As a grandpa who does a lot of babysitting--I have 5 grand kids under the age of 4 1/2 with another on the way--I believe in the theory of positive discipline. Info on this can be had at the sites of Rational Jenn and The Little Things.
But I want to focus on one aspect of discipline: talking to young children when they are behaving badly. I've seen adults yell at their kids saying things like "You're being bad" or You're a bad boy/girl" and "What's wrong with you?" and so on. I am afraid though that a steady diet of words like that might cause the kids to conclude that there is something innately wrong with them over which they have no control. I don't want to take that chance.
Now I like to use different words and phrases. When they are being defiant or otherwise misbehaving, I tell them they are making bad decisions or bad choices and I try to follow that up with reasons why that they will understand. I think this reinforces in their mind the fact of free will while informing that not all choices will be good for them.
Of course it's a law of nature that kids forget fast, so constant repetition is needed. So is lots of patience. This is because their desire to use their free will can be almost irresistible. That can lead to conflicts.
Of course the flip side of this coin is commenting on when they do good. I like to see them get their happiness from the achievement of things without me saying anything. But young kids often want to share a new accomplishment with their adults so when I comment I say things like "Good job" or "Well done" or "Good thinking" and so on. I try to avoid "You're so smart" or 'You're really good" etc.
Positive Discipline has more to say on these subjects so be sure to visit the above links.
stat counnnter
Saturday, February 13, 2010
Friday, January 22, 2010
January 2010 VDA Newsletter
Once again and because education is so important here is the latest newsletter from the VanDamme Academy.
Pedagogically Correct Volume 4, Issue 2
January 22, 2010
"Pedagogy": The art and science of teaching.
:: Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
:: Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
:: Announcement: Pedagogically Correct Blog
Follow this link for the latest VanDamme Academy Newsletter, which features the following article entitled "What Did You Learn Today" (Written by Kyle Steele-ME)
I was sitting on the floor, fixing a desk, when one of my students and her mother came into the room. They were unaware of my presence as the mother helped her daughter gather her homework. Looking at the board, she said, "Nothing is written down for math. What did you do in math today?" Her daughter's response was, "Well... basically, we drew a mountain and that's about it."
If her summary of the day's events hadn't been so comical, I would have been mortified by her answer. Was this all she remembered from my complicated lecture on long division? Though I was tempted to hide myself further under the desk, I stood up and probed my student's memory further. With the right questions, she was able to tell me that the mountain was a metaphor for the steps involved in learning long division and that we'd spent most of the class discussing quotients and remainders.
Her mother was satisfied with this but I was not. My student, quite understandably, remembered the most unusual and silly part of the class and not the lesson. While I'm happy that my students have vivid memories of the metaphor, it is useless unless they recall the metaphor's meaning! I was concerned that this might be the typical kind of answer parents received to that age-old, important question, "What did you do in school today?"
At the end of the next day's lesson, I decided to ask that question myself. "If I were your father and I asked you what you did in class today, what would you say?" The response I got was interesting. Most children could give a vague answer, but not as specific as I would have liked. They could tell me we did long division problems, but it would have been more accurate to say we did problems with a four-digit dividend. I helped them to form this more precise answer.
This exercise, naming what we've learned at the end of each class, has become a routine part of the class and the kids love it. Each of them is eager to come up with the most precise answer. They strive to capture the finest detail that separates today's lesson from previous lessons. I love it, not because it prepares my students to be questioned by their parents, but because my students are refining their own understanding.
It's very easy for a student to let the activities of the day become a blur. Even the best students in the best classes can go through the routine of the day without taking a moment to reflect. But by taking a few minutes each class to discuss what we've learned and give a name to the work we've done, the knowledge they've gained is no longer a blur, but a firmly held concept. It becomes a hard piece of knowledge with clear edges.
Furthermore, this exercise helps the motivation of my students. Naming what we do helps them to remember that each day holds a new lesson. It is very satisfying to look back on a class and say, "We've accomplished this." One of the things that sets VanDamme Academy's curriculum apart from others is that we want our students to hold their knowledge conceptually; knowledge that can be put into words and has a clear connection to reality. It is a goal we pursue doggedly. Naming each lesson is one more way we achieve that goal.
Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
Now Anyone Can Understand The Fundamental Principles of Science Better than Most Scientists
"Fundamen tals of Physical Science: A Historical, Inductive Approach"
By David Harriman, Historian and Philosopher of Physics
Learn all about it at our brand new website.
Here's what other Pedagogically Correct Readers are Saying:
"I am currently a Ph.D. candidate in physics, and I was amazed at how much I learned from David Harriman's course. This course stands head and shoulders above any other course or textbook I have encountered."
"It's perfect for someone relatively new to physics like myself; it's perfect for even advanced people who want a deeper historical perspective than is usually taught...I found Mr. Harriman's physics course to be an exciting walk through the fascinating world of physics."
"I think this type of course is needed for everyone, as in my experience, it's so far above the courses I've had throughout my life as far as the actual transmittal of knowledge is concerned...In short, this course has made science and math much more intelligible for me, and was completely worth the time and cost - I highly recommend it."
I was a physics major when I entered college, yet I can easily say that my actual understanding of physics is much greater as a result of this course than I can credit to any other class I've taken.
www.vandammescience.com
With this course you will:
* Finally understand the world around you, the world of science and technology, in a way you never thought possible. (No, you don't have to be a math wiz.)
* Learn the thinking methods of the greatest minds in history.
* Understand what all those physics equations and formulas you once memorized really mean.
* Be inspired by scientists' amazing 2500-year quest to unlock the mysteries of the physical world.
* And have a great time in the process!
All thanks to a one-of-a-kind science teaching methodology available in no other course or textbook.
www.vandammescience.com
Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
Lisa VanDamme's educational career began when a group of parents, disillusioned with standard public and private schools, hired her to educate their children. In 1998, she chronicled her successes homeschooling and explained the methods that made them possible in a lecture, "Reclaiming Education." The audience, fascinated by her insights about education, and inspired by the stories she told, gave her a standing ovation. In 1999, she made "Reclaiming Education" available in written form, to the delight of thousands of readers. Since 1999, the essay version of "Reclaiming Education" has been unavailable. Until now.
For the first time in almost 8 years, we will make this remarkable work available. And we are giving it away for FREE as an e-book to those who help us grow Pedagogically Correct by recommending it to their friends. Just send enter the email addresses of at least five friends who might appreciate an invitation to receive PC--along with a brief personal note, or our standard note below. We will not add anyone to our email database without their permission.
Click here to refer five friends and get your copy of "Reclaiming Education."
Announcement: Pedagogically Correct Blog
www.pedagogicallycorrect.com
Check out our 'blog, which will contain much (but not all) of the material we sent out in our newsletters. Spread the word!
