25 06 2011

Authored by William Robert Barber

In my last blog I stated that there were certain words and phrases that evoke the elected, as well as, the electorate, to disregard customary askance and prudence in favor of submissive acceptance. The effect of such disregards for vigorous scrutiny is not effectually moot, regretfully; the act of willful disregard of standard due diligence enables the opportunity for disastrous outcomes.

Supplemented directly by the apparatuses of government, the elected, as if enchanted (by those certain words and phrases) while faithfully gazing at butterflies and rainbows, (instead of insisting on scrutiny) act in a manner explicit, implicit, and premeditated, cheered on by a beguiled constituency as they implement the process of distorted allocation resulting in the wasteful depletion of taxpayer resources.

Of all the government programs and there are literally thousands competing for the most wastefully egregious; public education, from kindergarten to college, is definitely at the top of my list. I cannot think of another one word descriptive (education) whose presupposed meaningfulness is so contrary to expectation or a so distorted by the realities of implementation. The concept of education is, in practice, beguiling and wanting.

Education is in word and concept a theme of multi-billion dollar consequences. The taxpayer funding of education financially supports all-manner of miscellaneous. Inclusive of intrinsically establishing Byzantine organizational edifices, structures of brick & cement soon follow to dominate costs whose budgets are only exceeded by the expenditure of time and maintenance. Taxpayers’ cash underwrites the very teachers’ unions that create an administrative bureaucracy that mimics the largeness of our governments. Citizens cede, to a significant measure, the explicit core contextual of what’s being taught. The ideological slant, as well as, the particular subjects taught (there maybe variants of degree on a sector-by-sector basis) is the providence of union membership and the willy-nilly discretion of governments.

Education is the beloved, at-the-ready for endorsement of every politician. Education is the singular purposefulness of state lotteries, casinos, and gamming of numerous descriptive. In other words, if it is for the children’s education then it’s morally and prudently sane for the state to take the people’s money in a game designed so they cannot win. This is the perfect sin tax. The interesting contrivance is that when the state gaming monopoly market and advertise for players the supposition is that this marketing incentive to gamble is not an inducement (for the citizen) to put the money into the slot machine instead of paying the rent or buying food for one’s children. The politicians, teachers, bureaucrats, and state employees have convinced themselves that the inducement to gamble is morally grounded…an amazing deduction. Nevertheless, for a private company gambling warrants a criminal indictment; for the state gambling is a morally sanctioned monopoly.

Now clearly, we adults all know that gambling is an insidious game. I certainly believe that any willing adult has the right to partake but I do not believe, even if the cause is to fund education, that governments’ should sanction the role of lotto bosses. The elected know better, constituents understand the negative probabilities; nevertheless, in the interest of servicing education, the process of spinning into the metaphorical is a real behavioral continuum. By means extraordinarily counter-intuitive the ordinary gauntlet of prudent discovery is circumvented; for cause unknown the deductive process of analysis is abandoned. The words “for education” disarm the skeptical and replace askance with innocent nativity.

The acceptance is that a liberal college education is an all-around positive. There is a popular believe amongst those who know much more than others that there is a definitive connection between intellect and virtue. Indeed these very same believers also suppose that intellect influences virtue and vice versa. As a natural extension of this deductive, the precursor to the attainment of intellect is education; thus, education is the funnel to virtue. In essence, a fundamental belief of those that knowingly know much more than the common is that education begets intellect, and intellect begets virtue. In essence the believers’ believe that a liberal college education will transform the normative behavioral dysfunctions of humankind into the sublime of functional enlightenment.

The contention is, by those who know much more than others, that education is not given the wherewithal it deserves. The querulous complaint by those who know most is founded on the-if-only the ill-educated and the under-educated could just surrender to the dictates of the superbly educated. If they would render sensible obedience and of course financial support, education would blossom and upon such blossoming, in short order, a sense of true value will prevail over the land. Acts of the amoral and immoral will diminish; countenance subdues the xenophobic, greed converts to charity and the motivation to covet another’s property dies do to a lack of ignorance.

They who know much more than others therefore conclude that education is the linchpin of a just culture. But beyond the acceptance of education as essential and critical, the implication of such a belief must deduce that a superbly educated intellectual is more virtuous than the simple, uneducated, common man. A man of skillful application, a person of talent, a cook, a baker, a candlestick maker could not be as intellectual thus as virtuous as those who are most learned. Interestingly, the logical sequencer of such a belief must conclude that the higher the professional station of an individual the more intellectual and virtuous the individual. Hmm…Such could not be the intent of the most erudite? Unless, the business of education is nothing more than a taxpayer supported industry managed by the Wizard of Oz.




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