Dave Ramsey is an author and radio personality who teaches different ways for people to take responsiblity for their finances: Get out of debt, balance your budget, save for emergencies and special needs, and invest to build wealth.
All of this is not as easy as it sounds, and Dave Ramsey is not afraid to get into the grit and grime of debt and personal irresponsibility in the attempt to salvage a person’s future, self-respect, and financial peace of mind.
Jordan Peterson: Responsibility thru the Word
Jordan Peterson is an author, university professor, public speaker, entrepreneur, consultant to corporations and other large organisations, and increasingly prominent public personality. His message is for people to take on responsibility as a way to make something good and meaningful in the face of the underlying tragedy of human life. Using the power of the word — using ancient myths and modern phenomenon alike — Peterson helps to reveal the predicament we are all in. He then helps us find the many tools that we can use to generate purpose and meaning powerful enough to motivate us in taking responsibility for shaping our futures.
Stephen Levine: Responsibility from the Heart
Stephen Levine was an author, poet, leader of workshops, public speaker, and personal coach to persons who were living through the experience of terminal disease. Levine’s ideas strike deep into the non-verbal experience of confronting and accepting ourselves, on levels that virtually everyone fears to tread — if they are even aware of the places inside of their deeper selves.
Every bit as potentially life-changing as the messages of Dave Ramsey and Jordan Peterson, the teachings of Stephen Levine have the potential of providing a deeper meaning to one’s life than might be imagined, whether a person is dying or not likely to die for a very long time.
Taking responsibility for one’s own life and education is an integral part of Dangerous Child training. The training goes far deeper than achieving financial self-sufficiency and multiple practical skills in the teen years, and mastering a wide range of lethal and semi-lethal skills. It is in the mastery of one’s own self that the Dangerous Child comes into his own. And that self-mastery takes many different forms over many facets and depth levels of the many phases of the person’s life.
It’s never too late to have a Dangerous Childhood, but the earlier begun, the better mastery that can be achieved.
Chess is a useful game for teaching tactics and strategy. Compared to poker, chess involves less luck and psychology — and more skill.
Here are a few life lessons that chess can teach a Dangerous Child:
Take the time to learn the basics
Besides the basic rules for each piece, there are “rules of thumb” for basic strategies for opening your game, and basic tactics for capturing and checkmating.
“Rules of thumb” can save a lot of time in chess and in life.
Think before you play
It is tempting to jump right in and move the various pieces here and there without paying much attention to how quickly things change. But if you want to get better, you will learn to evaluate the board before each play, from both sides of the board.
Consider different intermediate and long term outcomes for each move
Each move involves a lot of choices. Try to make the best move by its repercussions later in the game.
Focus on your goal
In chess, you want to checkmate your opponent. If you can devise a strategy to checkmate in 5 moves, choose that strategy — rather than just slugging it out in a war of attrition.
Develop a plan but be prepared to change it
Every good opponent has the ability to surprise you, and force you to develop alternative strategies.
Don’t waste moves
Every move you make should advance your plan. Playing around moving pieces back and forth just allows your opponent more time to develop his plan.
Don’t sacrifice a piece without getting good value for it
When you sacrifice a piece, you should be “buying” something more valuable than the piece you are giving up, in terms of position or capture.
Take what you can, keeping the above rules in mind
Even if it is just a free pawn, taking your opponent’s material helps to set up advantageous situations later in the game. But always look a gift horse in the mouth.
Use your pieces in ensemble fashion
Chess pieces (and pawns) work best together. Your pieces should defend each other, while also facilitating a “gang attack.”
Chess teaches problem solving and visualisation
Your brain becomes what it thinks. If it is thinking about solving problems and seeing solutions in the mind’s eye, such thinking can become a habit.
Chess is one of the best places to learn from one’s own mistakes
All of us have weaknesses in the way we approach problems. Chess can help point out some of them, as we try to improve.
Teaching chess to young children
Special problems or “mini-games” have been devised to help children and new players to master basic ensemble movement of pawns and pieces, with each other.
These imaginative mini-games help learners to master important situations that may have taken them hundreds (or thousands) of games to learn otherwise.
Chess vs. Poker
It takes more time for a new chess player to become familiar with the range of possible openings, board positions, and endings than for a new poker player to learn the basic hands and strategies. Psychology is involved in chess, but not as much as in poker.
Remember that if you want to be invited back to play more games in the future, you must learn to win and lose graciously.
One cannot become a truly Dangerous Child without learning to master the tactics and strategy of whatever task one sets for oneself. Games such as chess and poker can help one to think in such terms automatically.
In the long run, the world won’t watch out for you. Best to learn to pay attention and to be prepared to deal with a wide range of situations.
Children are born with the instinct to play. Kids are happy to play all kinds of games, even games that provide useful foundations for later life — as long as they can understand the rules. Dangerous Children are taught many games, very early in life.
When teaching games of strategy and tactics, it is best to start with simple games, then advance in difficulty as circumstances allow. “Checkers before chess,” might be a useful rule for most children, for example.
Simple card games can give children the feel of handling the cards, keeping the cards to themselves, and assigning value to the different cards and combinations of cards. By playing card games with simple rules, you should be able to see when the child is ready to move to something more complex. While watching for each transition point to greater difficulty, keep things light, fun, and playful.
What Can Dangerous Children Learn from Poker?
Play the cards you are dealt
Wishful thinking will make you lose in poker and in life.
Learn the value of posturing
The skill of controlling facial expressions and body language as a game tactic can be useful in other settings.
