Showing posts with label culture. Show all posts
Showing posts with label culture. Show all posts

Saturday, January 28, 2012

The New American Elite


By Alan Caruba

The only constant in the life of individuals and nations is change. Since the beginning of the last century, the process or rate of change has accelerated with the invention and availability of a myriad of machines, technologies that have altered the lifestyle of Americans as well as of millions around the world.

Let me put it in personal terms. When I was born in the late 1930s, my Mother washed the family laundry by hand and hung it out to dry on sunny days or in the basement of our home if it was raining. We were not poor. We were middle class. My Father was a Certified Public Accountant and we lived in a spacious suburban home in an upscale New Jersey community. Mass produced washers and dryers would arrive after the end of World War Two.

The differences between lower economic classes, the middle class, and upper classes were well defined back then. All, however, generally held the same values regarding societal institutions such as marriage, religion, national pride. Those values have eroded since the 1960s and Charles Murray, a scholar at the American Enterprise Institute, whose new book, “Coming Apart: The State of White America, 1960-2010” ($27.00, Crown Forum) tells you how and why.

Murray takes the assassination of President John F. Kennedy on November 22,, 1963 as the starting point, noting, for example, that “Not only were Americans almost always married, mothers normally stayed at home to raise their children. More than 80 percent of married women with children were not working outside the home in 1963.”

“Part of these widely shared values lay in the religiosity of America in 1963” and Murray compares this to a 1963 Gallup poll in which “Only one percent of respondents said they did not have a religious preference, and half said they had attended a worship service in the previous seven days. These answers showed almost no variations across classes.”

“The racial differences in income, education, and occupations were all huge, noted Murray. “The civil rights movement was the biggest domestic issue of the early 1960s…” By 1963, “Poverty had been dropping so rapidly for so many years that Americans thought things were going well.”

The changes in values that many Americans deplore today were coming. “The first oral contraceptive pill had gone on the market in 1960 and its use was spreading widely.” Murray points out that “The leading cohorts of the baby boomers were in their teens by November 21, 1963, and, for better or worse, they were going to be who they were going to be. No one understood at the time what a big difference it could make if one age group of a population is abnormally large. Everyone was about to find out.”

“This book,” wrote Murray, “is about the evolution in American society that has taken place since November 21, 1963, leading to the formation of classes that are different in kind and in their degree of separation from anything that the nation has ever known.”

The culture that Americans shared uniquely and in contrast to much of the world, warns Murray “is unraveling” as “America is coming apart at the seams—not the seams of race or ethnicity, but of class.”

Murray defines the new upper class “as the most successful five percent of adults ages 25 and older who are working in managerial positions, in the professions (medicine, the law, engineering and architecture, the sciences, and university faculty), and in content-production jobs in the media.”

“As of 2010, about 23 percent of all employed persons aged 25 or older were in these occupations, which means that about 1,427,000 persons constituted the top 5 percent. Since 69 percent of adults in these occupations who were ages 25 and older were married in 2010, about 2.4 million adults were in new-upper-class families as heads of households or spouse.” That’s a very small slice of 330 million Americans.

They are not the “millionaires and billionaires” that President Obama is always blathering about. They are the new “establishment” that determine much about the nation’s culture, economy, and future.

To boil down Murray’s extensive research and reporting, that top 5 percent are largely isolated from the rest of the population because they tend to live where their counterparts live and interact mostly with one another in all aspects of their lives. They are the new “elite.”

“Rolling back income inequality won’t make any difference in the isolation of the new upper class from the rest of America.” They are wealthy by most standards and Murray expects them to become wealthier over time. Thus, all the talk of “fairness” and “a fair share” is meaningless.

“Fairness” as many point out, is just another word for “class warfare.” It has always been the siren call of communism.

Efforts in America and in Europe to create “fairness” in the form of our “entitlement” programs and the extensive European socialism have reached a point where they threaten to collapse our own and the economies of many European nations.

Murray says “We have been the product of the cultural capital bequeathed to us by the system the founders laid down; a system that says people must be free to live life as they see fit and to be responsible for the consequences of their actions; that it is not the government’s job to protect people from themselves; that it is not the government’s job to stage-manage how people interact with one another. Discard the system that created the cultural capital, and the qualities we have loved about Americans will go away.”

The system, of course, is free-market capitalism, deregulation, and lower marginal income tax rates, all within the context of the U.S. Constitution. It is under attack by the President of the United States and a cohort of civil service and industrial unions, along with liberal members of Congress.

It is why the Republican primaries have been, in part, a desperate effort to educate Americans to the reason America is in peril and why Americans must strive to restore the values that were shared on November 22, 1963.

© Alan Caruba, 2012

Saturday, May 30, 2009

Stupefying America

By Alan Caruba

If you have a suspicion that many of your fellow Americans are too stupid to trust with the great affairs of this nation, you might just be right, but you might not know why.

Take a look at the choices television offers. Do you ever wonder why shows featuring stupid people or animated characters are so popular? I cite The Simpsons, Family Guy, Two and a Half Men, My Name is Earl, et al. Why do we enjoy laughing at stupid people? Does it make us feel smarter?

