Tag Archives: Liberty

We must make the moral argument against dependence on government

Consider this article by Jackie Gingrich Cushman.

Full text:

The Obama administration’s policies are bad. Bad in the sense that the policies are morally corrupting. They take money and control away from people and give them to government bureaucrats, who then decide what should be done. The policies encourage people to be less responsible personally and to rely more on the government.

Former British Prime Minister Margaret Thatcher argued that “socialism itself — in all its incarnations, wherever and however it was applied — was morally corrupting,” Claire Berlinski wrote in “There Is No Alternative: Why Margaret Thatcher Matters” (Basic Books, 2008). “Socialism turned good citizens into bad ones; it turned strong nations into weak ones; it promoted vice and discouraged virtue … transformed formerly hardworking and self-reliant men and women into whining, weak and flabby loafers.”

Sound familiar?

Republicans are currently debating the surface arguments about the Obama administration’s programs — they cost too much, they are not paid for and there is too much government intervention.

The core of the matter is the same today as it was in Great Britain in the 1970s.

The system President Obama is championing is morally wrong.

In order to win in November, Republican nominee Mitt Romney must win the argument, and thereby win the vote.

The argument is that the system Obama is promoting is bad and that it creates a weak society. Romney needs to articulate what it is to be an American; why we must defend America’s core values; why they are good values.

Romney’s speech this week at the Clinton Global Initiative reverberated with these themes.

He talked about “the incomparable dignity of work.”

“Free enterprise,” he said, “has done more to bless humanity than any other economic system not only because it is the only system that creates a prosperous middle class, but also because it is the only system where the individual enjoys the freedom to guide and build his or her own life. Free enterprise cannot only make us better off financially, it can make us better people.”

Romney recounted the story of Muhammed Bouazizi of Tunisia. “He was just 26 years old. He had provided for his family since he was a young boy. He worked a small fruit stand, selling to passers-by. The regular harassment by corrupt bureaucrats was elevated one day when they took crates of his fruit and his weighing scales away from him.

“On the day of his protest, witnesses say that an officer slapped Bouazizi and he cried out: ‘Why are you doing this to me? I’m a simple person, and I just want to work.'”

“I just want to work,” Romney repeated.

“Work. That must be at the heart of our effort to help people build economies that can create jobs for people, young and old alike. Work builds self-esteem,” he continued. “It transforms minds from fantasy and fanaticism to reality and grounding. Work will not long tolerate corruption nor quietly endure the brazen theft by government of the product of hardworking men and women.”

He linked free enterprise to freedom. “The most successful countries shared something in common,” he said. “They were the freest. They protected the rights of the individual. They enforced the rule of law. And they encouraged free enterprise. They understood that economic freedom is the only force in history that has consistently lifted people out of poverty — and kept people out of poverty.”

The next step is for Romney to lay out this argument not only for other countries, but for our own. It works here as well as abroad. There are 12.5 million unemployed Americans; 8 million more are working part-time when they want to work full time; 2.6 million people are so discouraged that they have given up looking for work and are no longer counted as unemployed.

More than 23 million Americans understand the statement, “I just want to work.”

These people and those around them understand that there is great dignity in work, and want to work — but cannot find a job.

In order to win the vote in November, we must first win the argument. America works best when Americans are working. The way to get more Americans to work is to promote freedom, ingenuity and free enterprise. While government programs and subsidies might provide temporary relief, the only proven way to long-term prosperity is to create more jobs, thereby allowing people to lift themselves up, providing not only their monetary needs, but also dignity of purpose.

My biggest concern about socialism is how it makes it harder for men to be providers, and easier for women to do without a man – even having children without a man. I really oppose that – fatherlessness is not good for children.

Voting for Democrats means voting for bigger government which means voting for higher taxes to pay for it all. Higher taxes means that there is less money in the pockets of job creators, and that means fewer jobs. But it also that a married man can no longer retain enough of his earnings to support a family. And that means his wife has to work and won’t be able to take care of young children or her husband. Instead of learning the values of the parents, children will learn what the government schools decide they should learn. It’s a disaster. And it’s immoral. It’s immoral to take the provider role away from men and give it to a parasitical secular government. It destroys marriage and it destroys family.

American job creators struggling to find qualified applicants for basic jobs

From the Wall Street Journal.

Excerpt:

More than 600,000 jobs in manufacturing went unfilled in 2011 due to a skills shortage, according to a survey conducted by the consultancy Deloitte.

The problem seems soluble: Equip workers with the skills they need to match them with employers who are hiring. That explains the emphasis that policy makers of both parties place on science, technology, engineering and math degrees—it is such a mantra that they’re known by shorthand as STEM degrees.

American manufacturing has become more advanced, we’re told, and requires computer aptitude, intricate problem solving, and greater dexterity with complex tasks. Surely if Americans were getting STEM education, they would have the skills they need to get jobs in our modern, high-tech economy.

