
Rand's concept of justice is centered around the individual. Individuals have certain rights. These rights are guarantees of freedom based on the necessities of life as a human being. A just government is one which honors those rights. An unjust government violates them. A government is formed with the purpose of protecting the rights of individuals and what that essentially means is protecting people from assaults on their life. “But a government that initiates the employment of force against men who had forced no one...is a nightmare infernal machine designed to annihilate morality” (973). Furthermore, because a system of government is simply a group of individuals created and maintained by the consent and active participation of its citizens, a government cannot exist without the sanction of those citizens. An unjust government cannot maintain itself without creating the illusion of legitimacy. But the illusion cannot be maintained without the sanction of the participants. Rearden understands this and thus refuses to participate in his “trial” in any way. Consequently, the judges find themselves powerless and must let him go. They cannot force his consent. They can only move his body or take his assets. But either of those actions would risk surrendering the illusion of legitimacy that is vital to maintaining their power.
“I will not help you pretend that I have a chance. I will not help you preserve an appearance of righteousness where rights are not recognized. I will not help you preserve an appearance of rationality by entering a debate in which a gun is the final argument. I will not help you pretend that you are administering justice.” (443)
Rearden acts in full accordance with Rand's concept of justice. He both refuses to contribute to his own immolation and shrugs off the burden of maintaining the illusions of others. He holds his own life as the highest value and the measure against which other values are judged. It is because of this supremacy of an individual's judgement, consent, and action that justice is not a value which is bestowed by government, but instead a value with which a just government must act in accordance.
Justice can also be seen to apply to individuals in their private interactions. The personal relationships of the main characters consistently echo these same themes. The principles are the same. Contradictions are impossible. If something seems not to fit, then there is something wrong with your assumptions. Power over another's actions cannot be forced, it can only be given or conceded. Lillian controls Rearden only through his own concession of guilt and he is miserable for it. In the absence of force, all interactions are voluntary. Rearden's emotional prison was one of his own making, built by his concessions to an ethical system inconsistent with the demands of reality. Justice entails obtaining what one deserves. In her treatment of Rearden's and Dagny Taggart's relationships, Rand shows how determining what one deserves is a process of rational evaluation that is intimately connected with one's estimation of their own self-worth. The key here being the word “rational”. Initially, Rearden views himself as shameful and lowly, hence he thinks he “deserves” Lillian. He thinks that justice is being served. But his reasoning is flawed. He deserves better. When he finally corrects his thinking, he realizes that there is nothing just about his situation with Lillian and ends it.
Dagny's relationships, too, are a series of character judgements. She is with Francisco, Rearden, and Galt in turn because they represent progressively purer models of her own rational values. She ends with Galt because he is the embodient of perfection in man as she sees him and she is the embodiment of perfection in woman as he sees her. However what makes this just is not only their mutual assessment but that that assessment is grounded in reality. Rearden's initial assessment of Lillian as someone who was worthy to be his wife (i.e. the best reflection of his own values) was flawed and not based on anything evidenced in her personality by fact of action but simply the desire to see that in her. This is supported by the parallel descriptions of their rationales for getting married.
The idea that justice implies a balance between values—that what you get out should equal what you put in—is not new. Neither is the idea of reality and reason being the fundamental determiners of what is just. Many cultures have viewed these as desirable. However, there is not a single example of a culture that does not create a contradiction at some point and thus undermine one or another. For example, Buddhism promotes an awareness of reality and one's place within it as fundamental to determining morality. However it then proceeds to say that wisdom is understanding reality as it “is” and not as it “appears” to be. What reality “is” is not defined, neither is what is meant by “illusion”. This vacuum is not rare in religious works. In the same way that fortune-telling may seem accurate, the definitions are left vague so that people can fill in their own assumptions. If someone believes that reality, really is, then they can interpret the religion as mirroring their own beliefs by interpreting illusion as being the lies people tell to cover their evasions. Conversely, if one is actively seeking to evade reality, they are free to loathe the “illusion” that is this world and claim that those involved in worldly affairs are somehow inferior or misguided. Judeism, Christianity, and Islam tend to cut out the whole issue of reason and claim that what is claimed to be just is so because God so ordained. Even thinkers such as St. Thomas Aquinas had to make compromises to accommodate their religion. In modern thought, too, there are few advocates of truly rational justice. The most prominent were the philosophers of the Enlightenment—Locke, Paine, Mill, and Jefferson among others. However, none of them ever made the explicit claim that it is equally as immoral to shelter people from the consequences of their actions as it is to expect others to shelter you. It is in this sense that the concept of justice in Atlas Shrugged stands apart.
“I swear—by my life and my love of it—that I will never live for the sake of another man, nor ask another man to live for mine” (979).
