Tag: government

Misplaced Hate Regarding Healthcare

Eliott Travis

Democrats and others who advocate Government healthcare often accuse market advocates of being cold and heartless. They say we want the poor to die in the streets. I’m reminded of Bastiat’s The Law, wherein he observed:

We disapprove of state education. Then the socialists say that we are opposed to any education. We object to a state religion. Then the socialists say that we want no religion at all. We object to a state-enforced equality. Then they say that we are against equality. And so on, and so on. It is as if the socialists were to accuse us of not wanting persons to eat because we do not want the state to raise grain.

It’s as though they think that without their particular healthcare policy, there would be no healthcare whatsoever, or that the private sector would contain no voluntary “welfare” programs (even though many already exist toward this end), they would be insufficient, or their callousness and inefficiency would reach apocalyptic levels.

Of course, this hatred is misplaced. We don’t want people dying in the streets. We want people to get the best, most affordable healthcare they can, and we contend that the free enterprise system is the best way to work toward that goal.

Despite the fact that the private sector does indeed provide substantial amounts of resources with the intent of helping the poor, the accusation that we are cold and heartless is still fairly popular. But such citations, while valuable and compelling, are offered in response to what I think is likewise a misplaced focus regarding the elements of the argument.

The argument against Government healthcare isn’t necessarily based on efficiency or quality, it’s also based on the problem of “taxation.” Libertarians and anarchists obviously have no qualms about the democrats giving more of their money to (hopefully private) programs to help the poor. I suspect many of us are sympathetic to such causes and are willing to help as well, if possible. The problem, which is so often overlooked, is that all Government programs are predicated on the idea of forcing other people to fund them. When we argue against Government healthcare, we are arguing against the fundamental nature of its funding (which is tied to the efficiency and quality arguments), not against the availability of quality, affordable healthcare for the poor. We too want the best services available for the lowest price, but we’re not willing to use the violence of the State to get them. The economic consequences will be grave, and the ethical implications are abhorrent.

I imagine most government healthcare advocates have the best of intentions, but it’s hard to view such individuals as noble and caring when their main (and often only) proposition to help the poor is to force other people to do it.

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Tired of Political Drama over Virus

Kent McManigal

On the personal front, there are new developments in the continuing saga of the Greatly Feared Virus Pandemic of 2020.

Two family members caught COVID-19 several weeks ago. They both apparently recovered, in spite of being in the age group most vulnerable. One even has additional risk factors but made it through and now feels fine.

After being tested he was told to take Tylenol and get help if he started having trouble breathing. When the hospital called a few days later to tell him he had tested positive they didn’t change their instructions. This sounds to me like the medical professionals didn’t take the virus too seriously, but as it turns out they didn’t need to.

I was thoroughly exposed and apparently didn’t catch it. I say “apparently” because we are warned by the politicized medical experts of hidden dangers from this sneaky virus. Those who recover are warned of lasting damage to major organs, and those without symptoms are warned they may have it and be contagious without knowing.

How convenient. Notice how this justifies — in some people’s minds — the ongoing shut-downs and mask mandates. After all, if you can’t know anything for certain, you’d better comply with everything suggested by our Glorious Leaders in their pronouncements from the cathedrals of government.

Or not.

Still, because I care about people, I was cautious about exposing others to my possible contagious condition. I don’t want to be a Typhoid Mary. As I’ve said from the beginning, I can take something seriously without panicking over it.

This virus could still kill me. It’s unlikely but possible. I could also be taken out by a meteor, but if that’s the case no one in the region would be safe. This area might get a cool attraction out of my demise, though. It worked for Arizona with their meteor crater.

I joke, but I’m tired of the adolescent drama coming from political quarters. They made it personal when my family vacation got canceled by New Mexico’s tyrannical governor and her forced shut-downs of almost everything. I don’t blame the virus for this; I blame political overreactions and those using the virus as an excuse to see how hard they can push.

I need time in the mountains and on forest trails. This opportunity was stolen from me by the fear-mongering politicians. Is this safety fascism likely to earn them my thanks and loyalty?

What do you think?

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Parents and Teachers Starting “Learning Pods” Are Done Waiting for Permission

Kerry McDonald

The widespread “pandemic pods” that are emerging as back-to-school alternatives this fall are models of parental ingenuity, educator adaptability, and entrepreneurial agility.

