Building a “Family Wall” Against Oppression

In Forty Autumns, author Nina Willner tells a beautiful family history of life in a family divided by the wall between East and West Germany.

Particularly interesting were the coping tactics of her family in the totalitarian socialist East Germany. Her grandmother watched as this family weathered the arrival of the Soviets and the rapid transformation of East Germany into a surveillance prison state.

Neighbors were forced to spy on neighbors. And worst of all, children were trained to report on their own fathers and mothers. As a physical reminder of East Germans’ imprisonment, a border wall went up to keep citizens from escaping to the free West – best remembered in the form of the Berlin Wall.

In the face of this walled society, the family’s matriarch Oma begins guiding her family in building what she called a “family wall”: whatever politics might have prevailed outside, they weren’t allowed in the family. Even though Oma’s children were pushed through the Soviet-influenced youth programs and teacher training, within the Willner family itself there was none of the mutual distrust and betrayal and fear that hummed in the background of East German life.

Oma and her family put family – and doing the right thing – first, and it kept them sane and united until at last Germany reunited in relative freedom.

We can learn something from the Willners about surviving and resisting totalitarianism.

Organization is an important tactic for resisting totalitarianism, and the family is both the smallest and easiest group in which to organize resistance – even if that resistance is only psychological and internal. “A cord of three strands is not easily broken,” as the proverb says. It’s no wonder that family is always one of the first institutions to come under attack by those who would take power.

So it’s worth considering how to cultivate deep trust with those closest to you, even under better circumstances than those in East Germany. If you know you can trust a few people to put your wellbeing above ideology, above politics, and above even fear of an all-powerful state, you are better off than a great many people.

Originally published at JamesWalpole.com.

Open This Content

The Fault Is Not in Our Stuff But in Ourselves

Bruce Sacerdote‘s NBER Working Paper, “Fifty Years of Growth in American Consumption, Income, and Wages” provides a nice update on the measurement of CPI Bias.  The punchline should be obvious, but it’s great to hear such an eminent economist say it: “Meaningful growth in consumption for below median income families has occurred even in a prolonged period of increasing income inequality, increasing consumption inequality and a decreasing share of national income accruing to labor.”

Highlights:

Table 3 shows estimates of annualized growth rates in wages by decade. The first column shows growth in real wages using CPI deflation. This column show real wages fell by 0.8 percent per year during the ten years January 1975-January 1985 and fell by 0.6 percent per year during the ten years ended in 1995.10 In the subsequent two decades wage growth is positive 0.8 percent per year and 0.7 percent per year respectively.

The next three columns calculate growth in real wages using a) PCE adjustment, b) an assumption of 20% upward bias in CPI growth, and c) Hamilton/ Costa adjustment to CPI. The picture looks progressively more optimistic as we move from left to right. PCE adjustment still has negative wage growth in the first two decades (75-85 and 85-95) but the decreases in real wages are smaller. Hamilton/ Costa bias adjustment implies annual real wage growth of 1.4% during 1975-1985, .2 percent per year during 1985-1995, 1.4 percent during 1995-2005 and .8 percent in the most recent decade.

The table in question:

More:

Consumption for below median income families has seen steady progress since 1960. My preferred point estimates are based on CEX measures of consumption where the price index has been de-biased following Hamilton and Costa. These estimates suggest that consumption is up 1.7 percent per year or 164 percent over the whole time period. These estimates of growth strike me as consistent with the significant increases in quality and quantity of goods enjoyed by Americans over the last half century. And my conclusions are consistent with the findings of Broda and Weinstein (2008). Estimates of slow and steady growth seem more plausible than media headlines which suggest that median American households face declining living standards.

The bias adjusted estimates also provide a more positive outlook on real wage growth in the last 40 years than standard media headlines. PCE adjusted wages appear to have grown at .5% per year during 1975-2015 while the de-biased CPI adjusted wages grew at 1% per year over the same time period.

Key caveat:

Importantly these estimates do not tell us anything about why wages grew more slowly than GDP or why inequality increased. CPI bias does not explain decreases in labor’s share of income (Krueger 1999) or the associated rise in inequality (Pikkety and Saez 2003). Adjusting the price index downward leads to higher estimated real wage growth and higher estimated real GDP growth.

