Anti-Gun Laws Always Wrong Path

In the wake of the recent mass shootings and the hype surrounding them, people are asking “why?”

Simpletons parrot the popular answer: “guns.”

Sensible people know there’s no single reason.

Thankfully, mass shootings are rare. The way they are publicized makes them seem common, and copycat crimes often follow on the heels of well-publicized shootings. If it were up to me, the shooter’s face would never be shown and his name would be replaced by the words “some loser.”

Mass shootings — almost without exception — happen in places where guns are prohibited. This makes sense. People who plan to shoot random people don’t want their intended victims to shoot back.

A “gun-free zone” — be it a mall or other business, a school or other government facility, or an outdoor event — gives them exactly what they want.

Some people blame poor “mental health care,” suggesting it’s government’s responsibility to run a giant socialist program for identifying mentally unstable people and rounding them up or forcibly medicating them.

I don’t trust people who believe governing others is OK to make reasonable assessments of other people’s mental health.

The “worthlessness” these shooters express in the months and years leading up to their evil deeds must play a part. If you don’t have any meaning in your life it is easier to decide nothing has meaning so you might as well act on your hopelessness, nihilism, and anger.

These guys need meaningful relationships. They need meaningful work. Both are getting harder to find for the average person. This isn’t something government can fix, but perhaps society will find solutions.

I suspect the lack of an attainable frontier may contribute to the problem, and believe if one doesn’t open up soon, things will get worse.

I would be tempted to blame violent video games, except the evidence seems clear that this isn’t the case. If you desensitize people to committing violent acts it seems they’d be more accepting of aggression in real life. Yet the data points to the opposite effect. The violent games apparently serve as a sort of pressure release.

The same goes for violent movies.

I didn’t want to believe it, but I must accept the evidence unless more evidence comes to light. I can’t help but wonder why accepting evidence is such a difficult thing for humans to do.

The evidence is clear: there are many causes, but making things worse — with additional anti-gun laws — is always the wrong path.

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How Government Programs Ruined Childhood

An op-ed in Sunday’s New York Times entitled “We Have Ruined Childhood” offers disheartening data about childhood depression and anxiety, closely linked to school attendance, as well as the disturbing trend away from childhood free play and toward increasing schooling, standardization, and control.

“STEM, standardized testing and active-shooter drills have largely replaced recess, leisurely lunches, art and music,” says the writer Kim Brooks, who is the author of the book, Small Animals: Parenthood in the Age of Fear.

While many of Brooks’s insights are spot-on, the undertones of her article make clear that she is focused on the collective “it takes a village” narrative of childrearing. Indeed, her book praises “the forty-one industrialized nations that offer parents paid maternity leave—to say nothing of subsidized childcare, quality early childhood education, or a host of other family supports” (p. 50).

The assertion is that most parents are desperate and alone and they must rely on government programs to help raise their children. She writes in her article:

The work of raising children, once seen as socially necessary labor benefiting the common good, is an isolated endeavor for all but the most well-off parents. Parents are entirely on their own when it comes to their offspring’s well-being…No longer able to rely on communal structures for child care or allow children time alone, parents who need to work are forced to warehouse their youngsters for long stretches of time.

This narrative is backwards. It was the expansion of government programs, particularly in education, that weakened the family, led many parents to abdicate responsibility for their children’s upbringing, and caused them to increasingly rely on government institutions to do the job for them. These institutions, in turn, grew more powerful and more bloated, undermining the family and breeding contempt for parental authority. What may seem like a charitable endeavor to help families ends up crippling parents and emboldening the state. As President Ronald Reagan reminded us: “The nine most terrifying words in the English language are: I’m from the Government, and I’m here to help.”

Brooks knows better than many of us the terror associated with granting the state more power: Her book details her harrowing ordeal of being accused of child neglect and ordered to complete 100 hours of community service for leaving her child alone in a car for five minutes while she ran a quick errand. The village shouldn’t be in charge of raising children; parents should.