Learn to handle failure and defeat
Poker players are bound to lose a lot of hands — and games. Those who can handle failure gracefully will be in better position to take advantage of new opportunities.
Match your play to the situation
Some game settings (and some opponents) will require more aggressive styles of play than others.
Learn self discipline
Learn when to fold a hand, and when to quit for the night.
Life isn’t fair
You sometimes end up with the worst cards, hand after hand after hand. And then when you get a good hand, another player always seems to get a better one. Accept the caprice of chance without letting it spoil your mood.
Pay attention to your opponents
Poker is a game of deception. You won’t be able to tell when your opponent is bluffing — or leading you down the garden path — unless you have been paying attention to how he has played his past hands.
Be proactive, not reactive
Having paid attention to the other players while concealing your own thoughts, you are in a better position to bluff or lull into a trap.
Make your own luck
Learn to play in a style that maximises your gains and minimises your losses, regardless of the hand you hold.
Expect the unexpected
Learning to gracefully live with the surprises that luck brings your way — good and bad — helps to build a long term outlook and the ability to step back and enjoy the journey with all its ups and downs.
Be the winning player that everyone wants to play with
Displaying proper courtesy to everyone, and not cheating, will lead to many more playing opportunities than otherwise.
Watch out for cheaters
You are the person who is responsible for taking care of yourself. Avoid playing with cheaters if at all possible — unless losing to the cheater is part of a larger strategy.
Bet Only What You can afford to lose
Manage your bankroll closely and carefully. Walk away before you lose enough to get into trouble.
Just as important: If you are winning, walk away as soon as you feel yourself losing your “edge.” The euphoria of winning can dull your edge as surely as being intoxicated by chemicals. The same goes for simple fatigue or drowsiness.
Don’t be predictable
Predictable poker players lose. They may be lucky from time to time, but they will make up for any good luck by playing predictably.
You don’t have to be the smartest player at the table, just the best at reading other people. If you can most accurately guess what the other player is holding, you will lose less and win more than the players who have no idea what other players hold.
At the same time, don’t trumpet everything you see and know. Keep it close to the vest. Apply your knowledge strategically, at the proper tactical time and place, and in the most effective way.
… college grads with a fine arts degree are far worse off than the average high school dropout in the labor market. Even the lucky ones who do have a job are worse off. The rest are not only unemployed, but probably drowning in student-loan debt.
Meanwhile, the unemployment rate for people with less than a high school diploma is 5.7% – significantly better than those with art school degrees – as America’s employers increasingly turn to the cheapest unemployed resources and train them on the spot. __ ZH
Fine Arts majors are less employable than high school dropouts. The unemployment rate for graduates in fine arts in the US is 9.1%, while for high school dropouts the unemployment rate is 5.7%!
Too many university departments have become glorified daycare centers for incompetent perpetual adolescents (both students and staff). Much time wasted, certainly. But far worse than that is the destructive indoctrination these youth receive in the place of a useful education. This indoctrination makes them even less fit for work in any productive sector of the economy.
Dangerous Children Aim to Construct Their Own Destinies
Instead of passively absorbing the programming and indoctrination that entraps most youth of today, Dangerous Children start early on the path of self-determination. Early on, they learn to teach themselves and seek out the special mentors they will need for development of special skills. Most Dangerous Children have the equivalent of a college education before the age of 18, and possess the practical skills to achieve financial independence at least three different ways by that time.
Dangerous Children do not train so much for “jobs,” as for innovative achievement in their own right. This means that DC’s are more likely to become entrepreneurs and employers (or coordinators of independent contractors) rather than employees — over the long run. If a Dangerous Child wishes to go on to become a neurosurgeon or theoretical physicist, he will pay his own way.
The Dangerous Child way of thinking is quite different — far more independent — from that of most persons, and is ideally learned quite early in childhood development.
The Dangerous Child Method approach to self-psychotherapy is not new in concept. But the way it is customised for each child to use for himself is unusual, and even radical.
Al Fin stumbled upon this approach years ago when he was living in a lefty commune, making cheese and beer, smoking pot, and fraternising with naked young girls. During a late night bull session in the common room, Al Fin blurted out to an overly talkative and cynical teenage visitor to the farm: “The end result of cynicism is that it feeds on itself until it grows to a critical mass, then it self-destructs. At that point the person is free to live a more authentic life.”
The youngster reacted in a predictably cynical manner to this sage outburst, but the steadier and more seasoned potheads in the room nodded their heads in agreement with the wisdom expressed.
Since then Fin has often reflected — and sometimes practised — the idea of “supersaturation” with unpleasant feelings and experiences in order to liberate himself from them. This idea is closely related to the common self-help staple of “failing in order to succeed.” It is well known to productive people from inventors to writers to entrepreneurs, that in order to achieve meaningful success a person must experience multiple failures — then learn from each one in order to build and grow to the winning effort.
The human nervous system experiences everything on a relative scale. Consider the optical illusion below:
The two pieces A and B are the same colour, although because of the relative shades around them and at the junction, they appear to be distinctly different.
We may be comfortable in an air-conditioned environment indoors on a hot summer day, but after going outside for a time and acclimating, when we return indoors we suddenly feel exceptionally cool. We experience the world in relative terms.
Consider a person living in a cozy part of town, with favourite restaurants, entertainments, and everyday habitual activities of recreation and amusement. After traveling away for a few weeks or longer when he finally returns to his nest he may learn to appreciate new aspects of his almost-habitual lifestyle. Or he may be moved to try new things. The act of placing oneself outside of normal comfort zones perturbs the equilibrium, often leading to change.
