Evil Is As Evil Does: The Government Education Complex by Bill Buppert

Publisher’s Note: I do hope that everyone is tooling up for the coming Endarkenment. I don’t have a crystal-ball but my spider senses tell me we are getting closer to midnight.

 Congress-Comrade Swalwell (CPUSA-CA), the new Dr. Strangelove of the weapons disarmament lobby, has been the subject of hundreds of analyses in the blogosphere especially among the always possible samizdat in North America. I won’t repeat their sage scribblings but my only hope is that cooler heads prevail and folks start getting acquainted with the primary engines of irregular warfare: grievances (perceived and real), legitimacy and force ratios.

 If the Left’s new love affair with military hardware is any indication of their martial imagination, we should be grateful they haven’t been paying attention to the absolutely worthless calculus of bringing technology to bear as the sole expositor of victory.

 I will be going to the Small Arms Review gun show in Phoenix on Saturday, 1 DEC 2018. Biggest gun exhibition in the west. I have grown cynical of gun shows in the past but this one is a great technology exposition and a way to make contacts among fellow hoplites and peltasts. Send me an email or a ping on my forum if you are attending, I’d like to meet some of readers.

My daughter and I are putting together a photo and/or video contest for the first ZeroGov T-shirt we produced using her exquisite design, details to follow. The winner will get a ten-ounce silver bar.

The second ZeroGov T-shirt is out now.

 A hint: You should practice your modified and full clutch flag to be competitive. -BB

“I’ve concluded that genius is as common as dirt. We suppress genius because we haven’t yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.”

― John Taylor Gatto, Weapons of Mass Instruction: A Schoolteacher’s Journey Through The Dark World of Compulsory Schooling

“Independent study, community service, adventures and experience, large doses of privacy and solitude, a thousand different apprenticeships — the one-day variety or longer — these are all powerful, cheap, and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force open the idea of “school” to include family as the main engine of education. If we use schooling to break children away from parents — and make no mistake, that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 — we’re going to continue to have the horror show we have right now.”

― John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling

 I want to discuss why I think the education system in America may be one of the primary causes of the renaissance of government supremacism and communism in the minds of youth both young and old alike.

Some folks know I am a systems engineer by trade after a career dabbling in a variety of disciplines and hard roads to include my light fighter career in the Army from which I retired in 2003 [I did two contractor tours in AFG in 2013 and 2015].

In engineering, when we conduct root cause analysis, we have a variety of scientific and forensic tools we employ to get to the bottom of wicked problems (or not so complex problem sets) from Six Sigma, critical thinking modalities and the tried and true fault/event tree framework for the nuclear industry. The tool selection is enormous, and you tailor it to the problems you’re trying to resolve. The one universal is that ALL problems have multivariate root causes that vertically and horizontally cross each other to make for complexity that can be hard to unwind.

One example is the Challenger disaster where the engineers warned the launch facility leadership that the temperature in the morning of the launch had critical indicators for O-ring efficacy on the pad.

Bob Ebeling was one of five booster rocket engineers at NASA [Never Ascend to Space Again] contractor Morton Thiokol who tried to stop the 1986 Challenger launch. They worried that cold temperatures overnight — the forecast said 18 degrees — would stiffen the rubber O-ring seals that prevent burning rocket fuel from leaking out of booster joints. Engineering teachers use him as an example of good ethical practice.

Riffing off of Malcolm Gladwell’s intuition framework, Ebeling’s professional training and spider senses told him the launch should not go. Intuition is among other things an engine of the unconscious competence of being expert at a thing. NASA launched against his warnings and the rest is history. The problem wasn’t simply the O-rings but a cascading of calamities of bureaucracy increasing the scientific illiteracy of the leadership in NASA and a refusal to be flexible enough to weigh the advantage of chance and engineering intuition.

A rambling but necessary preamble to post on why all American education and especially college “education” is compromised beyond redemption. There is no way to fix it but to raze it to the ground, cashier all the administration and faculty and not let a single red cent of government money onto any campus across America ever again.

There is a reason the US government dominates K-PhD indoctrination apparatuses across the country to include the diabolical connection between student tuition inflation and the government takeover and sponsorship of all student loans.

Is there a distinction between Science, Technology, Engineering and Maths (STEM) and the rest of the less technical disciplines? Yes, but that distinction is narrowing as the usual suspects in academe start attacking the very foundations and structures of verifiable, reproducible and provable fields of study. One can be confident that the interpretive frameworks of the verities of Shakespeare’s sonnets and the stone-cold constraints of bridge building and atomic reactor maintenance in civil and nuclear engineering are worlds apart in both checks and balances and arguable distinctions for practitioners. In the end, the former has no life and death implications while the latter subject to an erosion of scientific standards and methodology has grave implications.