VanDamme Academy encourages you to forward our newsletter to your friends or post it on your website or blog. If this newsletter has been forwarded to you, you can sign up to receive Pedagogically Correct for free, at www.vandammeacademy. com.
Happy Learning!
VanDamme Academy--Experience the Power of a Real Education
VanDamme Academy
email: custserv@vandammeacademy.com
phone: 949-510-4861
web:http://www.vandammeacademy.com
Pedagogically Correct Volume 4, Issue 2
January 22, 2010
"Pedagogy": The art and science of teaching.
:: Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
:: Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
:: Announcement: Pedagogically Correct Blog
Follow this link for the latest VanDamme Academy Newsletter, which features the following article entitled "What Did You Learn Today" (Written by Kyle Steele-ME)
I was sitting on the floor, fixing a desk, when one of my students and her mother came into the room. They were unaware of my presence as the mother helped her daughter gather her homework. Looking at the board, she said, "Nothing is written down for math. What did you do in math today?" Her daughter's response was, "Well... basically, we drew a mountain and that's about it."
If her summary of the day's events hadn't been so comical, I would have been mortified by her answer. Was this all she remembered from my complicated lecture on long division? Though I was tempted to hide myself further under the desk, I stood up and probed my student's memory further. With the right questions, she was able to tell me that the mountain was a metaphor for the steps involved in learning long division and that we'd spent most of the class discussing quotients and remainders.
Her mother was satisfied with this but I was not. My student, quite understandably, remembered the most unusual and silly part of the class and not the lesson. While I'm happy that my students have vivid memories of the metaphor, it is useless unless they recall the metaphor's meaning! I was concerned that this might be the typical kind of answer parents received to that age-old, important question, "What did you do in school today?"
At the end of the next day's lesson, I decided to ask that question myself. "If I were your father and I asked you what you did in class today, what would you say?" The response I got was interesting. Most children could give a vague answer, but not as specific as I would have liked. They could tell me we did long division problems, but it would have been more accurate to say we did problems with a four-digit dividend. I helped them to form this more precise answer.
This exercise, naming what we've learned at the end of each class, has become a routine part of the class and the kids love it. Each of them is eager to come up with the most precise answer. They strive to capture the finest detail that separates today's lesson from previous lessons. I love it, not because it prepares my students to be questioned by their parents, but because my students are refining their own understanding.
It's very easy for a student to let the activities of the day become a blur. Even the best students in the best classes can go through the routine of the day without taking a moment to reflect. But by taking a few minutes each class to discuss what we've learned and give a name to the work we've done, the knowledge they've gained is no longer a blur, but a firmly held concept. It becomes a hard piece of knowledge with clear edges.
Furthermore, this exercise helps the motivation of my students. Naming what we do helps them to remember that each day holds a new lesson. It is very satisfying to look back on a class and say, "We've accomplished this." One of the things that sets VanDamme Academy's curriculum apart from others is that we want our students to hold their knowledge conceptually; knowledge that can be put into words and has a clear connection to reality. It is a goal we pursue doggedly. Naming each lesson is one more way we achieve that goal.
Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
Now Anyone Can Understand The Fundamental Principles of Science Better than Most Scientists
"Fundamen tals of Physical Science: A Historical, Inductive Approach"
By David Harriman, Historian and Philosopher of Physics
Learn all about it at our brand new website.
Here's what other Pedagogically Correct Readers are Saying:
"I am currently a Ph.D. candidate in physics, and I was amazed at how much I learned from David Harriman's course. This course stands head and shoulders above any other course or textbook I have encountered."
"It's perfect for someone relatively new to physics like myself; it's perfect for even advanced people who want a deeper historical perspective than is usually taught...I found Mr. Harriman's physics course to be an exciting walk through the fascinating world of physics."
"I think this type of course is needed for everyone, as in my experience, it's so far above the courses I've had throughout my life as far as the actual transmittal of knowledge is concerned...In short, this course has made science and math much more intelligible for me, and was completely worth the time and cost - I highly recommend it."
I was a physics major when I entered college, yet I can easily say that my actual understanding of physics is much greater as a result of this course than I can credit to any other class I've taken.
www.vandammescience.com
With this course you will:
* Finally understand the world around you, the world of science and technology, in a way you never thought possible. (No, you don't have to be a math wiz.)
* Learn the thinking methods of the greatest minds in history.
* Understand what all those physics equations and formulas you once memorized really mean.
* Be inspired by scientists' amazing 2500-year quest to unlock the mysteries of the physical world.
* And have a great time in the process!
All thanks to a one-of-a-kind science teaching methodology available in no other course or textbook.
www.vandammescience.com
Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
Lisa VanDamme's educational career began when a group of parents, disillusioned with standard public and private schools, hired her to educate their children. In 1998, she chronicled her successes homeschooling and explained the methods that made them possible in a lecture, "Reclaiming Education." The audience, fascinated by her insights about education, and inspired by the stories she told, gave her a standing ovation. In 1999, she made "Reclaiming Education" available in written form, to the delight of thousands of readers. Since 1999, the essay version of "Reclaiming Education" has been unavailable. Until now.
For the first time in almost 8 years, we will make this remarkable work available. And we are giving it away for FREE as an e-book to those who help us grow Pedagogically Correct by recommending it to their friends. Just send enter the email addresses of at least five friends who might appreciate an invitation to receive PC--along with a brief personal note, or our standard note below. We will not add anyone to our email database without their permission.
Click here to refer five friends and get your copy of "Reclaiming Education."
Announcement: Pedagogically Correct Blog
www.pedagogicallycorrect.com
Check out our 'blog, which will contain much (but not all) of the material we sent out in our newsletters. Spread the word!
VanDamme Academy encourages you to forward our newsletter to your friends or post it on your website or blog. If this newsletter has been forwarded to you, you can sign up to receive Pedagogically Correct for free, at www.vandammeacademy. com.
Happy Learning!
VanDamme Academy--Experience the Power of a Real Education
VanDamme Academy
email: custserv@vandammeacademy.com
phone: 949-510-4861
web:http://www.vandammeacademy.com
Thursday, December 31, 2009
Wednesday, December 30, 2009
Tuesday, December 22, 2009
Wednesday, December 02, 2009
Sand Animation
This is a video of an incredibly talented Ukranian girl at sand animation. I've heard of this art form but never observed it till now. She's tells a story with her animation.
Sunday, November 22, 2009
Support Anthem Foundation
According to this Detroit News article Chase is giving away $5 million to your favorite local 501(c)3 charities. ARI is not listed but the Anthem Foundation is so I signed up and voted for Anthem. The drive ends in 19 days but you can vote once every day. I think this could be a good opportunity for some positive activism. I posted a notice of this on my facebook page.