These learning pods, or in-home microschools, involve small groups of families coming together to take turns facilitating a curriculum for their children in their homes, or pooling resources to hire a teacher or college student to lead instruction. They are a creative, spontaneous response to uncertain or undesirable school reopening plans that make at-home learning easier, more practical, and more enjoyable for more families.

These pods are also a prime example of what Adam Thierer calls “permissionless innovation,” where new solutions and discoveries are born without explicit regulatory blessings. In his book, Thierer explains: “The best solutions to complex social problems are almost always organic and ‘bottom-up’ in nature.”

The organic and bottom-up nature of the pandemic pod trend has the potential to dramatically reshape American education, now and into the future. Parents are reassuming control of their children’s education, opting out of centralized school systems, and challenging regulatory regimes.

New Hampshire Commissioner of Education, Frank Edelblut, sees these pods and microschools as promising signs of education transformation. “They are decentralizing education, moving away from a central bureaucracy,” he told me in a recent interview. “Parents and teachers are creating microschools that are reflective of the goals and aspirations of the families who engage in them,” he says.

At a time of such educational turmoil and societal disruption, parents, educators, and policymakers should embrace the idea of “permissionless innovation” regarding pods, encouraging enterprising individuals to experiment and create.

Entrepreneurs are already rising to the occasion, with startups such as SchoolHouse and Weekdays acting as managed marketplaces to connect educators and parents who are now forming pods and microschools. As Thierer writes: “For innovation and growth to blossom, entrepreneurs need a clear green light from policymakers that signals a general acceptance of risk-taking—especially risk-taking that challenges existing business models and traditional ways of doing things. That’s permissionless innovation in a nutshell…”

In some places, these pandemic pods are accepted and encouraged.

In New Hampshire, for instance, existing homeschooling law allows for these pods to emerge, even if their terminology and context are new. Parents submit a simple home education intent form and then customize a home learning plan in whatever way they choose, including forming pods and microschools. “This is totally legitimate in New Hampshire,” says Edelblut, who homeschooled his own children in the state. “Homeschooling law here says that parents are responsible for their child’s education, but they can work with other teachers and parents in homes or elsewhere in the community,” he says. Perhaps not surprisingly, New Hampshire is seeing surging interest in homeschooling this summer.

Pandemic pods show the remarkable ability of free individuals to self-organize to solve societal problems, without government interference. Lindsey Burke at the Heritage Foundation explains that these pods are civil society’s response to the pandemic and its impact on education. Burke recently hosted an online panel discussion to help parents and educators create more of these pods. She told me: “These pods show that parents are ready to and capable of directing their children’s education, and that while too many districts are still determining whether or not to reopen schools, parents aren’t waiting around any longer.”

Jason Bedrick of EdChoice, which co-hosted the pod-building webinar, agrees that these pods are a source of parental empowerment. He believes that pods are here to stay. According to Bedrick: “There’s a reason that microschooling was already taking off before the pandemic: they’re adaptable, affordable, and can provide a great deal of high-quality, personalized instruction. Most of the new ‘podders’ wouldn’t have considered this form of education but for the pandemic, but I anticipate that a significant portion of them will continue microschooling once the pandemic is over.”

Pandemic pods are positioned to dramatically redesign education. As parents realize that they are capable of guiding their children’s education, and can collaborate with others toward this end, they will be more skeptical of inefficient, coercive, one-size-fits-all government schooling. They will also demand that education dollars get redistributed more equitably, ensuring that all parents, regardless of income, have the opportunity to take advantage of pods, microschools, and similar educational options. As Burke says: “States need to work quickly to make sure children from low-income families in particular have the same chances to form pods or enroll in microschools, and should work to provide education savings accounts (ESAs) to all families immediately.”

Policymakers should work to expand education choice and encourage innovation, while parents, educators, and entrepreneurs continue to craft new and better education models. When it comes to creating pandemic pods, parents don’t need to raise their hands to ask for permission to do what is best for their children.

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Give Thanks to Fossil Fuels

John Stossel

Was the power on in your house this morning?

If so, thank fossil fuels!

A few parts of America do get energy from other sources. Washington state has fast-flowing rivers that allow Washingtonians to get most of their electricity from hydroelectric power. Iowa now gets about 40 percent of its electricity from wind.

But most of us get power from the much-hated fossil fuels, primarily natural gas and coal.

