CDC Declares Emergency for Epidemic of TDD – All Known Treatments Ineffective

“Facts do not cease to exist because they are ignored.”—Aldous Huxley

Experts at the CDC are very concerned about the outbreak of Telepathy Delusion Disorder (TDD) across the nation.  Those affected by TDD believe they can perceive what others think, believe, and intend without asking them.  CDC noted small numbers of TDD victims prior to 2008, but the disorder has spread exponentially in recent years.

Efforts to stem the epidemic have been futile.  Those afflicted show 100% resistance/non-compliance when offered treatment.

TDD can affect:

  • Perception – Distrust, misinterpretation, ascribed motives, inferred intentions, ability to read the thoughts of others.
  • Thinking – miscomprehension, non-fact reasoning, conflation of concepts, objectifying others, certainty that their beliefs and opinions are facts
  • Language – Word choices, profanity, accusations, name-calling, generalizations, labeling, expression, and understanding
  • Emotion –  Angry attitude, personality changes, aggression, acting out, arrogance, and social inappropriateness
  • Judgement – Loss of logical function, rash conclusions, spontaneous attacks

Those with TDD can seem completely normal until the disorder is triggered by others, or events that disagree with their delusion.  Once triggered, no amount of information can dispel their beliefs.  They may vigorously proclaim and defend the world as they see it, despite facts to the contrary.  Because of this, they tend to congregate and socialize with others who share the same disorder.

What TDDs have in common is that they believe:

  • All the non-afflicted agree with them.
  • Their opinions and beliefs are absolute truth.
  • They can read minds
  • They objectify opponents
  • They can detect the intentions of large amorphous groups
  • They know what is best and the best ways to do it
  • They must thwart those with opposing ideas
  • They must be extreme in word and deed

Two opposite and intolerant variants of the disorder have arisen, based on core beliefs:  TDD-L(eft) and TDD-R(ight).  They attack, and reinforce each other; they intentionally try to infect others.

The CDC offers these suggestions to avoid being infected and to treat those afflicted who are willing.

  • Practice separating provable facts from opinions, beliefs, and assertions.
  • Practice asking what people they think, rather than “mind-reading.”
  • Avoid willful ignorance of facts that conflict with your beliefs
  • Investigate your important beliefs to better define and shape them.
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Empty Vessels – No-Knowledge, Hapless Harlequins

We Americans pride ourselves on sophistication without evidence.  Take any “on-the-street” interview.  Does the ignorance of the pedestrian amuse you?  Beware the flagrant lapse of education and awareness. Apparently, we stopped requiring and inspiring “common” knowledge thirty or more years ago.

We have become a sort of third-world country in terms of awareness; clowns of not-so-funny, serious lapses of informed smarts.

A television sampling of instant interviews prior to the recent eclipse was a frightening display of the absence of even elementary information and knowledge about the nature of our planet, our solar system, our universe.  We were supposed to laugh at these peoples’ abject ignorance.

What a condemnation of our education system, and any ill-informed populism we might engender.  Finite knowledge, and unbounded ignorance go hand-in-hand with fascism, and other forms of mindless collectivism.

A glaring, and shocking example of this growing surrender to rude “democracy,” is the recent Fox News segment, “Next Revolution,” with Steve Hilton.  He calls it “positive populism,” I call it a thinly clad predecessor to the failed notion of communism.  We have entered a dangerous period of power without knowledge.  A democracy of fools is a vast and dangerous mob, incited by the slightest of mistaken thoughts and gossip.

Harlequins were clever, cultural foils for royal courts of yore.  They raised obvious points of regal stupidity through not-always-subtle, but carefully-clad humor, and thinly-disguised ridicule.

I fear that we Americans have become so arrogant, so conceited, so vainglorious, that we cannot see the truths in the humor of our harlequins.

 

 

Transconfusion – “Identity“ Detached from Reality

I wonder if anyone is clear about what these various “my body is this form, but I feel like another form” discussions yield?  In our society, a body with a penis is male, and a body with a vagina is female.  That is a physical, sexual distinction.  This distinction is important to procreation, on a purely biological basis.  Females have the capacity to bring a fertilized egg, to embryo, through gestation, to live birth of a new person.  Males do not.  This is bisexual reproduction, without dispute.  Early humans could not alter this law of nature.  The fact that our world now has 7 billion people, is testament to  this:  vive la différence(I know that physiology can be unclear in a few, rare cases, but let’s let the outliers lie out there.)