So how did we get here? While the seeds of mounting state power and institutionalization were sown in the 19th century and spread throughout the 20th, it was Democratic President Lyndon B. Johnson who dramatically accelerated these efforts in 1964-1965 with his “Great Society” legislation. One of the most consequential effects of Johnson’s Great Society proposal was getting Congress to pass the Elementary and Secondary Education Act of 1965 (ESEA) which gave unprecedented control of education to the federal government, mainly through the funding of a variety of government programs. In fact, expanding the government’s role in education was a stated goal of the Great Society plan. As Johnson himself stated: “And with your courage and with your compassion and your desire, we will build a Great Society. It is a society where no child will go unfed, and no youngster will go unschooled.” (Heaven forbid a child be unschooled!)

The result of Johnson’s plan was the establishment and enlargement of programs such as Head Start, which was initiated in 1965 to provide government preschool and nutrition programs to low-income children. Despite billions of dollars spent on the federal Head Start program over the last half-century (the annual Head Start budget is over $10 billion in 2019), the results have been disappointing. As researchers at the Brookings Institute noted, the most in-depth studies of Head Start show that any initial gains disappeared by the end of kindergarten. More troubling, by third grade the children in the Head Start program were found to be more aggressive and have more emotional problems than children of similar backgrounds who did not attend Head Start.

Not only are these outcomes concerning for the children involved, they also indicate how government programs can strain family relationships. Notably, it was the parents of the Head Start children who said their children were more aggressive than non-Head Start children of similar backgrounds, suggesting that parental bonds could be compromised at the same time that government early learning programs could foster maladaptive social behaviors. When parents, not government, are in charge of determining a child’s early learning environment they may rely on informal, self-chosen networks of family and friends, thus building social capital in their communities, or they may choose from among various private preschool options where they retain control over how their child learns. If parents are not satisfied, they can leave. When government increasingly controls early childhood programs, reliance on family members, friends, and other private options fades. Grandma is no longer needed, and she becomes less of an influence in a child’s life and learning and less of a support system for her daughter or son.

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Johnson’s Great Society plan had other consequences that served to weaken family roles and strengthen government. The Child Nutrition Act of 1966 greatly expanded the National School Lunch Program, allocating additional funding and adding school breakfasts. While no one wants a child to go hungry, relying on government programs to feed children can cause poor health outcomes, strip parents of their essential responsibilities, weaken informal family and community support systems, and lead parents to hand over even more control of childrearing to the government.

Perhaps the most far-reaching impact on education of Johnson’s Great Society was the lasting legacy of the Elementary and Secondary Education Act that paved the way for ongoing and amplified federal involvement in education. It was the ESEA that was reauthorized in 2001 as the No Child Left Behind Act (NCLB) that led to the standardization of schooling through Common Core curriculum frameworks, as well as regular testing. No Child Left Behind morphed into the Every Student Succeeds Act of 2015, again a reauthorization of Johnson’s ESEA, that tried to shift some curriculum standard-setting to states but retained regular testing requirements under federal law.

In her weekend op-ed, Brooks laments the increasing role of regimented schooling in children’s lives. She writes:

School days are longer and more regimented. Kindergarten, which used to be focused on play, is now an academic training ground for the first grade. Young children are assigned homework even though numerous studies have found it harmful.

She is absolutely correct, and the culprit is increasing government control over American education through the ongoing reauthorization and expansion of federal education programs. Longer, more regimented, more standardized, more test-driven schooling is a direct consequence of the government’s education policy.

The inevitable result of these expanded government powers is less control over education by parents. As parents lose this control, they cede more authority to government bureaucracies, which in turn grow more powerful and more bloated while parents get weaker and more vulnerable.

