Showing posts with label abstract thinking. Show all posts
Showing posts with label abstract thinking. Show all posts

Monday, March 21, 2011

THE FALLACIOUS REASONING OF ABSTRACT THINKERS

Margaret Tuchman's fine book The March of Folly reveals mankind’s propensity to follow disastrous policies to their most adverse ends. Her book, written in 1984, is about some of history's greatest blunders, and apparently has gone unnoticed by today's leaders for folly still permeates the world's capitols and the minds of those in power. The first decade of the new millennium, rather than showing a return to any measure of common sense, has indicated a continuation of folly among our leadership elites on the grandest scale.

In my new book, Wasted Genius, I attribute much of such folly to the rise of a new Ruling Class that is distinguished by their love of abstract concepts and theoretical reasoning which they arrogantly maintain is superior to the practical reasoning and simple common sense employed by the majority of Americans. Angelo Codevilla has written about how this new Ruling Class elite stands in stark contrast to the "Country Class" which includes most of the hard-working, less educated mass of common people. And, yet it is that country class of workers who make America run while the elites merely advise, criticize, commentate, and then initiate the disastrous policies that are bringing America to its knees and bankrupting the future financial well being of our children.

Our major problem comes from a previously unrecognized mental and moral deficiency in our intellectual elite, now exposed for the first time--for details go to http://www.thewastedgenius.com/

This new ruling class has been created by an educational establishment that maintains an almost religious Faith in the supreme importance of test scores and school grades. School policy and college selection has become a slave to the unfounded notion that IQ and SAT tests indicate an individual's worth. In fact, they merely reward abstract thinkers and hold back the practical minds needed to restore America's success story.

The tests are the darlings of academics and school teachers who like the ease of use and their seemingly scientific basis. Not to mention that a theory "proving" the stupidity of their students relieves the teaching establishment of responsibility for results. This long-standing infatuation with tests has been further cultivated by intellectual wanna-be’s who enjoy feelings of superiority, even if such pride is based simply on a good memory, a quickness with words, and well developed test-taking skills. And yet such academic virtuosity represents only a fraction of a person's total competency. We are neglecting the education of many superior students that possess more of several other essential cognitive abilities unmeasured by today's favored tests.

Because Americans have been hood-winked into respecting academic grades and abstract thought, and subordinate their visceral common sense to the apparent expertise of over-educated theorists, we have become dominated by a ruling elite that may appear very “bright” but is, in fact, subject to the worst kinds of folly. If there was a tipping point to this victory of abstractions over sense it may have been during the administration of Woodrow Wilson, the very revered and intellectual Princeton professor who (count these follies!) managed to launch us into “the war to end all wars,” invigorate the Progressive movement of big government, establish the IRS and Federal Reserve System, dream up the impotent League of Nations, and sign off on a Treaty that so crippled Germany that a subsequent World War became inevitable. No wonder the egg-heads loved him--he created a future for all the bright kids that didn't want to get jobs in the real workplaces of America.

Only an intellectual possesses the conceptualizing flexibility to believe in “a war to end all wars.” Similarly, it is primarily a mind crippled by abstractions that finds sense in such lofty phrases as “a war on poverty,” a war “to spread democracy,” a mantra about "hope and change," or foreign aid programs that give billions of dollars to dictators to “help” third world countries.

We currently are hearing an impossibly nuanced explanation about why our planes are bombing people in Libya--the administration claims to be "walking a fine line over the end game of the assault." It is avoiding for now any appearance that it aims to take out Gadhafi or help the rebels oust him, instead limiting its stated goals to protecting civilians, notwithstanding the fact that our bombers are killing many of those they seek to "protect."

We have just recently seen the folly in domestic affairs where our leaders in Washington took on a mission impossible--to boost the commendable goal of home ownership by subsidizing mortgages to individuals with little prospect of ever repaying the loans. Of course, this folly may have been perpetuated more by cupidity than by stupidity because the Ruling Class insiders stood to benefit financially by the conspiracy between bankers and politicians who rode the bubble in real estate to obscene profits and then dumped off the losses with securitized packages of worthless paper to unsuspecting investors, and ended by bailing out any favored insiders who got caught holding the worthless paper they had not yet succeeded in dumping on the public.

Only those with the cognitive agility to take great leaps of conceptual fancy will advance those kinds of incredible ideas as national policy and then forge ahead, convinced of the soundness of their reasoning, confident of the veracity of their theoretical justifications, enthusiastic with a confidence undiminished by any lack of positive results, oblivious or in denial concerning the adverse unintended consequences of their actions, but still managing to line their own pockets through it all.

Such persistence shows that this well-connected elite is empowered by an intellectual arrogance, a conviction that their critics are wrong and mean-spirited, and that the sheer power of their own intellect anoints them with the right to profit and rule over the common people, the Country Party to use Professor Codevilla's words, or what we have historically referred to as grass roots America.

Those are the kinds of minds that have usurped power in America. It is their new way of thinking that has reduced our leadership to community organizers, agitators, Wall Street speculators, and other self aggrandizing groups representing, not the ordinary people of this country, but the insiders concentrated on ripping off for themselves whatever they can get away with.

