(L140) Bureaucracy & Brainwashing

Is tax-funded education inherently bureaucratic?

For the sake of simplicity, yes. The reason that we know this is because of the entire set-up of the educational system. First, money goes from the taxpayer’s wallets to the government. This money is then split up and a portion goes into public schools. Since the government is technically the source giving the money directly to the schools, it is the government who decides what the schools teach. In other words, he who pays the piper calls the tune.

Public schools are an area/branch of the state; bureaucracy is the system through which such areas/branches are monitored. The monitoring is done through bureaucrats themselves – in the case of public schools, the bureaucrats are teachers and administrators. Each leader and/or representative of a tax-funded school is given a book of laws governing the entirety of their actions. This rule book spans from disciplinary action plans, to educational lesson plans and academic requirements. Again we find the issue of underlying special interests: the government is funding education through coercion, and mandating teachers every step dictating what they may and may not teach. (Otherwise known as common core education.) Government (tax) funded education goes beyond being a conflict of interest; rather it simply becomes means of indoctrinating children with a distorted and immoral view of life. Government schools dictate the teachings of statism because they are directly founded on statist principles. Tax funded education is undeniably and inherently bureaucratic.

(L120 & 125) The Broken Window Fallacy: Minimum Wage Requirements

Why wouldn’t someone voluntarily offer you a job at twice today’s minimum wage?

Story time! Let’s say that a small business opens up selling handmade jewelry and other goods in the middle of a New Hampshire town. Let’s also say that the current minimum wage in New Hampshire is $10.00 an hour. At this rate, the business owner can really only afford to hire 5 employees (in total). So the owner hires his employees, and business is alright; they are new in town, so large profit margins and excessive foot traffic are not to be expected.

After about 6 months of being open, business is rapidly growing. The owner is finally getting out of the red, and into the black! There is so much business in fact, that the owner needs to hire more workers just to keep up. He decides to add 2 more people to the team; it won’t quite cover all of his needs, but because of the high minimum wage, it is all that he can afford right now.

The night that he interviews for his two new employees, a woman comes in asking for nearly $20.00 an hour. Her skills are extensive, and she would be able to bring brand new products into the shop without any training whatsoever. Not only would she save him time, but she would make him money! He thinks back on his other employees; no prior knowledge or skills, no new ideas, nothing even nearly as valuable as this employee would be worth to him. If it were up to him, he would be paying his employees exactly what he deemed their skills to be worth; maybe that would mean $8.00 an hour for a cashier, $8.75 an hour for an opener and a closer, etc. However, since he was forced to overpay for their basic services due to government intervention, he cannot afford to hire this valuable and worthwhile prospective employee.

In short, he is in need of two more workers. He would be able to afford both the above average woman and another cashier/clerk if it was not for minimum wage requirements. With these requirements however, he must choose between superior product and a shortage of man power, or basic work and enough workers to scrape by. In the end, a shortage of workers is just not something that a business (owner) can afford, and so he must kiss this great opportunity goodbye. This issue could have been completely avoided had he and the employees been able to come to an agreement on a fair hourly wage without government intervention or mandate.

When an owner is forced to pay someone more than they’re worth, they lose out on opportunities to hire higher quality employees for a greater cost. This is the broken window fallacy; the seen and the unseen. While we do see that an average worker is being paid very well, we do not see that a better worker is being paid less than they deserve or not being hired at all (because of the average worker’s forced wage).

(L100) Income Redistribution

“Would it be moral to grade exams, so that all students get C’s? If not, is it moral for the state to redistribute incomes?”

It would be nothing less than immoral for a teacher to assign grades in accordance with equality, rather than true individual scores. The reason that giving every student a C (for example) would be wrong, is that every student did not earn a C. Some students earned a much higher grade, and are being punished (receiving negative sanctions) because of those who did not score as high as they did. Others however scored lower than a C, and are being rewarded (receiving positive sanctions) for doing worse than the other students. While obviously far from fair, this system cannot even be chalked up to being remotely positive as it rewards the underachievers and punishes the successors.