Many say the university is in trouble but it has been in the hazard since the end of the first world war. The combination of calls for universal college, the cozy academic proclivity to be government supremacist propaganda organs and the squishy and permeable and elastic standards for evidence has doomed these institutions to be the veritable universities they are today. Not hetero-versities but universities that champion a diversity in groin tackle and pigmentation but a rigid monochromatic Orwellian group-think of the mind that has made the advocacy of the most loathsome statist slaughterhouses in history de rigeur.

Mind you, the latest transgender madness has now accelerated the fraudulent process of making everything a social construction regardless of biological evidence or obeisance to Burke’s democracy of the dead.

Academic inquiry in the humanities and the soft “sciences” has now become a popularity contest confined to the Stalinist echo chambers of what passes for daytime pillow talk with the faculty-creatures as they conduct macabre masturbatory seances with the most loathsome humans and societies in history as the exemplar for a humane future.

Whether the acclaim goes to the Jesuits or to Hitler or every totalitarian in between, the domination of a child’s waking hours by the state and not the parent has grave implications for individual liberty.

There is a natural tendency for large bureaucracies to care much more about its agents than the tender mercies it bestows upon the recipients of its intended mission.

Much like the distorted economics of ”health care” in the US, the government system regulating large insurance cartels has no incentive but to increase the amount of monies shuffled through the system to pay for care and the attendant “busyness” of Socialist Security and Medicare kakocrats moving the pieces about the system while they take a vig out at every turn.

Let’s take a look at the insane numbers in college at a hedge fund posing as a university, Harvard:

In February 1970, with the school’s storied quadrangle by the Charles River still in the grip of winter, Harvard University broke the bad news to students and their parents: Tuition was going up.

Their reluctant consensus raised the annual cost of attending the prestigious school in the fall of 1971 by $200—to $2,600. It was the first time since 1949 that the school, which was chartered in 1650, had boosted tuition two years in a row.

This fall, Harvard’s annual tuition and fees (not including room and board) will set you back $45,278, more than 17 times the 1971-72 cost. If annual increases had simply tracked the inflation rate since 1971, next year’s tuition would be to just $15,189.

93% of all student loan debt is administered by the Federal government and like, banks, they call these debts assets on their books.

Mind you, most of these loans for the undergraduate are for non-STEM degrees whether in the “soft” sciences or grievance studies. There is rarely a commensurate return on most of these particualy the greivance studies like women

The recent successful hoaxing of the moronathon that is feminism or any number of other faux disciplines is hilarious if it wren’t so sad. The academy is peppered with fields of scholarship loosely known as “cultural studies” or “identity studies” (for example, gender studies) or “critical theory”; all no better than practicing witchcraft or diving water with sticks.

These are the flat earth studies curricula of the current academic milieu.

The bottom line is that the colleges are producing mind-numbed, chronically aggrieved and morally crippled legions women of both sexes who have lost the tether to civilization and think that a government large enough to run their lives is large enough to love and advocate for.

As I mentioned earlier, the descent into communism in America is multi-faceted in its origin vectors from a media peopled by urinalists whose sole occupation seems to be bipedal budgies who double as government stenographers and meat-puppets for the state. The weaponization of envy across the board harnessed to a staggering economic illiteracy to think that wealth, quite literally grows on trees. People whose political credentials require a reverence for infanticide, police states and permission to do everything from their betters in the government.

What’s the solution?

It will never happen but the sole solution is the total flat-lining of all government funding and subsidy of the sad, pathetic and troubling university for all experiment that has managed to moral atrophy millions of young minds and provide cheap and shoddy rationalizations for government supremacism.

Thought experiment: in systems engineering we employ a variety of technical interrogation techniques of data sets that challenge premises and conclusions across the board such as Ohno’s Five Why’s which leverages Socratic drilling to test the foundations of belief systems or system flaws. Essentially, you ask why fives times or more and if substantive and defensible positions can be articulated, you have a good grasp of the “warp and woof” of a system. So whenever you run into a communist in your daily travels, especially a recent graduate of a university mind laundry, employ this query structure on any discussion you have with them when they make a claim. You will be astonished and crestfallen by the reactions of most of them.

..and if you send your child to a university and they are non-STEM majors, you will lose them and it will take years if possible to even salvage them to deprogram the poisonous nonsense pumped into their impressionable skulls.

Burn it down.

“I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.”

― John Taylor Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling