Sunday, September 29, 2013
Is Economics a Real Science or a Pseudo-Science?
Sunday, September 15, 2013
The Need To Revisit Our Foreign Policy -- This One Isn't Working Well!
Wednesday, September 11, 2013
Nature Vs. Nurture -- Part III -- Culture Trumps Both Genes and the Environment
In Parts I and II we have noted how the huge advances made by human societies over the last 5,000 years were made possible, unfortunately in only a few regions of the world, by the gradual accumulation of knowledge and the development of enabling institutions, beliefs, and attitudes. Thus, our extraordinary "evolution" has been cultural, and not biological. There has been no significant change in the genetic ability of the world's human population over that same period. The vast improvements for the "winning" nations' people, in both affluence and freedom, have resulted from the way those societies have been organized and their children reared.
History tells us that a safe environment combined with the provision of healthy nutrition and stimulating experiences will make useful and mature adults. Consequently, in America, vast sums have been spent on schools and colleges in the hope of providing the best "environment" for our childrens' development from childhood, through adolescence, and into adulthood. Curiously, before 1900, children grew up with very little of those advantages, and yet the nation grew from a wilderness outpost to a world superpower. And, we must note, much of the Industrial Revolution was fueled in England by generations of youth with virtually no education who were apprenticed out at puberty to work in a trade. So we must ask two questions: Is it really necessary to make the physical environment so attractive? And what accounts for the undeniable success of England and America when the physical environment was harsh?
Robert Epstein, writing in "The Case Against Adolescence," has argued that we are hurting ourselves by trying too hard to provide extraordinary security and stimulation to our youth, because it has led to a harmful "deferment" of growing up and is creating a new generation of immature adults. Maura Pennington, writing in Forbes magazine has described the related problem about how many of today's young adults are "lost," plagued by an internal emptiness and lack of purpose. "In a life with goals and meaning, anything can be achieved. Without it, a person is lost. . . The lost ones are smart. They pay attention to what goes on in the world. They read the news along with the lists of 37 GIFs. Yet what can they do? They have minimal discretionary income and their free time is spent unwinding from occupations that force them to look at backlit words for eight hours or deal with whining strangers. They are fully adults and can’t boast of anything their parents had at this age besides better means of communication, which many are horrible at maintaining."
Pennington writes this about the half of the country's youth who are overindulged. She doesn't even address the problems of the other half, many illegitimate, isolated in urban and rural ghettos, with little hope of ever having meaningful roles in the mainstream society outside gangs, drug dealers, and personal dependency. This dual problem illustrates the fact that the "environment," as it affects our youth, is made up of two parts: the physical and mental. It seems that we have overdone the physical part and neglected the mental and spiritual basis of both personal and national strength. In Parts I and II the point was made that throughout history progress has been made possible by encouraging the creativity of individuals whose positive attitudes and motivations drove them to make use of the enabling institutions they enjoyed. Unless the culture and the family injects a purposeful mind-set in its youth, the provision of a beneficial physical environment is wasted. Surprisingly, it is the collective "attitude" of a populace that makes or breaks a nation! Race, genetics, and luxurious surroundings are irrelevant.
So what have been the cultural factors that accelerated national advances and led to the personal growth and maturity of its citizens? Clearly, the technical innovations that built prosperity were devised by hard-working and ingenious individuals--governments did not invent the cotton gin, the combustion engine, the electrical generator, and antibiotics, nor did they design the bridges, airplanes, and magnificent buildings that adorn the land. And we know that those individuals who deserve credit were no smarter or more capable than the people populating the areas in the world that stagnated. What caused the different outcomes? The common denominator for progress has often been attributed to the personal characteristics passed down from prior generations endowed with the Greek-Judeo-Christian heritage. That heritage celebrated the importance of each individual human life and encouraged personal accomplishment, honor, thrift, and family. The uniquely Christian idea of free will taught those people that they were responsible for their behavior, and endowed with the capability to accomplish great things. After the Protestant Reformation, Kings, priests, and aristocracies were resisted, since everyone's prime allegiance was owed directly to God, and secular authorities became secondary. In most Western nations the coexistence of Science and Faith was affirmed. The resulting freedom and personal striving unleashed the wonders of modern technological progress, and it occurred very rarely anywhere else on earth!
Where is my prairie song
Where is my happy ending
Where have all the cowboys gone
Sunday, June 2, 2013
Now, there have been a few isolated regions, bereft of favorable climate and geography, that, as Diamond asserts, have limited the inhabitants' ability to progress from primitive conditions. But, those are exceptions; the vast bulk of the world's people lived in reasonably benign conditions and they steadily and increasingly advanced their well being--from violent and ignorant societies to advanced enlightened communities. Think Classical Egypt, China, India, and the Western Civilization that grew from Greece, to Rome, to Europe to America.