Dangerous Child Self-Therapy
In the Dangerous Child Method, therapy is just another form of teaching and training. Past a certain point of development, it is all self-administered with only occasional checks and graduations.
Some very young children have difficulty with the concept of “cynicism,” but they easily understand hot and cold, bright and dark, wide open and closed in, and hunger/thirst vs. satisfaction. Voluntarily putting oneself well outside personal comfort zones for certain minimal periods of time leads to forms of understanding and enlightenment not readily available through verbal instruction.
In the mainstream we see something similar in the act of “sitting” in Zen, or mindfulness practise. For most people “just sitting” is uncomfortable to the point of distraction. It is likely that a significant part of the benefit that comes from sitting or mindfulness is the act of transcending the “discomfort” of stretching boundaries.
For Dangerous Children, it is crucial for the student to understand the relativity of experience. Coming to terms with discomfort, unease, fear, and pain, is a vital aspect of becoming Dangerous.
The training itself goes quite deep, at least for the individual child. It is all relative, and each child can do only so much at his particular stage of development. But what he can do with training is far more than what conventional children are expected to do in the dumbed down world of convention.
Simply put, we take the concept of “overtraining,” and apply it to as many aspects of physical, emotional, spiritual, and intellectual experience as seems appropriate for the particular child. Just as in the development of particular skills (music, movement, language, pattern etc.), the child himself indicates through subtle signs where and how far the experiment should proceed at a particular time and place.
Nietzsche’s dictum that “what does not kill us makes us stronger,” and Taleb’s concept of “anti-fragility” express an important idea of growing beyond former limitations. But in order to do that, the limitations must be challenged. And doing that is not always fun or blissful, and may not lead directly to happiness.
Life is not really about happiness, not directly. Like finding a faint star in the night sky, one must often use the periphery of vision to find what one seeks.
There is a place for boldness and a place for subtlety. Learning which is which is a skill not often taught in school or university — or virtually anywhere in the mainstream. Rather than experimenting in the public sphere, it is best to set out to learn one’s own limits and points of departure first.
Yes, it often takes a lifetime to become aware, and to know what to do with that awareness. But the earlier one begins, the better.
Are children born with fixed passions and interests so that all they need to do is to find them — or do they need to build and develop their passions with the application of effort? How a child approaches this question will make all the difference in his future.
Fixed Interest Mindset vs. Growth/Evolved Interest Mindset
Across North America, children and youth are being taught to “find their passion.” It is presumed “the passions” are fixed and built in, and that after one’s passion is found that everything meaningful will come effortlessly in an endless stream of motivation and fulfillment.
In a paper that is forthcoming in Psychological Science, the authors delineate the difference between the two mind-sets. One is a “fixed theory of interests”—the idea that core interests are there from birth, just waiting to be discovered—and the other is a “growth theory,” the idea that interests are something anyone can cultivate over time.
… “If passions are things found fully formed, and your job is to look around the world for your passion—it’s a crazy thought,” Walton told me. “It doesn’t reflect the way I or my students experience school, where you go to a class and have a lecture or a conversation, and you think, That’s interesting. It’s through a process of investment and development that you develop an abiding passion in a field.”
Another reason not to buy into the fixed theory is that it can cause people to give up too easily. If something becomes difficult, it’s easy to assume that it simply must not have been your passion, after all. In one portion of this study, the students who thought interests were fixed were also less likely to think that pursuing a passion would be difficult at times. Instead, they thought it would provide “endless motivation.” __ The Atlantic
Modern educators like to believe that once a child’s passions are found and engaged, that he will subsequently benefit from an endless stream of insight and energy that will allow him to follow the passions to their proper rewards.
This belief in “the fixed passions” is compatible with modern theories of “self esteem” and the abolition of grades, competence hierarchies, and meaningful competition. In this brave new world there is no need to stratify ideas and theories by how well they work in the real world. Every culture is perfect just as it is, everybody gets a trophy, and if science finds differences in aptitudes and achievements between different groups, then by popular proclamation science must be wrong about that.
The “follow your fixed passion” is also compatible with $1.5 trillion in student loan debt in US colleges — much of which will never be repaid. It is also compatible with a rapidly expanding skills shortage in North America and Europe which — like it or not — will result in having to choose between importing skilled workers from abroad, or a gradual scaling back of local skilled services and industries, leading to increased imports of products from abroad.
How to cultivate a “growth” mind-set in the young, future-psychology-experiment subjects of America? If you’re a parent, you can avoid dropping new hobbies as soon as they become difficult. (Your kids might take note if you do, O’Keefe said.) __ Atlantic
The author of the Atlantic piece excerpted above makes a great point: Your example teaches your child far more about how to approach life than anything you may say to him.
And stop telling your child “you’re so smart!” Children who are told how smart they are will tend to begin avoiding difficult challenges so as not to threaten their “so smart!” self-concept. Instead, praise the child’s effort and work ethic.
The underlying idea here is to teach the child — by example, through story/myth, and by reinforced advice — how to embrace and overcome difficult challenges. This is necessary in order for the child to reach levels of accomplishment that will allow him to both build and discover meaningful and purposeful “passions.”
Without this built-in love of overcoming challenge and solving difficult problems, life becomes one series of dumbed down “educational experiences” after another.
