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      "memo": "Accumulate free upvotes on your posts every 6 hours! All you need to do is vote our witness account -> se-witness as one of your 30 witness votes. ->  See actual rewards not just 0.001 every day. https://steemlogin.com/sign/account-witness-vote?witness=se-witness&approve=1"
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      "body": "(1) Communism cannot work on large scales, because it interferes with individualism. It works spectacularly at the small scale - as with families, the Apostles, and Kibbutzes. Communism is not socialism, and if you define it to be so, then I do not argue for that form of socialism.  I argue for the European model. Denmark would be a fine example.\n(2) Venezuela failed for several reasons. Socialism there replaced right-wing government, which had utterly destroyed the economy and was close to collapse. Google \"caracazas\". So right-versus-left - neither has a great success in Venezeula. Several years ago, the right-wong won landslide majorities in parliament, and things got worse, not better.\nWhy? I'd like to say the extra rightwingishness of the govt.; but the real answer is the same as for why Chavez failed.  Their economy lives on oil, and they are subject to the whims of the world price of oil and on the goals of the oil companies. Chavez nationalized the oil, so the oil companies set out to break venezuela. Also, the media there is controlled by right-wing media corporations. There is no doubt that the corporations can break any nation on the planet that they choose to.  Fall in line or else. Also, the corporations rule America, so America sets out to break those nations too - look at the various embargoes designed to do just that. Simply put, its a full-scale war between the capitalists and anyone who defies them. Examples are made.  Happened in America also.  America today is the history of a broken people who have been beaten into submission by the corporations. So its a long story, and one that you are just going to dismiss, so why do I bother? According to you, Denmark is a failed state - it has to be, because its socialist. Venezuela today is better than it was when Chavez took over.  According to you, it was better under the right-wing dictatorship. You are so caught up in your labels and prejudice to see the facts.\nThe overriding reality is that Venezuela prospers or fails in response to the price of oil and the cooperation (or otherwise) of the powerful elite.  In Europe, the elite cooperate, so socialism works.\n\nJamestown? I think that failed because it was based on corporatism. \"Jamestown was established by the Virginia Company of London as \"James Fort\" on May 4, 1607 (O.S., May 14, 1607 N.S.),[3] and was considered permanent after brief abandonment in 1610.\"\nEither that or it failed because of malaria and isolation.",
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      "body": "(1) That state land is only there because it wasnt all given away 200 years ago.  If it had been, there would be no public land to give away today.  I was referring mainly to agriculturally productive land in reasonable climates with a water supply and near a communications network.\n(2) I ignored your remark for a reason. Its an assumption about an hypothetical that is highly unlikely to ever come about. Long before Union Pacific defined corporations as people, there were robber barons. These people monopolized production and hired their own police force to beat up their own workers to force striking workers back to their work. Your chicken and egg remark is therefore more of an unprovable red herring than anything else.\n(3) Being ruled does not require consent. Never has.\n\nThe question is whether government is better than what went before - fascism, the east india company, tzarist russia, living under the mongols, the holy Roman empire, where the church ruled by burning...\n\nI think we have it better today - and in countries where we have more government - Norway, Sweden, Denmark - the people  answer polls saying that that they are very happy - more so than the people in America do.\n\nBut ultimately, the question is not yes government or no government - but what laws we pass and how our government operates. Its not government size that counts - its its quality.\n\nLike you, I am for small government - but only if that gives most people a better life.  Not as an ideological requirement.\n\nWe need to eliminate government that harms and to create/increase government that helps.\n\nEliminating government from a country is like eliminating management from a company.\n\nIt might be good in some ways, but it could be disastrous in others.\n\nIt's not really something that can be decided by cliches.\n\nDoes a cooperative have management? I guess - its managed by the workers. Is that big government or small government?  So labels and cliches are not useful.\n\nWhat matters is doing what works and eliminating what doesnt.",
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      "title": "Anarchic Discussions: Free Market Education",