The only way to fairly award grades to students would be to grant them the exact grade that they earned. Each student, regardless of each others score’s, would have to reap the rewards or consequences of the grade that the results of their test’s warranted. (Now, yes, I do recognize the flaws in standardized testing, and I understand that many students fail not due to effort exerted, but because of the fact that they are being forced to learn in a way that they do not understand. In this example however, I am referring to an imaginary class of students, all of equal learning ability who have either scored higher or lower based upon the effort they put into studying and learning the test material. In short, this would mean that it would take every student the same amount of time to learn the same amount of information; thus, every student gets the grade that they worked for and can all be graded using the same scale.)

In both the academic and career worlds, people (should) get what they work for. I personally work my little butt off to earn an income that can support my needs, and to be stolen from is heartbreaking. Now, when I speak of being robbed, I am not talking about a masked purse-snatcher assaulting me on the street. No. I am speaking directly about your friendly neighborhood politician; I am talking about his superior, and the man in charge of him too. Every single hard working American is robbed at gunpoint on a daily basis, but does it hurt you the way the plain-sight bandit does? Would you cry the same, or file a report with the police the very same? Do you even notice?

More often than not, these questions are answered with a simple no. Sometimes however, these practices are even encouraged with phrases resembling, “I am just doing my part” or “it’s for the greater good”. So what exactly is the greater good and who is the authority on such? In my opinion, the greater good is to “love thy neighbor” and the overall authority is God. What I do know however is that funding the lives of lazy, alcoholic, drug using, and/or jobless adults and their offspring with stolen money is not the greater good. Welfare programs not only theoretically encourage mooching and joblessness, but have been proven to increase poverty levels throughout the United States. It also has been shown to destroy marriages, reduce the likelihood of a welfare child having a successful future, and increase mental health and home abuse issues.

Why should somebody be granted what another person earned at the threat of force and violence? Would God believe that this is the greater good? Did God say that “thou shalt not steal, except by majority vote”? Absolutely not. God said to help those around you, he said to be generous and love every man. I believe that there are people out there that do truly need help, but I do not believe that coercion and theft are the ways to help them! Allow people to keep that which is theirs; their income in full. Encourage one another to share, trade and lend a helping hand. Charity has changed hundreds of thousands of lives already, and I don’t believe that the power in giving is lost. We can make a difference, even as one person. We can reduce poverty, mental illness and spousal/child abuse. We can build communities that revolve around charitable action and helping rehabilitate people; but first, we must stand up against being forced to enable these things with our own weekly paychecks.

Theft is immoral whether you wear a business suit or a hoodie. It hurts the lives of people on both the receiving and the losing ends.

(L50) Why Abortion is an Atrocity

This is my sixth essay for the Public Speaking course of the Ron Paul Curriculum. This was the first video that I actually did not rehearse or write before speaking and posting. I did one run through and then this video. It is more emotionally fueled than most of my videos which I tend to try and avoid, BUT that being said, I offered plenty of facts to back up my emotions.
The information I used was taken from a multitude of sources, and some of the information did come from past knowledge. The websites that I directly quoted or used statistics from were:

http://www.lifenews.com/2015/05/12/expert-told-congress-unborn-babies-can-feel-pain-starting-at-8-weeks/

http://www.abort73.com/abortion_facts/us_abortion_statistics/

http://liveactionnews.org/report-tells-babies-born-alive-abortions/

http://www.dailymail.co.uk/femail/article-1021034/The-tiniest-survivor-How-miracle-baby-born-weeks-legal-abortion-limit-clung-life-odds.html

As always, like comment and share! Thank you sonyafaith16 for the topic suggestion and if you, or anyone else has anything they would like to hear me speak about please let me know!!

Thanks for listening. God Bless!

(L85) Counterfeiting & Fractional Reserve Banking

Is it counterfeiting when government-licensed banks create money out of nothing?

Fractional reserve banking is a system that allows banks to issue more deposits (by lending money out) than they have actually taken in. The banks basically create money out of thin air (deposit slips), and lends it to businesses and consumers with interest rates.