Then we have society.  Sex is physical, gender is cultural, based on the expected roles and behaviors of men and women.  Most of these expectations have evolved from physical traits and expanded family traditions.  To act like a man was to think, speak, and act in ways that the alpha male did. Little boys worked at being like their father or big brother.   Likewise, to act like a woman was to conform to the ways of other women, take cues from their mother and other female models.

Yet, humans have gone through amazing, changing models for men and women.  Three centuries ago men wore fancy silk and satin clothes, high heels, wigs, and makeup.  They moved and spoke in ways modern Americans would associate with women.  We have also seen the division of labor of the past shift mightily.  The roles and responsibilities of men and women are more alike than ever.

We inherited our intricate social structure and laws from humans who managed to survive and procreate.  In any culture, to deviate from those complex behaviors was to jar the stability of, and threaten the survival of a family/community.  Failure to conform to the spoken and unspoken rules of society was an invitation to punishment.

Homosexuality did not bear the fruit of children, which was a threat to the future of the community.  Religions proclaim that it is a duty to God for people be fruitful, and forbid non-fruitful behaviors.  Some religions even promoted polygamy to increase the number of children added to their flock.  Being “non-fruitful” by having sex without the possibility of children was a sin.  Such sins were often punishable by shaming, shunning, physical punishment, death, or exile.  No one questioned the wisdom of the “scriptures.”

When societies expanded and advanced to the point that extinction was not as great a fear, people felt safer to allow themselves to be “non-fruitful.”  Homosexuality was tolerated along with other “sins,” and “debauchery.”

Only recently, has America made homosexuality legal and sanctioned homosexual marriages.

But here is where I get confused:  what exactly is “transgender?”  At first, I thought it meant a homosexual who took action to physically gain the attributes of the opposite sex.  Sounds painful and expensive to me; and not all men make pretty women.

But now I hear that transgender can mean that a person “identifies” as another sex without the physical transformation.  I was surprised that Bruce/Kaitlin Jenner “identifies” as a woman, has gained breasts, grown long hair, bought a wardrobe of women’s clothing, but retains male genitalia. You think, maybe, he “identifies” as both male and female?

I am also hearing about people who call themselves transgender who do nothing physical, just “identify.”  Boys who “identify” as girls, but are still physically boys, want to go to the girls’ bathrooms and locker rooms.  Homosexuals have always used the bathrooms of their physical sex.  What is different with transgenders who are physically boys or girls?  For me, as long as the difference in preference or identity is not represented by your body, I say, your body determines which school or public facilities to use.

 

 

 

Trump, Jr. Duped by British Music Publicist for Russian Pop-Star – How Evil Russians Fooled Him

Okay.  Let me get this straight:   Aras Iskenderovich Agalarov, an influential, Azerbaijani-Russian oligarch, and real estate developer, paid private-American citizen, Donald J. Trump, Sr., handsomely to bring his 2013 Miss Universe Pageant contestants to Moscow, where they were required to swoon in a music video, which included Mr. Trump, intended to launch Aras’s son, Emin (not to be confused with US rapper Eminem) Agalarov, a Russian, pop-star’s singing career.

Is that clear?  No?  How about, “A rich and famous Russian bought TV time to promote his son.”  It worked!  Emin (who speaks excellent English) is now one of Russia’s top pop-stars.  Fellow real estate developers, Aras (who does not speak English) and Donald used the opportunity to discuss  a possible Trump Tower – Moscow.  The economic downturn quashed that development, but not the friendships.

The Agalarovs  are very well connected in Russia and its southern neighbor, Azerbaijan.  Ten days prior to the pageant, President Vladimir Putin awarded Aras the Order of Honour by the Russian Federation, which is reserved for eminent citizens, such as Mikhail Gorbachev, Vladimir Putin, cosmonauts, Olympic champions, ambassadors, and major musicians. Emin’s ex-wife is the daughter of the president of Azerbaijan.

The Agalarovs expressed support for Mr. Trump’s presidential aspirations.  Enter Rob Goodlove, a British journalist turned PR publicist for the Agalarovs.  Rob emails Trump, Jr., on Emin’s behalf, that Aras Agalarov, 61, met with the “Crown prosecutor (sic) of Russia,” who offered to provide damaging information about Clinton. (Britain has a “crown prosecutor “— Russia has a “prosecutor general.”)