This quote at the end of John Galt's address to the world encapsulates the concept of justice developed throughout Ayn Rand's Atlas Shrugged. It is an oath by an individual, a thinking human being. The standard against which this oath is made is the highest possible, that of one's own life. That standard is reinforced by Galt's insistence that he loves his life—a caveat necessary for establishing the value of swearing by that life. What follows is the core: the idea that each and every person bears full responsibility for their own life and that it is both morally wrong to try to shift that responsibility to another and to shoulder the responsibilities of others thereby sheltering them from the consequences of their actions.
Rand's concept of justice is centered around the individual. Individuals have certain rights. These rights are guarantees of freedom based on the necessities of life as a human being. A just government is one which honors those rights. An unjust government violates them. A government is formed with the purpose of protecting the rights of individuals and what that essentially means is protecting people from assaults on their life. “But a government that initiates the employment of force against men who had forced no one...is a nightmare infernal machine designed to annihilate morality” (973). Furthermore, because a system of government is simply a group of individuals created and maintained by the consent and active participation of its citizens, a government cannot exist without the sanction of those citizens. An unjust government cannot maintain itself without creating the illusion of legitimacy. But the illusion cannot be maintained without the sanction of the participants. Rearden understands this and thus refuses to participate in his “trial” in any way. Consequently, the judges find themselves powerless and must let him go. They cannot force his consent. They can only move his body or take his assets. But either of those actions would risk surrendering the illusion of legitimacy that is vital to maintaining their power.
“I will not help you pretend that I have a chance. I will not help you preserve an appearance of righteousness where rights are not recognized. I will not help you preserve an appearance of rationality by entering a debate in which a gun is the final argument. I will not help you pretend that you are administering justice.” (443)
Rearden acts in full accordance with Rand's concept of justice. He both refuses to contribute to his own immolation and shrugs off the burden of maintaining the illusions of others. He holds his own life as the highest value and the measure against which other values are judged. It is because of this supremacy of an individual's judgement, consent, and action that justice is not a value which is bestowed by government, but instead a value with which a just government must act in accordance.
Justice can also be seen to apply to individuals in their private interactions. The personal relationships of the main characters consistently echo these same themes. The principles are the same. Contradictions are impossible. If something seems not to fit, then there is something wrong with your assumptions. Power over another's actions cannot be forced, it can only be given or conceded. Lillian controls Rearden only through his own concession of guilt and he is miserable for it. In the absence of force, all interactions are voluntary. Rearden's emotional prison was one of his own making, built by his concessions to an ethical system inconsistent with the demands of reality. Justice entails obtaining what one deserves. In her treatment of Rearden's and Dagny Taggart's relationships, Rand shows how determining what one deserves is a process of rational evaluation that is intimately connected with one's estimation of their own self-worth. The key here being the word “rational”. Initially, Rearden views himself as shameful and lowly, hence he thinks he “deserves” Lillian. He thinks that justice is being served. But his reasoning is flawed. He deserves better. When he finally corrects his thinking, he realizes that there is nothing just about his situation with Lillian and ends it.
Dagny's relationships, too, are a series of character judgements. She is with Francisco, Rearden, and Galt in turn because they represent progressively purer models of her own rational values. She ends with Galt because he is the embodient of perfection in man as she sees him and she is the embodiment of perfection in woman as he sees her. However what makes this just is not only their mutual assessment but that that assessment is grounded in reality. Rearden's initial assessment of Lillian as someone who was worthy to be his wife (i.e. the best reflection of his own values) was flawed and not based on anything evidenced in her personality by fact of action but simply the desire to see that in her. This is supported by the parallel descriptions of their rationales for getting married.
The idea that justice implies a balance between values—that what you get out should equal what you put in—is not new. Neither is the idea of reality and reason being the fundamental determiners of what is just. Many cultures have viewed these as desirable. However, there is not a single example of a culture that does not create a contradiction at some point and thus undermine one or another. For example, Buddhism promotes an awareness of reality and one's place within it as fundamental to determining morality. However it then proceeds to say that wisdom is understanding reality as it “is” and not as it “appears” to be. What reality “is” is not defined, neither is what is meant by “illusion”. This vacuum is not rare in religious works. In the same way that fortune-telling may seem accurate, the definitions are left vague so that people can fill in their own assumptions. If someone believes that reality, really is, then they can interpret the religion as mirroring their own beliefs by interpreting illusion as being the lies people tell to cover their evasions. Conversely, if one is actively seeking to evade reality, they are free to loathe the “illusion” that is this world and claim that those involved in worldly affairs are somehow inferior or misguided. Judeism, Christianity, and Islam tend to cut out the whole issue of reason and claim that what is claimed to be just is so because God so ordained. Even thinkers such as St. Thomas Aquinas had to make compromises to accommodate their religion. In modern thought, too, there are few advocates of truly rational justice. The most prominent were the philosophers of the Enlightenment—Locke, Paine, Mill, and Jefferson among others. However, none of them ever made the explicit claim that it is equally as immoral to shelter people from the consequences of their actions as it is to expect others to shelter you. It is in this sense that the concept of justice in Atlas Shrugged stands apart.
