Definitions · Sociology, (Class, IQ) · Uncategorized

Smartness vs Genius

There is a big difference between smartness and genius. I consider quite a few people smarter than I am in this dimension or that – and I think it’s related to their ability to master things like chess, chemistry, and mathematics, using axiomatic systems to permute applications of rules within the limits of the game. In other words, those people that live in a world of proofs I consider smart.

I suppose I COULD work in that field, but axiomatic thought is a very different way of thinking from theoretic. In my world there are no rules, there is only information and order. To some degree I see all rules as errors, or contrivances, the same way I see legislation and norms.

Unlike the axiomatic mind, the theoretical mind does not work with boundaries at all, but with creating new orders in order to break through the boundaries that limit us.

This, I think, is the difference between the techniques of deviant and cunning, moral and wise, axiomatic and smart, theoretical and genius. Some of us cunningly circumvent rules, some morally work within them, some us axiomatically think of new ways to apply them, and some of us theoretically think of new organization of rules – all of us using slightly different methods of decidability.

Intelligence can be applied using cunning (immoral), moral (wise), axiomatic (smart), and theoretical (genius) methods. I think this is the correct framing of a problem where we generally confuse ourselves through conflation, and allows us to consider ethics and methods of thought as separate axis.


Literary Philosophy Is Just Speculative Fiction

Friday, August 5, 2016 at 2:18pm

[I]t’s probably about time to classify Continental Philosophy as little more than a bridge between historical and fictional literature. – operational documentation, – descriptive historical literature, – propositional philosophical literature, – authoritarian pseudoscientific literature – authoritarian supernatural mythical literature – escapist fanciful fictional literature, – a parable – poetry

Education · Uncategorized

Monopoly State Education?

Q&A: —“What are your thoughts on universal public education being provided by the state.”—


(1) Education provides both offensive and defensive benefits.
So (a) Offensively, it increases the possibility of productivity (a commons).
And (b) Defensively it reduces crime(loss), insurance(restitution) and welfare (prevention) costs. (Humans are really expensive things.)

While we probably teach largely the wrong things today, and that we teach them poorly, (not enough repetition of basic operations), that does not mean that we cannot teach the right things.

After Defense (external), and Law and order(internal), education is probably the most important offensive and defensive capability a group can add to the commons.

So I am pretty sure education needs to be mandatory in order to avoid externalizing costs of failing to educate (prevention) on fellow shareholders (citizens), due to loss, restitution. ( Same with driving a vehicle without insurance. Or driving aggressively. You’re exporting risk onto others. ) Failing to educate is just like failing to respect property. It’s just more indirect.

Now, if you have the right of exit, and your offspring have the right of exit, and you leave the market (territory), that’s not the case. But then you lose the benefits of being a member of the market (territory). So it’s your choice. It’s pretty hard to find a market that will allow entry of an uneducated person. It’s just going to force costs on shareholders (citizens)

(2) So if education is both a necessary good, and a moral obligation, then the question is only (a)whether universal provision by the state is a necessary or preferable, and (b) whether the monopoly provision of it by the state is necessary or preferable.

Well first we have to answer the externality question.

Does universal provision by the state solve the problem of the costs of loss, restitution, and prevention? Well yes. It does.

Does the scale of that provisioning convey any price benefits? Actually no. Because the bureaucracy consumes a disproportionate amount of the funds, without any measurable positive impact, and arguably negative.

Does universal education using the same curriculum have positive or negative consequences. Well the answer is that any education must provide some minimum: reading, writing, basic math, basic personal accounting, basic principles of contract, basic principles of the economy. Basic principles of natural law, basic principles of physical laws. Note that I’ve included no mythology in that list. No justificationism.

Does universal education need mythology? Well I think that teaching anything antithetical to natural and physical law, antithetical to contract, accounting, mathematics, and reading (the common tongue), is something that exports costs onto others through the propagation of falsehoods.

Can I teach my own children mythology at home, or in religious school? Of course you can. If it is taught as spiritual, as faith, as psychology, but not in conflict with physical, natural, contactual, mathematical, literacy, or rhetorical, grammatical, and logical truth.