Trump, Jr. replies, “perhaps I just speak to Emin first.” “Could we do a call first thing next week when I am back?”

Instead of a call, Rob relays a message, “Emin asked that I schedule a meeting with you and The Russian government attorney who is flying over from Moscow for this Thursday.”

Rob replies, “I will send you the names of the two people meeting with you for security when I have them later today.”

Trump, Jr. accepts, “Great. It will likely be Paul Manafort (campaign boss) my brother in law and me. 725 Fifth Ave 25th floor.”

End of emails.

Trump, Jr., Jared Kushner and Paul Manafort met with two people.  include the name of the Russian attorney (who does not speak English), Natalia Veselnitskaya, whose primary purpose in the U.S. is to support repeal of the Magnitsky Act, and, a lobbyist against the Magnitsky Act, Rinat Akhmetshin, a dual-citizen Russian-American.

Some unverified accounts of the meeting say that Rob Goldstone was there along with two more people: a translator and a representative of the Agalarovs.  Rinat Akhmetshin could certainly translate Russian and English for the parties.  Goldstone is an official representative of the Agalarovs.  To me, the report of eight people in the meeting sounds like double-counting on the surface.

Veselnitskaya offered a document which alluded to DNC finances.  Trump, Jr. asked if she had any documentation to back up that accusation.  She said no and pivoted from the dirt on Hillary Clinton to their real agenda:  lobbying the Trump campaign on Russia-related adoption policy .(the Magnitsky Act).

Jared, Kushner left the scheduled 20-minute meeting after 10 minutes.  Some reports say Trump, Jr. left early too.  No follow-up calls, meetings or emails.

What does this sound like?  Trump, Jr. got duped into a meeting with two advocates of repeal of the Magnitsky Act, by a music publicist for a Russian pop-star Trump, Sr. met at the Miss Universe Pageant four years ago.

Learning Takes a Back Seat in Public Schools – Links to Truth Broken

Ignorance is not stupidity.  Ignorance is the absence of knowledge.  Example, are baby boys ignorant or stupid?  They are ignorant, but eager learners.  They watch, copy, listen, explore, and fall down.  They must learn to control their bodies; they must learn what is good to eat; they must learn to communicate; they must learn how to ride bicycles, play tag, kick a ball, write their names, be nice to grandma, be nicer to girls, and so on.

Schools are important, because what children learn in school, they could not learn by themselves.  Schools teach them the ways the world works.  Schools teach socialization on a much bigger scale than at home or in the neighborhood.  Schools show children that their home and community are not universal, there are other people, and other places that are much, much different.  Schools teach how to answer questions and solve problems.  Schools teach English the way that gives them the best avenue to written and spoken knowledge.  It might not match the way things are at home, but awareness of the “other-“worlds outside their experience is crucial for their future.

In the most primitive societies, people learn what survival has taught.  Live or die is the standard of measure.  Children start learning as innocents:  parents give “protected” lessons, small doses of harsh truths; they provide regular rescues and frequent warnings of the dangers.  As children develop, parents and family show them life skills in increments, and let them practice within safe limits; let them make small levels of all the natural mistakes, and suffer slight versions of all the natural penalties and results.  Primitive environments offer little slack between action and consequence.

The family teaches them the practical skills of eating, drinking, bathing, shelter.  Children learn to hunt, fish, farm, gather, make and use tools.  Their family shows them how to escape danger, hide from threats, and adopt social skills.  The kids learn what is required to stay alive.  After they can demonstrate the basics, they begin to refine and master whatever they need to live and prosper as an adult.

The parents, siblings, family and tribal members know that survival demands awareness of the differences between success, failure, and everything in between. Children and adults constantly watch, listen, practice, and compete with others to improve their knowledge and skills.  They win some, they lose some, they best some, and lose to others to find their place on the scales of mastery.

They are never allowed to go forward believing they can do something they cannot.  Life hangs in the balance, not only for the child, but for everyone in the connected community.  Mistakes by one spell critical danger for them all. What you don’t know will kill you.  Ignorance is death.

I like the saying, “you don’t know what you don’t know.”  This is the essence of ignorance – you have no clue that things exist that could be vital to your life. You are oblivious to dangers and opportunities, because they have never been revealed to you.  You are blind and deaf to what you could have and do, if you only knew you didn’t know.  Because then you could learn about those parts of life, and add them, if you are interested.