Update 11/28/09: The Ayn Rand Institute is on Chase's list so you can vote once for the Anthem foundation and once for ARI. The above is in error in that you can't vote every day for the same charity. Round 1 will be over Dec. 11th. Round 2 voting will begin Jan 15th and end Jan 22nd. It's important to join Facebook if you haven't already and vote for these two charities. The ARI has a program called "Free Books for Teachers" which is well worth the effort of joining Facebook and voting.
Update 11/28/09: The Ayn Rand Institute is on Chase's list so you can vote once for the Anthem foundation and once for ARI. The above is in error in that you can't vote every day for the same charity. Round 1 will be over Dec. 11th. Round 2 voting will begin Jan 15th and end Jan 22nd. It's important to join Facebook if you haven't already and vote for these two charities. The ARI has a program called "Free Books for Teachers" which is well worth the effort of joining Facebook and voting.
Wednesday, October 14, 2009
Pedagogically Correct Newsletter Oct 2009
Here is another edition of Pedagogically Correct because education is so important.
"Pedagogy": The art and science of teaching.
:: Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
:: Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
:: Announcement: Pedagogically Correct Blog
Follow this link for the latest VanDamme Academy Newsletter, which features the following article entitled "VanDamme Academy Presents: Music Appreciation"
Two years ago, Mr. Travers introduced art appreciation into the VanDamme Academy curriculum. Like the name suggests, the purpose of this course was neither to teach students the history of art nor to train them in the production of art. Rather, his goal was to help them learn to deeply, sincerely enjoy or appreciate art.
Toward that end, Mr. Travers teaches students how to look at a painting or sculpture. He demonstrates to them that looking is not automatic-it is actually an active-minded, methodical, purposeful process. Students learn to do a "reading" of a work of art: noticing and cataloguing all the details, making connections and generalizations about what they observe, comparing and contrasting their observations with other, similar pieces, arriving at a basic theme of the work, and finally, connecting that theme to their own lives.
This process integrates perfectly with the VanDamme Academy literature curriculum, for which the process of analysis is much the same. And indeed, Mr. Travers often makes a point of finding artworks that reflect the values and characters presented in the novels students are reading for literature.
This year, Mr. Travers has introduced music appreciation into the junior high curriculum.
In music appreciation, students listen to a short composition with a definite emotional tone and are asked to describe the scene that plays through their mind in connection with the music. I witnessed one of these classes, and the results were remarkable. First, though the scenes they recounted varied greatly from student to student, the commonalities were fascinating to note. Second, the students' writing was delightfully uninhibited-this assignment really allowed them to be creative free spirits. Lastly, I was moved by the variety of ways in which their performance on the assignment reflected their education overall: the compositions were articulate and eloquent, they often related to great scenes from history or literature, and they showed a capacity for a deep and meaningful connection to art. Listening to Mr. Travers read the students' work aloud while the music played, I was moved to tears.
Here are some samples of the students' writing about Samuel Barber's "Adagio for Strings." I recommend that you listen first, and then read.
"A wave comes onto the shore, bringing a man to his home town. He is dead. Memories flash of his life as the procession leads him to his grave: his wedding, his first born son, his captaincy. Nothing is banal any more."
"An army has just defeated their enemy. However, their greatest hero has fallen. It is raining, and everyone is crying, especially the hero's family. The hero had hugged his family right before he was shot. It is pitch black except for one light that is shining on the hero."
"Trees are swaying in the forest as the flowers are slowly blooming. They twirl at the sun's powerful heat. One day, they suddenly shrivel up. Kids are staring down at their once beautiful flowers, depressed and heartbroken. The trees begin to shrivel. The pinecones open up to let new seeds be planted."
"I see a boy walking up to a large building in New York for the first time and he can't believe its size. He is amazed and his mouth is ajar. He goes into it, and he is riding up in the glass elevator. He has reached the top; he looks at the view and yells happily off into the city. He is overwhelmed. He feels like a small sand in the desert."
Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
Now Anyone Can Understand The Fundamental Principles of Science Better than Most Scientists
"Fundamen tals of Physical Science: A Historical, Inductive Approach"
By David Harriman, Historian and Philosopher of Physics
Learn all about it at our brand new website.
Here's what other Pedagogically Correct Readers are Saying:
"I am currently a Ph.D. candidate in physics, and I was amazed at how much I learned from David Harriman's course. This course stands head and shoulders above any other course or textbook I have encountered."
"It's perfect for someone relatively new to physics like myself; it's perfect for even advanced people who want a deeper historical perspective than is usually taught...I found Mr. Harriman's physics course to be an exciting walk through the fascinating world of physics."
"I think this type of course is needed for everyone, as in my experience, it's so far above the courses I've had throughout my life as far as the actual transmittal of knowledge is concerned...In short, this course has made science and math much more intelligible for me, and was completely worth the time and cost - I highly recommend it."
I was a physics major when I entered college, yet I can easily say that my actual understanding of physics is much greater as a result of this course than I can credit to any other class I've taken.
www.vandammescience.com
With this course you will:
* Finally understand the world around you, the world of science and technology, in a way you never thought possible. (No, you don't have to be a math wiz.)
* Learn the thinking methods of the greatest minds in history.
* Understand what all those physics equations and formulas you once memorized really mean.
* Be inspired by scientists' amazing 2500-year quest to unlock the mysteries of the physical world.
* And have a great time in the process!
All thanks to a one-of-a-kind science teaching methodology available in no other course or textbook.
www.vandammescience.com
Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
Lisa VanDamme's educational career began when a group of parents, disillusioned with standard public and private schools, hired her to educate their children. In 1998, she chronicled her successes homeschooling and explained the methods that made them possible in a lecture, "Reclaiming Education." The audience, fascinated by her insights about education, and inspired by the stories she told, gave her a standing ovation. In 1999, she made "Reclaiming Education" available in written form, to the delight of thousands of readers. Since 1999, the essay version of "Reclaiming Education" has been unavailable. Until now.
For the first time in almost 8 years, we will make this remarkable work available. And we are giving it away for FREE as an e-book to those who help us grow Pedagogically Correct by recommending it to their friends. Just send enter the email addresses of at least five friends who might appreciate an invitation to receive PC--along with a brief personal note, or our standard note below. We will not add anyone to our email database without their permission.
Click here to refer five friends and get your copy of "Reclaiming Education."
Announcement: Pedagogically Correct Blog
www.pedagogicallycorrect.com
Check out our 'blog, which will contain much (but not all) of the material we sent out in our newsletters. Spread the word!
VanDamme Academy encourages you to forward our newsletter to your friends or post it on your website or blog. If this newsletter has been forwarded to you, you can sign up to receive Pedagogically Correct for free, at www.vandammeacademy. com.
Happy Learning!
