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Comment by ravenstine

3 days ago

I'm both glad and dismayed to hear that I'm not the only one who likens public school to prison.

I went to school in California, and I would say my school experience became prison-like between grades 4 and 11. In fairness, I can now look back at my child self and realize that I was delayed in terms of emotional maturity, which contributed to my social problems, but the kind of environment I was in was the wrong one for helping me overcome that delay. Any slight difference about myself, whether it be my body, or my clothes, or my interests, was a target of daily ridicule. The majority of teachers were entirely self serving and didn't give a damn, even when I was being victimized out in the open. Oh yeah, and my property was repeatedly stolen and my belongings destroyed in front of me.

Having gone through all that, there is no way I'm ever putting my future children in such a system.

The way I think about the socialization argument against home schooling is this: Is it better to be highly socialized but traumatized or modestly socialized by not traumatized?

I think it's more valuable for children to be socialized with a smaller number of other children while being in a safe environment. Tossing children into an ocean of other children that is poorly controlled with callous teachers, creating an unsafe environment, has a rapidly diminishing returns on socialization and a greater chance of being counterproductive.

The principal always told me "just walk away" and I said, "You fool, the bullies have legs".

The key thing that enables bullying is your being confined in a space with them. Bullying can leave scars that last a lifetime that will affect your employment, your relationships, your children, everything. Not least hearing complete crap from authorities primes you to distrust authorities unconditionally.

  • I can see why an adult who's never dealt with these difficulties in childhood would give that sort of advice, but it's bewildering how school administrators weren't (and probably still aren't) trained on the reality that "just walk away" is a platitude in the context of an environment where bullies have a captive audience.

    It reminds me of how we were told "stick and stones will break my bones but words will never hurt me", which is easy to say as an adult with autonomy and other sources of fulfillment; in reality, words not only hurt, but have lasting social consequences. If some turd of a kid has the charisma to humiliate you in front of everyone, even when only verbally, that can lead to a permanently damaged sense of self and lack of respect from peers.

    • There is more than one kind of charisma.

      Some people have a positive charisma that comes out of treating people well. I'd expect this from the captain of a sports team.

      I knew someone who had a negative charisma, who was criminally minded. He was popular among drug users at my school because he would take more chances and thus have the best supply. He got caught on tape selling 3 kilo of cocaine to a cop after I'd graduate. He had a talent to motivate other people into criminal activity and became the leader of a gay bashing gang that seemed to mainly target straight allies because this was the 1980s and folks like that were probably scared about getting AIDS.

      I don't picture the elementary school bully as being particularly popular, but he certainly gets deference from the other students. I think of the popular kids in school as being genuinely likeable even if they didn't take a stand against bullies.

    • I’ve taken away more from Ender’s Game than from anything an adult ever told me. From what I’ve seen, breaking the bullies’s nose is very effective.

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  • Having the emotional maturity to deal with things you don’t like happening has a major influence on how tough being bullied feels like. It’s rarely much time or physical pain, but some kids obsess over it even if they aren’t the major target they often feel extremely persecuted.

    Adults can watch something happening and think nothing particularly significant is going on while some kids are experiencing extreme internal distress.

    • The typical case of physical bullying is not just "things happening that you don't like"; it's wanton, unprovoked assault and battery. Even lesser forms of bullying generally involve some kind of unambiguous threatening, menacing or intimidation. The "emotionally mature" way of dealing with such things in any sane society is not to just walk away, but rather to acknowledge that such actions are inherently an outrage to their fellow students' basic human dignity, and demand that those responsible face meaningful consequences. The fact that "it's rarely much physical pain" (and that merely because kids are involved as opposed to adults) is completely irrelevant.

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    • > Adults can watch something happening and think nothing particularly significant is going on while some kids are experiencing extreme internal distress.

      I think because that is also often because they regard it as normal for kids. A lot of people say things like "bullying toughens them up".

      They would not think its OK for the same things to be done to adults. I wonder what the toughens them up lot would think if I showed up at their house with a few friends and gave them a light beating - I think calling the police would be a more likely outcome than thanking me for teaching them to be tough!

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  • > The principal always told me "just walk away"

    I think the root of this problem is the principal-agent problem.

    It literally doesn't matter to teachers (a) if you get bulled at school (they are not being bullied themselves) or (b) if you have problems later in life.

    Maybe a bullied kid will completely lose it as an adult and murder a bunch of people. But does the teacher who completely failed to help them get arrested? No, therefore it just doesn't matter to them at all.

    The only thing that would prevent this is teachers actually caring or being kind. And of course there are some that do and are. But relying on that isn't enough. There need to be right incentives set in order enable the majority of teachers to put in the effort to act in the right way.

    (I don't know what that incentive structure looks like I'll admit.)

We pay for a private school, it's expensive yes and I know not accessible for all, but it's kind of the best of both worlds. You get to choose the school and it's a community vibe. It helps when the other kids, potential bullies, know your kid and know their parents talk to your parents. It also helps as the staff is acutely tuned in to things like this, and they have amazing ways of conflict resolutions. It's not difficult, it just requires some attention and thought. They reinforce golden rule type actions/behaviors/leading by example/etc. As an example, if one kid picks on another one, instead of detention - they will both be given a 'private talk' and then paired up on some activity. The result is, they were constructively scolded then had a chance to bond and become friends - and it works. It's never going to be fully eradicated, but it's amazing just how little there is and how supportive everyone is in trying to develop good humans.

They also assess the kids emotional maturity early on. Those that they feel are not ready to go from Kinder to 1st get a 'Primer' year. It's basically holding them back in Kinder but with a positive twist.

Tons of other benefits as the parents hold a lot of power (since we pay). But also, the quality of staff/teachers, and low ratios are quite a perk compared to our area's public schools which are poorly rated.

I went to public school myself, and while I was never bullied, I do think I was a target of bullies at some time. Any time I felt like someone was bullying me, I fought back and would often be disciplined under zero tolerance rules. That's how my parents taught me to deal with it, 'stand up for yourself boy' kind of thing. We've taught our kid not to hit and to be kind and he is, but that's exactly what I think would make him a huge target in a public school environment.

  • This is why introducing a degree of school choice is becoming a popular policy among parents in both parties, but I think bringing back rapid expulsion to disciplinary boys/girls schools would be even more impactful. Unfortunately, recent social justice activism has stymied that possibility in progressive areas. Either restore unfettered power of self-curation to the environment and ensure it is wielded effectively, or parents will demand more flexibility in choosing from non-monopoly options.

    • I'm sorry - you're following all the comments about public schools being like a prison and you're suggesting people get expelled faster or disciplined more to improve schools?

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  • I find it appalling that parent who can afford a private school, even with much sacrifice, would instead send their children to a a public school.

    It is the equivalent of eating soup at a homeless shelter when you can go to the store and buy something better, made worse by the fact that you are making the decision for someone else that cannot decide on their own.

    • You have a choice of what public school your child goes to based on where you live. Many parents “shop” for their schools in this way.

    • There is an assumption that private is better always and that’s not true. Top 10-20% of private is better but it’s expensive and not available to most. There is a lot of poor and low quality private too.

    • Lol. My public school sent 10% of its senior class to ivy league schools last year. I'll take it. Not all of them are inner city hell holes.

  • I attended a private school for a couple of years, and I have to say it was worse than the public ones.

    Now obviously this is going to be neighbourhood, country, and community specific, but the problem I had with observing private schools was that now the school had an additional incentive not to expel students, rich and influential parents had extra influence over whether their child could be disciplined and how the school should do things, and half of the time the problematic behaved people were... the rich people and their children. Having and paying money isn't exactly a free ticket to well-adjusted children especially if the children are mimicking the culture they see at home and the society awards bullying and various behaviours with more money... Which most of ours do.

    And this was on top of the downsides of private schools: being image obsessed over academics and intellectual investigation, surrounded by non egalitarian private school twats, and bunches of arbitrary private school rules. Now obviously this is not all private schools, but in the same way it's not all public schools either.

    I think in this system it's a roll of the die. In my country, neighbourhood and in my life, my kid is currently going to public school and, touch wood... thriving for now. The other private schools around here have too much woo like Waldorf and Steiner and they steer away from evidence based methods in literacy and numeracy.

    But I don't know if that's going to hold off into the older ages, and I can't promise, much to my wife's chagrin, not to consider homeschooling considering my own experience of high school also approaching that of a dysfunctional prison and a poor educational environment.

    PS: there was plenty of interpersonal violence at the private schools when I grew up.

I forgot about the lack of personal property.

You couldn’t really own anything and had to prepare for anything nice to be stolen, or anything they looked dear to you (even if not nice) to be destroyed.

I heard of kids having their shoes stolen, but I never had that.

I’m sorry that happened to you, I hope you are doing better now. :(

This is a major reason (but far from the only reason) that we homeschool. Knowing what I know about the school system, about my own experience thereof, and about my kids' personalities, it would be grossly immoral for me to put them through it. The risk of long-term trauma would be too high.

There is some risk of their being isolated (but very low, since they are with other kids three days a week), and a slightly higher risk of missing chunks of learning (which we aim to mitigate in the obvious ways). But ultimately I'd rather my kids have a few gaps in their knowledge than be traumatized by the school system.

  • > I'd rather my kids have a few gaps in their knowledge than be traumatized by the school system

    I went through a normal school system (the first 8 years still during the communist regime in my country, so take that "normal" with a grain of salt), and the gaps in my knowledge are enormous, in some cases subject-wide. I know literally nothing about chemistry, except the bits you learn here and there from TV shows and such. I vaguely remember some kind of equations, but nothing stuck. Biology - everything I know I know from somewhere else, mostly from that TV show with talking blood cells [1]. Surprisingly, I had pretty good grades, but it had nothing to do with knowledge - I was able to quickly scan the textbook before an exam and somehow it was sufficient, but there was no retention, I forgot everything after the exam. I was forced to learn Russian for 4 years and I remember literally nothing, not even the alphabet.

    Those are mostly just anecdotes - I am sure that modern schooling can do better than rote memorization in a toxic environment. What I want to say is that motivation, a friendly environment, and fun learning are a lot more important than how well the teacher knows, say, chemistry. It is entirely possible that your kids will retain more knowledge, not less.

    I am only talking about elementary school, college was different - I loved it and learned a lot.

    [1] Il était une fois... la vie - https://www.imdb.com/title/tt0284735/

    • Agree, there are plenty of kids who go to government schools and have enormous gaps in their knowledge, in the west as well.

      I'm saying that, all things being equal, I'd rather my kids be homeschooled with a few gaps, than go to a government school (and be traumatized) and have no gaps.

I grew up in Russia and I have a very similar experience emotionally, hating every second of my school life, but somehow I couldn't remember any particular horrors. It was just all so ridiculously sad and hopeless and boring, I couldn't stand listening unpassioned teachers talking about sili memorisation tasks the whole day and didn't feel like I fit socially either (even though I wasn't bullied) so it all felt like a torture.

Every public school I've been to has literally been built like a prison. Every student I ever met made the same comparison.

School was and remains a prison, that is why they build the gates so high.

Worse, its a prison with cult-like re-education towards elements of Marxism, without calling it that, in many cases. Its a spectrum so not all teachers are like that, but there are enough that it can be seen widely.

Most of this comes from teacher's followed recommendations made during conferences held by the National Teachers union, which has used many Marxism-based pedagogy while obscuring it.

These things are subtle to anyone who doesn't have some exposure to real life torture constructs, and how those constructs work (mechanism and means).

Schools are also failing to educate and provide people with the skills they need to succeed, the sole purpose for the school's centralized state-run existence.

The teachers exhibit qualities that any centralized system without a loss function has. They have no duty to investigate issues of performance with co-workers since absent an effective loss function (cutoff where you get fired), social standing and seniority become more important. In these types of collectivist systems, regardless of role, creating a hostile work environment hurts the group, and investigating issues creates a hostile work environment. They are all co-workers after all.

Social mental coercion also occurs towards the excellent teachers, since they make all the average teachers look bad. Those teachers then haze, backstab, and undermine in any way they can sabotaging and interfering while imposing social personal cost until the excellent leave, the ones that remain are the average, continually gravitating towards the least common denominator. In state-run institutions with free money, this becomes negative production value.

Sending and subjecting your children to brainwashing and torture is the greatest betrayal.

An example of one these subtle but effective techniques follows, its called the hot potato. It is one of many techniques.

A student is called out in front of the class and asked to answer a question, the question will be opinion based, and the teacher will reflect disapproval if answered incorrectly (in their opinion). These will be mixed in with fact questions to muddy the water so its unclear this is what they are doing.

This technique in pedagogy isolates the student called, making them anxious in front of their peers, often times because answering incorrectly has delayed be inevitable personal cost. At this age, they often don't have the biology to self-reflect or introspect to recognize the basis for why this is happening. They just feel anxious, and rightfully so.

The level of disapproval shown by the teacher results in driving two parallel processes. One that results in inducing bullying from the approval seeking students in that peer group, without the teacher needing to directly or explicitly take action. This bullying, or coercive shunning, is an ever present threat to the subject. The bullies having participated have (their own) consistency drive their efforts, with negative consequence. These are circular processes where both participants become the victim and perpetrator through induced behavior (as a result of structure).

Answering according to the torturer's opinion, forces inherent challenges of fighting your own psychology. It enables the consistency principle in psychology to warp the subjects mind over time (our identity largely remains consistent, which is based in this underlying cognitive bias we all have). What we write, and the words we use, even if we consciously don't agree with them will warp us towards agreement given sufficient repeated exposure and time.

You see this with used car salesmen when they ask innocuous, but carefully constructed questions seeking agreement, and once you answer (in any way but a specific way), they know they've got a sale excepting external factors.

The main principles of influence can be applied beneficially, or coercively. Robert Cialdini goes into these principles, and how they work.

Robert Lifton, and Joost Meerloo cover the reality of torture, how it actually works in their books written in the 1950s (with details from actual torture done by Mao, and the Nazi's).

The reality is, in the 1950s the limits of perception were found, and processes and techniques discovered that let you break and twist people. It started with torture, then a big issue with Cults, then it was used in AdTech and business process design to impose personal cost on the customer. It wasn't just used there, it spread widely, and its hard to find areas that have not in part been shaped by this to an individuals detriment.

The research was also not shared widely in whole either, its been repackaged to obscure the origins, such as conferences on pedagogy done by the Teacher's Union, or Game Design (within the Octalysis Frameworks), too many other places to count. The elements are there for those that know what to look for.

In general, all you really need to get this started are three elements for torture. Isolation, removal/lack of agency (unable to leave without causing loss, disadvantage or detriment), and cognitive dissonance; often where what is said isn't true, and loops back forcing the subject to engage in a endless loop of torture.

It caustically will break anyone down, and Social Media ensures Children can't limit exposure because of addiction triggers, and the lack of biology during Children's existing development to control addiction. The phone follows them everywhere they go, as it does for most of us. These things do break down everyone eventually, and quite a lot of the indoctrinated masses lack the ability to discern or recognize it is happening. Once broken and blinded you tend to stay blinded and broken excepting certain rare individuals.

Ironically, when people break down past a point they segment into the unresponsive dissasociate, or the psychotic seeking self annihilation. Two cohorts. The latter is often a semi-lucid state capable of planning. It seems to mirror objective characteristics seen in Active Shooters.

Rational thought under such psychological stress described breaks down fairly quickly.

You send your kids to school to receive the same tools that were provided to the parents in living a beneficial productive life. Many important tools are no longer taught, and in their place frameworks promoting inducement in false belief, practice, and ideology (towards nihilism) while blinding them to rational thought, have grown. You see this in the Woke cult, and many maoist/marxist inspired movements under adopted group names that change regularly to obscure and mislead.

These two things are why smart and intelligent parents are homeschooling. You don't send your children to Maoist re-education camps and expect them to be able to survive afterwards. The process destroys the individual psyche.

Even the intelligent may not know the process of what's happening, but they often more keenly discern and sense something being wrong and remove their kids from such environments, so long as they were paying attention and fulfilling their parental obligations (many today have or do not, unfortunately).

  • What you say about the reality and mechanisms of torture may be true. But your insistence on assigning this behavior to some political side is, frankly, frightening.

    It won't change the amount of political violence that's ahead of us, but I would recommend that you, at a personal level, question those associations.

    No political side, no country, or race has the monopoly of evil, and if you believe otherwise you have some serious work to do.

    • > But your insistence on assigning this behavior to some political side is, frankly, frightening.

      You mistake this being political, and I did not assign these behaviors. These groups have done these acts. Its replete in the histories.

      The acts have been littered throughout the historical record repeatedly and regularly starting with Marx and Engels taking from the Jesuits many of the practices that got the Jesuits expelled, and moving forward in time, the actions done by a majority of these people calling themselves such by various names, reflect what you call 'assigned'. They don't self-police and ignore destructive acts, if anything, these people's own actions assigned these to their movement.

      I make a point of saying this too, because they change their group names to suit their groups purposes and to obscure their origins; misleadingly in a deceitful way, regularly. They do not want to be tied down by the same repeated failures that are associated with past groups. When you do the same exact things, and expect different results, this is a definition of insanity.

      Marxists to Fabians to Bolsheviks, to Maoist, Communist, to Social Democracy, to Social Justice, to Wokeism, and I'm skipping quite a bit here.

      There's been roughly a new name every 5-10 years going back to the 1920s, for the same Marxist-based doctrine that fails core components needed for rational objectivity. Failing such it shows the delusion, and fanaticism of those supporting it.

      I would have nothing against these belief systems if they were consistent and rational, and in fact there would be no issues if that was met.

      All they would have to do is conform to the basic principles inherent in rationalism, that is objective definition, unique meaning in language (no ambiguity of definition), Descartes Rules of Method, and logic. No improper use of the abuse of the contrast principle (hegel).

      In other words, falsehoods get discarded.

      They do not do this, and that is the core problem. They seek to unify through deceit and omission, that some of them, themselves, believe quite fallaciously, and by using language with multiple contradictory meanings, so no proper context can be made (newspeak). They use coercive methods to induct, following Cult structure as well. Seeming good at a cursory level, while sewing the seeds for evil through delusion, hallucination, and fallacy. These people also almost never happy.

      Many leftist movements over the past hundred or so years seek to blur the line between politics, ideology, and economics, and state. This provides them cover to make unprovable false claims and create a power platform. You have part of the group which decries the abuses, while you have the other part pretending to be another group while inducing the same such abuses. Its about control of the resources, not ownership.

      Its also beneficial to them to falsely call it political since politics is protected in open societies as is ideology, but this isn't religion, nor should any so called religion/ideology based in delusion or fallacy be protected or supported.

      The important difference between real politics and this is in discerning rationally whether that type of ideology is a death cult, whose actions will result in unchecked destruction.

      Mises wrote thoroughly about the 6 or so intractable problems of economics under such systems (by structure) because even back then they changed their names regularly (in the 1930s-1950s).

      These movements we are talking about seek to make irrational dogma seeking power and control, they make broad nice sounding claims, while setting the stage for indirect but destructive outcomes. This has been demonstrated multiple times in their own policy and publications.

      The Russian famine in 1921 for example, or the famines caused by Mao's Cultural Revolution, Maoist Re-education Camps (for the children), the massacres of Hue, Tienanmen Square, political dissident prisoners in Hong Kong, the ongoing acts of terrorism sponsored by the Stasi/KGB, the list goes on for miles.

      They of course falsely claim its to make a better future, to get people to cede power to them, but the dynamics and the reality do not match up, and most don't resolve indirectly reference things that show it to be an unobtainable pipe dream, where the real outcome is destruction.

      Eventually reality re-asserts when survival is on the line, and failing survival large numbers perish. Production may be continued through slavery, but overall eventually it shows itself to be a death cult.

      If you've read any of the material published by the prominent people in these movements, you would see them talking about this, albeit in doublespeak to make it not sound as bad. They never question the viability of their premises.

      Now that is frightening.

      When you have a movement who abandons rational principles seeking a false utopia while in action only going for short term personal gain, this is destructive. People eventually die when this is unchecked.

      Obviously, evil acts are any act that does not result in long term beneficial growth of self or others, and evil people are willfully blind to the consequence of their evil acts.

      I'm well aware that there is no monopoly, I never claimed otherwise, but there are clusters or disease vectors where evil seeks to subvert from within until it can show its true face through action.

      A group predominantly containing such is important to call out.

      The Nazi's were evil, but they started off as the National Socialist German Workers' Party.

      The Fabian's had similar origins, resulting in the economic collapse of the UK. They shared tactics, method, and history.

      Bolsheviks had similar origins. Maoists had similar origins.

      While they all claim to be new and independent groups, their structures show they've adopted core aspects of false or destructive ideology originally derived from Marxism in whole or part.

      Political movements with core practices based in false ideology and method, resolving to destruction, are not valid political movements and do not deserve protection.

      If you read nothing else, read this, it speaks unpleasant truth. https://pmc.ncbi.nlm.nih.gov/articles/PMC3263007/

  • how is public school teaching kids to take collective ownership of the private means of production? must have slept through those classes. My public schools in Oregon had a lot of anti-communism elements and I got a brief suspension for writing a research paper analyzing and defending the Black Panthers in high school -- cited reason was "defending/promoting terrorists" or something along those lines

    • They promote 'critical consciousness', which is a framework of looking at things in isolation without resolving indirections, and examining existing relationships by their power dynamics which are treated as static, not dynamic. These are based in fallacy, but more recently described in the critical turn in education, and was somewhat inspired by Paulo Freire's work.

      The framework of reasoning being taught, is anything but, and follows circular paths that travel down a spiral of madness, and subjectivity without proper definition; in classic hegelian structure to abuse the contrast principle.

      This is seen most recently in people who have contracted the mind virus, Woke-ism. When you adopt this 'critical consciousness', as they call it you blind yourself to the reality of things, and its a self-inflicted violation of your self. The things they do and say often are borderline delusional or insanely irrational, and not based in reality.

      Marxist derivatives has not been about seizing collective ownership for quite some time, its been about interference, demoralization, and destabilization. They seized production by seizing the money, and are doing so through debasement as Lenin said in Keynes quote.

      The currency allows control of the means of production as the root of all trade (exchange), and this has been seized already back in the 70s, by central planning bankers, and the ECP driven by money printing will be taking hold in a few short years once third stage ponzi is publicly visible. In other words, debt growth > GDP.

      This sieving action of resources into fewer and fewer hands through debt is already driving legitimate producing businesses out of business (bankruptcy), or towards mergers, where they close shop which are funded by a money printer. The money printer swallows everything.

      All debt issues with 0% fractional reserve is private money printing. This occurred in 2020 silently at the start of the pandemic. They replaced fractional reserve with an opaque capital reserve system (Basel III), which itself is based on fiat valuations that the banks loaning the money/printing the money decide. Carl Menger thoroughly proved how value is subjective. These structures neglect the simple fact that there are dynamics at work that determine value, so the associated banks will be fine until they suddenly aren't, without notice, or predictability (chaos).