Monday, May 4, 2009
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
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
Saturday, January 24, 2009
Dr. Anne Wortham: Black Victimhood vs. Black Individual Responsibility
Well, with Obama sworn in and gearing up to charge headlong into a socialist rampage that will flush the remaining fractured remnants of our economy down the toilet, it seems that the issue of the day still seems to be race. I've recently been getting some negative feedback for supporting Anne Wortham a while back in this post here.
Anyways, it inspired me to look up more of her work, and as since the video I originally linked to was removed, I was really glad to find this article posted on the internet. It says much better than I ever could exactly what is wrong with the culture of victimization that has infected what the civil rights movement has unfortunately become.
It can be read at this link here: http://www.libertarian.co.uk/lapubs/polin/polin092.pdf
Also, if you're interested, here is a very well written op-ed she wrote about Lord Obama:
http://www.lewrockwell.com/orig9/wortham1.html
Best premises,
American Antitheist
Anyways, it inspired me to look up more of her work, and as since the video I originally linked to was removed, I was really glad to find this article posted on the internet. It says much better than I ever could exactly what is wrong with the culture of victimization that has infected what the civil rights movement has unfortunately become.
It can be read at this link here: http://www.libertarian.co.uk/lapubs/polin/polin092.pdf
Also, if you're interested, here is a very well written op-ed she wrote about Lord Obama:
http://www.lewrockwell.com/orig9/wortham1.html
Best premises,
American Antitheist
Thursday, July 24, 2008
Let Freedom Ring! Vote for Bob Barr!
I just have to say I saw this and I was moved. It has been so long since I have heard a presidential candidate say what needs to be said. It has been so long since I have heard a candidate praise what our nation was built on rather than apologize for those who made us great. Have the courage to fight the destruction of our freedom. Have the courage to vote for Bob Barr.
http://www.youtube.com/watch?v=NxPrULE6dUU
http://www.youtube.com/watch?v=NxPrULE6dUU
Wednesday, July 23, 2008
Dr. Anne Wortham: Objectivism and the Black Community
I stumbled across this interview with Dr. Anne Wortham and I have to say I'm impressed. I remember vividly that when I was in college I would propose that people should be judged by their merits rather than by their race, creed, or religious beliefs. At such times, I would be labeled as racist or intolerant. I could never grasp the reason. How can the assertion that race simply just NOT be a factor in our decisions--how can that be racist?
The assertion seemed to be that minorities deserve guarantees of jobs, guarantees of opportunities whereas those who aren't privileged enough to be a member of that group deserve no guarantees. What I felt then, and what I've come to know now, is that these guarantees must come from somewhere. Somebody must be sacrificed for the sake of them. If the job goes to somebody based on race, that means that somebody else is not getting the job, also based on race. This is pure racism. If somebody gets the job because they are the most qualified, then the reason why somebody else doesn't get the job is because they aren't qualified. This is only fair. The goal, I think is to remove race as a consideration in our evaluation of people rather than to emphasize it and thereby create unnecessary divisions among our human kin.
It is for this reason that I found Dr. Wortham's comments in this interview particularly refreshing. Only by replacing the culture of entitlement with the culture of self-empowerment can any minority hope to better its people. I hope you find her comments as enlightening as I did.
11/8/2008: I apologize but it's been brought to my attention that the video was removed from YouTube for a terms of use violation. The original interview was entitled "Another View of the Civil Rights Movement: Anne Wortham" and was part of a series called "A World of Ideas" featuring Bill Moyers. I couldn't find it at amazon, but a google search will bring up places where it can be purchased online. I highly recommend it.
12/5/2009: The video is back on YouTube! I don't know for how long, so check it out while you can!
http://www.youtube.com/watch?v=UpWEM2Z9yn8
http://www.youtube.com/watch?v=JS1qhBxiIQY
The assertion seemed to be that minorities deserve guarantees of jobs, guarantees of opportunities whereas those who aren't privileged enough to be a member of that group deserve no guarantees. What I felt then, and what I've come to know now, is that these guarantees must come from somewhere. Somebody must be sacrificed for the sake of them. If the job goes to somebody based on race, that means that somebody else is not getting the job, also based on race. This is pure racism. If somebody gets the job because they are the most qualified, then the reason why somebody else doesn't get the job is because they aren't qualified. This is only fair. The goal, I think is to remove race as a consideration in our evaluation of people rather than to emphasize it and thereby create unnecessary divisions among our human kin.
It is for this reason that I found Dr. Wortham's comments in this interview particularly refreshing. Only by replacing the culture of entitlement with the culture of self-empowerment can any minority hope to better its people. I hope you find her comments as enlightening as I did.
11/8/2008: I apologize but it's been brought to my attention that the video was removed from YouTube for a terms of use violation. The original interview was entitled "Another View of the Civil Rights Movement: Anne Wortham" and was part of a series called "A World of Ideas" featuring Bill Moyers. I couldn't find it at amazon, but a google search will bring up places where it can be purchased online. I highly recommend it.