Does the shallowness of so much that passes for entertainment or even passing itself off as educational actually reflect the lives of those watching? The answer is probably yes and they didn’t get that way by accident. The education system of America has been deliberately fashioned to create a docile, easily controlled population. And that means YOU.

There is a book available that explains why “Every single school day in America, 7,000 students drop out, some confused, some angry, but all are brave…What does it say to us that a million and a quarter young people a year don’t want to be in classrooms, don’t want to be there so much they’re willing to endure scorn, insult, and constant discrimination as the price of escape?”

The book is John Taylor Gatto’s “Weapons of Mass Instruction: A School Teacher’s Journey through the Dark World of Compulsory Schooling.” ($24.95, New Society Publishers).

“The rigid stupidities of forced schooling, its linear logics, its bell curves, its buzzers and tests and multiple humiliations, its resort to magical spells, fills me with rage these days as an old man,” wrote Gatto, a former acclaimed teacher of the year.

Today’s (and for several generations yesterday’s) schools are factories of boredom. They don’t exist to educate, but to produce students who will obey rules, dutifully move from class to class when the bell rings, and accept nonsense like “fuzzy math” and “global warming.” The No Child Left Behind Act of 2009 includes $500 million for the teaching of ‘Environmental Literacy’ when real literacy rates—the ability to read—have been dropping like a stone in water for decades. They are a national disgrace.

Why can’t our schools teach reading or arithmetic skills when even pre-school toddlers can learn these things if given the opportunity? Why are we spending $10,000 per student, per year, to produce such poor results? Why would anyone willingly spend their youth cooped up in classrooms when they could be out in the “real world” learning real skills of their own choosing, learning from open sources of information?

And why wouldn’t they flee schools where life is dangerous? Since last September, 20 Chicago Public School students have been killed, 18 by gunfire. Last year, 24 of the more than 30 students killed were shot to death. Nationally, homicide is the second leading cause of death for young people ages 10 to 24 in 2004. Elsewhere in the nation bullying is widespread. School in America is too often a very unpleasant experience dominated by boredom.

The American school system as we know it today was imported from Germany in the 1850s. As America’s industrial base boomed in the years following the end of the Civil War, the need was for millions of immigrants to do the often difficult manual work involved in making steel, building railroads, and manufacturing the first automobiles and countless other inventions that burst on the scene. Industrialists, men like Rockefeller and Carnegie, decided that compulsory education was the best way to produce not just a functional work force, but people conditioned to purchase the bounty of new goods.

The bible of the compulsory educational system was Benjamin Bloom’s two-volume “Taxonomy of Educational Objectives.” Gatto describes him as “an academic madman” in whose system “children would be forced to learn ‘proper’ thoughts, feelings, and actions, while ‘improper’ attitudes from home were ‘remediated.’” In other words, schools were to be laboratories of social change designed to serve business and industry.

This has led to schools where students are literally drugged if they show any vitality or curiosity. The more docile are simply on a treadmill, so much human sausage to be processed. Indeed, why should we wonder why drug addiction is such a massive social problem in an America filled with people who were either trained to be cogs in some faceless corporation or told early in life they were failures?

Since you no doubt passed through this process, it may in retrospect become more clear why schools as often fail to educate the students entrusted to them, than not. The excuses for this are many, but the most popular is that less privileged students in urban centers are virtually doomed to failure from birth. This is not true. Given the opportunity to learn in charter or parochial schools, they do as well or better.

The best of our students today are home-schooled. They win the spelling and geography bees. Some of the nation’s great leaders of the past never attended school. They include George Washington, Benjamin Franklin, Thomas Jefferson and Abraham Lincoln. They self-schooled themselves with great success and they did it early in life, often before they reached their teens.

In modern times, the secrets of the Human Genome Map were cracked by a surfer named Craig Venter and a born-again Christian home-schooler named Frances Collins. Sir Richard Branson, founder of Virgin Airlines and other ventures dropped out of high school. The examples of those who self-schooled themselves to success are numerous and put the lie to the jails, often with on-site police, that we call modern schools.

Our nation’s schools have been failing generations of Americans, particularly since around the 1960s and, despite no mention in the Constitution, education is now totally controlled by the federal government and by the powerful teachers union, the American Education Association.

It is truly no laughing matter when Jay Leno asks simple questions of people in the streets to reveal time and again how little actual knowledge they possess. They are the products of our school system.

The United States is falling behind many other nations in educating its citizens.

Tellingly, China takes schooling and learning seriously. Its students all learn English, knowing they may become part of their nation’s international legion, likely to be the next great world power. While China builds coal-fired plants for energy and locks in deals for oil, our government calls coal “dirty” and refuses to permit exploration of our vast offshore continental shelf for oil and natural gas.

It takes a special kind of stupidity to deny one’s own nation the energy it requires to grow, to force corporations to move overseas, to take control of industries such as banking and automobile manufacturing without having the slightest idea how to run them.

It’s the stupidity that is the result of a nationwide school system that prolongs childhood while making learning an unpleasant chore.

To learn more, read my four part series: http://www.anxietycenter.com/subversion.htm