What happens when a child is not given direct links to truth and consequences?  What happens when they get vague or misleading feedback?   How will they fare in real-life competition when they grow up, after being praised for mastery they do not have?

Today, I read about the importance of education and thinking skills when competing for jobs.  I also read about poor children drifting through public school with other poor kids, copying their buddies, or family, or neighbors, dropping out early, because their friends do, or their parents did.  Even if they stay the course and graduate, how many are discouraged and disappointed when they venture into the “real world” nobody told them the truth about?

How is that working for us?  Almost a quarter of the students entering college or junior college require remedial courses to fill the yawning holes in their high school learning.  Why do they have a high school diploma that leaves them in the ditch for higher education?  How has the freshman year in college become the junior/senior year of high school?

Public schools like DISD have 90%+ poor children to educate.  This is a daunting mission.  Leaders and teachers are both proud and embarrassed with their jobs.  The truth is they provide educational foster care for their students for 12 years. They are the substitute family for these children. They feed them breakfast and lunch.  They show them all the knowledge they know how to show.  They have after-school activities for those whose parents work, to keep them safe, so they don’t have to be alone at home. They try to widen the children’s social perceptions and self-esteem, because poverty has wrecked them; home is where learning stops.

They cannot mitigate the parents’ problems, and the environment at home.  They cannot add staff empowered to backup teachers who face “class management” problems.  The poorest public schools have given up, because they cannot win; the problems are overwhelming; every factor is against them succeeding.  So, what choices do they have?  They either quit or compromise to survive as employees of public institutions; they point to marginal gains, and use subjective standards to describe “progress. “

They are deceiving us and our children mentally, emotionally, and socially. The object seems to be to get them to age 18 alive, and teach them enough to justify sending them into the world on their own.  It does not matter that they do not know what they do not know is ahead.

The advent and prevalence of “alternative evaluation” such as “participation awards,” has deprived children of the ability to answer life’s most important questions: What happened?  Did I win, lose, or draw?  What did I do or not do to get my results?

Part of the occlusion comes from cumulative generations of parents who have no foundation in their own education.  They cannot measure or judge their child’s knowledge or understanding of subjects that are foreign to themselves. Another contributor is the deliberate removal of clear measurement standards from school.  Whether grades are A – F, or 100 – 0, they give the student a place to stand on their personal learning curve.

All the malarkey about emotional intelligence, self-acceptance, cultural awareness, instead of mastery of subjects, derails education, and generates unprepared high school “graduates.”

Such subterfuge is just a smoke-screen to camouflage ineffective teaching systems, unsuccessful learning efforts, incompetent, deluded teachers, and dishonest, political, school officials.  Federal and state money to schools can rely on reported student achievement and advancement.  When the students do not perform on standardized tests of basic subjects, penalties arise for the school district.  The incentives to “play the game” are vast.

The saddest thing about this structure is its cumulative self-perpetuation.  High school drop-outs do not just disappear, they grow up, they have children whose parents are not educated or enthralled by the school experience.  These children do not have adult models of success, and are less likely to value and complete high school.  They grow up, they have children who have two generations of parents with limited education, and success, and so on.

The answer is not to pass students from overcrowded class to overcrowded class, frustrating year to frustrating year, with phony, political, grading methods; it is not to issue them a counterfeit high school diploma, and kiss them good-bye.

What are the answers?  Cut the psycho-babble crap; forget the “participation” trophies; tell our children the truth; give them grades on a finite scale; offer them tangible ways to measure what they really know; teach them learning skills and habits.  Let them see who has learned, and who has not.  If they fail to learn some parts of subjects, show them; then let them know that failing once, or twice, or ten times is not the end, show them how not to quit, show them how to try again.  No child learns to walk or ride a bicycle on the first try.  Why should other learning be different?

Want to see motivated, determined learning?  Watch children play sports and games.  Kids will practice and practice until they find out what works, what does not, who is good at them, who is not.  Failure does not stop them when they want to play.  Golf is a great example.  Golfers are not daunted by the fact they may never be excellent.

We are telling parents and children that their only hope is college.  At best, this false notion leads many underqualified students to enter college unprepared, to struggle into insurmountable debt, fail, drop-out, or earn a useless, jobless “degree.”  College is not the only way to qualify for a respectable job.

