Why Electronic Gadgets and Dangerous Children Don’t Mix

For many parents there can seem to be a divide between them and their kids’ lives – where their kids want to spend more and more time alternating between phone, tablet, Xbox, Wii, DSi and for some kids the usage of technology either borders on addiction or has tipped over into addiction. __ http://www.digitalparenting.ie/technology-addiction.html

Failure to Connect Source
Failure to Connect

There’s a reason that the most tech-cautious parents are tech designers and engineers. Steve Jobs was a notoriously low-tech parent. Silicon Valley tech executives and engineers enroll their kids in no-tech Waldorf Schools. Google founders Sergey Brin and Larry Page went to no-tech Montessori Schools, as did Amazon creator Jeff Bezos and Wikipedia founder Jimmy Wales.

Many parents intuitively understand that ubiquitous glowing screens are having a negative effect on kids. We see the aggressive temper tantrums when the devices are taken away and the wandering attention spans when children are not perpetually stimulated by their hyper-arousing devices. Worse, we see children who become bored, apathetic, uninteresting and uninterested when not plugged in.

__ Digital Meth, Digital Heroin

Arthur Robinson — creator of the Robinson Curriculum — has some simple and firm rules concerning electronic gadgets and devices:

There is no television in our home. We do have a VCR that was donated to the civil defense project. As a family we watch a video tape approximately once every six months. Television wastes time, promotes passive, vicarious brain development rather than active thought, and is a source of pernicious social contamination.

__ http://www.robinsoncurriculum.com/view/rc/s31p59.htm

No child is allowed to use a computer until after he or she has completed mathematics all the way through calculus. (At one point Saxon calls for a little use of the hand-held calculator. I permit this, but only on a very few occasions.)

… People who can think do so with their brains. Surely their thoughts often lead to problems that require experimental test, and often computers are essential equipment in those experiments. The thinking, however, is done with the brain. The arithmetic ability involved in that thinking must also be in the brain during the thought process.

__ http://www.robinsoncurriculum.com/view/rc/s31p60.htm

Needless to say, there were no videogames, no smartphones, no social media.

Researchers have linked social-media use with a host of typical teenage woes, including low self-esteem, anxiety, and depression. The pressure of responding to texts and instant messages causes sleeplessness in teens. It’s hard to ace an exam when you’ve been up all night staring at a screen, wondering why your friends aren’t writing you back. __ http://www.city-journal.org/html/back-school-still-offline-14715.html

The rapid brain development that takes place in the formative years is too important to be wasted on frivolous pursuits that block opportunities for necessary foundational learning, and turn the child into passive receptacles for the use of societal puppet-masters. (Like their parents have become.)

We now know that those iPads, smartphones and Xboxes are a form of digital drug. Recent brain imaging research is showing that they affect the brain’s frontal cortex — which controls executive functioning, including impulse control — in exactly the same way that cocaine does. Technology is so hyper-arousing that it raises dopamine levels — the feel-good neurotransmitter most involved in the addiction dynamic — as much as sex.

__ http://nypost.com/2016/08/27/its-digital-heroin-how-screens-turn-kids-into-psychotic-junkies/

These are good reasons for limiting — or prohibiting — the use of electronic gadgets and exposure to television and the internet for children whose brains are still in rapid development. This type of control is easier for home-schooled children who mainly socialise with other home-schooled children, but within the home it is possible for any parents who take the trouble to know and influence what is actually happening under their own roofs.

For Dangerous Children, the Stakes are Higher

Dangerous Children have very intense — but playful — upbringings. There are not many idle moments when the child is not either actively learning, or actively reflecting upon and applying things that he has learnt. Television, videogames, and social media often begin as ways of “killing time” and filling the idle minutes and hours. But soon they exert more and more control over one’s schedule and actually create more idle hours, afternoons and evenings, and entire weekends to be “killed.”

Many modern parents are okay with the use of electronic gadgets as “baby-sitters” and time-fillers for the developing minds of their young children. They will reap the result, and are unlikely to be happy with it.

Parents of Dangerous Children know better, because they want to make as close to optimal use of their child’s “growing brain time” as possible. That is why they choose to be parents of Dangerous Children in the first place.

Most children are not expected to play three musical instruments well, speak three foreign languages fluently, master a wide range of dangerous and potentially lethal skills and competencies, or master at least three means of achieving financial independence by age 18.

If you are contemplating Dangerous Child training for yourself or your child, it is best to understand the nature of the commitment before you begin. The brain — like the body — is shaped by its environments and its habits. Dangerous Children have to use this shaping to their long-term advantage.

The elitist “Masters of the Universe” in government, media, academia, big corporations, and other powerful cultural and societal institutions, simply want to stay in control. To them, your future and the future of your children have always been secondary to that goal, at best.


Young men playing video games instead of looking for and finding work:

… if a historically vibrant portion of the population doesn’t feel as much desire to work, this could harm the economy’s future and the ability of government to use policy to create jobs. “That’s a big chunk of labor that could be used for something, and we’re not using it,” said Greg Kaplan, an economist at the University of Chicago who was not involved with the new research.

Boys and young men have been subjected to an education and child-raising that prepares them for nothing so much as a life of useless obsolescence. Everyone is complicit in this travesty, including parents, teachers, government bureaucracies, news & popular media, and a generally decadent culture.