VanDamme Academy--Experience the Power of a Real Education
VanDamme Academy
email: custserv@vandammeacademy.com
phone: 949-510-4861
web: http://www.vandammeacademy.com
"Pedagogy": The art and science of teaching.
:: Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
:: Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
:: Announcement: Pedagogically Correct Blog
Follow this link for the latest VanDamme Academy Newsletter, which features the following article entitled "VanDamme Academy Presents: Music Appreciation"
Two years ago, Mr. Travers introduced art appreciation into the VanDamme Academy curriculum. Like the name suggests, the purpose of this course was neither to teach students the history of art nor to train them in the production of art. Rather, his goal was to help them learn to deeply, sincerely enjoy or appreciate art.
Toward that end, Mr. Travers teaches students how to look at a painting or sculpture. He demonstrates to them that looking is not automatic-it is actually an active-minded, methodical, purposeful process. Students learn to do a "reading" of a work of art: noticing and cataloguing all the details, making connections and generalizations about what they observe, comparing and contrasting their observations with other, similar pieces, arriving at a basic theme of the work, and finally, connecting that theme to their own lives.
This process integrates perfectly with the VanDamme Academy literature curriculum, for which the process of analysis is much the same. And indeed, Mr. Travers often makes a point of finding artworks that reflect the values and characters presented in the novels students are reading for literature.
This year, Mr. Travers has introduced music appreciation into the junior high curriculum.
In music appreciation, students listen to a short composition with a definite emotional tone and are asked to describe the scene that plays through their mind in connection with the music. I witnessed one of these classes, and the results were remarkable. First, though the scenes they recounted varied greatly from student to student, the commonalities were fascinating to note. Second, the students' writing was delightfully uninhibited-this assignment really allowed them to be creative free spirits. Lastly, I was moved by the variety of ways in which their performance on the assignment reflected their education overall: the compositions were articulate and eloquent, they often related to great scenes from history or literature, and they showed a capacity for a deep and meaningful connection to art. Listening to Mr. Travers read the students' work aloud while the music played, I was moved to tears.
Here are some samples of the students' writing about Samuel Barber's "Adagio for Strings." I recommend that you listen first, and then read.
"A wave comes onto the shore, bringing a man to his home town. He is dead. Memories flash of his life as the procession leads him to his grave: his wedding, his first born son, his captaincy. Nothing is banal any more."
"An army has just defeated their enemy. However, their greatest hero has fallen. It is raining, and everyone is crying, especially the hero's family. The hero had hugged his family right before he was shot. It is pitch black except for one light that is shining on the hero."
"Trees are swaying in the forest as the flowers are slowly blooming. They twirl at the sun's powerful heat. One day, they suddenly shrivel up. Kids are staring down at their once beautiful flowers, depressed and heartbroken. The trees begin to shrivel. The pinecones open up to let new seeds be planted."
"I see a boy walking up to a large building in New York for the first time and he can't believe its size. He is amazed and his mouth is ajar. He goes into it, and he is riding up in the glass elevator. He has reached the top; he looks at the view and yells happily off into the city. He is overwhelmed. He feels like a small sand in the desert."
Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
Now Anyone Can Understand The Fundamental Principles of Science Better than Most Scientists
"Fundamen tals of Physical Science: A Historical, Inductive Approach"
By David Harriman, Historian and Philosopher of Physics
Learn all about it at our brand new website.
Here's what other Pedagogically Correct Readers are Saying:
"I am currently a Ph.D. candidate in physics, and I was amazed at how much I learned from David Harriman's course. This course stands head and shoulders above any other course or textbook I have encountered."
"It's perfect for someone relatively new to physics like myself; it's perfect for even advanced people who want a deeper historical perspective than is usually taught...I found Mr. Harriman's physics course to be an exciting walk through the fascinating world of physics."
"I think this type of course is needed for everyone, as in my experience, it's so far above the courses I've had throughout my life as far as the actual transmittal of knowledge is concerned...In short, this course has made science and math much more intelligible for me, and was completely worth the time and cost - I highly recommend it."
I was a physics major when I entered college, yet I can easily say that my actual understanding of physics is much greater as a result of this course than I can credit to any other class I've taken.
www.vandammescience.com
With this course you will:
* Finally understand the world around you, the world of science and technology, in a way you never thought possible. (No, you don't have to be a math wiz.)
* Learn the thinking methods of the greatest minds in history.
* Understand what all those physics equations and formulas you once memorized really mean.
* Be inspired by scientists' amazing 2500-year quest to unlock the mysteries of the physical world.
* And have a great time in the process!
All thanks to a one-of-a-kind science teaching methodology available in no other course or textbook.
www.vandammescience.com
Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
Lisa VanDamme's educational career began when a group of parents, disillusioned with standard public and private schools, hired her to educate their children. In 1998, she chronicled her successes homeschooling and explained the methods that made them possible in a lecture, "Reclaiming Education." The audience, fascinated by her insights about education, and inspired by the stories she told, gave her a standing ovation. In 1999, she made "Reclaiming Education" available in written form, to the delight of thousands of readers. Since 1999, the essay version of "Reclaiming Education" has been unavailable. Until now.
For the first time in almost 8 years, we will make this remarkable work available. And we are giving it away for FREE as an e-book to those who help us grow Pedagogically Correct by recommending it to their friends. Just send enter the email addresses of at least five friends who might appreciate an invitation to receive PC--along with a brief personal note, or our standard note below. We will not add anyone to our email database without their permission.
Click here to refer five friends and get your copy of "Reclaiming Education."
Announcement: Pedagogically Correct Blog
www.pedagogicallycorrect.com
Check out our 'blog, which will contain much (but not all) of the material we sent out in our newsletters. Spread the word!
VanDamme Academy encourages you to forward our newsletter to your friends or post it on your website or blog. If this newsletter has been forwarded to you, you can sign up to receive Pedagogically Correct for free, at www.vandammeacademy. com.
Happy Learning!
VanDamme Academy--Experience the Power of a Real Education
VanDamme Academy
email: custserv@vandammeacademy.com
phone: 949-510-4861
web: http://www.vandammeacademy.com
Friday, October 09, 2009
Post Follow Up
Pursuant to my last post, here are the details: for quite awhile my house's interior in the kitchen, dinette, living room and hallway had white ceiling, walls and trim. Boring! Now I have a flat white ceiling, beige walls and pure white trim. I must say I really like it. So does the wife.
My sister came to see me and the kids, and their kids, then went to see another brother in S. Carolina. She hadn't seen us in 21 years. Plans are being made to do it again next year. I really loved reconnecting with her. She was the only girl out of the seven of us kids. Yeah, she was spoiled, just a little. It's been raining here in Detroit all day. I guess the clouds are crying because my sister went back to California.