The absence of non-college career training is a glaring omission in modern education.  Why can’t we emphasize quality trade schools as respectable alternatives to college?  Restore prestige to learning trades.  A master plumber can earn more than a poorly-performing college graduate.  Trades offer decent earnings opportunities, as well as professional pride and respect.  In addition, most trades cannot be “outsourced” to another country, or eliminated by technology.

Why not:

  • Offer trade-related courses in high school as an alternative to college preparatory courses?

  • Reinstate work/study programs related to trades.

  • Offer trades training to undereducated parents

  • Let parents and children see that most trades require knowledge of basic math, language, and science.

  • Offer trades-enhanced GED diplomas

  • Let parents bring their children to afternoon and early evening classes.

Think about the stages of human mastery:

  1. Discover something you want or need to learn

  2. Test your current knowledge

  3. If you fail, analyze, learn, and adjust

  4. Retry, analyze, learn, and adjust

  5. Once you learn the basics, practice, analyze, learn, and refine

  6. Practice, analyze, learn, and refine until you excel.

What might happen if we taught this mindset and process?

 

Independence Every Day – Divorce Virtual Opioids

This is a great time to be alive in America.  The average American has a better life than kings, queens, and pharaohs of the past.  We are safer, live longer, are free to go where we want, and enjoy knowledge and experiences that would have astounded the world only a few decades ago.

One area that is encroaching on our freedom is the enticing addiction to the virtual world to the exclusion of the real, here and now world.  More, and more, I walk through crowds of “zombies” stuck in their phones, tablets, music, and video.  They are not really “here.”  The inattention to life has begun to dominate our culture.  Isolation from “real” family and friends is rapidly wearing down the social skills of our society members.

The siren attraction of the imaginations of others is sapping the development and practice of imagining for ourselves.  Children need that development as they grow up.  What kind of adults, parents, employees will people become if they have no experience of self-creation?  What will our culture become when all we have is “copies” of the excellent ideas generated by a few “imagineers.”

Try doing without the virtual toys and tools you spend so much time with for 24 hours:  No cell phones, tablets, pc’s, internet, cable tv, DVD’s or other electronics.  You will quickly find out what you have been missing, such as talking with your family, reading books, playing musical instruments, inventing things, fixing things, learning things, eating with people who are present and making conversation about your life and the people you love.

We had to fight for our independence as we started this nation.  Now is a good time to exercise total freedom from the seductive draw of virtual opioids.

What Are We Watching? – Peter, Parkinson, Murphy Rule

Parkinson’s Law suggests that “work expands to fill the time available for its completion.”  The Peter Principle posits, “in any hierarchy people tend to rise in the hierarchy through promotion until they reach the levels of their respective incompetence.” Murphy’s Law states that “whatever can go wrong, will go wrong, at exactly the wrong moment.”

All three ideas developed before the current age of exponential, media expansion.  What is so amazing is, that in the age of the Internet, and myriad TV channels, these three principles combine to form a valid hybrid theorem I have dubbed the “Information Extinction Horizon,” (IEH). This new IEH theorem states that, “as media content expands to fill existing bandwidth, it declines logarithmically to inane, bogus levels of incredibility, intellectual value, journalistic validity, and schlock, while simultaneously accelerating from bare facts to all possible interpretive opinions, and providing exactly the wrong information to the wrong people, at the most inopportune time, or, worse yet, no information of discernible value at any time. ” This is a clear refutation of e=mc2.

Major corollaries to the IEH theorem relate to the milieu of internet blogging outlets, social media platforms and any other posts of personal and political natures, including pure invention, and pictures of what one’s dog ate for breakfast (including recipes).

Using Google News as a proof, rate the value and verity of their current page of articles.  In your analysis, include the sub-articles and the number of outlets with different, (apologists use the word “nuanced”) versions of the same reportage.  Notice how the results form nebulae, galaxies, solar systems and planets of personal, political, regional, national, celebrity, and sports-team-loyalty cohorts.

Also notice how futile efforts to filter searches of any topic have become.

Added support to the new hybrid theorem is Parkinson’s Law of Triviality: “members of an organization give disproportionate weight to trivial issues.”  Browsers and search/advertising engines of major internet “organizations” amplify and degrade the value of content at the same time with advertising “pollution.”

For now, we must rely on anecdotal evidence and impressions to support the new theorem, but then, anecdotal is the essence of the theorem to begin with.