I agree that childhood is being ruined, as children play less, stress more, and find themselves in institutional learning environments for most of their childhood and adolescence. I also agree that the problem is getting worse. The solution, however, is to weaken government and strengthen families, not vice versa. Put families back in charge of a child’s education. Grant parents the respect and responsibility they rightfully deserve. Remember that the government’s role is to secure our natural rights of life, liberty, and the pursuit of happiness—not to determine what those pursuits are.

Childhood is being ruined and parents are the only ones who can save it.

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Upheaval, Back to School, 1984

Nobody asked but …

A confluence of at least 3 elements brings this blog post to you — it is a mosaic of Jared Diamond, a new school year, and George Orwell.

I got the idea of the mosaic from Jared Diamond, in the intro of his book, Upheaval.  He gives the example of the marks made on the psyches of Bostonians who were victims, or associated with victims, of the 1942 Cocoanut Grove night club fire which consumed 492 lives and crippled 100s of surviving, direct victims.  Diamond was a pre-schooler in Boston then.  I can empathize and I can attest.  Although I was still 5 months from being born, and far away in Chattanooga, my mother hailed from Boston, and my maternal grandparents still lived in Beantown.  I heard about the grisly catastrophe every summer for the next 16 years.  It was a colossal event.  Jared Diamond summed it up by writing that all touched by the occurrence were immediately a mosaic of what they had been before the fire, what they were by the fire’s consequences, and what they would become.

It dawned on me that everyone is at any moment a mosaic of her past, present, and future — a separate, unique, different, and distinguished mosaic.  And the mosaic is a part of all mosaics that are connected by relationships.

In nearly all of my relationships, this is back to school time.  The relationships that are most pressing this year are those having to do with self-ownership and effects on those for whom I care most.  The most critical self-ownership question is, do I understand the consequences of the mosaic mentioned above.  Know thyself is an ancient, wise admonishment.  But to do this, one must understand constant change, affecting not only your own mosaic but those of all relationships.  In the past, I have shared in the all-too-human shortsightedness that wishes to control all events in hopes of maintaining a status quo.  Let go.  Life will go on, until it doesn’t.  In a perfect world, each of us would author our own education — then it makes no difference whether we choose a given vehicle, home school, unschooling, Thoreau-like experiential exposure, public school, or private school.  Grant Allen opined often that one should not let one’s schooling interfere with one’s education.  Mark Twain seconded the notion.  Your responsibility to educate yourself happens 24/7/365, whereas the ritual of back to school is a seasonal thing.  Responsibility and education are biological mandates.  The school year is a statist fiction.

The third element referred to above is that I have just finished reading George Orwell’s 1984.  I saw the chilling movie in 1957, when 1984 was at the end of a telescope reversed.  I thought that the scenario would come true until about calendar year 1985.  Reading the book in 2019, 1984 is way back in the rearview mirror.  And now I know that the predictions have come true in a far more profound way.  They were true in these ways in 1949, the year Orwell’s vision was published.

At any rate, Orwell is an author with stunning power over words and narrative.  He is a philosopher of the first water.  He is an irresistible intellect.  Needless to say, it is time to continue your education.  Get a copy and read it ASAP.

— Kilgore Forelle

 

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The Practice of Listening to Find Purpose

Very often, our lives are so filled with busyness and distraction that we have no space to actually listen to what life is calling us to do.

Think about your day so far, and your day yesterday: how much of it was spent in busywork and distraction? Messaging, social media, videos and news, reading favorite websites, answering emails and doing errands, replying and reacting.

In the middle of this craziness, do we ever have space for silence? For creation, contemplation, reflection? And for a practice that I think we do too little of much of the time: listening.

The practice of listening is about creating a little space for silence, and then listening to what you need to do right now:

  • What have you committed to doing that you’re not doing?
  • Why is what you’re doing now important?
  • What do you need?
  • What do the people you care about need?
  • What are you being called on to do?
  • What would be the most impactful or meaningful thing you could do right now?
  • How do you want to spend the next month of your life?
  • What do you care most deeply about? Are you willing to commit yourself to it?