The big unanswered question:

What I do not address here is why Americans feel worse off if consumption is actually rising. There are at least four important explanations that may be at work. First, I am only examining consumption within very large sections of the income distribution and there may be specific groups (for example less than high school educated men) for whom consumption is actually falling. Second, it’s possible that the quality of some services such as public education or health care could be falling for some groups. Third, the rise in income inequality coupled with increased information flow about other people’s consumption may be making Americans feel worse off in a relative sense even if their material goods consumption is rising. Fourth, changes in family structure (e.g. the rise of single parent households), increases in the prison population, or increases in substance addiction could make people worse off even in the face of rising material wealth. A deep future research agenda would be to understand how America has lost its sense of optimism about living standards and whether the problem is one of consumption, relative consumption (relative to other people) or something entirely different.

My favorite candidate for “something entirely different”: false consciousness.  Most people embrace a dogmatic pessimistic ideology, and believing is seeing.  Hedonic adaptation amplifies the problem.  After all, it’s easier to deny that your standard of living is great than to admit that you’re unhappy despite your affluence.  The fault is not in our stuff but in ourselves.

Open This Content

The History of Private Schools: How American Education Became a Political Battleground

“He alone, who owns the youth, gains the future.” – Adolf Hitler

Public schools are so ubiquitous and ingrained in American culture that one could easily be forgiven for thinking that we, as a nation, have always had them. However, public schools are a relatively recent invention. Federal funding for public schools is a recent anomaly, dating back to the days of President Jimmy Carter. His successor, President Ronald Reagan, famously tried to dismantle the Department of Education to no avail.

Public schools being an arm of the state are indoctrination centers. This becomes increasingly true as basic skills such as the old “three Rs” of “reading, writing and ‘rithmatic” are jettisoned in favor of climate changecritical race theory and gender ideology – all of which are now part and parcel of a public education in the United States. As if this weren’t troubling enough, public schools are largely funded by property taxes on housing. These taxes, which are paid generally on a bi-annual basis, are confiscated from people whose children do not even attend public schools. What’s more, these taxes require people to effectively pay rent on owned property under penalty of losing their homes.

We do not have to look far for an alternative to the world of public schools. Throughout most of American history, education has been the purview of parents, the church, and other private institutions. The rise of public education in the United States is a story of violence and coercion that is largely hidden from the public record. After reading this, you will never view public schools in the same light ever again.

Continue reading The History of Private Schools: How American Education Became a Political Battleground at Ammo.com.

Open This Content

Why Culture Matters

What is Culture?

As individuals, people experience consciousness (identity, intelligence, soul, conscience), develop character (will, agency, behavioral patterns, habits), and demonstrate preferences of style (taste). Biological traits and tendencies both enable and limit perceptions and abilities, but all people have the ability (and unavoidable responsibility) to shape their character and develop to their potential.

By natural extension, groups of people also experience a sort of shared consciousness (shared identity, values, perceptions, language, epistemological orientation), develop a shared character (ethics, norms/rules, priorities, organizations, obligations, expectations, group dynamics, reputation), and express shared style preferences (aesthetics, dress and grooming, design, cuisine, music, humor, communication patterns, leisure activities, rhythm of life). Culture is an umbrella term for the shared identity, values, perceptions, perspectives, knowledge, beliefs, organizations, practices, and preferences of a group.

Culture is Fundamental

Culture is about much more than just style. Style is a very visible part of culture, but it is also comparably superficial and inconsequential. Style differences rarely cause significant conflict (except, perhaps between significantly shallow people). On the other hand, differences in things like ethics, rules, and behavioral patterns are at the heart of very serious conflicts, indeed. In fact, many conflicts that on the surface appear to be motivated by ethnic identity, political ideology, or religious affiliation are fundamentally cultural.

But understanding culture is not just about conflict; it’s also about the progress of civilizations and quality of life for people everywhere. Key adjustments in culture can have profound effects on group dynamics and future generations.

Cultural Advancement and Decline

The word “culture” comes from the latin cultura referring to the care, development, and protection required to develop something, as in “cultivation” and “agriculture”. The weeds and rocks have to go and the soil has to be prepared in order for precious seeds to be carefully planted and become a beautiful garden that bears fruit and is worth preserving.