Burning them does pollute, although government-mandated (yes, government has done some useful things) controls like scrubbers in smokestacks have nearly eliminated the dangerous pollutants, such as sulfur dioxide.

But fossil fuels do still emit greenhouse gasses, and that probably increases global warming. Yes, I know some scientists doubt that man’s activities contribute much, but I’ll go with the large group that says we do.

Now, Black Lives Matter protesters say fossil fuels create “environmental racism” because black neighborhoods are often located in low-lying floodplains or are close to refineries and other energy infrastructure. Activist Jane Fonda recently joined them to say, “The fossil fuel industry will have to pay!”

But I suspect Fonda and other anti-fossil fuel protesters have no clue about where the electricity that powers their electric cars comes from.

Today, Americans still get 81 percent of our energy and 62.7 percent of our electricity from fossil fuels. Oil fuels about 91 percent of all transportation.

Without fossil fuels, much of the world would freeze in the dark. We just don’t yet have enough alternatives.

One country almost does: Iceland.

Iceland has hot springs, so geothermal power provides 25 percent of its juice, and hydropower provides most of the rest.

But even in Iceland, that’s not enough. Iceland still burns oil.

The protesters ought to watch the new documentary, Juice: How Electricity Explains the World. My new video this week is a short (4 minute) version of it.

“Electricity doesn’t guarantee wealth,” says energy journalist Robert Bryce, “but not having it almost always means poverty. The defining inequality in the world today is the disparity between the electricity-rich and the electricity-poor. Three billion people in the world today use less electricity than what’s used by my kitchen refrigerator. To empower the low-watt world, we’re going to need a lot more juice.”

Hate coal all you want, but it still accounts for about 38 percent of global electricity production. Even Japan, home to the Kyoto Protocol, plans to build 22 new coal-fired power plants.

Pitiful and expensive American “green” mandates won’t dent the world’s greenhouse gas emissions.

Americans take electric light for granted, but Bryce’s film reminds us: “Electricity allowed us to conquer our oldest foe: darkness. For millennia, the cost of having well-lit spaces at night was so high, only the very rich could afford it.”

That’s still true in much of the world. About 300 million people in India have no access to electricity.

Many cook and heat their homes by burning cow dung. It’s why about 1.3 million Indians die from indoor air pollution each year. Cooking with cow dung, Bryce says, “is akin to burning 400 cigarettes an hour in your kitchen.”

Pollution like that is a much bigger threat to disadvantaged people than greenhouse gasses American activists complain about.

“Darkness kills human potential. Electricity nourishes it,” says Bryce.

But what about climate change? I’m told that’s why we must move to renewable energy.

Renewables, Bryce replies, simply cannot supply “the enormous amount of electricity the world needs at prices consumers can afford.”

Environmental activist Michael Shellenberger points out that he hears environmentalists say: “People must reduce energy consumption! (But) the only people in the world who say that are rich people.”

“Energy poverty vs climate change. There is no easy, one-size-fits-all solution,” concludes Bryce. “But there are about three billion people in the world without adequate access to electricity…and they will do whatever they have to do to get the electricity they need.”

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Ten Years After Lieberman’s “Internet Kill Switch,” the War on Freedom Rages On

Thomas L. Knapp

In 2010, US Senators Joe Lieberman (D-CT), Susan Collins (R-ME), and Thomas Carper (D-DE) introduced their Protecting Cyberspace as a National Asset Act. Better known as the “Internet Kill Switch” proposal for the emergency powers it would have conferred on the president, the bill died without receiving a vote in either house of Congress.

A decade later, the same fake issues and the same authoritarian “solutions” continue to dominate discussions on the relationship between technology and state. The real issue remains the same as well. As I wrote in a column on the “Kill Switch” bill nearly 10 years ago:

“If the price of keeping Joe Lieberman in power is you staring over a plow at the ass end of a mule all day and lighting your home with candles or kerosene at night before collapsing on a bed of filthy straw, that’s a price Joe Lieberman is more than willing to have you pay.”

A single thread connects the “Internet Kill Switch” to the passage of Internet censorship provisions in the name of fighting sex trafficking (FOSTA/SESTA), the whining of federal law enforcement and intelligence officials  for “back doors” to cripple strong encryption, and President Trump’s threats to ban video-sharing app TikTok, supposedly because the Chinese government’s surveillance programs just might be as lawless and intrusive as those of the US government.