These are the kinds of questions to ask in this purposeful listening practice. But more important than the questions is how you listen:

  1. Create some space by taking a break from devices and busyness. Stop and get somewhere where you can have stillness — a walk in nature, dropping into sitting meditation, dropping into child’s pose on the floor, having a cup of tea, sitting out on your porch, finding a bench in a park.
  2. Now just find silence and stillness and ask a question. You can ask any of the questions above, or whatever feels important for you right now. One of my favorites is, “What am I being called to do right now?”
  3. Keep yourself in that stillness and silence, and listen for the answer. Breathe deeply. Feel how your body feels right now. And then listen to the answer that comes up for you. Your gut has an answer. Maybe it’s not the perfect answer, but it’s something to start with. Listen until you have clarity.

It’s that simple. Pause in a moment of stillness and silence. Ask a question. Listen for the answer.

This can be used in all areas of your life: your relationships, your health, your finances, your work, your meaningful contribution to the world.

How can you practice this throughout the day?

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Realizing Everyone is Making it Up

There’s a huge difference between being an employee and an owner.

It’s not about the work itself. Employees can do everything owners can do, and often more. It’s about the mindset. Employees get to maintain one of the most comfortable illusions in human nature. The illusion that there is a set of answers.

No one believes those answers are always correct. But the idea that they exist is a mental backstop that relieves a ton of stress. I might not know the answer, but it exists, and someone knows it. I can disagree with it, but it’s there.

The realization upon becoming an owner is that there is no such thing as answers that exist out there in the universe. You make them up. You make all of it up. And there’s no way to know if it’s right and no one to judge it or reward or punish you. There is only you and reality and whatever you make up to mediate and navigate between the two.

It’s unsettling. But it’s true. Everyone is making everything up.

It’s true in other areas too. Your health, for example. If you have some symptoms it’s not like somewhere some guy has the answers. Whoever you consult with, they will take in the facts they can gather as they see them, and make up what they think is going on. It’s comforting when they have more experience in making up such things than you. But at the end of the day, they are just making it up.

There are no guarantees.

To be an owner of anything – a business, your health, relationships, and life – is to realize you are making it up. Winning is getting comfortable with that fact.

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Morality is Based on Consent, Government is Not

At its core, morality is about consent. What is the difference between sex and rape, employment and slavery, or trade and theft? In each case, consent is what differentiates voluntary, peaceful interaction from coercion and violence.

Consent is also what is conspicuously absent from all forms of government throughout human history.

The great lie that is frequently embraced by conservatives, constitutionalists, and even some Libertarians is that the American “system” of government was once good and fair and legitimate, and that it only became problematic once it was corrupted. Nothing could be further from the truth. The U.S. federal government has, since the ratification of the constitution, been a criminal cabal, illegitimately claiming authority over the lives and property of individuals.

A simple review of the constitution will reveal this claim to be true.

Among other troubling claims, the constitution asserts that “The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises…”; “To borrow Money…”; “To regulate Commerce…”; “To declare War…”

Did you consent to any of these things? Did you consent to have your property stolen, your trade regulated, money borrowed on your credit, and war declared in your name?

I certainly did not!

That the state continues to perpetrate these violative actions without your consent reveals the state to be every bit as criminal as the rapist, the slaver, and the thief.

Respect for individual consent is not only the defining component of morality, it is the key to peace and prosperity. This is equally true at every level of human existence from personal relationships to world affairs.

We understand at a fundamental and basic level that rape, slavery, and theft are wrong. These aren’t things that have to be outlawed before our consciences tell us there is a problem. Likewise, we can recognize that all violations of consent—even when they are perpetrated by the state and its enforcers—are equally problematic.

This is why a system of government can never be fixed or perfected. It is foundationally, fundamentally, and inescapably immoral for some people (even if they represent a majority or are elected by a majority) to impose their preferences on others without their consent.

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