In other words, a culture must be both conservative and progressive in order to develop. That is, its members must conserve positive elements while also abandoning negative ones and adopting additional positive ones. All cultures should embrace the best practices of other cultures while conserving and promoting their own.

Here are some examples of elements of high-performing cultures that have proven their value and are worth adopting: coherent philosophy, individual self-determination, reciprocity ethics and natural law, clear and noble grand narrative, private property norms, freedom of association, monogamy, incest avoidance, courtesy, hygiene, industriousness, low time preference, precise and high-minded language, appreciation of / participation in / contribution to sophisticated pursuits.

Cultural decline is marked by the abandonment of such elements and their replacement with corrupt and perverse ones.

Open This Content

Homeschooling, Ideology, and The “Culture War”

Homeschooling, as characterized by someone who prefers “public” [sic] schools: “it’s all about ideology first; creating soldiers for the culture war“.

Sure. In some tragic cases, that is what is going on.

And how exactly is that different from government schools? What does he think government schools are doing?

Yes, some people use home education to teach their kids harmful lies while insulating them from competing ideas (truth, reality, and ethics). That’s bad. They should not do this to vulnerable children.

Yet, government schools do the exact same thing— even teaching some of the same harmful lies the worst of the homeschoolers are teaching.

If you are teaching your kids to pledge allegiance to a flag, to honor political “authority“, that government is good or necessary, you are teaching a toxic ideology to kids too young to know any better– whether they are being taught at home or in a theft-funded kinderprison.

If you expect these kids to go out and become “good citizens” while promoting your favorite flavor of statism, you’ve done nothing but indoctrinate these trusting children into your death cult religion. The religion of Statism. You are training them to be soldiers in the culture war, fighting for the side of statism.

It’s kind of pathetic to criticize someone for doing the same thing your preferred cult is doing– even if the details differ a little.

Open This Content

Education Entrepreneurs Are the Only Ones Who Can Disrupt the Status Quo

Transforming entrenched systems and industries comes through disruptive innovation and entrepreneurship. Coined by Harvard Business School professor Clayton Christensen, disruptive innovation is the process by which new ideas and inventions create value and ultimately topple existing competitors. A visionary individual or group spots opportunity and develops new solutions that meet consumer demand faster, better, and more cheaply. This innovation improves our lives through efficiency and cost-effectiveness, allowing us to keep more of our hard-earned money with better service and satisfaction.

Independent and Innovative Education

It shouldn’t come as a surprise that most of the organizations I highlight in Unschooled are independently run. Disruptive innovation may originate with individual ingenuity, but it is fueled by consumer demand and value creation within the private sector. Not that the public sector hasn’t tried. Back in the 1960s and early 1970s, there was a surge of interest in reforming mass schooling from within. The Open Classroom movement emerged, encouraging less restrictive classrooms and more choice and freedom for students.

In Philadelphia, Pennsylvania, in 1967, the city’s public school system launched its Parkway Program, sometimes known as the “school without walls,” in which young people were able to select their own classes and learn throughout various spots across the city, including private businesses, museums, local universities, and public spaces. In 1970, the New York Times called the Parkway Program “one of the nation’s boldest experiments in public education,” noting that over ten thousand students applied for only five hundred available slots.

Any meaningful and lasting transformation in American education must come from the private sector.

Within a decade, though, momentum for programs like Parkway waned. New public education fads appeared and old ones faded. Ultimately, Parkway was reabsorbed into the larger school district, becoming indistinguishable from Philadelphia’s other public schools.

More recently, a fully self-directed district high school that I also write about in Unschooled was set to open this fall in Somerville, Massachusetts, a city just outside of Boston. Powderhouse Studios had everything going for it, including relief from onerous public schooling requirements under the state’s Innovative Schools legislation and a $10 million grant from XQ Super School, an organization co-founded by Laurene Powell Jobs, wife of the late Steve Jobs of Apple, Inc. After seven years of concessions and compromise by the school’s leaders, the city’s school committee ultimately voted unanimously this spring not to approve Powderhouse’s opening.

