Tag Archives: Education

Survey of scientific literature finds that children need their mom for first 3 years

Child grabs for his mom, who is leaving for work
Child grabs for his mom, who is leaving for work

Recently, an article published in the Wall Street Journal reported on a research survey done by a far-left Democrat psychotherapist based in far-left New York City. Surprisingly, her book caused an uproar among the author’s left-wing allies. How come?

Excerpt:

Motherhood used to be as American as apple pie. Nowadays it can be as antagonistic as American politics. Ask Erica Komisar.

Ms. Komisar, 53, is a Jewish psychoanalyst who lives and practices on the Upper West Side of Manhattan. If that biographical thumbnail leads you to stereotype her as a political liberal, you’re right. But she tells me she has become “a bit of a pariah” on the left because of the book she published this year, “Being There: Why Prioritizing Motherhood in the First Three Years Matters.”

[…]The premise of Ms. Komisar’s book—backed by research in psychology, neuroscience and epigenetics—is that “mothers are biologically necessary for babies,” and not only for the obvious reasons of pregnancy and birth. “Babies are much more neurologically fragile than we’ve ever understood,” Ms. Komisar says. She cites the view of one neuroscientist, Nim Tottenham of Columbia University, “that babies are born without a central nervous system” and “mothers are the central nervous system to babies,” especially for the first nine months after birth.

What does that mean? “Every time a mother comforts a baby in distress, she’s actually regulating that baby’s emotions from the outside in. After three years, the baby internalizes that ability to regulate their emotions, but not until then.” For that reason, mothers “need to be there as much as possible, both physically and emotionally, for children in the first 1,000 days.”

What’s interesting about this is how the left responds to the science. They don’t want to see anything that challenges their desires to focus on fun in the short-term, but have marriage and successful children in the long-term.

More:

Christian radio stations “interviewed me and loved me,” she says. She went on “Fox & Friends,” and “the host was like, your book is the best thing since the invention of the refrigerator.” But “I couldn’t get on NPR,” and “I was rejected wholesale—particularly in New York—by the liberal press.” She did appear on ABC’s “Good Morning America,” but seconds before the camera went live, she says, the interviewer told her: “I don’t believe in the premise of your book at all. I don’t like your book.”

[…]Ms. Komisar tells of hosting a charity gathering for millennials at her apartment. One young woman “asked me what my book was about. I told her, and she got so angry. She almost had fire coming out of her eyes, she was so angry at my message. She said, ‘You are going to set women back 50 years.’ I said, ‘Gosh, I wouldn’t want to do that.’ ”

[…]The needs of children get lost in all this—and Ms. Komisar hears repeatedly that the hostility to her message is born of guilt. When she was shopping for a literary agent, she tells me, “a number of the agents said, ‘No, we couldn’t touch that. That would make women feel guilty.’ ” Another time she was rejected for a speaking gig at a health conference. She quotes the head of the host institution as telling her: “You are going to make women feel badly. How dare you?”

[…]“The thing I dislike the most is day care,” she says. “It’s really not appropriate for children under the age of 3,” because it is “overstimulating” given their neurological undevelopment. She cites the “Strange Situation experiments,” devised in 1969 by developmental psychologist Mary Ainsworth, a pioneer of attachment theory: “A mother and the baby are on the floor playing. The mother gets up and leaves the baby in the room alone. The baby has a separation-anxiety response. A stranger walks in; the baby has a stressed reaction to the stranger.”

[…]Researchers sample the infant’s saliva and test it for cortisol, a hormone associated with stress (and inversely correlated with oxytocin). In a series of such experiments in which Ms. Komisar herself participated, “the levels were so high in the babies that the anticipation was that it would . . . in the end, cause disorders and problems.” In a more recent variant of the experiment, scientists use functional magnetic resonance imaging to look directly at the brain of an infant reacting to photos of the mother and of a stranger.

You’d think that people would be happy to find out how the world works, and adjust their decisions to match. But they’re not. The only good evidence is evidence that confirms their desires and ideology.