There are no ancient texts that cannot be translated into ratio-scientific language as necessary and possible traditions of the time. There are no normative family and cultural traditions that cannot likewise be explained. There is no harm in prayer, ritual, and faith, even if there is harm in conflating spiritual(experiential) and truthful(testimonial). It’s very hard to argue with the sermon on the mount. And it’s not hard to state that them miracles are fairy tales meant to educated us on how we should aspire to behave toward one another.

So like anything, when we want to produce a private good (education) for common goods (costs of loss, restitution, and prevention), then the market will succeed at providing some goods (private education, church education, public education) just as it will succeed at providing other goods (private health care, church health care, state health care), and many other goods (private investor banking, commercial banking, credit unions, and state treasury support).

So the problem we have had in the past, is not the failure to understand this problem, but the failure to require truth, while preserving faith. Because man does not live by truth alone unless he lives in a large primitive tribe where he is saturated by information supplied by peers and there is no meaningful information available to him that is not shared by those peers. Even in those circumstances we require faith in order to ease the various sufferings, and to cause the community to unite in celebration of the service of the common good.

Ergo, we must warranty all speech, products and services against error, bias, wishful, thinking, suggestion, pseudoscience, and deceit.

And we must warranty the minimum (not ultimate) services that an individual must possess in order not to be a burden on others such that he invokes moral hazard, and by invoking moral hazard, creates the incentive in the commons to abandon perfect-care of the commons. This is a profoundly important issue: preservation of the incentive to preserve and expand the commons.

And as long as one warranties minimum provision, no falsehood, and treats myths as necessary goods as long as they do not violate the natural and physical and contractual and logical law, then there is no reason we cannot provide public (insured education), private education(market provided education), and community education (church, etc),

My suggestion, as always with regard to the professions, is (a) that I don’t believe anyone that is not a grandmother or grandfather should teach anything to anyone. Otherwise we have a person without life experience conveying the necessities of surviving life’s experiences. (b) that it’s the teachers who are paid, not organizations, and that the teachers contribute some part of their fees to the maintenance of the organization. And that organizations that desire capital investment can lend against future earnings. And that we can only lend against future earnings if the citizenry is to insure the loan. These are the terms by which teachers can teach, schools can form. Not in the interests of the school owners, but in the interest of the teachers and the students.

I think all education should be paid for as deductions from future earnings (payroll fees). And current costs covered from the treasury. Why? Because it’s an investment that produces guaranteed returns, if we keep honest statistics on the performance of different degree programs and their classes. (Early childhood ed is a very bad investment, right behind Sociology). Then universities and schools will not charge money for the modern equivalent of “indulgences” which they give people paper in exchange for participating in nonsense for years, all at the public expense.

In university, paying teachers directly and separating teaching and researching staff, and paying them accordingly. (the way oxford and Cambridge were started)

We can let the market regulate education by using the courts to punish people who teach untruths contrary to natural, physical, contractual, and logical laws. If we did this in just one generation we would change the world for the better nearly as much as we changed the world with greek reason, British science, and enlightenment literacy. Truth is as important an innovation as were literacy, reason, and science. It’s just unfortunate that it took us this long to discover what it means.

So that’s my position:
Private(wealthy), civic(middle), and public(lower) institutions for the purpose of education, paid for out of future earnings, teaching the minimums, requiring warranty, and separating spirituality and myth from action and truth.

What will rapidly occur is that government schools will rapidly improve else the stigma close them, and as usual the wealthy will innovate and the rest benefit.

Curt Doolittle
The Propertarian Institute
Kiev, Ukraine


Revolutions In Strategic Context

Aug 13, 2016 12:18pm

Everyone knows how to fix Ukraine. But no one in the country has the power to do it. And the only external group willing to use power to do it, will just make it worse (Russians). Even though the optimum people to do it are their genetic siblings right next door (Poland). And other peoples (the Americans, Canadians, and Germans) have demonstrated a willingness to pay for it. (yes really). Ukraine’s problem is a Jewish-libertarian’s dream: about 40 oligarchs (rich people) who range from men of commercial achievement and character, to Russian ex-gangsters, to families that control judicial corruption, to jews looking to restore Ukraine to their undeclared homeland.

Very few people know how to fix the United States of America. But because of our arms, our traditions of legal revolt, and culture of aristocratic martial tradition, we have the ability and power to enact that change. We just need to have the will to do it. But because of that same culture we need a moral license, a set of demands, a plan of transition, and a means of revolt, in order to execute our will.