Private Sector Reforms

As much as many parents and educators would like to believe that meaningful reforms can occur within the mass compulsory schooling model, real education innovation occurs most successfully and enduringly through the private sector. Free from state curriculum requirements, standardized testing mandates, and restrictions on hiring and firing, private educational organizations are able to experiment and innovate, with parents as the key stakeholders to ensure accountability.

Many of these schools and organizations are tiny non-profit enterprises that serve a small group of children and are often financially inaccessible to many families. But disruptive innovation in education has the capacity to bring real change to the masses—if educators embrace an entrepreneurial, free-market mindset.

In his book, Conscious Capitalism: Liberating the Heroic Spirit of Business, Whole Foods co-founder John Mackey writes about his early days immersed in the left countercultural movement of the late-1960s and 1970s. He lived on a commune in Texas for two years and became active in the local food co-op movement.

Entrepreneurship and Capitalism

Mackey writes in the book’s introduction:

Politically, I drifted into progressivism (or liberalism or social democracy) and embraced the ideology that business and corporations were essentially evil because they selfishly sought only profits. In contrast to evil corporations, I believed that nonprofit organizations and government were “good,” because they altruistically worked for the public interest, not for profit.

The longer Mackey was part of the non-profit food co-op movement, the more disenchanted he became with its ideology. He writes:

I ultimately became disillusioned with the co-op movement because there seemed to be little room for entrepreneurial creativity; virtually every decision was politicized.

Discovering the power of free-market capitalism, Mackey was able to scale his vision for healthy food and a healthier planet in ways that small, local, non-profit food co-ops were unable to, leading many more people to have access to organic food and many more jobs created to provide that food.

Mackey writes about his path from progressive anti-capitalist to proud entrepreneur:

I learned that free enterprise, when combined with property rights, innovation, the rule of law, and constitutionally limited democratic government, results in societies that maximize social prosperity and establish conditions that promote human happiness and well-being—not just for the rich, but for the larger society, including the poor. I had become a businessperson and a capitalist, and I had discovered that business and capitalism, while not perfect, were both fundamentally good and ethical.

Education needs its own Whole Foods moment. It needs entrepreneurial innovators to move small, non-profit organizations into larger-scale, profitable enterprises that serve more families and students with better outcomes and lower costs. Now with Amazon’s acquisition of Whole Foods, the potential for greater accessibility at lower costs increases.

Seeds of an enterprising moment in education are beginning to sprout. Acton Academy is a low-cost, self-directed network of private schools, often operating on a hybrid homeschool model, that is expanding across the country by educators committed to entrepreneurship and educational creativity. In an article for Forbes, Bill Frezza describes Acton Academy’s potential to remake the educational landscape. He writes:

With the right program as a model, anyone who home schools his kids can operate an Acton Academy. And not just for his or her own children, but for a schoolhouse full of them. Run the numbers and you can even make a lucrative living while charging tuition well below than that of most conventional private schools.

Standardized Equals Restrictive

Similarly, the Academy of Thought and Industry is a for-profit network of schools that could trigger necessary disruption in education. Founder Michael Strong acknowledges the power of profit-driven free enterprise to create lasting educational change that is higher-quality, lower-cost, and ultimately scalable. He says:

Any time something is profitable, that is what makes it able to go to scale. The reason we have low-cost groceries now (compared to 100 years ago) is because it’s profitable to bring food to millions and millions of people.

Any meaningful and lasting transformation in American education must come from the private sector. Public schools have tried to innovate; yet compulsory mass schooling has become more restrictive, standardized, and all-consuming of American childhood than at any other time in our history. To enact real, scalable change in education—just as Whole Foods did with the organic food movement—entrepreneurial parents and educators will need to imagine and implement new models of learning. These models must be rooted in the time-tested principles of free-market capitalism, or what Mackey describes as

the heroic nature of business, its essential virtues, and its extraordinary potential to do more good for more people in a sustained manner than any other social or economic system ever invented by humankind.

Entrepreneurs can help to replace an obsolete schooling model of education with a new learning one fit for the innovation era. In fact, they may be the only ones who can move us from where we are to where we could be.

Listen to Kerry McDonald discuss unschooling with FEE president emeritus Lawrence Reed (12:00 mark):

Open This Content