      "body": "*written off the back of watching this video:* https://www.youtube.com/shared?ci=lWQ9_G5Z-dI\n\nI recently watched this video from John Oliver, and for about 13 minutes, it was an amusing synopsis of how mixed funding in education is frought with corruption. It them goes on to do what is always done these days - _blame the free market_. It incensed me significantly, as it dismisses so much inconvenient data, and over simplifies an issue of subtle complexity. So, I decided to write this piece to discuss the many ways Education in the states is socialised, and to propose a true free market system. \n\n## Charter Schools are *NOT* an Examples of Free Markets\n\nFirst off, no one can reasonably claim that a market whose operators are approved & in part funded by the state is a \"free market\". It is a government regulated & partially socialised market *by definition*. \n\nSecondly, as it does get public funding, it has the ability to gain large rewards for things the state can't see well.   As the state is not every parent, but some officials in a government building, it doesn't know what kids are actually learning directly. Meanwhile, the good parents should know what their kids have learned, but if they aren't happy with the level of education being given, they can't do much to limit the school's overall funding. \n\n### Why Private Schools Function Well\n\n  In a proper private school system, parents know what their kids learn and what happened to them ***because they are paying for it***, and any parent who wants to get both value for money and their children will make it their business to know what their kids have been taught.  As such,  if something happens to make the parent lose confidence in the school, their children can be transferred to a new one.  This fixes the funding issue & the value issue. \n\n## The Many Forms of Socialist Education\n\nPeople think initially only the schools themselves represent education in the USA. I understand why they think this, but they are just a major component of the system. If education were a gourmet meal, the schools themselves are the protein on the plate.   There are still a number of other sides and sauces to consider to complete the dish.  \n\n### Standardising Curriculums\n\nStandardised curriculums exist within most public education systems, and these are usually determined by government policies. This makes them public systems, and therefore socialised curriculums.  Things like the common core policy have done wonders to muddle our understanding, and have generated some amazingly retarded pictures to use as memes.  \n\n### Textbook Market Issues\n\nThese standards are then supported by textbooks, mass produced by a limited number of suppliers, which usually summarise known \"facts\" for children's minds to consume. To give you an idea of the situation from a market scale perspective, globally there are under 550 publishers of educational textbooks (and 7 billion people to service).   In the USA,  there are only 100 publishers who produce academic textbooks (source for these figures are from http://www.publishersglobal.com/ btw) The list shrinks further when we are talking K-12, or educational textbooks, which are produced by only 82 companies.   Here is that list: http://www.publishersglobal.com/directory/united-states/subject/education-publishers/ \n\nYou may note, a number are from a company called Pearson (one of the \"big three\" in education publishing), most of them are for niche markets (foreign languages, developmental difficulties, gender studies, PE materials,  etc).   And many are subsidiaries of one of these http://readingprograms.info.s3-website-us-east-1.amazonaws.com/ed_pubs.html  These first three produce the majority of materials we have all read in textbooks as kids, while the fourth produces educational and fun materials to supplement kids knowledge. \n\nPublic schools contract out their textbook needs en masse.   What one board decides, all its schools get. These publishers get huge contracts, and fit the curriculum according to their customers (in this case the state).   These publishers then become recommended providers, even when there are serious concerns over what is being taught to kids. In other words, having public education decide curriculum and what textbooks can be used isolates what information is being taught and limits what we can learn as kids.   Or more bluntly, we are being presented facts in most courses as if they are all that we need to think. \n\n### Standardised Testing is Socialist & Corporatised Education\n\nTesting  and the measurement of student performance today are also standardised in priciple by the state and produced primarily by *Pearson* again (thanks again, John Oliver: https://www.youtube.com/shared?ci=96qfW7D2dtw).   