On Sept. 21st, I became a grandpa again. Introducing Allison Rose Neibel:
.
.
Doctor says she's in good health and her older sister Payton, 18 months, seems to be taking it quite well wanting to give lots of kisses.
My sister came to see me and the kids, and their kids, then went to see another brother in S. Carolina. She hadn't seen us in 21 years. Plans are being made to do it again next year. I really loved reconnecting with her. She was the only girl out of the seven of us kids. Yeah, she was spoiled, just a little. It's been raining here in Detroit all day. I guess the clouds are crying because my sister went back to California.
On Sept. 21st, I became a grandpa again. Introducing Allison Rose Neibel:
.
.Doctor says she's in good health and her older sister Payton, 18 months, seems to be taking it quite well wanting to give lots of kisses.
Thursday, October 08, 2009
Back to Blogging
It's been a busy two months what with trying to paint the inside of the house with the ceiling one color, the walls another color and the trim still another. Plus my sister whom I haven't seen in 20 years came for a 6 day visit, a most happy time for me, and I became a grandpa for the fifth time. Her name is Allison Rose.
More on the above soon.
More on the above soon.
Tuesday, September 08, 2009
Good News
I see via HBL that an Objectivist organization-Ayn Rand in India-is taking roots in that nation. Right now there are discussion/study groups in three cities, Pune, Mumbai and Delhi. For more information click here.
The spread of Objectivist ideas can't happen fast enough. The Hitler and Stalin wannabes are rising to the top of the political spectrum everywhere and are taking notes on what the current crop of statists are getting and not getting away with. So the spread of rational ideas in India, however modest, is a very good thing.
The spread of Objectivist ideas can't happen fast enough. The Hitler and Stalin wannabes are rising to the top of the political spectrum everywhere and are taking notes on what the current crop of statists are getting and not getting away with. So the spread of rational ideas in India, however modest, is a very good thing.
Saturday, September 05, 2009
Blogroll additions Sept. 09
It's time for another blogroll update. I like doing this because the growth of objective, rational blogs pleases me.
First is Erosophia where Jason has posted a link to the essay by Dr. John Lewis at Cap Mag titled "Suppose auto insurance were made to be a right," and where Megan posted on "The emptiness of environmentalism."
Second is Bathtub Gin Brigade where Michael Labeit posts on "Private Factor Ownership and Effective Government."
Third shall be "Beyond the Wall of Sleep" at which Matt posts a 1 1/2 minute video of security guard Cheeks telling protesters this ain't America any more.
Fourth is Rachel at Brass in Pocket who has a good essay on why it's a bad idea to turn to religion in search of justice.
Fifth to be added is Reepicheep's Coracle where Kelly has an insightful look at "Children's Needs and Selfishness."
The sixth addition is The TK Lounge where TK has a post near and dear to my heart, how the press discredits science.
Seventh is MGTutoring where Michael Gold presents a rational perspective on education and has a great painting and a post on the poor philosophy of teacher training.
Number eight is Art, Love & Philosophy at which I liked the acrylic art displayed.
Nine is A is A the blog of cedrac who posts on the "Importance of Amazon's Kindle 2"
Tenth, I want to recommend the site of sculptress Sandra J. Shaw.
Eleventh and last for today is Principled Parent, an Objectivist and blogging mommy.
Happy reading!
First is Erosophia where Jason has posted a link to the essay by Dr. John Lewis at Cap Mag titled "Suppose auto insurance were made to be a right," and where Megan posted on "The emptiness of environmentalism."
Second is Bathtub Gin Brigade where Michael Labeit posts on "Private Factor Ownership and Effective Government."
Third shall be "Beyond the Wall of Sleep" at which Matt posts a 1 1/2 minute video of security guard Cheeks telling protesters this ain't America any more.
Fourth is Rachel at Brass in Pocket who has a good essay on why it's a bad idea to turn to religion in search of justice.
Fifth to be added is Reepicheep's Coracle where Kelly has an insightful look at "Children's Needs and Selfishness."
The sixth addition is The TK Lounge where TK has a post near and dear to my heart, how the press discredits science.
Seventh is MGTutoring where Michael Gold presents a rational perspective on education and has a great painting and a post on the poor philosophy of teacher training.
Number eight is Art, Love & Philosophy at which I liked the acrylic art displayed.
Nine is A is A the blog of cedrac who posts on the "Importance of Amazon's Kindle 2"
Tenth, I want to recommend the site of sculptress Sandra J. Shaw.
Eleventh and last for today is Principled Parent, an Objectivist and blogging mommy.
Happy reading!
Friday, September 04, 2009
On the Other Hand...
I was once told by an acquaintance that a man should always try to be the best in his field. Since I partially disagree with this, since a man should be the best he can be within the context of his ability and education, I decided to challenge his point with a little satirical devil's advocacy. I responded with "Oh no! Don't you know that it's always the second mouse that gets the cheese?"
Anyway, in that light hearted vein I recommend this piece at Live Oaks.
(It certainly shows how ugly spectator sports--and by implication ordinary life--would be.)
Anyway, in that light hearted vein I recommend this piece at Live Oaks.
(It certainly shows how ugly spectator sports--and by implication ordinary life--would be.)
Wednesday, August 26, 2009
Attention Students
If you're a student and would like to know more about Ayn Rand's philosophy of Objectivism, but there is no Objectivist club on your campus, please be informed that there will soon be a virtual Objectivist club in which you can participate. I recieved this email from Keith Schacht today and reprint it below.
************************************
I helped start the Objectivist Club Network (OCN), an organization dedicated to helping all Objectivist Campus Clubs. OCN is not affiliated with the Ayn Rand Institute, although we support them and regularly communicate with them to ensure our respective organizations are not duplicating efforts.
Recently we've expanded our efforts to solve a new problem: there are students interested in joining an Objectivist club where no club exists. Some of these students start their own club, but others don't have time to start a club or do not find enough participants on campus to form a club.
We've created the Virtual Objectivist Club (VOC) for these students -- a phone-based discussion group dedicated to the study of Objectivism. Meetings will be weekly, beginning this September, each moderated by an experienced Objectivist. The group is open to any current students who would like to learn more about Objectivism.
My request: Please help spread the word to any students you know who may be interested in learning more about Objectivism. The deadline for applying to the VOC is August 31st. Students can learn more and apply at: http://www.oclubs.org/voc
Please let me know if you have any questions and we greatly appreciate you sharing this with others!
Keith & the OCN Team
If the link above doesn't work try here.
************************************
I helped start the Objectivist Club Network (OCN), an organization dedicated to helping all Objectivist Campus Clubs. OCN is not affiliated with the Ayn Rand Institute, although we support them and regularly communicate with them to ensure our respective organizations are not duplicating efforts.