12/5/2009: The video is back on YouTube! I don't know for how long, so check it out while you can!
http://www.youtube.com/watch?v=UpWEM2Z9yn8
http://www.youtube.com/watch?v=JS1qhBxiIQY
Thursday, July 17, 2008
Ashcroft - Torture Bad Call but No Biggie
Today for your perusal I offer a selection of disingenuous moral shuffling. Enjoy reading this, it's not every day you get to see someone squirm their way through such an ethical sewer and still think of themselves as squeaky clean. It's rare to see it painted so clearly.
http://www.msnbc.msn.com/id/25723287/
Ashcroft quibbles that he "did not necessarily disagree" with the idea of state sponsored torture, but that the legal argument was flawed. So, rather than admit that he made a mistaken judgment call, he's simply asserting that torture is still an appropriate form of interrogation and that all that is really needed is a more properly worded argument for it. Take a second to let that soak in.
Ashcroft says that torture is good. We just need a better justification for it.
Ashcroft doesn't see the deep moral, philosophical, and political implications of the permissibility of torture. He ignores the same issues of which I have accused Sam Harris of dodging. Or perhaps he does.
Think about that too. What if Ashcroft DOES understand the ramifications of what he is supporting? What if Sam Harris DOES understand the ramifications of what he is supporting? Can you really be secure in granting them the benefit of the doubt on something like this? I mean, seriously, if we're going to give people the benefit of the doubt on something like advocating torture, where do we stop? I mean, once we've said, well maybe we're not clear on all the details, but you're the government so we trust that you won't do bad things, so go ahead and do what you please...once we've said THAT, what's to stop them from revoking the rest of the trappings of civilized society?
Oh, wait....they've started doing that too. Isn't this the same Ashcroft, the same establishment governance that thinks it's also a good idea to spy on American citizens at home, without notice, warning, or reasonable grounds for suspicion. To spy on us JUST IN CASE?
Suspending habeas corpus...oh, yes...of course we have that too. Violating the territorial rights of our allies and their respective domestic constitutions by violating their decisions on torture and due process? Well, there's a reason why "extraordinary rendition" is so extraordinary.
Surely we still have our right to property? Oh, wait a second. We have the IRS, property tax, and the FED to systematically redistribute the fruits of our labor, threaten our right to hold land which we have already purchased, AND to devalue the currency of whatever value remains.
And for what? For the greater good? Tell me, what good does it do when the people who are generating the wealth end up going hungry? The wealth which is being stolen hand over fist to feed those in need who are taking it hand over fist? The wealth that, for some reason that nobody wants to address, was somehow magicked into existence for this mythically privileged class. It doesn't seem to matter that people are automatically condemned for being wealthy EVEN IF they started out poor. As if, by producing that which people desperately wanted was enough to brand one a criminal. The sheer audacity, the reckless suicidal mendacity of such thinking frankly leaves me stunned whenever I encounter it.
So, in this amoral morass of sympathy and equivocation, the final crowning glory of the altruist's inner nature finally bares itself to the world. And what does it declare to the world? It declares that torture is good, but that we just haven't found a good enough way to get away with it.
Classic.
(for more articles on the ongoing torture debate please check out these blog entries:
Sam Harris and the Fallacies of Torture 4/25/2008
And this is what happens when thugs get moral license... 4/26/2008
Torture: The Madness that Wouldn't Die 5/13/2008
Supreme Court Puts Foot Down on Abrogation of Due Process 6/15/2008
Not Everything that Parades as a Democracy IS a Democracy 7/2/2008
Hitchens Takes One for Reason 7/13/2008 )
http://www.msnbc.msn.com/id/25723287/
Ashcroft quibbles that he "did not necessarily disagree" with the idea of state sponsored torture, but that the legal argument was flawed. So, rather than admit that he made a mistaken judgment call, he's simply asserting that torture is still an appropriate form of interrogation and that all that is really needed is a more properly worded argument for it. Take a second to let that soak in.
Ashcroft says that torture is good. We just need a better justification for it.
Ashcroft doesn't see the deep moral, philosophical, and political implications of the permissibility of torture. He ignores the same issues of which I have accused Sam Harris of dodging. Or perhaps he does.
Think about that too. What if Ashcroft DOES understand the ramifications of what he is supporting? What if Sam Harris DOES understand the ramifications of what he is supporting? Can you really be secure in granting them the benefit of the doubt on something like this? I mean, seriously, if we're going to give people the benefit of the doubt on something like advocating torture, where do we stop? I mean, once we've said, well maybe we're not clear on all the details, but you're the government so we trust that you won't do bad things, so go ahead and do what you please...once we've said THAT, what's to stop them from revoking the rest of the trappings of civilized society?
Oh, wait....they've started doing that too. Isn't this the same Ashcroft, the same establishment governance that thinks it's also a good idea to spy on American citizens at home, without notice, warning, or reasonable grounds for suspicion. To spy on us JUST IN CASE?