Deposit slips are a form of counterfeiting, and counterfeiting is theft. In the words of Gary North, “all good things that are counterfeited must come to an end”; the economic booms created by these low short-term interest rates result in a rise in prices because in reality, there was no saving throughout the economy as had been portrayed.

(L85) Professors Caplan & Casey on Rationality & Representation

1.) Are voters informed? If not, why not? According to Professor Caplan, is the problem ignorance or irrationality?

It is generally known and a “wide consensus among social scientists” that voters, for the most part, are uninformed. Professor Bryan Caplan argues opposing the miracle of aggregation, stating that voters are making systematical errors, rather than random ones. He expanded on this by saying that the errors being committed are biased in a certain direction, and that they are not randomly distributed whatsoever. Caplan points the finger at irrationality of voters rather than ignorance, his reasoning for doing so being that “false beliefs are cheap”. False political beliefs carry no weight when it comes to actually effecting ones life (unlike a false medical or health belief, which would effect one almost immediately and directly); this being the case, people are more inclined not to care, or to be irrational.

2.) Professor Casey claims that the idea of political representation is an empty one. How does he defend this argument?

Professor Gerard Casey defends the idea that political representation is a fallacy by breaking down the basics of a political representative’s position. Summing it up wonderfully, Tom Woods states that the “agent is not responsible to the principal, who is not one, but many people; the vast bulk of whom the agent does not even know”. With the issue being that the agent (political representative) has multiple principals(clients/people), there is simply no way that each of the people can have their needs and wants met exactly and/or directly. Each of these people has different motivations, and (many have) irreconcilable interests.  In conclusion, a political representative stands for special interests, personal motivations and ultimately, representation of the very system they claim to represent people for; the government.

(L80) The New Deal & The Industrial Revolution

1.) Evaluate this claim: “The New Deal was a wise series of government actions that healed the problems afflicting the economy.”

The New Deal was a series of atrociously planned government actions that resulted in a famished, unemployed, and economically unsound people. The National Industrial Recovery Act for example allowed each industry to draft production codes for itself; this meant minimum wages, minimum prices, hours of production, specific production methods, etc. The claim backing this decision was that what businesses really needed was stability, rather than competition. The result of acting on this claim was basically stomping out smaller businesses on a major scale. Big businesses, having multiple locations and bountiful resources were in no competition with smaller businesses in the sense of service; however, the one area small businesses could compete in was prices. With new codes preventing small businesses from competing with prices, most perished by the hand government intervention. It was stated by UCLA professors Harold Cole and Lee Ohanian that “the abandonment of these policies coincided with the strong economic recovery of the 1940s”.
Another “wise” government action attached to The New Deal was the Agricultural Adjustment Act. This time, the government decided to stimulate the economy and raise food prices by destroying crops that had already been planted and grown. Acreage limitation was also implemented, and pigs were slaughtered needlessly to raise pork prices. This caused about 2 million tenant farmers and sharecroppers to become jobless, and to top it all off it was soon discovered after the fact that the United States was not producing enough food to sustain the population, even at a minimum subsidence level diet. What a way to heal the economy, way to go government intervention!

2.) How was the standard of living affected by the Industrial Revolution?

In short, the industrial revolution created numerous opportunities for workers that hadn’t previously existed. Before the industrial revolution, workers could have either made a profitable living through agriculture, or by gaining the tools necessary to enter into an independent trade. After the industrial revolution however, there was newly made space in the economy for a work force of people who were able to do neither of these things; factory work employed many people who would have otherwise suffered because they did not have the resources to meet the needs of the economy.

(L75) Domestic Politics, Economics, & African Government

1.) What kind of success did Africa have with governments that wielded great power over the different African economies?

