Transgender Quandary – Trading Stereotypes

How does a person define and demonstrate their gender identity?  What does a “man” or “woman” think and feel?  Aside from media precepts and sexual preferences, what defines man and woman in our society?

The more I read about 50 kinds of Gender Dysphoria, the less I see how people are so sure they are a specific type of person.  What does it mean to “feel like a woman trapped in a man’s body?”  Sounds dissatisfied to me.  What about a woman’s body and lifestyle do they miss and want?  What about a man’s body and way of life are in the way and undesirable?  How do they want other people to treat or not treat them?

The latest descriptions of transgender include completely internal “identification.”  That means, no physical change to the body one is born with, but just feeling and acting like the gender you are/want.  Images of what is a man and what is a woman are stereotypes.  Trading and asserting stereotypes is a mental, emotional exercise that some people feel driven to do to prove who they are.  If a male wants to love another male, we have come to accept that; likewise, if a woman wants to love another woman.  Why not see this “trans” mindset for what it is: changing costumes and characters.  Hormones and surgery are the costume change; name changes and voice training are the new role.  Why are they so important?

paper hat

When I was a child, I loved to pretend I was a pirate, a cowboy, a soldier, a fireman by changing hats and voices.  I used to make an admiral’s hat by folding a newspaper.  When I put on this hat, and picked up the stick that was my sword, I was that admiral; ordering my men to fight off the pirates.  I did not insist on a real costume or a real sword; I was what I wanted to be.  After I grew up, I dubbed this the “paper hat syndrome.”  People believe they are what they portray, even when the obvious says otherwise. I still see people using this same mental trick to “be” what they want to be at work or with friends.

“Transitioning” is expensive; tens of thousands of dollars and physical trauma for surgery, lawyers, hormones, and therapy.  After all that, some men do not make attractive women; and some women do not become convincing men.  But as long they are satisfied, I am glad for them.  I hope they are not disappointed when they do not feel as different as they expected; that could be very depressing.  It might be worth some therapy to support living the way you want with the body you already have; leave the paper hat at home.

 

 

 

 

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What About the Other Slaves? – Before, During, & After Slavery

In 21st Century America, we have extinguished open slavery of the centuries past.

It seems that ISIS still has slavery as part of their culture.  For a discussion of modern and historical slavery, go to  https://goo.gl/e5bNUz  .

New covert forms of slavery have arisen, including sex trafficking, and domestic servant trafficking.  We have not found a way to conquer cruelty and greed.

But what about those past centuries?  What about the entire world history of slavery?  Slavery, in various forms, was common and accepted in the most primitive of pre-historic cultures.  Most slaves were captured from defeated communities.  One of the intentions of war, was to capture people for religious sacrifice, unpaid labor, and involuntary sex.

 Read more about the history of slavery for perspective.  https://goo.gl/emJoUk

African slave traders sold captives from all sources, including those they kidnapped themselves.  Africa made itself the source of slaves for the known world for centuries.

Sometimes our news implies that America was the only home of the not-free.  Sometimes the descendants of slaves point to the progeny of slave owners and to people who came later and had no connection to slavery whatsoever, and accuse them of the crimes of the past.  Racism groups people by categories and treats everyone in that category as if they were homogenous, related, cohorts of prescribed mind and body.  I reject racism, as I reject slavery.  But, some see racism as a perpetuation of slavery.  I will not debate these ideas, but I will shed the light of history on slavery; especially the African slaves sent to the Western Hemisphere, in “slavers,” under the cruelest conditions.

slaversSlave ships were inhumanly cruel.  It was common for more than 15% to die en route.
sourcese of african slavesAfricans captured slaves from the darkened areas, and marched them to the ports to be sold.

With the discovery of the New World, the invading countries needed vast amounts of labor, well beyond the available indigenous people.  The slave traders shifted to the west, as this map shows.

african slaves

Look at the numbers and proportions of slave buying nations.  North America received 4.4% of the 12 million African slaves, while the Spanish, British, French, Dutch and Brazilians of South America and the West Indies received 95%. I wonder what happened to them?

 

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.

Trump Ignores “Face” at Our Peril – North Korea Not Like NYC

If America desires influence in Asia, we must understand the sensitive parts of their cultures, that may not be as sensitive in ours.

President Trump’s aggressive, public, verbal attacks on North Koreas may play well in the USA, but they are more harmful and dangerous in Asia than most Americans think. Regardless of how you see Kim Jong -un, he is Asian; you must take Asian culture into account.