Suspending habeas corpus...oh, yes...of course we have that too. Violating the territorial rights of our allies and their respective domestic constitutions by violating their decisions on torture and due process? Well, there's a reason why "extraordinary rendition" is so extraordinary.
Surely we still have our right to property? Oh, wait a second. We have the IRS, property tax, and the FED to systematically redistribute the fruits of our labor, threaten our right to hold land which we have already purchased, AND to devalue the currency of whatever value remains.
And for what? For the greater good? Tell me, what good does it do when the people who are generating the wealth end up going hungry? The wealth which is being stolen hand over fist to feed those in need who are taking it hand over fist? The wealth that, for some reason that nobody wants to address, was somehow magicked into existence for this mythically privileged class. It doesn't seem to matter that people are automatically condemned for being wealthy EVEN IF they started out poor. As if, by producing that which people desperately wanted was enough to brand one a criminal. The sheer audacity, the reckless suicidal mendacity of such thinking frankly leaves me stunned whenever I encounter it.
So, in this amoral morass of sympathy and equivocation, the final crowning glory of the altruist's inner nature finally bares itself to the world. And what does it declare to the world? It declares that torture is good, but that we just haven't found a good enough way to get away with it.
Classic.
(for more articles on the ongoing torture debate please check out these blog entries:
Sam Harris and the Fallacies of Torture 4/25/2008
And this is what happens when thugs get moral license... 4/26/2008
Torture: The Madness that Wouldn't Die 5/13/2008
Supreme Court Puts Foot Down on Abrogation of Due Process 6/15/2008
Not Everything that Parades as a Democracy IS a Democracy 7/2/2008
Hitchens Takes One for Reason 7/13/2008 )
Tuesday, July 15, 2008
Who Will Care for your Children?
In case you didn't catch my earlier post on the subject:
http://anamericananti-theistabroad.blogspot.com/2008/07/not-enough-teachers-not-enough-nurses.html
But here again we have another symptom of the ongoing problem:
http://www.msnbc.msn.com/id/25692127/
See the problems when lumbering bureaucratic institutions make arbitrary decisions without any awareness of what is needed to actually realize the demands they place on the system?
Let me put it another way. What good does it do to demand that all students have access to a nurse when the number of nurses, how much they are paid, etc. is decided by a public board which has to vote on any related executive decision from tax allocation to job allocation?
What good does it do to demand teachers in a system which makes it impossible to satisfy its own demands?
The only solution is to privatize education, expose the schools to market forces and force the bureaucrats to produce results. Allow parents 100% freedom in where they send their children and remove education from the tax burden so that they can afford to send them. The alternative is to simply place more demands on the nurses (which we already know are in short supply). Should they do even more work for less pay?
If you set those terms, where are you going to find people wiling to work at the schools? Or do you really want the lowest bidder responsible for your child's health?
The choice is yours.
http://anamericananti-theistabroad.blogspot.com/2008/07/not-enough-teachers-not-enough-nurses.html
But here again we have another symptom of the ongoing problem:
http://www.msnbc.msn.com/id/25692127/
See the problems when lumbering bureaucratic institutions make arbitrary decisions without any awareness of what is needed to actually realize the demands they place on the system?
Let me put it another way. What good does it do to demand that all students have access to a nurse when the number of nurses, how much they are paid, etc. is decided by a public board which has to vote on any related executive decision from tax allocation to job allocation?
What good does it do to demand teachers in a system which makes it impossible to satisfy its own demands?
The only solution is to privatize education, expose the schools to market forces and force the bureaucrats to produce results. Allow parents 100% freedom in where they send their children and remove education from the tax burden so that they can afford to send them. The alternative is to simply place more demands on the nurses (which we already know are in short supply). Should they do even more work for less pay?
If you set those terms, where are you going to find people wiling to work at the schools? Or do you really want the lowest bidder responsible for your child's health?
The choice is yours.
Sunday, July 13, 2008
Hitchens Takes One for Reason
This blog entry is about an article by Christopher Hitchens here:
And here is video footage of his experience:
http://www.youtube.com/watch?v=2y3raoKpfiM
Believe Me, It’s Torture
I've talked at length in the past about my disdain for Sam Harris' cavalier advocacy of torture as some kind of intellectual common sense. So, I have to say that I have a lot of respect for someone who is willing to put themselves through something like this in order to make a point. I couldn't imagine Harris putting himself on the line for his ideas. And the point that Hitchens makes is a very important one. Namely, that if we surrender our dedication to human rights, and to our concept of humanity, then we are surrendering what makes us Americans. There are numerous strategic justifications for the use of torture, but the best argument against it is one of principle. Do we really wish to be a nation known for the use of torture? Do we really want our enemies to gain credence as the ones telling the truth? What exactly do we have to gain? And more terrifying....what do we have to lose?And here is video footage of his experience:
http://www.youtube.com/watch?v=2y3raoKpfiM
Saturday, July 12, 2008
Not Enough Teachers = Not Enough Nurses = Not Enough Teachers
There's a big question that I would have in response to this:
http://www.msnbc.msn.com/id/25626353/
And that big question is: WHY?