Recently we've expanded our efforts to solve a new problem: there are students interested in joining an Objectivist club where no club exists. Some of these students start their own club, but others don't have time to start a club or do not find enough participants on campus to form a club.
We've created the Virtual Objectivist Club (VOC) for these students -- a phone-based discussion group dedicated to the study of Objectivism. Meetings will be weekly, beginning this September, each moderated by an experienced Objectivist. The group is open to any current students who would like to learn more about Objectivism.
My request: Please help spread the word to any students you know who may be interested in learning more about Objectivism. The deadline for applying to the VOC is August 31st. Students can learn more and apply at: http://www.oclubs.org/voc
Please let me know if you have any questions and we greatly appreciate you sharing this with others!
Keith & the OCN Team
If the link above doesn't work try here.
Sunday, August 23, 2009
I Went to a Tea Party
(To the tune of Rick Nelson's Garden Party)
>I went to another tea party,
>to protest the health care bill,
>to mix with people of like mind and to,
>share in a little good will.
>There were signs saying no to coercion,
>and leave my doctor alone,
>There's no reason for government to be,
>barging into my home.
>Well it's, all wrong now.
>But it's, going to be OK,
>people are beginning to realize that,
>freedom is the way.
>There's Waxman, Reid and Pelosi,
>Obama and Emmanual too,
>they tell us they're going to save the world but they,
>haven't got a clue.
>There are people in academia,
>in the House and Senate of course,
>for us they say they know what's best and will
>get it with physical force.
>Well it's, all wrong now,
>but it's, going to be OK,
>people are beginning to realize that,
>freedom needs to stay.
The scene of this party was outside US Congressman Sander Levin's office here in Roseville, Mi on Saturday 8/23. I estimate about 75 to 85 people were there holding signs protesting Obama's health care plan. Again I was pleasantly surprised at how many people said they read Ayn Rand's books especially Atlas Shrugged. Lots of motorists beeped their horns is support.
The people were mostly blue collar workers and some elderly. Almost all of them were worried about how many 'life years' they'd be allotted once Obama care was enacted.
(Update Aug 28th, edited and added to the above lyrics and corrected a typo.)
(Update Sept 3rd. corrected another typo)
>I went to another tea party,
>to protest the health care bill,
>to mix with people of like mind and to,
>share in a little good will.
>There were signs saying no to coercion,
>and leave my doctor alone,
>There's no reason for government to be,
>barging into my home.
>Well it's, all wrong now.
>But it's, going to be OK,
>people are beginning to realize that,
>freedom is the way.
>There's Waxman, Reid and Pelosi,
>Obama and Emmanual too,
>they tell us they're going to save the world but they,
>haven't got a clue.
>There are people in academia,
>in the House and Senate of course,
>for us they say they know what's best and will
>get it with physical force.
>Well it's, all wrong now,
>but it's, going to be OK,
>people are beginning to realize that,
>freedom needs to stay.
The scene of this party was outside US Congressman Sander Levin's office here in Roseville, Mi on Saturday 8/23. I estimate about 75 to 85 people were there holding signs protesting Obama's health care plan. Again I was pleasantly surprised at how many people said they read Ayn Rand's books especially Atlas Shrugged. Lots of motorists beeped their horns is support.
The people were mostly blue collar workers and some elderly. Almost all of them were worried about how many 'life years' they'd be allotted once Obama care was enacted.
(Update Aug 28th, edited and added to the above lyrics and corrected a typo.)
(Update Sept 3rd. corrected another typo)
Tuesday, August 18, 2009
The Value of Null Findings
Over at The New Clarion two days ago I posted on the fact that when statistical studies result in a null finding they are rarely published and how misguided this practice really is. I reprint that post below.
The Value of Null Findings
"Sandy Szwarc at JunkfoodScience has an in-depth look at a health science topic. Although it's titled "The Myth About Unhealthy Belly Fat" the article's theme is, 'the importance of null findings', and properly laments the fact that the media seldom reports them. This is very true and also very important. That's because:
Just as knowing that something is a threat to health and life is important, so is knowing when something is not a significant threat, especially when alleged professionals are telling us it is a threat. However, we also know that the media often prefers hype and sensationalism vs boring news about non-threats. So the media has a built in bias that is heavily weighted in favor of fear-hype while a study showing that last month's health scare is actually false will tend not to get printed. This will mislead thousands if not millions of people. As the saying goes 'you can't unring an alarm bell.'
But this situation has other consequences. It creates a fearful citizenry eager to donate their money to NGOs (Non Governmental Organizations, mostly non-profit foundations) who promise to do research (more statistical studies) to find ways to protect them from all the alleged hazards of a modern, technological society.
It sometimes works like this: NGOs fund studies that try to determine what is bad for us. When a study is completed a press release is announced. The media picks up the release and reports the findings which are usually that X (say, fast foods) is bad for us. Politicians then stand on the floor of their chambers, news reports and studies in hand, announcing that congress must address this threat to public health by passing legislation more heavily regulating the use of X. They then stand before us proclaiming how good they are at protecting us from all the harmful Xs out there and therefore we should reelect them. That is what we see.
What we don't readily see is that the funding NGO has been getting large donations from companies that produce products Y and Z (say, treadmills and diet books). Also mostly out of view is the donations by companies Y and Z to the politicians' reelection campaigns. And even further out of sight is the fact that no one looked at the study, not the reporter, the editor nor the politician, to see if the study had any statistical significance or was a null finding being passed off as having significance. This last happens often.
We have to educate ourselves to what is valid science and what is pseudo science because the press isn't doing it. Pseudo science isn't just coming from NGOs either. Government agencies fund lots of it. I recommend reading the entire article and visiting JunkfoodScience often. Her blogroll is a good source for others who actually read these so called scientific studies and then examines them for our benefit."
Health care has become so politicized that one literally has to fact check every alleged harm for oneself. The problem is that grant money is not earned money. It is handed out to applicants on the basis of the applicant's desire to see if there is a problem regarding food X's effect on say, disease Y. The granting agencies are virtually buying problems the government can try to fix with more regulations over you and me. Are we to believe that the applicant's supply of grant money will continue if they produced studies showing 'no problem here' i.e. a null finding?
The solution is to remove government encouragement from the market place especially from education and science. Government control of education is the open door to government control of everything else.
The Value of Null Findings
"Sandy Szwarc at JunkfoodScience has an in-depth look at a health science topic. Although it's titled "The Myth About Unhealthy Belly Fat" the article's theme is, 'the importance of null findings', and properly laments the fact that the media seldom reports them. This is very true and also very important. That's because:
"Null findings enable true scientists to know they’re looking in the wrong direction and that it’s time to go back to the drawing board and develop a different hypothesis. They also enable us to stop needlessly worrying about something that doesn’t matter."Also, many if not most studies that purport to show a health problem actually turn out to be false and these revelations are often not published as well.