Let’s look at one of the studies, to see some evidence.

Brain scans of 3-year old children: normal vs neglected
Brain scans of 3-year old children: normal vs neglected

The UK Telegraph reported on a recent study that measured the brain development of 3-year-old children.

Excerpt:

Take a careful look at the image of two brains on this page. The picture is of the brains of two three-year-old children. It’s obvious that the brain on the left is much bigger than the one on the right. The image on the left also has fewer spots, and far fewer dark “fuzzy” areas.

To neurologists who study the brain, and who have worked out how to interpret the images, the difference between these two brains is both remarkable and shocking. The brain on the right lacks some of the most fundamental areas present in the image on the left. Those deficits make it impossible for that child to develop capacities that the child on the left will have: the child on the right will grow into an adult who is less intelligent, less able to empathise with others, more likely to become addicted to drugs and involved in violent crime than the child on the left. The child on the right is much more likely to be unemployed and to be dependent on welfare, and to develop mental and other serious health problems.

[…]The primary cause of the extraordinary difference between the brains of these two three-year-old children is the way they were treated by their mothers. The child with the much more fully developed brain was cherished by its mother, who was constantly and fully responsive to her baby.

The child with the shrivelled brain was neglected and abused. That difference in treatment explains why one child’s brain develops fully, and the other’s does not.

[…]Professor Allan Schore, of UCLA, who has surveyed the scientific literature and has made significant contributions to it, stresses that the growth of brain cells is a “consequence of an infant’s interaction with the main caregiver [usually the mother]”.

The growth of the baby’s brain “literally requires positive interaction between mother and infant. The development of cerebral circuits depends on it.”

I like bringing science to bear on moral issues. The more you read about the science, the less wiggle-room there is for feelings. Doing the right thing (e.g. – saving money for a stay-at-home mom) is hard because it feels bad. But when you inform yourself with science, it makes it easier to override your bad feelings, because you know you’re doing the right thing to achieve a result.

Two UK pre-teens suspended from school for asking to be exempted from LGBT indoctrination

Susan Papas, Headteacher at Heavers Farmer Primary School
Susan Papas, Headteacher at Heavers Farmer Primary School

A long time ago, non-Christians would respond to moral judgments  by saying “don’t force your morality on me”. At the time, you might have thought that secular leftists thought that it was wrong to force morality on other people, and they wanted to force that rule on those who judged them. But we now know that secular leftists LOVE to force THEIR morality on other people who disagree with them.

Here’s what happened:

On June 20, Farrell, sitting next to his friend Kaysey in class, asked his year 5 class teacher, “Sir, please may I not take part in this lesson?” when the teacher handed out LGBT material for colouring. The teacher refused permission saying that the LGBT lesson was part of the curriculum.

After class, the form teacher is said to have accused Farrell of using “homophobic language” for allegedly saying, “LGBT sucks and LGBT’s dumb,” which the child denies.

Farrell, who was sitting with female pupil Kasey says he is a Christian and told a “visitor teacher” he did not “accept LGBT” because of his religion.

The teacher asked the two children, “Do you want them to die?” “We said no,” Farrell replied. If, however, they went back to their countries, they would be punished for being gay, Farrell told the teacher.

The teacher asked Farrell where he was from. Farrell said he was of “African Jamaican” heritage, and because there “everybody is Christian and Catholic, so they don’t accept LGBT.”

The head of the school, Susan Papas, suspended the two children from school for five days for asking not to take part in the LGBT indoctrination.

But she did more than that:

Later, Ms Papas shouted at the two children in front of the class, according to Kaysey. “How dare you? You are a disappointment to the school,” Papas told the two children outside the classroom.

Papas then put the children in different rooms and asked Kasey [sic]: “How dare you say that you want to kill LGBT people?” Kasey replied: “I didn’t say kill.” Papas then shouted at her and said, “Yes, you did, and don’t lie.”

Kaysey, a pentecostal Christian, says she was kept in detention for five hours from 10am to 3pm.