You see, as a student of finance, it seems highly unnatural that such a large distortion in the job market should appear. If there is such a high interest and so many students who want to learn nursing, then how can we possibly explain the lack of teachers? Simple. Government intervention in the economy.
Government subsidizes medical treatment and insurance thereby driving prices up. While at the same time a litigious culture and permissive judiciary drive the price of hospital insurance up. (Now of course, a doctor who causes harm through incompetence should be punished. But proper consideration of the patient's chances at survival if there had been no doctor at all should be weighed into the judgment.) These create a stress on the resources of hospitals. But, hospitals are, for the most part, private institutions so they have certain flexibility to raise wages, prices and respond to supply and demand.
But factor in things like minimum wage, taxes, insurance premiums etc. and we see a pressure on all businesses (not just hospitals) that keeps them from hiring the necessary personnel. Why? Because they are not free to respond to supply and demand in the labor market and that means that inequalities arise. The inequalities give rise to underemployment of the work force which means unemployment for the workers.
So why do we see too many applicants, not enough teachers, and a surplus of jobs? Well, because there are not enough teachers, there are not enough trained nurses. And if there are not enough trained nurses, then that almost certainly guarantees that there will not be enough trained teachers or nurses in the future as well. So, what is driving the teacher shortage? Well, it's simple. The rewards for entering the nursing profession are greater than the rewards entering the nurse training profession. The highly subsidized and legislated public higher education market has horribly skewed both the importance of teachers and the ability of universities to respond to market conditions. The obscenely high demand for nursing teachers should see a corresponding rise in benefits for those jobs. The free market would enable universities to respond to the demand for teachers by competing with the hospitals for those veterans that both need so desperately.
Unfortunately, for decades, our university system has been dedicated to antiquated systems based on seniority and wedded to sneering socialist dogma which scorns free-market ideals as base capitalism. They rush to suck up private funds, but sneer at the very systems which generate those funds. If their own systems were structured more efficiently, then there would be enough teachers. If you need more teachers, you need to make the terms more attractive. If you need better teachers, then you need to reward based on merit rather than on seniority or associations. You need to look at the work. And you need to pay people what they're worth. If any business tries to get away with anything less, it will inevitably either have a shortage of necessary labor, or it will be stifled with incompetent labor. So, because hospitals consistently offer better terms, the skilled nurses who could potentially become teachers go into the hospitals instead of the schools and only the few who choose to forsake those benefits go into education.
Government intervention kills. By creating market imbalances, by creating 'wormholes' in the fabric of the labor market, government creates unemployment, drives inflation and creates shortages of all kinds. If you want to know what is strangling the US economy it is the American people's mad quest for state-mandated security. Terrified to face the reality of shouldering responsibility for our own lives, our own careers, our own finances, choices, and the consequences of them. Terrified to face the facts of our existence, the fact that there can be no guarantees, the fact that we cannot avoid responsibility for our own actions, we can only defer the responsibility to others, and even then we are only deferring. We cannot run from the consequences of our folly forever. It comes back.
Reality cannot be fooled, schmoozed, or cajoled into letting you have your cake and eat it too. And the ultimate end of market imbalances is not a thing as sterile and intellectual as those words would make it seem. The cost of an economic imbalance is a human life. A dream thwarted unnecessarily by an arbitrary condition that never needed to have been. A life snuffed out, through poverty, exhaustion, despair or negligence. A life that never was. A child who will never have the opportunity to move up the social ladder because clutching and frantic paranoia has convinced so many that the only way to be secure is to hand over all choices to others, and those others (suffering from the same paranoia) have responded by securing their own supposed interests and locking the social ladder in place.
The foolishness that they refuse to recognize is that the more they lock that ladder in place, the more they undermine their own future prosperity and even survival. So whether you're a Republican clamoring for government subsidies for big business, or if you're a Democrat howling for universal health care you are in effect pleading for the same thing. You are pleading for the guarantee of your own interests at the expense of everybody else's. What you fail to see is that that it is also at the expense of your own interests to demand such things. That in the long run, it will come back to you.
When you are lying in the hospital with insufficient nurses taking advantage of your governmentally guaranteed health care, will it be a comfort to you to know that everybody will have the same quality of health care, regardless of how insufficient that health care will have become?
When you are baffled by the collapse of your stock prices despite the money you poured into government lobbies, when the real effect has been the collapse of an economy too top heavy with those very lobbies, will it comfort you to know that you were just doing what everybody else is doing?
When America runs blindly off of the cliff of mad devotion to equality and tolerance as a social absolute, a universal ideal, will it comfort you to know that all people will be guaranteed jobs even when no more jobs exist? When we lack the necessary teachers of math, science, and medicine today, what will you do when buildings collapse, planes fall from the sky, and you die from diseases for which there already are cures? Will you be comforted by the hollow ideal of sacrifice to God, nation, or society? Or will you scream and beg and plead for someone to come save you from the nightmare world of your own creation?