Just as knowing that something is a threat to health and life is important, so is knowing when something is not a significant threat, especially when alleged professionals are telling us it is a threat. However, we also know that the media often prefers hype and sensationalism vs boring news about non-threats. So the media has a built in bias that is heavily weighted in favor of fear-hype while a study showing that last month's health scare is actually false will tend not to get printed. This will mislead thousands if not millions of people. As the saying goes 'you can't unring an alarm bell.'
But this situation has other consequences. It creates a fearful citizenry eager to donate their money to NGOs (Non Governmental Organizations, mostly non-profit foundations) who promise to do research (more statistical studies) to find ways to protect them from all the alleged hazards of a modern, technological society.
It sometimes works like this: NGOs fund studies that try to determine what is bad for us. When a study is completed a press release is announced. The media picks up the release and reports the findings which are usually that X (say, fast foods) is bad for us. Politicians then stand on the floor of their chambers, news reports and studies in hand, announcing that congress must address this threat to public health by passing legislation more heavily regulating the use of X. They then stand before us proclaiming how good they are at protecting us from all the harmful Xs out there and therefore we should reelect them. That is what we see.
What we don't readily see is that the funding NGO has been getting large donations from companies that produce products Y and Z (say, treadmills and diet books). Also mostly out of view is the donations by companies Y and Z to the politicians' reelection campaigns. And even further out of sight is the fact that no one looked at the study, not the reporter, the editor nor the politician, to see if the study had any statistical significance or was a null finding being passed off as having significance. This last happens often.
We have to educate ourselves to what is valid science and what is pseudo science because the press isn't doing it. Pseudo science isn't just coming from NGOs either. Government agencies fund lots of it. I recommend reading the entire article and visiting JunkfoodScience often. Her blogroll is a good source for others who actually read these so called scientific studies and then examines them for our benefit."
Health care has become so politicized that one literally has to fact check every alleged harm for oneself. The problem is that grant money is not earned money. It is handed out to applicants on the basis of the applicant's desire to see if there is a problem regarding food X's effect on say, disease Y. The granting agencies are virtually buying problems the government can try to fix with more regulations over you and me. Are we to believe that the applicant's supply of grant money will continue if they produced studies showing 'no problem here' i.e. a null finding?
The solution is to remove government encouragement from the market place especially from education and science. Government control of education is the open door to government control of everything else.
Thursday, August 13, 2009
Another Activist Day
My congressman Sander Levin D-Mi. held a town hall meeting today at which I arrived late. He had finished his speech and was meeting people one on one. The line was long and I really didn't want to speak to him anyway so I went outside and passed out some literature. I handed out about 30 copies of the essay "It's a Matter of Justice" with the essay "The Significance of Atlas Shrugged" on the back side. I gave out 4 copies of the Ayn Rand Sampler and about 30 copies of a short note I wrote myself with a quote from Amy Ridenhour, with her permission, which is posted below.
Again I was surprised at how many people had read Atlas Shrugged and liked it. There were a few others outside carrying signs saying in essence No to Hr 3200. Here is the other note I handed out.
Two Thoughts
1) Why a public health care system does not work:
To meet budget targets, governments reduce payments to providers and to buy equipment. This reduces the supply of people willing to provide health care services (doctors, nurses, medical staff and support) and the supply of equipment (hospital beds, diagnostic tools, etc.). Shortages develop, and those who are sick or injured, suffer.
They find themselves with health care coverage, but without health care.
By Amy Ridenhour, director National Center for Public Policy Research
2)Dear Fellow Citizen:
I don't want to go under the knife of a doctor who resents my congressman, my senator, my president, telling him, his nurses and his technicians how much money they are permitted to make, how many hours they must work, and how to care for me. Even more troubling is the thought that I may have to go under the knife of a doctor and staff who DON'T resent it.
When there is a transaction between a doctor and a patient a certain cost will be mutually agreed upon. But when a third party, government, interjects itself it too must collect a paycheck and will raise the cost of the transaction for everyone. Remove the third party, government, and the costs will come down.
The proper job of government is to protect our rights to life, liberty and the pursuit of happiness. We have made the mistake of allowing the government to provide our happiness, our daily bread. Trouble is, because the government has a legal monopoly on the use of force, it is the government who gets to define and enforce what shall be our happiness and daily bread. I don't want that.
Our country is on the verge of perishing from an orgy of government enforced altruism. There is of course, nothing wrong with individuals helping those in need if one is able. Americans have always been generous to those trying to help themselves. But when the government decides it wants to provide for everyone's needs, it usurps the entire field of morality for itself creating a society where only government officials are considered moral and the citizens are considered immoral, or at best amoral, in need of forceful guidance by their moral leaders. All dictatorships are created by this mindset. Right now our Congress is infected with too many of this mindset. We citizens need to start weeding them out in the next few elections. We can do this by letting our politicians know, if they want our vote, to embrace the concept of individual rights which includes the rights of doctors and patients to make their own decisions.
Citizen Michael Neibel
*************************************************
I just finished listening to a podcast of Alex Epstein and Richard Salsman on Business Talk Radio. Mr. Epstein defended oil companies and Mr. Salsman defended capitalism. They did quite well. You can listen to the podcast here. Click on Aug 13 hour #2. Mr. Epstein's interview starts at about 7:35 into the show and Mr. Salsman's at about 41 min in. Enjoy.
Again I was surprised at how many people had read Atlas Shrugged and liked it. There were a few others outside carrying signs saying in essence No to Hr 3200. Here is the other note I handed out.
Two Thoughts
1) Why a public health care system does not work:
To meet budget targets, governments reduce payments to providers and to buy equipment. This reduces the supply of people willing to provide health care services (doctors, nurses, medical staff and support) and the supply of equipment (hospital beds, diagnostic tools, etc.). Shortages develop, and those who are sick or injured, suffer.
They find themselves with health care coverage, but without health care.
By Amy Ridenhour, director National Center for Public Policy Research
2)Dear Fellow Citizen:
I don't want to go under the knife of a doctor who resents my congressman, my senator, my president, telling him, his nurses and his technicians how much money they are permitted to make, how many hours they must work, and how to care for me. Even more troubling is the thought that I may have to go under the knife of a doctor and staff who DON'T resent it.
When there is a transaction between a doctor and a patient a certain cost will be mutually agreed upon. But when a third party, government, interjects itself it too must collect a paycheck and will raise the cost of the transaction for everyone. Remove the third party, government, and the costs will come down.
The proper job of government is to protect our rights to life, liberty and the pursuit of happiness. We have made the mistake of allowing the government to provide our happiness, our daily bread. Trouble is, because the government has a legal monopoly on the use of force, it is the government who gets to define and enforce what shall be our happiness and daily bread. I don't want that.