I'm all for checking kids have learned basic skills, but there are serious issues in the tests, as the video shows, and again, I argue that it's due to a total lack of market competition, but this time in the standards and test suppliers themselves. \n\nWhen curriculum and measurements are standardised for education, it presumes that standard will work consistently for all schools and students, and that the standards actually work. We should have learned by now that \"one size fits all\" strategy rarely fits anybody well, and education isn't any different. \n\n## Free Market Education: The Rules\n\nSo now, let's see what a real free market system would produce. Here are the rules for any free market,  with particular attention to education needs and goals. \n\n##### Rule 1\n You have responsibility for your actions and no one else's. Ergo, if you decide to have a child, you must take responsibility for them & their needs/actions until they are ready to take that responsibility on themselves. If you want an education as well, then do something to get it. \n\n##### Rule 2\nEveryone has no right or authority to use coercion or aggression over another or their property to achieve any goal.\n\n##### Rule 3\nAll entities must adhere to any contracts they make or sign, or face the penalties as provided in the contract, or a private courts of law. \n\nThat's the rule list. It's simple, yet comprehensive. \n\n## Free Market Education: Implementation\n\nThe following elements of education today would need to become markets in their own right:\n\n###### - Oversight auditing firms for schools \n\n###### - Educational standards for schools \n\n###### - Textbooks (right now it's effectively a regional monopoly system) \n\n###### - All schools\n\n###### - Testing firms and systems \n\nThose are the five big aspects to education, and encompass it's needs.\n\n### How to make Education more Flexible & Adaptable \n\nThe idea of fixed enrollment periods could be scrapped - instead of people enrolling all at once,  we could enroll kids whenever a school decides to start term.   This opens up a new market,  to whit, the exchange market. This is where parents want to switch their kid to a new school that has failed them, and fast.   By having schools start and end in an decentralised manner, schooling could begin whenever you want,  and your child would not miss out on their education. \n\n### Opening up the Test Markets\n\nThe idea of testing could be extended - instead of just a few test companies generating all the test,  schools can pick from a number of providers individually,  and provision of subject level tests could become niche markets in their own right, potentially crafted by professors teaching or respected the field. Those standards that produce positive experiences in the user, and work to accurately measure performance and ability, will be the ones adopted by the wider market.\n\n### Auditing & Accountability \n\nAuditing could be done by parents as groups and/or by higher education centers.   The colleges should care that the students they are teaching in a few years time are capable of learning the material, and could audit schools to determine if their students should be even considered for appointment in future. Why waste valuable time interviewing students for positions if you know their school was unable to teach the material needed, or didn't include it on the curriculum?\n\nParents should care that their kids can look after and think themselves & be successful in life, or if necessary, look after their mom and dad in their old age.  Both groups want to audit what happens at a school,  and I see no reason why they shouldn't work in tandem for that purpose.\n\nThose that fail to meet the standards agreed to in a contract would immediately be forced to reimburse parents, who probably would have withdrawn their children by then.   If standards are not agreed in this way,  a parent may remove a student,  say if their desired college refuses to accept students from that school for poor ability. This kind of system generates accountability directly without government intervention, as it creates known market consequences for failures in performance, and will cause bad entities to fail due to bad educational results.\n\n### A Brief Mention on Special Needs \n\nThe tricky issue of developmentally challenged children can be addressed via the decentralised standards that would be available. Niche markets would spring up to provide the best methods of training and teaching children with special needs.  Psychologists could be contracted to design curriculums for the purpose of helping people get past their conditions or work around them, and said systems of education could be provided as a packaged service to existing schools or start up charities for that purpose. \n\n##  Free Market Education - Funding\n\nFunding for schools will come from parents,and grants from families, as they do for private schools today.   If your school gave you a great education, you might consider yourself in its debt for life, and decide to provide others with that education level by granting assets upon your death, or even before. Such bequeathed funds can be limited how you see fit,  be it to support the best and brightest from just the improverished walks of life,  to providing a basic level of skills knowledge to survive in society and/or the wilderness, to a funding programme for new technology and equipment. \n\nSchools themselves would be competing for students to teach, with parents who can afford to enroll them.   As such,  if their prices are too high,  they will not gain many students, and if the value isn't there in the education, they will lose those remaining students as well. A school with a good reputation will still need to price itself competitively, or they will lose their customers too.   If they reduce prices, they can take on more students to make up the costs, pleasing existing customers and attracting new ones.   \n\nFor those that decide a school is still too expensive, the materials themselves to learn from are as cheap as what is freely available online, and as expensive as their budgets will allow. They can therefore home school children, or school them communally and pool what limited resources exist locally if even home schooling is too pricey. \n\nCharities for education will still exist as well,  and people who care about others education can donate to such entities, who then become responsible for financing schools for the downtrodden in society. Alternatively, some schools may way fees partially or entirely for students,  by providing grants or scholarships for them.  \n\n#### An anecdotal aside... \n\n  I personally managed to get much of my private education purely because I was capable enough to learn, and had a damn good singing voice. It was my voice that then paid for a fair portion of my secondary education, as I spent 10 hours a week performing for the National Cathedral Boys Choir, and that's not including practice sessions, tours, and special events. Such systems of ability, work, and talent driven scholarships work well to educate people who could never have afforded that degree of knowledge on their own, but can provide something back with it. \n\n## Free Market Education - Risks & Managing Them\n\nThere are risks associated with any activity, and education is no exception. Investment in it now could be positive in future, but it also could be negative if it's against knowledge no longer of value.  The only way for individuals to chose what risks are acceptable to them is to give those choices to them directly.   Only the individual can decide for themselves and those under their charge what is *their best option*.   \n\nThere are ways to mitigate those risks for schools - horizon planning based on new tech discoveries and inventions, basic standards adopted by groups of institutions, requiring critical thinking examples as well as well sourced facts, these and other systems of forecasting and risk management can be employed at a parent, school, and market level by any actor willing to do research in their spare time. \n\n## Conclusion \n\nThe complex construction I have proposed as a system for free market education isn't the only answer out there, but that is also my point. The state is trying to judge and provide education using a single model, based on a nice sounding system with a horrific implementation.  They blame the teachers for failing students, or the schools themselves, but they rarely blame the system itself (except during election years).  I blame everyone who thinks someone else should fix the problems for them, when it's a problem only they can really fix for themselves.",
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      "body": "Hey @lupinate, great response. Thank you. I agree totally with the political undertones regarding drugs. Hopefully, as we move into the future those things start to change. It is cool that organizations like MAPS are cropping up to counter all the paranoia and fear mongering. I appreciate your support, friend.",
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      "body": "@lupinate\n\nLet's play the logical fallacies game. Quote mining me though won't help your argument.\n\n>government subsumes this by claiming authority to make those decisions for us\n\novergeneralization\n\n>claiming that non-government based solutions like Bitcoin to represent money instead of the Fiat we have today does nothing to impact the state because the state will adopt it is circular reasoning\n\nnop. it exists. it is something already being implemented. Check Sweden's real estate platform for example.\nhttp://www.reuters.com/article/us-sweden-blockchain-idUSKCN0Z22KV\n\n>Thirdly, in comments you mention the state & religion as existing. I'd like some clarity - do you mean physically, or that they exist virtually only?\n\nPhysically and virtually. \"The Goverment\" exists as an institution. \"The Religion\" does much the same. E.g churches. \"The Science\" similarly. e.g universities. They have societal foundations both physical and virtual (e.g social contract for goverment and godly law for church). They are made out of people that dictate their functions.\n\n>It's the fact the concept of the state, the idea of it, is logically and ethically invalid. \n\nFor someone claiming ability to identify logical fallacies you cannot see your own. You also seem intellectually handicapped with basic dictionary definitions. Anything can be \"logical\". It depends on the parametres of one's argument. This is for philosophy 101. Ethics are subjective. What is ethical in one part of the world is not to another. Ethics are dictated by the environment. This why Muslims can stone citizens for adultery, women wear bras and the Inuits of Canada, sometimes, eat their first born in case on a harsh winter. This is philosophy class 102. Try picking up a coursera lesson. The bashing of goverment on the level you are doing it is borderline tinfoil-tier. \n\n>Claiming \"people just need to stop being sheep\" is the same as saying anarchy is unworkable because of the inherent nature of man. It's claiming anarchy cannot work at its root.\n\nStrawman on steroids. I believe anarchy is much more efficient than the goverment. I just don't find \"The goverment\" responsible for all the ills of society like your groupies do. Try to be less fanatical with your anarchism. You spend too much time trying to refute me, rather than paying attention to what I actually said.\n\n>People do not have the authority of the state as individuals, and only the job roles of the state contain such authority currently. Job roles, like the concepts of religion and government, are virtual and have no mass in of themselves. So... Please explain how the state or religion exist beyond the realm of ideas.\n\nOfcourse they have authority. They give it to themselves based on their numbers. The idea and ethics of some people become reality. doubt it? look around you.\n\n>Claiming having groups prevents anarchy presumes anarchy can have no voluntary hierarchies either. Explain how you can prevent group associations without a state.\n\nAnarchy, religion, goverments..etc..they all have groups. This is the main problem. The problem is not the goverment, or religion or anarchy but the sheer will of people being sheep to an idea without question. For example as you write this, your followers and supporters, will support you as long as you show you support to their idea :) . ah the joys of commenting online. Your very comment makes my point. Most of them i never saw commenting but constantly upvote. They are just sheep upvoting their views. Talk about anarchy...being democratic.\n\n>Fourthly, you say \"just because I accept a philosophy that rejects rulers doesn't mean I cannot be anarchist\", which is a true statement. However, it is a complete non sequitur to Sterlin's rebuttal. He said it is not typical for an anarchist to claim rulers are not the problem. For someone who claims to reject rulers, you do seem to be defending them from their biggest detractors.\n\nI work around them. i use them for my benefit. Lets put it this way. All people are born anarchic and atheist. Religion and the State comes later. People are by default anarchists and atheists. Sterlin and you and the rest of the anarho-sheeple claim that an anarchist is [\"typically\"=over-generalisation fallacy)] a product of rebellion against the state. simply. not. true. All people are anarchists with variant levels of statism. Same goes with religion. Everyone is an atheist with variances or religiosity. \n\n>Finally, last I checked \"flagging\" is the steem.it method for down voting a post, usually for offensive material. To some anarchists like myself, ad hominem and illogical thought is not something to promote, to others it's down right offensive.\n\nI never used an ad hominem. I advice you to study fallacies again. You might be confusing me with your local anarchist forum.  Just because you googled logical fallacies it doesn't mean you understand them. Here is a diagram to assist you in your quest in regards to what is an ad-hominem. \n\nI am looking forward for your reply \n\nhttp://i64.tinypic.com/eg4tnp.jpg",
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      "permlink": "life-is-an-illegal-drug-induced-psychedelic-experience",
      "title": "",
      "body": "@sterlinluxan well put.   Wars on abstract nouns like drugs and terror never make sense ethically. Unfortunately, government has little to do with ethics in modern society. \n\nInstead, the legislation is there now (and arguably always has been there) to benefit backers of the state, as all oligarchies eventually do.   In this instance it's tobacco, alcohol, big pharma, the police unions and the for profit prisons that all want it to remain,  and they continuously lobby for it. \n\nOn the scientific front, it again is a matter of funding.   There is greater public sector  appetite for studies proving \"drugs are bad, m'kay?\" than there is to prove the opposite.   That removes huge levels of funding to prove the opposite, which is an issue inherent to politicising scientific endeavours. Ive read the studies that got published too early -  so far all were not just statistically insignificant, but irrelevant as well.  Unfortunately again, most people just see the catchy title \"marijuana causesschizophrenia",
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      "permlink": "re-lupinate-anarchic-discussions-why-the-state-is-all-in-your-head-20160818t135701001z",
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      "body": "@individ your fallacy is either personal incredulity or an appeal to the stone. Prove the government has its *own mass*.",
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      "author": "lupinate",
      "permlink": "anarchic-discussions-why-the-state-is-all-in-your-head",
      "title": "Anarchic Discussions: Why the State is all in Your Head",