Asian culture developed the concept of “face” over thousands of years. A person’s “face,” sums up their standing in all parts of life; it is much more important than our concept of reputation; it is who they are as a person.

Most average American’s discovered Asian culture in World War II.  We were confronted with totally foreign, Japanese ideas and customs, including seppuku, the noble term for honorable, ritual suicide by samurai (the term familiar to most Americans is, hari-kari, a term used by Japanese commoners.).

Decades later, we are motivated to observe Japanese etiquette socially, and in business; we are challenged to understand what “face” means, and how it works.  “Giving face,” “losing face,” and “saving face” are extremely important in every part of daily life.

“Giving face” means acknowledging, honoring and giving credit to another, while minimizing one’s own importance, and deprecating one’s role in the matter with humility.

“Losing face” means being, publicly slighted, criticized, ridiculed, or humiliated. The caustic, demeaning language Americans commonly tolerate could evoke suicide among some Asians sensitive to “losing face.”

We only recently see such sensitivity among youth immersed in social media.  “Shaming,” and “cyberbullying,” are examples of the new American version of “losing face.” Ironically, Facebook is a big part of this phenomenon

“Saving face” means recovering positive standing, dignity, and honor with offsetting actions and expressions; for example, smoothing over mistakes, and minimizing losses.  In  “face” culture, even adversaries seek to give tokens and acknowledgements that do not dishonor each other.  Bragging or ridiculing are considered ignoble, vicious, low-class breaches of etiquette.

President Trump and Kim Jong-un have lost face, in the eyes of many Asians and Americans.   Both have established “low-face” reputations already.

Kim Jong-un is feared, more than respected, as a man who would assassinate rivals, and punish those who would embarrass him, or challenge his godhead.

Donald Trump is disrespected for his feral attacks, predictable, public taunts, and churlish name-calling.

The brash, threatening exchanges, threats, and personal, demeaning attacks, slash at the “face” of these vainglorious, egoistic adversaries; the use of “Rocket Man,” and “dotard,”are examples of the escalating, vulgar, and unforgivable personal affronts they have exchanged.

Both men must somehow find a face-saving way to end their disputes, or they will escalate without reason.

First, they must clear the “face” board; no more personal attacks, minimum admissions of error, and tolerable acceptance of blame.

Second, they must engage in building trust and agreement, without losing face.  For the most part, that means letting diplomats forge whatever agreements it will take to tamp down this “monkey dance,” and reduce the threat of nuclear havoc.

Third, they must give and save face to hold agreements in place.

 

Swamp Warfare Consumes – Nothing Good Happens When Nothing Happens

When politicians get personal, at best, nothing happens, at worst, nothing good happens.  We are witnessing, and suffering the slings and arrows of Alinsky-esque, Pyrrhic battles among the old guards of both parties of the “swamp” and the “Neo-Alt-Populists.”

What earnest, stalwart citizens expect is honest disagreement and negotiation to get the nation’s business done.  Instead we get messy, nasty, underhanded, duplicitous, deceitful, street fights by leaders of the traditional, two-party Congress and political elite intended to sabotage and neutralize the populist agenda.  Instead, we drown in oceans of pure sewage, a woeful waste of time, money, and reputation.

Trump started this ad hominem warfare with schoolyard nicknames for his opponents and constant public comments on everyone and everything.  But the swamp knows how to respond in kind.  Undermining, demeaning, and slandering one another absorbs enormous energy and batters the already dwindling confidence of the public.  What can we do with the barrage of bickering and dirty laundry?

I assign a giant portion of blame to the partisan, self-serving, faux journalists who constantly, gleefully, nakedly, shamelessly, and blatantly editorialize the mayhem.  The growing competition for notoriety risks America’s reputation and wastes our resources and influence.   Adolescent gossip has become the fodder for our herd of addicted commentators, who flood every form of information outlet, 24/7, with waves of “breaking news.”

I propose a ceasefire and a truce on public criticism, starting with the President.  Take your bar fights out back; do not make us witness the ugly, monkey-dance posturing, angry barbs, and impotent jabs.  Come back when you are done mauling each other, and you have made up with some workable compromise.  We are tired of seeing how no sausage is made.  We want to see and hear mature, decent people, doing what we elected them to do, with decorum and dignity.

The Art of the “New-More-Better” Deal – Putting Lipstick on a Platform?

When the same company of actors performs one play badly, will a new play make them perform better?  The political establishment’s senior leaders of the Democratic Party must believe it can happen.