And that is exactly the opposite of what you want for your Dangerous Child.
Left to society, no children would ever become uniquely and optimally Dangerous, as they were meant to be. Society can never educate and raise a Dangerous Child. Only the Dangerous Child can achieve that, with the help of wise parents and coaches.
The education provided by society operates in two directions at once. It suppresses every nonconformist tendency through penalties of withdrawal of support and simultaneously imbues the individual with values that force him to overcome and discard spontaneous desires. These conditions force the majority of adults today to live behind a mask, a mask of personality that the individual tries to present to others and to himself. Every aspiration and spontaneous desire is subjected to stringent internal criticism lest they reveal the individual’s organic nature. Such aspirations and desires arouse anxiety and remorse and the individual seeks to suppress the urge to realize them. The only compensation that makes life durable despite these sacrifices is the satisfaction derived from society’s recognition of the individual who achieves its definition of success. The need for constant support by one’s fellows is so great that most people spend the larger part of their lives fortifying their masks. Repeated success is essential to encourage the individual to persist in this masquerade. __ M. Feldenkrais p12 in “Awareness Through Movement”
Moshe Feldenkrais was an engineer and former student of physicist Marie Curie, at the University of Paris in the 1930s. He trained in judo and became a judo instructor to co-workers at the Radium Institute. On the eve of WWII, he fled to London with a quantity of heavy water and “a sheaf of research material” on nuclear fission from the Institute in Paris.
Working on the slippery deck of a submarine, he aggravated a childhood knee injury to the point that he was unable to practise his judo. During this period of physical convalescence, Feldenkrais developed a unique method of self-healing of soft tissue injury, now called “The Feldenkrais Method.” In this method of healing, the person himself takes over the training, completely re-learning what it means to perform a movement, or integrated suite of movements.
Over the years he has treated thousands of people, from statesmen (Israel’s first Prime Minister, David Ben-Gurion) to violin virtuosos (Yehudi Menuhin), with his unique method of movement that—he claims and his disciples devoutly believe—results in a kind of heightened self-awareness and improved physical coordination. __ People Magazine Feature on Feldenkrais
If there is a secret to the success of the Feldenkrais method of brain and body rehab, it is the combination of confidence of ultimate success with the infinitely incremental approach to recovering lost body/brain functions. Baby steps are encouraged and celebrated — then built upon. The reality of this method is far more complex than any short summary, but re-building and re-shaping of both brain and body seem to be taking place for these self-trainers. See Feldenkrais’ book “Awareness Through Movement” for more details. Also visit the webpage Feldenkrais.com for more information.
Dangerous Children Learn Skilled Movement by Similar Methods
For most children, learning to move occurs spontaneously with “growing up.” But that does not mean that the child has developed anything close to “optimal movement” for his body and brain. A playful training in folk dancing helps to expand the child’s repertoire of movements, but to become a truly Dangerous Child one should tuck away many clever tricks of motion and thinking into one’s portfolio.
That is where parents and coaches of Dangerous Children can learn from methods such as that of Feldenkrais. Although these children are not convalescing from injured brains and bodies, they are learning to move in ways which are unlikely to come naturally without a significant amount of self-training and mental control. If the method is to achieve the most it can for each unique child, the training (self-training) should begin early, as a type of play.
We have said this before, but it cannot be repeated too often: For young children, play is an indispensable tool for teaching and learning. For very young children to learn self-training, a playful approach is crucial.
Raising a Dangerous Child is Never Easy
If a parent or coach does the job right in the early years, the Dangerous Child’s brain will adapt to self-training and self-teaching as natural functions of daily life. By the time the child is teaching himself music, languages, creative approaches to story and art, science and maths, and methods of physical dance and self defense, the self-training and self-teaching approach will feel like the only comfortable approach to intensive learning, once an idea has been introduced.
Keeping the child balanced and making sure that opportunities are not needlessly neglected, is difficult. It is natural for the child to dive into an absorbing area of interest, to the exclusion of all else. But that is what parents and coaches are there to guard against. Let the child explore and dive deeply, but always bring him back to what is needful, if he does not return on his own.
Dangerous Child Training is Not Mysterious
There is nothing mysterious about raising a Dangerous Child. If done right from the early days, these children unfold mostly on their own. But the process is detailed and often tedious, and if the parent or coach does not tend to his or her own mental and physical well-being — and maintain a healthy sense of humour and play — turbulence may set in.
The end result of Dangerous Child training — just like the end result of pregnancy and childbirth — can seem miraculous.
Fine Detail Learning is Front-End Learning
You could say that this type of learning has a steep learning curve, or is heavily loaded at the front end of the process. It has high capital costs up-front in terms of time, personal energy, and careful attention. But once the habits are learned to instinctive levels, your child will never be “just one in the crowd.”
Once the habits of precision learning are fine-honed and instinctive, the Dangerous Child becomes a force of nature into the future.
The Dangerous Child Method is best known for its emphasis on early financial independence and the development of self-discipline along with martial skills. But the mental training of the Dangerous Child should not be overlooked.
In fact, the most Dangerous thing about the Dangerous Child is his mind. Very early in his training the Dangerous Child becomes self-taught and soon thereafter becomes self-guided. This leads to an independence of thought and attitude that is rare in today’s pampered/sheltered children and youth. Just as importantly, Dangerous Children are given mind-tools that make them nearly impervious to the atmosphere of mass-brainwashing that predominates at many schools and across the popular media.