Unfortunately, many well meaning voters are in thrall to the supposed expertise of these frauds. And many voters are swayed by the promises offered, whether they be public employees, farmers, union members, grant recipients, subsidized businesses, or all the recipients of government hand-outs. Out of this muddled blend of self-interest and self-righteous compassion for others, half the country supports this elite's call for expanded government bureaucracies--even if the consequences bear constant witness to their folly.

Monday, December 15, 2008

Do colleges help or hurt America ? ---- The Radzewicz Curve

There is a growing recognition that America's colleges are more and more influenced by the politically correct agendas of the new liberal Left--The vast majority of professors promote a world view that:

1- Supports large governmental bureaucracies that seek to solve everyone's needs.
2- Sees most citizens as victims instead of independent self-reliant individuals.
3- Looks more to foreign nations and laws than to our own traditional principles.
4- Favors socialistic policies and condemns the capitalist system and free markets.
5- Attacks corporations that actually deliver the goods better than any government.

In order to sustain this attack on the very nature of America these ideologues have to resort to abstractions and utopian dreaming. They do not examine the actual record of human advances under free economies -- instead they create grand philosophical theories on how it could be made better. In short, they abandon common sense and a factual analysis of historical progress and resort to theoretical projections, promises, and statements of intent.

Because these jealots place themselves in a position of wanting to make things better they appear to the young or uninformed as "reformers," "progressives" who seek change, and advocates of improvement. This appeals to youth and to those who hope to be on the reciving end of such policies. Unfortunately, since they rely, not on past proven practices, but on arm-chair concepts, the promised "solutions" almost always fail.

There is a type of individual who ignores the nitty-gritty mechanics of how things get accomplished and refuses to come to grips with such hard realities. Instead their minds skip such details and leap to grand conceptualizations of how things should be. They fail to accept the fact that improvements come from fine tinkerring in the shop, office, or the field, by workers who understand how things get done, and work with what they have and try and improve its performance. And those improvements are created in the private labs, factories and offices of entrepreneurial business men and scientists. Governmental planners have rarely if ever created new and better ways of making or delivering a product. But those with that idealistic or utopian mind set never give up dreaming about how it oughtta be--if only their ideas were implemented! And these are the people who teach our youth!

Now, in the hard sciences, American colleges do a good job. Those subjects rely on the scientific method--observation, tests, measurements, and repeatable results. Not so in the soft-sciences, where most American college students enjoy a fun-filled academic life devoid of real scientific or logical inquiry. The weaknesses in those soft-sciences are not the students' fault--the professors have abdicated real teaching for indoctrination. The facts of history, cases in economic policy, and analysis of comparative political systems is OUT. Criticisms of the United States is IN. There is no balance or proportion to what is taught. The two prisoners that were water boarded at Guantanamo are compared to the millions slaughtered by Nazis in WWII. Some professors have on that basis equated Bush with Hitler! The internment of Japanese Americans in 1942 is compared to Russian Gulags. Critical thinking and comparison of possibles is neglected. Instead, unsubstantiated policies that are claimed to be helpful are promoted. Programs are measured by the stated intent of those promoting them, not by the likelihood of their achieving the stated goals.

Students leave college with the idea that the biggest problems facing America are pollution, giant corporations, gender rights, animal rights, gay rights, oil spills, and the lack of a world government. The result is that today's students are actually being hurt by their education, their thinking processes dulled, and their attitudes corrupted. The controversial new theory embodied in the Radzewicz Curves indicates this direct relationship between years of schooling and a decline in common sense and wisdom, also known as "EQ".

In a graph, if you make the horizontal line represent the number of years of schooling in soft-sciences, and the verticle axis represents wisdom and common sense, you will almost always find a steeply sloping line--common sense declines or is extinguished gradually by the teachers' teaching. For simplicity, the statisticians have divided students into two broad categories, although refinements might provide further insights.

For normal, or average, students, the decline in wisdom continues with each additional year of schooling in the soft-sciences but at a declining rate, because such individuals have a significant degree of resistance to abstract concepts that defy reality. Consequently their descending line levels off and continues at a steady if low level of common sense. The final level at graduation is almost always below the good-sense they arrived with.

However, for students with a predilection for abstract thinking, the decline is linear, more precipitous, and there is very little levelling off. Students with the highest SAT test scores that get accepted into the prestigious Ivy League colleges tend to most frequently follow this linear pattern, while students at the less prestigious schools are more apt to have concave lines as they progress through years of advanced schooling. This is explained by the fact that the former are good at and love abstract conceptualizations. And, the latter, God Bless Them, get confused by theoretical ideas and seek a more practical and demonstrable common sense understanding.

Thus, there is a concave line for normal students, and a straight line for the more intellectual types. Although the concave line never reaches zero on the vertical scale, there have been cases where some of those in the other group have penetrated the zero point. In either case, children concentrating in the soft-sciences are left scarred from ever being able to think logically on governmental issues--which is exactly the object of their teachers!