So, if you say to a secular leftist “I disagree”, what they hear is a threat of violence. They feel that disagreeing with them makes you an evil person, and they are entitled to use force to stop you from being evil. There is no “agree to disagree” with a secular leftist.

Life Site News reports:

Kaysey’s and Farrell’s version of the story, which differs widely from what their teacher and the head of their school alleged, has been corroborated by their classmates.

Elsewhere:

Kaysey also noted that Papas’ daughter, School Manager and Deputy Safeguarding Officer Attie Copeman-Papas, is a lesbian, and that Assistant Headteacher Robert Askey is gay.

[…]This isn’t the first time Papas’ militant promotion of the LGBT agenda has roused the ire of parents at the school, which educates 750 pupils in a highly multicultural and multi-religious borough of London.

In June 2018, parents threatened to protest at a Gay Pride parade organized by the school on its playground.

Papas had invited parents to watch the “Proud to Be Me!” parade and join in celebrating “the rainbow of things that make them and their family special.”

Alas, there is no space in that rainbow for anyone who disagrees with Susan Papas.

So, the first thing to note is that this school is a “community school”, which is the UK way of saying “public school”. This is a government-run school. Government schools do not compete in a free market. They are funded by mandatory taxes. Parents are taxed, and then they access to the schools that the government provides to them. It’s a monopoly. They get paid regardless of how they perform.

So, if you want to be able to buy the education for your children that fits your values, then you should vote for lower taxes and less government, so that money for education stayed in your hands. When the parents keep the money they earn, then they can choose how the children are educated. When the government taxes your money, then Susan Papas decides what your children will believe.

Unfortunately, even the majority of Christians now believe that the secular leftists in government make better decisions about moral issues than Christian parents do. That’s why so many of us vote for higher taxes, and more government spending.

Who should feed the children? Who should treat illnesses? Who should care for refugees and illegal immigrants? Who should give money to the poor? Who should care for the environment? Who should teach people about sex  and abortion? Many Christians today say government should do all these things. Young Christians don’t care about preventing government from trampling on Christian values. The priorities of young Christians are whatever the secular left says they are: refugees, illegal immigrants, global warming, free government education, gay rights, government-run health care.

When you vote for higher taxes and bigger government, you’re voting to let Susan Papas decide what your children will believe. You’re voting to let her to punish your children if they don’t believe what Susan Papas believes. We can do better.

Why is America so much more prosperous than other nations?

It occurred to me that young people are being taught in government-run schools that central planning of the economy by the federal government works better than allowing states to decide policy for themselves. Naturally, the students – lacking life experience and at the mercy of the unionized teacher’s grading pen – have no choice except to be indoctrinated. But what are the facts?

The genius of America is that the Founding Fathers allowed the federal government to only have power in certain areas of life. Other areas of policy were delegated to the states. This allows states to try different policies to see what works best, or even just what works best for them. Then the other states have the option to emulate that success, or continue doing what doesn’t work. States that do what works will see more success, with more businesses and people migrating to their states. States that persist in doing what doesn’t work will see business and taxpayers flee. That is the genius of America’s design.

Federalism encourages states to operate according to the “principle of subsidiarity”, which is an economic principle that states that problems are best solved at the lowest level possible (individual -> family -> church – > business -> community -> local government -> state government -> federal government). This is because the people at the lowest level have the most KNOWLEDGE about how to solve the problem.

Case study: right-to-work laws

Let’s look at an example – unions and right to work laws. Starting after world war 2, some states decided to pass right to work laws. These laws allowed workers to decide for themselves whether to join a union or not. Since workers had the choice about whether to join the union, the union had to care about the workers and advocate for them, instead of enriching themselves at the expense of the workers via corruption and thuggery.