Among the mind-tools provided to Dangerous Children are constructive values, fact-based logical skills, practical skills of intuitive creativity, powerful tools of self-calming and self-centering, and an uncanny ability to focus on the tasks and matters at hand.
Any parents who select Dangerous Child Training for their children, will necessarily embody the constructive values which young children’s minds require as a foundation. Likewise, a parent would never have discovered the Dangerous Child Method unless their logic of thinking was powerful enough to see through the mainstream smokescreens.
Skills training for the building of intuition and creativity, of self-centering, and of the development of a laser-sharp focus of attention, are integral to Dangerous Child training. Toward that goal, both meditation and hypnosis are important ingredients of DC training, along with Lateral Thinking and other forms of intuition training.
Meditation and Hypnosis are Opposite Sides of the Mind Coin
Meditation is a type of “floodlight,” while hypnosis is more of a “spotlight.” The mind in meditation can be open to new ideas on many levels, while a mind in hypnotic trance is more likely to be focused and highly selective in what it allows to reach conscious levels.
Dangerous Children are trained to utilise tools of both “mind expansion” and “focused selectivity of awareness,” since a mastery of each tool can prove life saving in many situations.
But there is a dark side to hypnosis. And if Dangerous Children are not prepared to take the reins of their own “trance inductions,” they — along with the rest of their age cohorts — would be almost powerless to resist the mainstream indoctrination that envelops virtually every mind that comes down the conveyor belt.
The best defences against the dysfunctional trances and habitual mind traps of the mainstream, are typically religious in nature. But religion itself is to a large degree just another form of group entrancement. It is simply a powerful enough entrancement to allow children to resist other, more destructive forms of entrancement, such as what one finds in public schools and in popular entertainments.
In DC training, religion is neither encouraged nor discouraged. Such choices are left up to the parents, although Dangerous Children generally find ways to make their own ways quite early in life.
Instead of religion, DC training promotes mindfulness (and other) meditation, practical hypnosis self-mastery, an irreverent practical creativity, and a merciless logic that leaves no opinion or point of view unscathed. In addition, neurofeedback is often utilised for specific purposes where actual brain modification is required, when parents and their DC wish to avoid or minimise pharmaceuticals.
Popular Entertainments are Full of Violence and Cruelty
Television and movies for children — even very young children — are full of cruel and violent images. These images are absorbed into young minds, and treated with as much gravity — or more — than most of the things that parents try to teach them. The discrepancy between the values and life lessons that parents would like their children to learn — and the lessons they actually learn — grow greater with each passing year.
Today’s children tend to be pampered and overindulged, while at the same time they are sheltered from meaningful responsibility or exposure to real life lessons which might save them a life’s load of grief in later years. To top it off, they are indoctrinated into the most vile forms of groupthink in schools and by their entertainments.
Once the child’s mind has been habituated to gratuitous nonsense and the practise of finding more and more ways to waste time and money, a continual battle will be fought inside the cranium between the forces of lazy habit and the few forces for constructive accomplishment that may have somehow wormed their way into the young child’s mind.
Dangerous Children Have Their Work Cut Out for Them
Dangerous Children will not have a hundred or a thousand votes in order to compensate for the decline of the age cohorts. Democracy has fallen on hard times — if the age distribution of recent voting is any judge — and a government dominated by decadent groupthink is likely to be more of a burden, hindrance, and nuisance than ever before.
DCs will need to be fiercely independent, and capable of succeeding largely on their own and in small groups. They are likely to represent islands of competence in a sea of cultural decline. Such independence will require strong minds — preferably minds well-fortified with the best tools of self-mastery, self-discipline, and self-teaching that can be devised.
College is a place where young people go to binge, fornicate, receive an academic lobotomy, and become burdened by insurmountable debt — all in the quest for increasingly worthless diplomas. __ Al Fin
Wage Advantage from College Diploma Shrinking
Wages for college graduates across many majors have fallen since the 2007-09 recession, according to an unpublished analysis by the Georgetown University Center on Education and the Workforce in Washington using Census bureau figures. Young job-seekers appear to be the biggest losers.
Even in crucial fields such as engineering, physical sciences, health sciences, computer science, and agriculture, wages for college grads have been dropping.
Some majors are bucking the wage-stagnation trend. An experienced petroleum engineering major earned $179,000 a year on average in 2015, up $46,000 from five years prior, according to the Georgetown analysis. Beyond those with special technical skills, philosophy and public policy majors have also seen their earnings rise. __ Bloomberg
Meanwhile, student loan debt across society soars:
The Real World Needs Competent People with Applicable Skills
This doesn’t mean that all young people should be shunted toward blue collar and mid-level jobs and professions. That is not what Dangerous Child training is about. Instead, Dangerous Child training is aimed at training competent and confident young people who are equipped to shape their own futures from the onset of adulthood. Some Dangerous Children will go into the trades, some will choose higher education — some may even choose government work! The goal of Dangerous Child training is to give the ownership of that choice to the child himself, along with plenty of backdoors in case the first choice doesn’t work out. And all of that without a mountain of debt!
Dangerous Children master at least three ways of achieving financial independence by the time they turn 18 yo. Not all of them will earn him $100,000 a year off the bat. But by combining practical competence with business and entrepreneurial skills — that are also learned before turning 18 — Dangerous Children are capable of building businesses that can earn well over a $million a year.
Sure, businesses have to pay taxes, labour, rents, and so forth, but Dangerous Children learn how to economise on such expenses by the age of 12. Most of them get plenty of practise at running a small business by the time they reach 18 years, so they are ready to start building a future out of the gate.