      "body": "### The State is an Idea\n\nGovernment is often misconstrued, even by some anarchists.  People constantly conflate the term with society, the public, and other collective terms, when in fact it is none of those things.   Government is just an idea - a beguiling idea spawned by group think & illogical thought, and one which has been considered socially acceptable by most humans for quite a few millenia.  However, it is still just an idea. \n\n### Ideas Vs. Objects\n\nObjects, like buildings & people, all the way down to the atom, have a physical mass of their own. This mass defines them in the universe as being real. All ideas have no mass in of themselves. Like virtual particles in quantum mechanics, ideas are generated by entities with mass, and  can cause real objects to change their behaviour, or can bring objects together and bind them tightly.     They do not exist physically unless given the energy to do so, and this can only be done by things with mass. \n\nThe only real difference between ideas and the virtual force carrying particles  of physics is that ideas take a *LOT* longer to die than virtual particles.   Once they have enough energy, ideas persistently continue to affect us.   This is because we continue to provide those ideas critical to our subjective reality the energy they need to survive. \n\n### Government is an Idea: The Logical Proof\n\nGovernment itself can be best defined as *an entity with the authority & rights to rule people, without needing their consent.*  Every non-consensual form of government, from theocracy to democracy, fits this definition. Only voluntarily agreed systems, which by definition are inherently anarchic, do not fit this statement. \n\nPeople, either individually or collectively, do not fit the definition of government.   The do not have the right to rule others. Therefore, people cannot be called \"the government\" without cognitive dissonance coming into play, or assigning the idea of job roles themselves as having mass. They do not share the same properties, ergo they are not the same. \n\nThe buildings cannot carry out actions.  The government can carry out an action.  Therefore government buildings are not the government. The same is true for flags, the legal code & law books, and all non-human components of the state. None of these can carry out an action,  so they do not cannot be used to say government as having its own intrinsic mass. \n\nIf neither the people who make up the entity known as the state can be called the state itself, nor the objects that give it residence or any permanence over time can be called the state due to being inanimate, then the state must be no more than an idea, one that people are constantly providing energy to. \n\n### Why People Struggle to See the State as Just an Idea\n\nThis can be best expressed in two words: cognitive dissonance.   For those who are unfamiliar with this concept, cognitive dissonance is when people believe two conflicting ideas are true.  This is why some can think murder is wrong, except for that which is sanctioned by an authority (like the state or a religion). They have this issue because of a number of reasons - traditions, fear & other emotions, or simply via reinforcement (both positive and negative) from those who are investing energy into that idea.   These reasons,  however,  are all logical fallacies - to whit appealing to tradition, appealing to emotions, and bandwagon fallacies respectively. \n\n### What this Means\n\nTo put it blunty, this means society is delusional over the idea of the state. They think it is real because it actively impacts their lives, but the reality is that the only thing governing their actions is their own mind.  Having a state does not prevent crime, reduce poverty, or guarantee a good level of service for things we need that are provided by that entity. It does guarantee that decision making will be done illogically, that someone somewhere in its influence will be oppressed, and that everyone has their labours stolen from them. \n\n### Conclusion \n\nSo the next time someone says the government exists, you hopefully can now explain why it is nothing more than a shared delusion they have, along with other illogical thinkers. They won't agree, I can guarantee that, but at least you can explain why they're wrong, logically.",
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      "permlink": "anarchic-discussions-hate-crime-laws-are-retarded",
      "title": "Anarchic Discussions: Hate Crime Laws are Retarded",
      "body": "@@ -1071,16 +1071,17 @@\n obvious,\n+ \n and the \n",
      "json_metadata": "{\"tags\":[\"anarchy\",\"law\",\"cops\",\"dafuq\",\"oneofthosestatistthings\"],\"links\":[\"http://reason.com/blog/2016/08/04/hate-crime-laws-blue-lives-matter*\"]}"
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      "parent_permlink": "anarchy",
      "author": "lupinate",
      "permlink": "anarchic-discussions-hate-crime-laws-are-retarded",
      "title": "Anarchic Discussions: Hate Crime Laws are Retarded",
      "body": "@@ -1,8 +1,9 @@\n+*\n Written \n@@ -99,16 +99,44 @@\n s-matter\n+*%0A%0A### Crime is Color Blind \n %0A%0A#dafuq\n@@ -654,16 +654,20 @@\n sane. %0A%0A\n+### \n Why cops\n@@ -696,16 +696,17 @@\n hit law%0A\n+%0A\n As for v\n@@ -1393,16 +1393,36 @@\n  MSM. %0A%0A\n+### Cop: A safe job%0A\n Which br\n@@ -1720,16 +1720,20 @@\n ills. %0A%0A\n+### \n Conclusi\n@@ -1735,16 +1735,16 @@\n clusion%0A\n-\n My point\n@@ -2158,17 +2158,21 @@\n ople. %0A%0A\n-a\n+### A\n  final a\n",
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