We watched the “critics” close the old DNC play in November of 2016, after an eight-year run.  Trouble was, the cast were only part of the problem; the writers, producers and directors were the rest.   Now we have the preview of the new DNC play, which plans to run from now until 2018.  Trouble is, the same people plan to produce the show.

Nancy Pelosi, from California, is House Democratic leader.  She published an op-ed article in the Washington Post 7/23/17.

In her editorial, she outlined the proposed new party agenda: (To paraphrase,) “Make America Better Again,” or maybe, “Have I Got a Better Deal for You!”  It seems to be a leftish echo of Donald Trump’s winning, campaign platform, which put control of the White House, and the Congress in the hands of the Republican party.  How can adopting similar positions help Democrats win?

She berates the GOP for not …” creating good-paying jobs, or rebuilding America’s crumbling infrastructure, or advancing tax reform, Republicans have spent six months trying to raise Americans’ health costs to fund tax breaks for billionaires.”  That sad, tired rhetoric has not worked at all so far.

I do not know what Ms. Pelosi expected in six months.  How much of those goals happened in the four years the Democrats had control of the White House, Senate, and the House of Representatives, or the following four years they controlled both the White House and Senate?  But, politics is a short-term memory profession.

The Democrats took the first year and two months of Obama’s presidency to create the Affordable Care Act, starting one month after President Obama’s first inauguration, and ending thirteen months later.  I guess we will have to give President Trump at least four years to measure progress on healthcare, tax reform, infrastructure, immigration, and job creation.

Meanwhile, the Democrats promise to offer Americans “A Better Deal: Better Jobs, Better Wages, Better Future.”  The San Francisco Democrat complained, “Working people from the heartland to the cities are struggling in a rigged economy and a system stacked against them.”   Why do we have these problems after fifteen years of her political leadership?

She also wrote of a renewed, “…commitment to the hard-working men and women across the United States who have been left out and left behind for too long.” I wonder how much time Ms. Pelosi spends in the “heartland,” schmoozing with the “hard-working men and women?”

Senate Minority Leader Chuck Schumer, D-N.Y.  wrote an op-ed article for the New York Times, and gave interviews to describe the new ideas of the “better deal.”  Here is the gist.  (Note:  the first clue to the truth is denial of it.  Look for what they say is “not.”)

“Our better deal is not about expanding the government, (n)or moving our party in one direction or another along the political spectrum. Nor is it about tearing down government agencies that work, that effectively protect consumers and promote the health and well-being of the country,”

“It’s about reorienting government to work on behalf of people and families.”  (Whatever that means.  “We are from the government, and we are here to help you.?”)

“Week after week, month after month, we’re going to roll out specific pieces here that are quite different than the Democratic Party you heard in the past,” Schumer said. “We were too cautious. We were too namby-pamby.”

The Democrats say their agenda targets “old-fashioned capitalism.”

Summary:

The leaders of the Democrats in Congress offer a “new-more-better” deal to Americans. Specific promises:

  1. Ten million, new, fulltime, good-paying jobs in the next five years. Tax credits for employers who hire and train workers at a good wage, apprenticeships, and on-the-job training.
  2. Break the grips of big business special interests, monopolies, on rising living prices.
  3. Lower the cost of prescription drugs, regulate pharma price increases, allow Medicare/Medicaid to negotiate drug prices.

Other ideas in the mix:

  1. Single-payer healthcare system
  2. $15 minimum wage
  3. One-trillion-dollar infrastructure plan

Okay?  That is the new DNC agenda?  How would this approach, delivered by these people, align the disparate viewpoints of the left?  Who would feel energized by adopting these goals?  What jobs are not filled that need apprentices and trainees?  How much is “good-paying?”  Inflation is below 2%; which costs are rising, besides healthcare insurance?  What is missing from our current anti-trust laws?  Where have price controls worked without reducing supply or creating black markets?  Why limit negotiation of prices to drugs?  Why not other costs?  What if Trump does these things before the Democrats do?

I can see the faint ghost of Bernie Sanders’ populism in the language, but very faint.  It seems to be an establishment effort to ignite and unify the Democrats under the present leadership.  The dissonance and vagueness of the agenda strikes me as an unfocused attempt at cat herding.   It reminds me of that definition: “repeating the same actions and expecting different results is insanity.”

 

Public Schools Disguise Failure – High School Graduates Brainwashed & Blindsided

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?