A Dangerous Childhood Depends Upon a Child’s Ability to Teach Himself
Modern society too often looks at children as incompetent nuisances, who must be sheltered from the real world until they turn 18 — at which point they are thrown into a corrupt and undisciplined world completely unprepared for what they will face. The end result of such an approach is a growing herd of sheep-like young people who are still incompetent, and likely to stay that way. By default, these sheep are closely guided in their tastes, interests, and “relevant causes” by faux experts in media, academia, and government and by celebrity figures around the world.
A self-taught person who possesses both self discipline and self confidence will not be swayed by popular appeals to group status or celebrity appeal. He will be a contrarian thinker who works things out for himself, impervious to the herd mentality of a corrupt, groupthinking culture.
The age of 12 is a magical time of life. Balanced on the pivot between childhood and the furious transition to adulthood often referred to as “adolescence,” a 12 year old requires skills that will help carry him through a transition like no other.
Here are a handful of vital skills that young transitional tweens will need to catapult-assist them along their formative ways:
Know how to clean up after yourself
Know how to grow and catch food, and prepare your own meals
Learn to easily move in and out of your comfort zones
Learn to promote yourself
Achieve mastery in a handful of unique skills that set you apart
Learn to easily network with mentors and like-thinking peers
Master the skills of creativity, from drawing to writing to tinkering to computer coding
Become comfortable inside your own skin — make friends with all of your emotions
Find a peaceful, solid place inside of you
Master skills of traveling by land, air, and sea
Become competent in managing money
Know from experience how to start and run a business
Learn advanced first aid, resuscitation, and rescue
Learn the safe handling, operation, and maintenance of firearms and other weapons
Master the skills of basic combat, evasion, and escape
Know how to set and meet a wide range of personal goals
Learn to get along in at least 3 languages besides your native tongue
Learn to find the answers to anything you need to know on your own
Be able to safely navigate any terrain, from the meanest inner city to the most inhospitable wilderness
Know how to get your ideas across in writing, speaking, and multi-media formats
Be in control of your own education in every sense of the word
Exceed the academic attainments of most modern high school graduates
These are a few things that all 12 year olds should perhaps know and be able to do. But they are only guidelines, and actually apply to an age range between 12 and 14. Dangerous Children learn a much deeper and broader set of skills, of course, but not everyone can be a Dangerous Child.
As we have mentioned many times, a Dangerous Child will have mastered at least three means to financial independence by the age of 18. The list of 12 year old skills above should help most readers better comprehend the trajectory of childhood learning that allows an 18 year old to reach the point of multiple independence.
Imagine a society where each young man and woman is competent to face life on his own terms. That is the world of the Dangerous Child.
Government functionaries live in fear of such a society. But you can live in it, if you choose.
Notice that the sources above refer to skills that “every 24 year old” should learn. Here at the Al Fin Institutes, we believe that if you wait until age 24 to learn these skills, you are more than half-way to a lifetime of perpetual adolescent incompetence.
Children deserve better than the half-assed approach to child-raising and education that most modern societies have settled for.
11 Micah gets going at 06:30, when most classmates are still sleeping off a late night of video games and social media.
Micah Amezquita is not like most sixth graders.
The 11-year-old recently started his own trash-can-toting business to make money so that he can start saving for college and become an aeronautical engineer.
His fledgling business, Curb Cans, provides the service of taking garbage and recycling bins to the curb and back again on trash day. Every Tuesday morning, Amezquita heads out in his neighborhood between 6:30 and 8 to take care of business before school.
Like most small businesses, Micah’s operation started slowly, and is building gradually. He is hard-working and positive, and is not afraid to set goals and follow through on them. These are qualities that most successful businessmen share.
Traits that Parents Should Encourage
1. Early Maturation — Early maturation puts people in the position to socialize with older, more established people. From mentorship to business dealings, a young mature person has more potential of being welcomed by successful people, resulting in exposure to real world dilemmas and an aspirational lifestyle early on.
2. Perseverance — Perseverance. Persistence. Tenacity. Whatever word you want to use, this trait is the most important to have if you’re going to be a successful entrepreneur. It doesn’t matter who you are or what company you started, I can guarantee that you’re going to face some low points and have days when you feel alone. When those days come, it’s the determination to reach a high point again that will get you to achieve your goals.
3. The Ability to Put Things in Perspective — Childhood adversity helps entrepreneurs keep things in perspective. When you think about it, experiencing real-life hardship makes all the other problems in life seem minute in comparison. Well, when running a startup you always need to keep things in perspective. From missing your target sales numbers to having key employees leave, problems will always arise and require you to put them in perspective not only for yourself, but your team as well.
4. Having Self Control — Playing off the ability to put things in perspective, childhood adversity most likely drummed up some extreme internal emotions that may never be provoked again. Although too much childhood adversity has correlation to opposite traits of these, most of the entrepreneurs that I know who faced something early on are able to express an incredible level of self-control. Making sacrifices, having difficult conversations, and locking in on your goal are all aspects that I’ve seen exemplified by successful entrepreneurs first hand. Source
Successful Small Business Ideas Vary With Time and Place
For many years, children could make extra money with a newspaper route, babysitting, a lemonade or cupcake stand, or other such modest and traditional endeavours. Times have changed, governments are more intrusive, and successful childhood entrepreneurs need to learn to work around the obstacles and red tape.