      Once concentrated, then everything can be seized and nationalized silently with cutout companies backed by the money printer, but in the process production grinds to a halt, shortage ensures, and stops and all value is lost since the store of value as a property of currency fails.

      Order wanes, famine, slavery, and death, as occurs in every non-market socialist state to date; only this time it will be a global event and not an isolated nation event. That is the problem with parasites. Sometimes they kill the host, and by extension kill themselves.

      > Research paper analyzing and defending the Black Panthers in high school.

      Well I guess it would depend on what you wrote. The simple fact of the matter is, the dynamics of a successful protest or movement depend on largely two things.

      The responsiveness of policymakers to listen and correct issues, and the inherent threat of violence or imposed cost.

      If policy-makers fail to do their job by being unresponsive when their job is serving their constituency, violence holds them to account when the abuse is egregious enough. This once happened back in 1776, with colonists who were not considered british citizens or entitled to such protections without representation.

      The politician's know this in theory too because they had to read the books covering these topics. Many of which are central to constitutional law, or social contract theory (Leviathan, Locke, Kant, Rosseau).

      Absent the first, no non-violent movement can succeed in making change. You need appropriate political and judicial structures that are responsive to conflicts so they can be resolved non-violently. If they are not responsive (regardless of reason), the sole purpose of law fails, that purpose is non-violent conflict resolution equally under the law.

      This used to be the courts, but they too have degraded to the point where if you don't have the money upfront to hire a lawyer, you don't have a seat at the table. A single civil suit today, even a slam dunk one, costs about a 50k retainer, from the lawyers I've spoken with. That's about the average median annual income for most people unspent (on things like food, necessities etc).

      A rule of law requires certain elements, if you examine the law today and the associated costs, its largely only available to the select few with money. The 5 or so components have failed enough times to claim several decade long trends.

      There is a psychological consistency pitfall in writing about things you don't care about because words alter your perception even if you don't believe it in the moment, the more often you write something the more it impacts you. They did this in the Korean Conflict to PoWs. It generally started with a choice; hard labor, or write an essay with the following prompt, "Why is the US not the best country in the world", to "Why does communism work better than capitalism", and then its read over a loudspeaker and celebrated among the captors, and prisoners.

      Its subtle bias, but effective, proven, and documented.

      If people can't organize and react to the reality of things being done to them, they implicitly are agreeing to their own destructive end, for themselves and anyone else they happen to manage to carry along with them.

  • Absolutely not reading this entire diatribe, but you should post some high quality sources to back up your extraordinary claims about Maoist torturer-teachers or whatever.

    • > Absolutely not reading this entire diatribe.

      If you don't read what you comment on, then you miss out on the things you then ask about. It makes anyone look stupid.

      The sources on how torture works, were referenced. The authors are well established in their fields, its old material that has not been refuted in any way and is backed by first-hand accounts in the case studies (1950s).

      The structural elements they cover are well discussed. These elements are also present in material pushed at the recommendation by the national Teachers Union in the past (at several points). This included, iirc, the Roots movie controversy and this revisionist fictional film being portrayed as historical to push a false narrative.

      Teachers aren't generally malign, but bureacracies can be (NEA almost without a doubt imo). The teachers simply did what they were trained to do without knowing what they were trained to do. A potential example of the banality of evil with regards to complacency and sloth.

      You may not like it, and not want to see it, and not want to believe it. Nonetheless, it is clearly happening.

      James Lindsay has published quite a lot of rationally backed literature on Woke-ism, and its relation to Marxism/Maoism, and how its a cult. He has several publications, and a youtube channel if you are so inclined.

      Regardless of what you happen to call a thing, you can describe a thing based on its elemental component or characteristics. Rationally this process is called characterization, and when you find the same elements, and the same outcomes, that suggests a thing that goes by another name (deceitfully to obscure), is the same thing functionally.

      When you see the same structures used in Maoist prison camps in the 50s being used in education, the question shouldn't be is this happening because the characteristics match. It should be who chose to do this and why, and is it more important to protect them over your own children. These all have pretty simple straightforward answers.