But considerable evidence suggests that many employers would be happy just to find job applicants who have the sort of “soft” skills that used to be almost taken for granted. In the Manpower Group’s 2012 Talent Shortage Survey, nearly 20% of employers cited a lack of soft skills as a key reason they couldn’t hire needed employees. “Interpersonal skills and enthusiasm/motivation” were among the most commonly identified soft skills that employers found lacking.

Employers also mention a lack of elementary command of the English language. A survey in April of human-resources professionals conducted by the Society for Human Resource Management and the AARP compared the skills gap between older workers who were nearing retirement and younger workers coming into the labor pool. More than half of the organizations surveyed reported that simple grammar and spelling were the top “basic” skills among older workers that are not readily present among younger workers.

The SHRM/AARP survey also found that “professionalism” or “work ethic” is the top “applied” skill that younger workers lack. This finding is bolstered by the Empire Manufacturing Survey for April, published by the Federal Reserve Bank of New York. It said that manufacturers were finding it harder to find punctual, reliable workers today than in 2007, “an interesting result given that New York State’s unemployment rate was more than 4 percentage points lower in early 2007 than in early 2012.”

Stuart Schneiderman blames the focus on equality and self-esteem over competition and achievement:

The American school system has failed America’s students. It has especially failed to teach the skills required to do the kinds of high tech jobs that are increasingly available.
American children are deficient in science, technology, engineering and math, in what are now known as the STEM subjects.
It should surprise no one. A pedagogical policy promoting self-esteem over achievement must diminish the best students in order to make the worst students feel good about themselves. The result: a large cohort of undereducated underachievers who are proud of their incompetence.
In STEM subjects there are right and wrong answers. When these subjects are taught correctly, you will find that some children are markedly better than others.
Children improve because they emulate their betters. They strive to get better because they want to be as good as someone else.
If the best students are rewarded other children will want to emulate them. If the best students are demeaned no one will want to emulate them.
If you refuse to call on them in class, if you refuse to hold them up as exemplary, if you turn math exercises into storytelling and feeling sharing you are going to drag everyone down.
If you say that no one is better than anyone else, you are saying that no child should strive for greater achievements.

Stuart didn’t say it, so I will. It’s important to be careful about handing your children off to any school, especially the feminized public school system. The public school system from administration to the classroom is not welcoming to values like competition and individual achievement – which are more often (but not exclusively) associated with men. Unfortunately, there just aren’t many men in public school classrooms. Public schools favor security and equality of outcomes. These goals are best achieved by growing government to minimize individual achievement and to maximize the “safety net”, so that individual striving doesn’t matter. Another goal of the public school system is to increase the amount of money they are paid. They want higher taxes and more government spending, so that they are paid more. Their job is not to get your children skills so they can be independent of government. They want more government. They want more security. They want less personal responsibility. They want less individual achievement.

I think that teachers should have to work in a field related to what they want to teach in for at least 5 years before being admitted to teacher’s college. That requirement alone would improve education drastically.

Chicago teacher strike: average pay $71K, 80% of 8th graders not proficient at math

CBS News reports:

Thousands of teachers, parents and supporters marched through downtown Chicago on the first day of a school strike.

The crowd Monday afternoon stretched for several blocks and was expected to swell through the early evening and into the city’s rush hour. Some protesters carried signs that said “Chicago Teachers United” and “Fair Contract Now.” Others waved red pom-poms and chanted. Earlier in the day, thousands of teachers picketed around neighborhood schools.

[…]The city’s public school teachers make an average of $71,000 a year. Both sides said they were close to an agreement on wages. What apparently remains are issues involving teacher performance and accountability, which the union saw as a threat to job security.

They don’t want to be held accountable for failing to provide outcomes for their customers, the children.

Why do you think they might fear being held accountable? Are they doing a poor job of teaching? Is that why they fear being accountable? Let’s see.

CNS News explains:

Chicago public school teachers went on strike on Monday and one of the major issues behind the strike is a new system Chicago plans to use for evaluating public school teachers in which student improvement on standardized tests will count for 40 percent of a teacher’s evaluation. Until now, the evaluations of Chicago public school teachers have been based on what a Chicago Sun Times editorial called a “meaningless checklist.”

[…]In 2011, the U.S. Department of Education administered National Assessment of Educational Progress (NAEP) tests in reading and math to students around the country, including in the Chicago Public Schools. The tests were scored on a scale of 0 to 500, with 500 being the best possible score. Based on their scores, the U.S. Department of Education rated students’ skills in reading and math as either “below basic,” “basic,” “proficient” or “advanced.”

[…]79 percent of Chicago public school 8th graders were not grade-level proficient in reading. According to the U.S. Department of Education, this included 43 percent who rated “basic” and 36 percent who rated “below basic.”

[…]80 percent of Chicago public school 8th graders were not grade-level proficient in math. According to the U.S. Department of Education, this included 40 percent who rated “basic” in math and 40 percent who rated “below basic.”

Fire them all. Abolish the federal Department of Education. Make teacher unions illegal.

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