But sometimes it helps to look back at the money-making niches that earlier generations utilised:
To earn money, people:
1. Caught and sold fish, clams, and crabs
2. Made homemade fudge and sold it
3. Sold newspapers on the corner. Kids earned a little extra if they were promoted to “Corner Captain”, a sort of Great Depression multi-level marketing program where a kid brought in other kids to sell papers and earned a bit extra himself.
4. Started a lunch truck/wagon
5. Grew, picked, and sold berries
6. Road work
7. Shoveled snow on roads
8. Multiple part-time jobs, including housecleaning
9. Chopped wood or harvested driftwood
10. Made and sold handwoven baskets
11. Mowed lawns and other kinds of yard work
12. Door to door sales of things like shoes or sewing notions
13. Made deliveries for stores
14. Made and sold quilts
15. Sold homemade baked goods, like bread or pies
16. Sold eggs for 25 cents a dozen
18. Rented out rooms
19. Mended or altered clothes
20. Washed windows
21. Would purchase produce and re-sell door-to-door
22. Sold apples
23. Loaded coal
24. Piecework sewing
25. Sold homegrown produce
In every case it was a simple matter of looking around to see what people needed, what they wanted, what made them feel good about themselves and about life.
If people could coax money out of cash-strapped people in a depression, teaching a child to start and run a business in today’s perpetual Obama recession should be a snap!
Kids Need to Build Skills and Competencies to be Successful Child Entrepreneurs
Learning the skills of business is something that takes place both before and after the business is underway. All kinds of practical skills should be learned and mastered before the child even begins to sort through business ideas. Budgeting and money management come before starting a business. But the more practical skills a child instinctively knows, the more versatile his entrepreneurial ventures can be.
There is no need to re-invent the wheel here. Groups and organisations exist for teaching practical and useful skills to children:
Clothing & Textile Science – Learn basic sewing skills, personalize clothing, make clothing from patterns and more. Projects range from first-time beginners to advanced clothing design and construction masters.
Cooking Projects – Beginner to Advanced levels. Learn about cooking, nutrition, food safety information and get creative with recipes of all kinds, including baking breads, meal planning and grilling.
Gardening & Plant Science – Learn how to grow your own vegetables and preserve your own food through canning and freezing methods.
The Natural World – Learn how to explore the outdoors by learning about plants, trees and insects that live in the woods, streams and fields. Learn trapping, fishing and beekeeping.
Shooting Sports – Learn safe use of guns and basic archery.
Mechanics – Learn about small engines, tractors and machinery operations.
Woodworking – Learn how to use various woodworking tools along with basic tools to build wood projects.
Here is useful list of helpful life skills for kids from Survival Mom:
create a shopping list
find the best deals
use a microwave
read nutrition labels and know what’s good and what’s not
prepare, serve and store food to avoid spoilage
cook a well-balanced meal
know which kitchen tools and equipment to use for which tasks
make a weekly or monthly budget and stick to it
use an ATM
open, use and balance a checking account
apply for a credit card and use it responsibly
save up to buy a desired item
set aside money for charity
keep track of important papers
how to use a debit card
pay monthly bills, including utilities
complete simple repairs when needed
sew on a button
mend a seam
fold and put away clothing
follow fabric-care labels
do laundry, including treating simple stains
wash and dry items by hand
pack a suitcase
able to clean the house
find the circuit breaker and use it
locate and use water and furnace shutoffs
use a fire extinguisher
perform basic first aid
fix a running toilet
do laundry, including treating simple stains
use all household appliances, like loading the dishwasher the right way
basic auto maintenance
check tire pressure
check oil level and add oil if needed
check washer fluid and add more if necessary
arrange routine maintenance
add air to tires
produce documents if stopped by police
know what to look for in buying their first car
Other Life Skills
change a mailing address
register to vote
how to vote
who to call and what to do in emergency situations
basic first aid or CPR
how to apply for a job
how to select proper clothing for an interview
what to look for in a first apartment
who to contact to turn on utilities
where to have a document notarized
how to use public transportation
A large number of quasi-functioning adults have not mastered these skills. And many others may be able to do the tasks, but cannot be bothered for the most part. This natural ignorance or laziness on the part of much of the population opens up huge niches for child entrepreneurs to meet unmet needs and desires.
The lists above barely scrape the surface, but parents can begin to get the idea. Humans have an infinite number of unmet needs and wishes. The person who can supply those things economically in a timely fashion is apt to get more business than they can handle. At that point, the child entrepreneur will learn to delegate, utilise independent contractors, or learn to deal with “employees.”
Sure, parents and child-entrepreneurs will need to learn to jump any governmental hoops that they cannot avoid altogether. But there is no need to dump the bodies of over-zealous government functionaries in abandoned coal mines in order to co-exist with absurd government rules and regulations. A bit of forethought and cooperation between child entrepreneurs, their parents, and sympathetic businesspersons should provide the working space needed to survive in an age of government over-reach.
Dangerous Children Master at Least 3 Ways to Support Themselves Financially by Age 18
Most of the niche business ideas mentioned above will not provide reliable and consistent financial support for an independent adult over time. But they will provide invaluable experience in budgeting, handling money, devising business plans, dealing with people, and developing resilience in business.
At the same time as they are building their business skills-experiences-reputations, they are also learning needed academic lessons, developing Dangerous Skills and Competencies, acquiring helpful credentials, developing emotional resilience, and making a range of plans on different time scales for their futures.
