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Response to nadinbrzezinski (Reply #85)

Wed Dec 4, 2013, 05:05 PM

88. Ok, so go ahead and run with the fallacy...

 

Honestly, I'd love to do nothing but farm (as I grew up doing), but I unfortunately would have to purchase land, which means I have to accumulate capital, which means I have to produce goods or services the machine values, which means I have to increase the velocity of energy in the system to accumulate surplus potential to commend the required energy. Otherwise, I could borrow the capital, and then farm commercially by generating enough surplus to pay it back plus ridiculous amounts of interest. Both approaches are directly contradictory to the stated objective. Yes, I didn't choose to be born into this world. Normally that leads humans to advocate change.


You seem to think we need to go back at least 300 years tech wise

Don't tell me what I seem to think, and then argue against it. That's anti-intellectual.


and that includes people with training in the sciences, which you seem to think are not necessar

Really? Again?


I do not see you as an ally.

Good. I don't want to ally with the old world and the old way of thinking that got my generation into this mess that we have to figure a way out of (or die). We need new paradigms, not the same old tired political cliches of the 20th century. Those are growing increasingly irrelevant.


You are blaming education in things like trigonometry and calc, and statistics and English lit for consumerism, which is a strange argument

Have you ever taken a university course in logic and fallacies? IOW, are you doing this on purpose to strengthen a weak argument, or do you really not know any better?

I've clarified that it isn't the education of these subjects in itself that is problematic, but it is the rigorous immersion--to the point other important skills are not taught--with the stated end goal to produce the world's greatest workers. That has objectively manifested abroad into societies that produce as much as they study, without regard for the consequences of such production (nor the social consequences of turning children into producing machines). And as long as we use graphs to measure where we stand and set arbitrary goals to be "better" (compared to the world), this is exactly what we are all doing: teaching skills the world's economic machine values to create the most valued students (future workers).

We don't have to be first in everything. And if we must be first in anything, health and happiness should be the priority, as those are basic human needs.


But your argument that schools lead to crass consumption and we should stop doing that is beyond strange

Wow. Let me know when its time to set the strawman ablaze. Perhaps you could use a class or two

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