Here is how different states adopted right to work laws at different times:

Map of states showing adoption of right-to-work laws
Map of states showing adoption of right-to-work laws

What happened in these states? Well job creating businesses started to move from forced-union-membership states to right-to-work states. Why? Because unions were stopping them from innovating. Companies would figure out new ways to improve productivity, such as using machines and computers. But the unions would step in and insist that the old ways were best. The unions wanted their union members to just be able to do the same job, e.g. – pulling a lever over and over, for the entire 35 years of their career. And the unions wanted their members to be paid like a software engineer or a doctor for pulling a lever over and over. The unions also wanted to make sure that underperforming workers could never be fired, or replaced. And so on. Companies realized that they couldn’t compete in a global market like this, so they got up and left for right-to-work states.

Here’s what happened next:

Rates of employment in forced union states vs right to work states
Rates of employment in forced union states vs right to work states

States with right-to-work laws never said that there couldn’t be unions, only that workers wouldn’t have to join a union to work. And in right-to-work states, not only did workers not join unions, they voted not to unionize at all. This resulted in a massive decline in private sector unions in America:

Decline in private sector union membership
Decline in private sector union membership

As a result of job creating businesses not being hampered by union corruption and thuggery, American businesses quickly outpaced their rivals in forced union membership states in productivity, as measured by GDP. They also outpaced the productivity per worker in other economically illiterate countries. Why? Because allowing companies to innovate meant that workers were using more machinery and computers to do their jobs. They learned new skills. Underperforming workers could be replaced with workers who were willing to grow and adapt. Non-union workers higher productivity allowed them to find other jobs if they were laid off.

Right to work states innovate, creating more skilled workers
Right to work states innovate, creating more skilled workers

The job security of the American worker comes from his improved worker productivity – not from the union. Not only did unemployment go down in right to work states (more jobs!) but salaries and benefits also increases, as companies had to compete with each other for workers. However, companies were ok with paying more for workers, because they would rather pay ONLY the workers who deserved it, rather than pay one rate for all union workers, regardless of performance.

This article from the far-left New York Times explains how slaries and benefits rise when job creators move to right-to-work states: Income Rises When Right-to-Work Laws Are Passed because job creators must offer workers a lot in order to get them to sign. Not just salaries and benefits, but realistic development plans to grow the workers skills, making them even more resistant to layoffs and economic downturns.

Quote:

While some persons may favor right-to-work laws largely on philosophical grounds (people should have the freedom to decide whether they want to belong to a union or not), the major reason I support such laws is that they seem to promote prosperity — specifically, higher incomes. Real personal income in the right-to-work states rose nearly twice as much as in other states from 1970 and 2013.

To be sure, most of that reflected higher population growth in right-to-work states — there was massive in-migration to these states from the states denying workers the right to not join a union. Yet even after correcting for population growth, income per person on average rose somewhat more in the right to work jurisdictions. Capital moves to right-to-work states with a more stable labor environment, and that increases labor demand and, ultimately, income and wages.

Although unions mostly died out in the private sector, the ones that remained actually functioned well as unions – focusing on their workers instead of enriching union bosses. They had to, because if they didn’t, then the workers would just opt out of them. The only places where unions still survive is in the public sector, i.e. – government. This is because government is (by law) a monopoly, where consumers have no choice except to accept the garbage that they are offered. They can’t go anywhere else for a lower price, or a better product, or a better service. Public sector unions are immune to innovation, because they lobby the government to prevent any improvement or accountability.

Here is an example of a public sector union’s effort to “help the customer”:

Political contributions by the American Federation of Teachers union
Political contributions by the American Federation of Teachers union

And here’s what those efforts to “help the customer” produced for the customer:

Education spending has tripled since 1970
Education spending has tripled since 1970

They aren’t really helping the customer, are they? What they do is collect dues, enrich their union leaders, intimidate their opponents with threats and force, and then give money to secular left politicians to prevent their customers from opting out of a system that doesn’t produce higher quality and lower prices for the customer. The secular left politicians pass laws that prevent the customers (parents) from being able to get a better product (education for their children) for a lower price. We should abolish public sector unions in order to get the benefits for the customer that we see in the private sector.

If white Americans are racist, how come Asians do so well in America?