That thread is the burning, pathological compulsion which drives politicians and bureaucrats to control every aspect of our lives, on the flimsiest of excuses and no matter the cost to us.

The compulsion hardly limits itself to technology issues (the war on drugs in a great example of its scope), nor is it limited to the federal level of government (see, for example, the mostly state and local diktats placing millions of Americans under house arrest without charge or trial “because COVID-19”).

That thread and that compulsion are more obvious vis a vis the Internet than “public health”-based authoritarianism because we’ve been propagandized and indoctrinated into the latter ideology for centuries, while the public-facing Internet is younger than most Americans.

Few of us can remember the days before quarantine-empowered “health departments” in every county, let alone a time when a five-year-old could walk into a store and buy morphine without so much as a doctor’s note.

But most of us can remember a relatively censorship-free Internet and the false promises of politicians and bureaucrats to respect the dramatically expanded power it gave to free speech.

That makes “kill switches” and “back doors” and TikTok bans a tougher sell. But the political class is still coming after the Internet. If we want to continue living in the 21st century instead of the 11th, we’re going to have to keep fighting them.

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Get Ready to Homeschool This Fall

Kerry McDonald

As schools and districts across the country finalize back-to-school plans amidst the ongoing COVID-19 pandemic, some parents are instead choosing independent homeschooling. My inbox has been filling lately with messages from parents who may never before have considered homeschooling but are worried about their children’s potential exposure to the virus at school. Others are turned off by social distancing requirements being implemented by many schools, such as wearing masks all day and limiting interactions with peers.

Fortunately, research shows low infection rates for children, who seem to avoid the virus’s worst outcomes. New findings out of Germany, where schools have been reopened for several weeks, also suggest low infection rates for young people. Despite these encouraging signs, more parents are looking for schooling alternatives. As The New York Times reported recently, “a growing number of families are thinking about home schooling this fall.”

Here are six tips for parents considering homeschooling for this academic year:

1. Investigate Local Homeschooling Requirements

Many school districts recognize what a challenging time this is for families and are offering flexible back-to-school options, such as continuing with distance learning or allowing for part-time, in-person attendance. Some parents might find that these options work for them, and they can continue with remote learning tied to the child’s school. Other parents, however, may choose to go off on their own, separating from their school or district. In this case, parents will need to comply with local homeschooling regulations, which in most states involves registering as an independent homeschooler with local or state officials.

Connect with homeschoolers near you. Grassroots homeschooling groups and networks have reported surging interest during the pandemic, and these resources will provide the most relevant, up-to-date support and information. Search for Facebook groups in your area (by state, city or region), or Google homeschooling resources in your location. Nearby homeschoolers will be able to share the nitty-gritty on how to register and report as a homeschooling family, as well as offer guidance on curriculum, approach, learning tools and nearby classes and activities.

2. Consider Your Educational Goals and Approach

Some parents may see homeschooling this fall as a temporary measure and plan to re-enroll their children in school once the pandemic ends. These parents may feel most comfortable following a standard curriculum that reflects typical grade level expectations. Other parents may opt for an eclectic approach, blending some formal curriculum with a variety of informal resources and learning tools. Still others may want to use this time to “deschool,” or move away from a schooled mindset of education toward an unschooled approach where a child’s interests and curiosity drive much of the learning.

Independent homeschooling allows for maximum freedom and flexibility, so you can decide how structured or unstructured you want your homeschooling experience to be.

3. Discover Curriculum and Learning Tools

There are so many curriculum offerings and educational tools to choose from that it can feel daunting. The pandemic itself has led to many more free online learning resources. Here is some curriculum guidance by grade cohort:

For preschoolers and kindergarteners, play should be the foundation of your homeschooling environment. Allow your child’s incessant questioning to guide learning, and read lots of books together. Here is a good list of books as your children are just beginning to identify sight words, sound out words and read simple stories. And here are some great books for early independent readers. The But Why? Podcast from Vermont Public Radio is an excellent resource and an enjoyable listen for both parents and kids. Sparkle Stories also offers a wonderful collection of original audio stories for young children.