Those successful regions of the world all made extraordinary advances in the degree to which they control the environment--just stay in a five-star hotel, or fly to a foreign luxury resort, or have a pacemaker installed at the Mass General Hospital, and you will understand this progress from our shared savage past. Or, equally important, recognize the personal safety and law and order that comes from our Constitutions, judicial courts, Bills of Right, and trained fire and police forces. Long gone, for most humans, are the constant dread of fang, claw, civil strife, and hunger. How did this huge progress happen?
We have reason to believe that those of us who inherited this success, and perhaps even added to it, are not any smarter than those who initiated it. Our artists, statesmen, and scientists are certainly no smarter than those who made ancient Greece a wonder of the world. The subsequent success has been due to a gradual accumulation of recorded knowledge and the development of beneficial social and political institutions. Thus, our extraordinary "evolution" has been cultural, and not biological.
The cultural environment humans now grow up in varies around the world, and even from town to town, and family to family. In spite of the current fashion to consider all cultures as "equal," there is no doubt that those different environments have very different success stories. Would you really like to have been born in Uganda, Iran, or sub-Saharan Africa? Or, equally undesirable, to a single welfare mom in Detroit or Chicago? Or into a radical Muslim community in the Middle East? The birth lottery, what largely determines a child's future, is not biological; it is not all about IQ or EQ, or one's looks or personality--it is primarily about the culture a newborn is raised in. A child will obviously live a happier and more productive life if raised in an empowering and ennobling culture. And a nation will rise or fall depending on how many of its citizens develop and mature within a positive empowering environment. So, what is a good environment?
If the physical environment needed for societal advance was merely to provide a minimum foundation, perhaps the same is true for individual children growing into adulthood. If so, a relatively benign physical environment may be seen as only a first condition for success. In all those places, from Scotland to Japan, that possessed only average climate and geography something more was needed. And that something more is what allowed some societies to advance more or less than others. The same is true for our children--it is not enough to be born into a clean safe neighborhood, and sent to modern schools and the most elaborate playing fields. Something else determines the child's future success and happiness.
Tuesday, May 7, 2013
Wednesday, January 2, 2013
Thursday, October 4, 2012
Our Failed Elite
Friday, September 28, 2012
Obama's Failed Foreign Policy
Thursday, March 1, 2012
Seeking Democracy in America: Vote 99
This bogspot commendably seeks to stamp out corruption in Congress and work for the 99% instead of handing out favors to the 1% elite that are in bed with the Wall Street and Washington elites. Sound Good? Unfortunately, the writers seem to believe that the way to help the 99% is for the elites in government to hand out favors to the 99% and "to stimulate spending." Thus, a misplaced faith in government continues unabated. Instead of scaling back government, and allowing the entrepreneurs to do their thing, the proposed reform efforts are aimed at merely redirecting the failed government programs that got us in the present mess. It is so easy to state good intentions, but rarely do we see the intentions matched by actions that will gain those worthy ends.
Another Scientist Ignored--Political Correctness Strangles MSM
Professor Lindzen remarked that "I will simply try to clarify what the debate over climate change is really about. It most certainly is not about whether climate is changing: it always is. It is not about whether CO2 is increasing: it clearly is. It is not about whether the increase in CO2, by itself, will lead to some warming: it should. The debate is simply over the matter of how much warming the increase in CO2 can lead to, and the connection of such warming to the innumerable claimed catastrophes.
. . .The evidence is that the increase in CO2 will lead to very little warming, and that the connection of this minimal warming (or even significant warming) to the purported catastrophes is also minimal. The arguments on which the catastrophic claims are made are extremely weak – and commonly acknowledged as such. They are sometimes overtly dishonest.
... Given the above, the notion that alarming warming is ‘settled science’ should be offensive to any sentient individual, though to be sure, the above is hardly emphasized by the IPCC.
... Perhaps we should stop accepting the term, ‘skeptic.’ Skepticism implies doubts about a plausible proposition. Current global warming alarm hardly represents a plausible proposition. Twenty years of repetition and escalation of claims does not make it more plausible. Quite the contrary, the failure to improve the case over 20 years makes the case even less plausible as does the evidence from climategate and other instances of overt cheating."
Professor Lindzen thus added one more expert opinion that the hysteria over GW has been grossly overblown. And Tom Blumer points out that Professor Lindzen's comment have gone virtually unreported in the U.S. establishment press. Indeed, Blumer's search for the professor's name at the Associated Press's main national site came up empty!