Asians marry before they have children, so the kids have two parents
Asians marry before they have children, so the kids have two parents

This article is written by the far-left radical Nicholas Kristof, writing in the radically-leftist New York Times. (A former newspaper)

Excerpt:

THIS is an awkward question, but here goes: Why are Asian-Americans so successful in America?

It’s no secret that Asian-Americans are disproportionately stars in American schools, and even in American society as a whole. Census data show that Americans of Asian heritage earn more than other groups, including whites. Asian-Americans also have higher educational attainment than any other group.

[…]Does the success of Asian-Americans suggest that the age of discrimination is behind us?

A new scholarly book, “The Asian American Achievement Paradox,” by Jennifer Lee and Min Zhou, notes that Asian-American immigrants in recent decades have started with one advantage: They are highly educated, more so even than the average American. These immigrants are disproportionately doctors, research scientists and other highly educated professionals.

It’s not surprising that the children of Asian-American doctors would flourish in the United States. But Lee and Zhou note that kids of working-class Asian-Americans often also thrive, showing remarkable upward mobility.

Part of the problem is that non-Asian Americans take a passive view of life, believing that high grades come to those who are naturally smart – not to those who work harder:

There’s also evidence that Americans believe that A’s go to smart kids, while Asians are more likely to think that they go to hard workers… Asian-American kids are allowed no excuse for getting B’s — or even an A-. The joke is that an A- is an “Asian F.”

And, as the image I posted above shows, Asian girls are given boundaries on their sexuality, causing them to choose men who will be good husbands and fathers, and making those men marry before being given sex – factors proven to improve marital stability:

Strong two-parent families are a factor, too. Divorce rates are much lower for many Asian-American communities than for Americans as a whole, and there’s evidence that two-parent households are less likely to sink into poverty and also have better outcomes for boys in particular.

So, let’s be real – if white racial discrimination held non-white groups back, then Asians would be in the same situation as blacks and hispanics. But Asians are not being held back, because of their strong marriage culture and focus on hard work. Whites don’t hold anyone back. This is just a myth that Democrats use to make blacks (and hispanics) think that they need government to save them from the bogeyman. Asians don’t need saving, and neither should any other non-white groups.

We can start by shaming women of all races who choose to have sex with men who are not ready for marriage. There are lots of men out  there who are willing to marry, and that should be what women are looking for most if all in a man. That change alone will probably erase most of the achievement gap between different racial groups. Does anyone have the courage to tell young women (of all races) to be more responsible with their sexual decisions? The out-of-wedlock birth rate for blacks is over 70%. This causes massive poverty and crime in the black community. Does anyone have the courage to tell blacks that they are doing this to themselves?

Will paying teachers more money improve student performance?

Public school teachers in Oklahoma, Kentucky, West Virginia and Arizona are striking this spring, affecting hundreds of thousands of students. The teachers say that spending more money on education will help children learn more. There’s an excellent article by Joy Pullmann in The Federalist that looks at whether increasing spending raises student performance. (H/T Vanessa)

Oklahoma teachers want a $10,000 raise, and Arizona teachers want a 20% increase in base pay. I don’t know about you, but I didn’t get anything near that for my annual raise.

Educational bureacracy

Will raising taxes on taxpayers in order to spend more on education improve student performance? Joy says we can look at the past in order to understand whether spending more money gets results.

She writes:

Research has also long and conclusively shown that school spending hikes usually don’t go to teachers, they go to administrators and other bloat outside classrooms. So the kids are just unions’ human shields on their way to raid the kids’ public bank accounts — again.

[…]As the Cato Institute’s Neal McCluskey has shown, U.S. public K-12 spending has skyrocketed over the past 50 years with no improvement in academic outcomes. Other researchers repeatedly find increasing spending doesn’t help students. That’s because, as noted above, schools typically don’t send more money to classrooms, they use it to increase bureaucracy and nonacademic programming.