There is an alternative. Reverse the course we are going down. Do not overcorrect by doing more of the same thing which has created the various tragedies of our modern age. Change course. Do what has not even been tried. Set business free. Set yourselves free. Cut back the strangling tide of bureaucracy and neo-fascism which is threatening to tear our country apart into rival camps of those who would control our liberties through force and those who would control our liberties by finance, between Republicans and Democrats, between Big Brother and the last lingering relics of the idolaters of communism. Reject them both. Elect Bob Barr for President. And maybe we'll have a chance at putting this nation back together again.
http://www.msnbc.msn.com/id/25626353/
And that big question is: WHY?
You see, as a student of finance, it seems highly unnatural that such a large distortion in the job market should appear. If there is such a high interest and so many students who want to learn nursing, then how can we possibly explain the lack of teachers? Simple. Government intervention in the economy.
Government subsidizes medical treatment and insurance thereby driving prices up. While at the same time a litigious culture and permissive judiciary drive the price of hospital insurance up. (Now of course, a doctor who causes harm through incompetence should be punished. But proper consideration of the patient's chances at survival if there had been no doctor at all should be weighed into the judgment.) These create a stress on the resources of hospitals. But, hospitals are, for the most part, private institutions so they have certain flexibility to raise wages, prices and respond to supply and demand.
But factor in things like minimum wage, taxes, insurance premiums etc. and we see a pressure on all businesses (not just hospitals) that keeps them from hiring the necessary personnel. Why? Because they are not free to respond to supply and demand in the labor market and that means that inequalities arise. The inequalities give rise to underemployment of the work force which means unemployment for the workers.
So why do we see too many applicants, not enough teachers, and a surplus of jobs? Well, because there are not enough teachers, there are not enough trained nurses. And if there are not enough trained nurses, then that almost certainly guarantees that there will not be enough trained teachers or nurses in the future as well. So, what is driving the teacher shortage? Well, it's simple. The rewards for entering the nursing profession are greater than the rewards entering the nurse training profession. The highly subsidized and legislated public higher education market has horribly skewed both the importance of teachers and the ability of universities to respond to market conditions. The obscenely high demand for nursing teachers should see a corresponding rise in benefits for those jobs. The free market would enable universities to respond to the demand for teachers by competing with the hospitals for those veterans that both need so desperately.
Unfortunately, for decades, our university system has been dedicated to antiquated systems based on seniority and wedded to sneering socialist dogma which scorns free-market ideals as base capitalism. They rush to suck up private funds, but sneer at the very systems which generate those funds. If their own systems were structured more efficiently, then there would be enough teachers. If you need more teachers, you need to make the terms more attractive. If you need better teachers, then you need to reward based on merit rather than on seniority or associations. You need to look at the work. And you need to pay people what they're worth. If any business tries to get away with anything less, it will inevitably either have a shortage of necessary labor, or it will be stifled with incompetent labor. So, because hospitals consistently offer better terms, the skilled nurses who could potentially become teachers go into the hospitals instead of the schools and only the few who choose to forsake those benefits go into education.
Government intervention kills. By creating market imbalances, by creating 'wormholes' in the fabric of the labor market, government creates unemployment, drives inflation and creates shortages of all kinds. If you want to know what is strangling the US economy it is the American people's mad quest for state-mandated security. Terrified to face the reality of shouldering responsibility for our own lives, our own careers, our own finances, choices, and the consequences of them. Terrified to face the facts of our existence, the fact that there can be no guarantees, the fact that we cannot avoid responsibility for our own actions, we can only defer the responsibility to others, and even then we are only deferring. We cannot run from the consequences of our folly forever. It comes back.
Reality cannot be fooled, schmoozed, or cajoled into letting you have your cake and eat it too. And the ultimate end of market imbalances is not a thing as sterile and intellectual as those words would make it seem. The cost of an economic imbalance is a human life. A dream thwarted unnecessarily by an arbitrary condition that never needed to have been. A life snuffed out, through poverty, exhaustion, despair or negligence. A life that never was. A child who will never have the opportunity to move up the social ladder because clutching and frantic paranoia has convinced so many that the only way to be secure is to hand over all choices to others, and those others (suffering from the same paranoia) have responded by securing their own supposed interests and locking the social ladder in place.
The foolishness that they refuse to recognize is that the more they lock that ladder in place, the more they undermine their own future prosperity and even survival. So whether you're a Republican clamoring for government subsidies for big business, or if you're a Democrat howling for universal health care you are in effect pleading for the same thing. You are pleading for the guarantee of your own interests at the expense of everybody else's. What you fail to see is that that it is also at the expense of your own interests to demand such things. That in the long run, it will come back to you.
When you are lying in the hospital with insufficient nurses taking advantage of your governmentally guaranteed health care, will it be a comfort to you to know that everybody will have the same quality of health care, regardless of how insufficient that health care will have become?