Our country is on the verge of perishing from an orgy of government enforced altruism. There is of course, nothing wrong with individuals helping those in need if one is able. Americans have always been generous to those trying to help themselves. But when the government decides it wants to provide for everyone's needs, it usurps the entire field of morality for itself creating a society where only government officials are considered moral and the citizens are considered immoral, or at best amoral, in need of forceful guidance by their moral leaders. All dictatorships are created by this mindset. Right now our Congress is infected with too many of this mindset. We citizens need to start weeding them out in the next few elections. We can do this by letting our politicians know, if they want our vote, to embrace the concept of individual rights which includes the rights of doctors and patients to make their own decisions.
Citizen Michael Neibel
*************************************************
I just finished listening to a podcast of Alex Epstein and Richard Salsman on Business Talk Radio. Mr. Epstein defended oil companies and Mr. Salsman defended capitalism. They did quite well. You can listen to the podcast here. Click on Aug 13 hour #2. Mr. Epstein's interview starts at about 7:35 into the show and Mr. Salsman's at about 41 min in. Enjoy.
Monday, July 06, 2009
Tea Party Observations pt. 2
As I thought about my post on the tea party of the 4th., I realized I didn't write down all my observations. So here are a few more with some added pictures. It can safely be said that everyone there was willing to participate in some kind of activism however modest. I consider that a very good sign. But there were some who wanted a more agressive activism. One wanted recall campaigns to be started to oust those in office. A few others called for more petitions to be circulated to stop the government spending and intrusion into our lives.
Quite a few people expressed frustration in not being able to do more than just protest at parties like this one. That's when I gave them a copy of two press releases from ARC on the sales of Atlas Shrugged. One release reported that most large bookstores will have floor-displays of Atlas after the 4th. The other release notified that the sales of Atlas have tripled in the first 4 months of 09. My intent was to say or imply 'This is where a lot of people are looking for answers, you should too.' It became obvious to me that a tea party is no place for education or debating. But it can be a good place for guidance toward a certain path. Before people can see the truth, they must be encouraged to look at it. Now a few more pictures.
Quite a few people expressed frustration in not being able to do more than just protest at parties like this one. That's when I gave them a copy of two press releases from ARC on the sales of Atlas Shrugged. One release reported that most large bookstores will have floor-displays of Atlas after the 4th. The other release notified that the sales of Atlas have tripled in the first 4 months of 09. My intent was to say or imply 'This is where a lot of people are looking for answers, you should too.' It became obvious to me that a tea party is no place for education or debating. But it can be a good place for guidance toward a certain path. Before people can see the truth, they must be encouraged to look at it. Now a few more pictures.
Sunday, July 05, 2009
Observations on My First Tea Party
I attended my first tea party Saturday July 4th. It was quite small, I'd say the crowd fluctuated between 110 and 140 people for the 2 hours I was there. There were no speakers. Just people talking to each other and holding signs of slogans at road side for passing drivers. A lot of passing cars beeped their horns in support.
What surprised me most was how many of these people were familiar with Rand's writings. One man said he read all her books. A lady said she was reading Atlas for the second time. Another said, from memory, "I've read a lot of her stuff. Sometimes she's over the top but other than that she's right on the money." Another said she would pick up a copy of Atlas on the way home. I only encountered a few people who never heard of Rand or Objectivism. They have now.
I liked walking around and talking to people. It's like taking a sense of life inventory. I passed out 65 copies of the essay "Message to Republicans" from the Ayn Rand Center for Individual Rights." Another Objectivist was passing out some too. When people asked me what is this about? I responded that it's an essay on what the Republicans are doing wrong and what they need to do right. Boy, that struck a few nerves. Several said the Party is trying too hard to look like Democrats. 3 others said the Party's biggest mistake was nominating John McCain for president. "He's not a conservative and he shouldn't even be a Republican" said one. All in all the crowd seemed to be mostly conservatives. Many were also religious but it seemed that their political concerns were on the front burner while the religious ones on the back burner. I only saw 4 anti-abortion signs.
Most attendants were against the current level of government spending, taxation and the growth of controls. But when I asked what were they for, I got a mixture of approximations: smaller, limited government, less spending, fewer controls and more personal freedoms. I thought to myself, this tea party movement needs guidance on how to more explicitly be for something. I think the next time I go to one of these I'll have an essay titled 'Limited Government is Limited to What?' Of course it will be about limiting the government to employing only retaliatory force which means forbidding it to use initiatory force and how the protection of individual rights requires this distinction to be explicit legally.
It was an interesting experience. There are a few photos below.
What surprised me most was how many of these people were familiar with Rand's writings. One man said he read all her books. A lady said she was reading Atlas for the second time. Another said, from memory, "I've read a lot of her stuff. Sometimes she's over the top but other than that she's right on the money." Another said she would pick up a copy of Atlas on the way home. I only encountered a few people who never heard of Rand or Objectivism. They have now.
I liked walking around and talking to people. It's like taking a sense of life inventory. I passed out 65 copies of the essay "Message to Republicans" from the Ayn Rand Center for Individual Rights." Another Objectivist was passing out some too. When people asked me what is this about? I responded that it's an essay on what the Republicans are doing wrong and what they need to do right. Boy, that struck a few nerves. Several said the Party is trying too hard to look like Democrats. 3 others said the Party's biggest mistake was nominating John McCain for president. "He's not a conservative and he shouldn't even be a Republican" said one. All in all the crowd seemed to be mostly conservatives. Many were also religious but it seemed that their political concerns were on the front burner while the religious ones on the back burner. I only saw 4 anti-abortion signs.
Most attendants were against the current level of government spending, taxation and the growth of controls. But when I asked what were they for, I got a mixture of approximations: smaller, limited government, less spending, fewer controls and more personal freedoms. I thought to myself, this tea party movement needs guidance on how to more explicitly be for something. I think the next time I go to one of these I'll have an essay titled 'Limited Government is Limited to What?' Of course it will be about limiting the government to employing only retaliatory force which means forbidding it to use initiatory force and how the protection of individual rights requires this distinction to be explicit legally.
It was an interesting experience. There are a few photos below.
Friday, July 03, 2009
Happy 4th of July
I wish all of you a happy 4th of July. I will be attending a tea party in St. Clair Shores tomorrow for about 2 hours then going to my granddaughter's birthday party. She will be 4 on the 4th. Of course she's all excited about it and can't wait. To me, it's beautiful to see the excitement and exuberance she shows while visions of presents and cake dominate her mind. And to think, I am indebted to the Founders who made this possible.
Happy 4th all!
Mike
Happy 4th all!
Mike
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