For elementary ages (PreK-6), the Brain Quest workbooks by grade level offer abundant activities that are aligned with state curriculum standards so your child can stay on track with daily learning. Free, online tools, such as Prodigy Math for math learning, Duolingo for foreign language learning and MIT’s Scratch and Scratch Jr. for introductory computer programming, are playful and interactive educational platforms. Outschool offers thousands of low-cost, online classes for children of all ages. Classes are taught live by educators over Zoom and you can search by subject, age and day/time.

Many of the above-mentioned resources will also work well for middle school age children (typically grades 5-8), but there are some other resources for this group. Khan Academy is the leader in free, online learning videos in a variety of subjects, and is especially known for its math programming that is used in many schools throughout the U.S. Parents and kids can track progress and identify strengths and weaknesses. Khan Academy has also added new features and functionality as a result of the pandemic, including daily learning schedules for children ages 2 to 18. NoRedInk, is a free, online writing curriculum with a paid premium option that provides writing and grammar lessons for middle schoolers and above. Additionally, here is a good list of middle-grade fiction books to encourage your kids to read.

For high school age learners, Khan Academy continues to be a good resource for free, advanced math instruction and practice, and here are some suggested books for high schoolers to read. While some high school age students may want to take classes through a local community college, others may want to enroll in a full-time, diploma-issuing, accredited online high school, such as Arizona State University Prep Digital.

Some high school homeschoolers may benefit from year-long, online courses in a variety of subjects. Thinkwell offers classes for homeschoolers taught by acclaimed professors in subjects ranging from high school and Advanced Placement mathematics and science to American Government, Economics and even public speaking. Blue Tent Online also offers year-long, online high school and Advanced Placement math and science courses for homeschoolers, as well as high school and Advanced Placement English classes.

Teenagers may want to use this time to build skills in an area of interest or develop knowledge related to a career goal. Classes and certifications offered by prestigious colleges and universities through EdX and Coursera (many of which are free), are worth exploring. Teenagers may also consider becoming entrepreneurs, developing a business around a personal passion or unmet need in their neighborhood.

4. Explore Neighborhood Resources

Most homeschoolers will tell you that the pandemic has caused just as much disruption in their lives and learning as it has for everyone else. Being disconnected from the people, places and things of our communities has been tough on all of us. Typically, homeschoolers spend much of their time outside of their homes gathering with friends, learning from teachers and mentors in the community, engaging in classes and extracurricular activities, visiting libraries and museums and so on. According to recent research by Daniel Hamlin at the University of Oklahoma: “Relative to public school students, homeschooled students are between two and three times more likely to visit an art gallery, museum, or historical site; visit a library; or attend an event sponsored by a community, religious, or ethnic group. Homeschooled students are also approximately 1.5 times more likely to visit a zoo, aquarium, or bookstore during the course of a month.”

This fall will likely be a very different homeschooling experience, as classes are more limited or non-existent, and libraries, museums and similar organizations operate with social distancing restrictions. Still, it’s worth seeing what in-person daytime programming and resources will be available near you. Again, connecting with local homeschooling networks through Facebook and elsewhere can help.

5. Collaborate With Others

Many parents are working from home during the pandemic, and may continue to do so indefinitely, which can make learning at home this fall more practical but also challenging. While many parents work and homeschool too, it can take some flexibility and planning. Viewing your role as a facilitator rather than a curriculum-enforcer, collaborating with other local parents and neighbors, relying on babysitters and being creative with your fall learning plan will make homeschooling in 2020 more feasible and fulfilling.

Some parents are connecting with others in their neighborhood to form small homeschool microschools this fall. As Good Morning America recently reported, the microschool movement is growing during the pandemic. Microschools are usually home-based, multi-age learning communities with no more than a dozen children that are facilitated by one or more instructors and/or parent guides. Parents may take turns teaching and supervising a small group of children in their homes, or they may band together to hire a teacher or college student to help. A modern take on homeschool co-ops, microschools can make homeschooling this fall a reality for more families who are eager for this option.

6. Enjoy This Moment!

This is an unprecedented time and a historic moment for our children. They will tell stories to their children and grandchildren about what it was like to live and learn through the 2020 pandemic. Experimenting with homeschooling this fall can offer some certainty and continuity in what is otherwise a tumultuous time. This doesn’t have to be a long-term commitment. Enjoy this time at home with your children, watch their curiosity and creativity grow and don’t feel pressure to replicate school-at-home. Learning and schooling are very different things.

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