In Zaire for example, ruler Mobutu Sese Seko (1965-1997) took a great negative toll on the society he ruled over. During his time in charge, there was a copper fueled economic boom; Mobutu took this opportunity to spend great sums of money constantly. He had eleven palaces erected, made his friends instant millionaires, and put up numerous monuments. Following this growth-spurt of power Mobutu launched the African “authenticity” program in which all Christian names were to be replaced with African ones. Christmas was also outlawed, as was dissent, and Mobutu had his own image displayed within the church. Westernized clothing was banned, and to top it all off, he cut national ties with Asians, Belgians and others.
After copper prices once again fell, there was severe economic downturn; Mobutu had to invite the Belgians back after having driven them out. High price inflation and great debt plagued Zaire. Public transportation systems failed and broke down without repair, and even hospitals were barren of the most basic medical supplies such as bandages and oxygen.
The result of anti-capitalistic government practices were devastating to say the least throughout various African economies.

2.) What are some of the major arguments advanced by the Public Choice school of economics?

One major argument advanced by the Public Choice school of economics is that individuals are self interested and motivated, regardless of whether or not they are government officials.
Another argument that Public Choice raises concludes that when one acts in the market, they receive the benefits or suffer the consequences. This is not the case for (voting or) government officials because they receive no feedback as they would in the free market system. Considering the fact that bureaucrats face no feedback, they face no consequences either.

3.) What are front-loading and political engineering?

Front-loading is a practice of political scheduling that shifts momentum towards a particular candidate before the general (final) election. In military terms however, it is simply an over-promising and underpricing (weasel) system to get what they want. To counteract front-loading, rather than rejecting an item that costs astounding amounts of money (which had originally been low-balled in the price pitch), political engineering is then utilized. Political engineering is when the cost of an item (or items) is spread out between as many districts as possible; this creates a domino effect and no one congressmen will (or can) pull the plug on it due to the fact that so many other districts back it.

(L65) Swedish Prosperity & Fascism

1.) The standard claim about Sweden is that it shows that society can prosper without such a free market and with extensive government intervention. Based on the lesson and on your reading, what would be a good response to this claim?

Sweden’s prosperity was originally birthed from a free market capitalistic economy, as well as avoiding war (as best they could). There is no historical evidence, even as late at the 1950s, of great welfare funding, and Sweden’s Austrian economics standpoint lasted between the 19th and even the early 20th century. The economic strength and prosperity that resulted from these practices was eventually funneled into a welfare state. Between 1970 and 1989 taxes were raised and hand-outs were increased; Sweden’s place as the 4th richest industrialized country dropped to the 14th by 1993. Just as capitalism had built their country strong, the turn away from it had began to make their country weak economically; since then however, economic freedom has increased (and surpasses that of the United States greatly).

2.) What were the primary values of fascism?

The primary values of fascism basically hold that the rights of the individual are far surpassed by the “good of the Nation”. In the words of Mussolini, “everything for the state, nothing outside the state, nothing above the state.” Beside putting the state on a pedestal and pushing for political centralization, fascism also highly encourages nationalism and the glorification of the military.

(L60) The Constitution, State Power & Nullification

1.) What is the idea of a “living Constitution”? In what way could it be argued that the American Revolution was a war against a “living Constitution”?

The idea of a “living, breathing Constitution” supports that the law of the Constitution must be interpreted (and changed by Judges) to suit current times. The American Revolution was a war against a “living Constitution” because the colonists were arguing that government action violating longstanding (unwritten) traditions was unconstitutional. Changing the Constitution to suit the times is a gross perversion of its original intent.

2.) What is nullification? Discuss one example from U.S. history in which the a state or group of states acted in the spirit of the Virginia and Kentucky Resolutions of 1798.

Nullification is the act of making a political action legally void, or cancelling it out. One example of nullification in U.S. history can be found through the years of 1808-1809, when Jefferson’s embargo was imposed by the federal government stating that American cargo ships could not travel to foreign ports. In January of 1809, Massachusetts declared this act unconstitutional. Following closely after in February, the governor of Connecticut ordered state officials to be uncompliant in regards to Jefferson’s embargo. Lastly, in March, Rhode Island declared that it’s (state) government would protect any and all of it’s people against this unconstitutional exercise of power by the federal government.