When you are baffled by the collapse of your stock prices despite the money you poured into government lobbies, when the real effect has been the collapse of an economy too top heavy with those very lobbies, will it comfort you to know that you were just doing what everybody else is doing?
When America runs blindly off of the cliff of mad devotion to equality and tolerance as a social absolute, a universal ideal, will it comfort you to know that all people will be guaranteed jobs even when no more jobs exist? When we lack the necessary teachers of math, science, and medicine today, what will you do when buildings collapse, planes fall from the sky, and you die from diseases for which there already are cures? Will you be comforted by the hollow ideal of sacrifice to God, nation, or society? Or will you scream and beg and plead for someone to come save you from the nightmare world of your own creation?
There is an alternative. Reverse the course we are going down. Do not overcorrect by doing more of the same thing which has created the various tragedies of our modern age. Change course. Do what has not even been tried. Set business free. Set yourselves free. Cut back the strangling tide of bureaucracy and neo-fascism which is threatening to tear our country apart into rival camps of those who would control our liberties through force and those who would control our liberties by finance, between Republicans and Democrats, between Big Brother and the last lingering relics of the idolaters of communism. Reject them both. Elect Bob Barr for President. And maybe we'll have a chance at putting this nation back together again.
Friday, July 11, 2008
Ayn Rand: Atheist and Advocate of Reason
Here's a nice little collage of clips of interviews where Ayn Rand expresses her views on religion. I wish there were more guests like her on talk shows today.
http://www.youtube.com/watch?v=8GS6vxb4H3M
http://www.youtube.com/watch?v=8GS6vxb4H3M
Tuesday, July 1, 2008
Election 2008: Socialism or Capitalism, Which Shall it Be?
Okay, well, we KNOW that McCain can't be trusted any further than we could throw him, so for me he's not even a contender. Like I said, I admire Obama's stance on religious influence in government and his respect for rational discourse in the political process. Unfortunately, he's a rank socialist, who ignores basic economics in favor of generating a populist appeal. Of course, this has long been a staple of the "democratic" party. It's so accepted that he doesn't even try to sugar-coat it. Here it is:
SOCIALISM IN ACTION
http://www.youtube.com/watch?v=7A-yopgPHbw
So, what else is there to do? Is it really a choice between Socialism and Theocracy? NO. It isn't. Of course, the power-hungry influence peddlers would love for you to think that. They want you to choose between the mixed-values of economically conservative religious extremists and socially liberal communist ideologues. What they want you to ignore is that there is a third option. That option is economic conservatism and social freedom. The price is increased personal responsibility. The price is that we can no longer run crying to Big Daddy Government to save us from our own decisions whether they go awry from ignorance or accident. So what should we do this election? Vote Libertarian. Vote Bob Barr.
He won't hand us over to the Christian zealots. And he won't hand us over to the Collectivists either. Freedom is a principle worth fighting and dying for. Don't allow the Democrats and Republicans to convince you that some are more important than others and that they should be traded like some kind of commodity of influence. Rights are an absolute of human ethics. They cannot be compromised, or else they have no meaning and offer no assurance at all. To preserve our rights is to preserve freedom. And the government cannot force freedom. The bigger government is, the less freedom we have. The less freedom we have, the less able we are to turn our ideas into businesses, to do business with our fellow human beings and in the end, the harder it is to live. If you love freedom and life, vote against both those who would sacrifice us to religion and those who would sacrifice us to society. Vote for freedom. Vote Bob Barr.
http://www.youtube.com/watch?v=qWkPMJRDBuo
SOCIALISM IN ACTION
http://www.youtube.com/watch?v=7A-yopgPHbw
So, what else is there to do? Is it really a choice between Socialism and Theocracy? NO. It isn't. Of course, the power-hungry influence peddlers would love for you to think that. They want you to choose between the mixed-values of economically conservative religious extremists and socially liberal communist ideologues. What they want you to ignore is that there is a third option. That option is economic conservatism and social freedom. The price is increased personal responsibility. The price is that we can no longer run crying to Big Daddy Government to save us from our own decisions whether they go awry from ignorance or accident. So what should we do this election? Vote Libertarian. Vote Bob Barr.
He won't hand us over to the Christian zealots. And he won't hand us over to the Collectivists either. Freedom is a principle worth fighting and dying for. Don't allow the Democrats and Republicans to convince you that some are more important than others and that they should be traded like some kind of commodity of influence. Rights are an absolute of human ethics. They cannot be compromised, or else they have no meaning and offer no assurance at all. To preserve our rights is to preserve freedom. And the government cannot force freedom. The bigger government is, the less freedom we have. The less freedom we have, the less able we are to turn our ideas into businesses, to do business with our fellow human beings and in the end, the harder it is to live. If you love freedom and life, vote against both those who would sacrifice us to religion and those who would sacrifice us to society. Vote for freedom. Vote Bob Barr.
http://www.youtube.com/watch?v=qWkPMJRDBuo
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