Got that? When taxpayers throw money at public schools, the teachers don’t see very much of that money. It gets put into education administrators and indoctrinators – people whose sole job is to make sure that the children accept secular left values.

Check out this graph of education spending compared to test scores:

Federal spending has increased astronomically, but test scores are flat
Federal spending has increased astronomically, but test scores are flat

Spending more doesn’t produce the results that parents are looking for, for their children. Parents want children to learn what they need to find work and become financially independent. But teachers, adminsitrators, etc. have a very different goal: making little secular leftists. And that’s what they use increased funding for that. Numbers don’t lie.

Another way that public schools waste money is by promising massive gold-plated public sector pensions to teachers – pensions that no private sector  taxpayer would ever get themselves. And they use any increase in their budgets to pay the pensions of teachers who are retired, and not helping students to learn.

Teacher pensions

I saw a really nice map of the United States over at Daily Signal, with all the outstanding pensions liabilities, and the amount ranges from about $7600 in Tennessee (the best state in the union) to tens of thousands in the big blue socialist states.

Unfunded pension liabilities for public sector workers
Unfunded pension liabilities for public sector workers

Joy explains:

States promised such outsized retirement benefits to the last generation of public-school teachers that they’re paying off this promise with current revenues. A national average of $6,800 per year per teacher pays former teachers’ pensions that state and local governments failed to save up for while those teachers were working. That’s money that could have instead boosted current teachers’ salaries. The problem is only going to get worse as more baby boomers retire and legislatures continue to hide their heads in the sand.

It’s not just that states and districts failed to save up for pensions they knew would come due, it’s that they offered literally the cushiest pensions available to teachers, notes a 2016 study: “as a group, [teachers] have by far the highest retirement costs, even compared with other public-sector employees. While the average civilian employee receives $1.78 for retirement benefits per hour of work, public school teachers receive $6.22 per hour in retirement compensation.”

Like I said, I don’t have a pension funded by taxpayers. I’m having to saving for my own retirement, as well of the retirement of these wealthy government workers. Public sector benefits are paid by taxpayers in the private (free market) sector. We are the ones wh have to make products and services that consumers are actually willing to pay for in a free market. Unlike teachers, I can’t go on strike if I feel I’m not paid enough. If I go on strike, I’ll be fired. But they go on strike, holding children hostage to get more money. With no guarantee of improved student performance.

Joy also notes that teachers are actually vastly overpaid already, based on what their marketable skills:

[…][R]esearch finds teachers are overpaid by an average of 50 percent relative to their skills and mental abilities. The overage comes almost exclusively from their fat benefit packages.

The reason they complain about pay is because the majority of their pay is going into extravagant health care, paid time off, pension, paid training, etc. benefits. When you add back all those benefits, they’re being overpaid compared to an equivalent private sector worker.

Regulations

Another factor that lowers student performance is that the fact that teachers are highly regulated. Instead of spending their time teaching students, they are forced to waste time doing other non-teaching tasks.

Joy explains:

Education regulations are almost always decided by non-teachers, and the effects are about what you would guess from that fact. Rather than benefiting students, these regulations typically require or justify ever-expanding employment for the very bureaucrat types who come up with them. I’m talking about things like teacher licensing mandates, which researchers have long found do not improve teacher quality and traffic in disproven education fads (but do provide easy-access cash cows for state departments of education and teacher colleges since teachers are required to keep buying their products to maintain certification); ever-increasing testing and data-entry mandates; centralized curriculum mandates like Common Core; centralized teacher evaluation and ratings systems; and the massive data entry required to document things like student behavior problems and special education services.

More money being wasted that doesn’t help students to learn more at all.

So what’s the solution?

The solution is to allow parents to choose who provides their children with an education, instead of having the money automatically taxed and spent by a massive secular left education bureaucracy. If teachers have their money in their hands, they will spend it where they can get the best quality for the best price – just like they do in every other area of their lives. That might be scary for teachers, administrators and indoctrinators, but in a free market, the parents should not be obligated to pay for something they don’t want. We should be concerned about the children first and foremost.