Now, every major revolution in the anglo world (anglo-saxon-contractualism) has occurred in no small part, because of expansion of the methods of communication and innovations in technology. We have the ability to communicate and coordinate vast numbers of people that no prior era has ever imagined.

Washington had nothing at all but pocket change, character, and some helpful propagandists who used the printing press. Stalin did what he did and had nothing on par with the tools we have at our disposal. Mao did what he did, and he nad nothing on part with the tools we have at our disposal. Napoleon had a lot more going for him than we do. Cromwell had more at his disposal than we do.

But whether one is inside the government or outside the government, it does not matter if one has a set of demands, a plan of transition, a means of raising the cost of the status quo through insurrection, a small minority of males willing to risk life and limb, and a communication system capable of distributing information, tactics, and strategy to participants.

The world has never been so fragile and in such great transition as it is today – or at least, it has not since the Marxist (Jewish) enlightenment inspired the lower classes to seek power as much as the empirical (anglo) enlightenment inspired the middle classes to seek power. But the difference today is that we cannot, under duress, return to the farm. THere are but a few days of food water and energy in the pipline, and in a momentum economy, like a momentum stock market, the system is increasingly vulnerable to shocks. (Thank your Keynesians for their efforts at ‘balanced equilibrium, rather than your Classical Liberals, for their “changes in capital”).

We can more easily fix america than any group ever chose to fix any nation in history.

Curt Doolittle
The Philosophy of Aristocracy
The Propertarian Institute

(I have no idea where I am at the moment)


Ancient Group Strategies Writ Large

– FORESTLANDS: Aristocratic Ethics: What will someone not retaliate against even if we agree to it?(rulers/teleological ethics:outcomes) The ethics of warriors who must hold territory. This is a very high cost strategy because while professional warrior aristocracy is militarily superior, smaller numbers mean threats must be constantly suppressed when small, as soon as identified.

– BORDERLANDS: Cosmopolitan(Jewish) Ethics: What will someone consent to Regardless of future resentment and retaliation? (borderland/subculture/deontological ethics:rules) The ethics of diasporic, migrating traders, or herding peoples who can prey upon the locals who hold territory. This is a very low cost (parasitic) ethics that avoids all contribution to the host commons, but requires preserving the ability to exit (migrate). It is the raider strategy by systemic and verbal rather than physical means.

– STEPPELANDS: Russian(Orthodox) Ethics: What can I get away with now by negotiation and subterfuge, and hold by force later? (steppe raiders) The ethics of steppe people surrounded by competitors, always hostile and unpredictable. This is a difficult and expensive but only possible strategy, when one is surrounded by hostile opportunity seekers. While seemingly expansive, it’s actually a fearful one – aggression as the only possible means of controlling defensive positions across open territory.

– RIVERLANDS: Chinese Ethics: What can I get away with now, but over time make impossible to change later? The ethics of long term ruling bureaucratic class. Sun Tzu strategy, and Confucian hyper familism. This is an exceptionally cost-effective strategy if one possesses a territorial resource (heartland), and can fortify that heartland. Riverlands strategy defends against Steppland and Desertland strategies.

– DESERTLANDS: Muslim Ethics: (I am still working on this one because I don’t get that it’s causal, but opportunistic.) What can I justify now in order to make this minor advance now? And thereby accumulate wins by wearing down opponents over long periods. The ethics of opportunism. As far as I can tell islam is just an excuse for justifying opportunism. We can consider this the combination of religion and justifying opportunism – a long term very successful strategy becuase it’s very low cost.

– HOSTILELANDS: African Ethics (pre-christian). Africa is akin to the Desertlands because of the sheer number of competitors, the hostility of the disease gradient, the plethora of wildlife, combined with the primitiveness of the available technologies. This is the only possible strategy until one or more core states can evolve, and create sufficient stability in some regions. (this is occurring now).

It is a mistake (always), to consider conflicts within states over local power (capital allocation), as of the same consequence as conflicts between civilizations over borders. Because the former is a kinship conflict over priorities, while the latter is a genetic conflict over group evolutionary strategies.

Curt Doolittle
The Philosophy of Aristocracy
The Propertarian Institute