After age 18 Dangerous Children will use their financial independence to build their base of operations, to further their education in the professions and other highly skilled sectors, to travel and learn new cultures – languages – ways of life, to raise families and new generations of Dangerous Children, to liaise with other Dangerous Children to form Dangerous Communities, and to otherwise work toward an abundant and expansive human future.
We are living in an age of impractical and perpetually incompetent adolescents of all ages. Children typically go through school and graduate from high school or college with no practical skills or experiences. Whatever parents may be thinking when they send their children off to be abused by institutions, the results are turning out very badly.
Here at the Dangerous Child Institute, we are merely seeking to provide an alternative approach to education and child-raising that provides children and youth with a lifetime confidence based upon stacked competencies — beginning very early in childhood. Most people are not ready for us. All the more reason to get started.
A child is born with innate reflexes, instincts, predispositions, aptitudes, and limitations. When confronted with the outside world, the child begins to assimilate experiences of the world into his internal milieu — and he is permanently changed, every single day.
What Does That Have to Do With Dangerous Children and Politics?
Consider how a child’s experiences combine with his innate dispositions to create knowledge, science, and wisdom — leading to philosophy:
Experience is the first and basic level of knowledge. The Greeks called experience empeiria, which is at the basis of such English philosophical terms as:
empirical: which means based on the data of the senses, especially if that data can be presented in a quantifiable manner.
empiricism: the philosophical doctrine that knowledge consists primarily (or only) in sensations, and that ideas are sophisticated combinations of sensations stored in memory. The most radical and thorough empiricist was probably David Hume (1711-1776)
empeiria or empiria: sometimes used to mean sense experience in general…
Science is the next level of knowledge. This is a knowledge that does not consist in a store of facts, but in general principles of cause and effect…
Wisdom, which the Greeks call sophia is a knowledge of causes and principles as is science, but it differs from science. Science looks for general principles in a certain defined domain. Every new law that a science is able to understand in turn is treated like a principle (a starting point in explanation). However, the scientist is a specialist. His expert knowledge of principles applies within a certain domain. One reason for this is that different sciences apply different methods, and the same methods cannot be used to answer every sort of question. Wisdom is as knowledge of first principles of all being…
Philosophy is the search for wisdom, the discipline that cultivates wisdom, as the knowledge of first principles known by the natural light of the intellect… __ Philosophy and Wisdom
Politics Falls in the Realm of Ideology, Which is Quite Different from Philosophy
The difference between philosophy and ideology is a crucial distinction, for anyone who wishes to understand the world and the best way for him to live in the world.
There are very fundamental differences between philosophy and ideology. Ideology refers to a set of beliefs, doctrines that back a certain social institution or a particular organization. Philosophy refers to looking at life in a pragmatic manner and attempting to understand why life is as it is and the principles governing behind it.
Philosophy tries to understand the world, and to find good ways of living in the world.
Ideology underlies the construction and propagation of organisations for change, such as religions, political movements, and all types of activist organisations. Look for instances of war, genocide, terrorism, enslavement, and mass murder, and you are likely to find an ideology behind them — for purposes of justification if nothing else.
Not all ideologies are put to bad purpose, of course. But because ideological organisations are put to the use of a small number of controlling elites, they can be easily turned to corrupt and cruel ends.
The Dangerous Child Method is Applied in Unique Fashion to Each Child
The purpose of Dangerous Child training is to facilitate the unfolding of the potential of each child according to his aptitudes, inclinations, and the wisdom he is able to develop. Each Dangerous Child will “go his own way,” according to a unique combination of several individual factors. Networking and cooperation with other Dangerous Children and with Dangerous Communities, will usually be ad hoc in nature, for purposes of establishing critical infrastructure which suppports the building of an abundant and expansive human future.
This is quite different from “saving the world,” which is the oft-stated aim of many ideologies. When an ideologue talks about “saving the world,” he is talking about forcing the world to conform to the strictures of his own ideology.
Each Dangerous Child Builds His Own Unique Ideology
The Dangerous Child “philosophy” can branch and morph to take many forms. But when appled to the world in the form of “ideology,” the philosophy builds a unique ideology of action suited specifically to the one child.
Dangerous Children are contrarian in nature when it comes to established modes of thinking. They are allergic to pre-fabricated thinking systems such as established ideologies, and reject them out of hand. Any attempt to indoctrinate, brainwash, or “consciousness raise” a Dangerous Child is apt to be met with polite dismissal, at first. Continued attempts at programming a Dangerous Child are likely to be met with progressively firmer signs of rejection — and any would-be indoctrinator would be wise to desist before the attempt reaches a certain level.
Dangerous Children Do Practise an Ideology, But it is Unique to Themselves
Because they have so much energy, competence, and aptitude, Dangerous Children are moved to act in the world in such a way as to change it in ways that they see as “better” — creating a more abundant and expansive human future while at the same time building a successful base of operations. Each Dangerous Child has his own ideas for going about this task in a peaceful and generally non-confrontational manner.
Remember, by age 18, each Dangerous Child will have mastered at least three ways of supporting himself financially, and will be more than prepared to face the world on his own psychologically and emotionally. And he never stops learning and developing new skills and competencies. This type of independence inevitably generates a certain attitude toward life, an attitude of confidence built upon multiple strong competencies.
And so, other than for purposes of building critical infrastructure of independent living, Dangerous Children do not often bind themselves together for purposes of “change action.” They will cooperate in enterprises of business, research, exploration, and innovation. But they tend to move and grow far too quickly for any currently known political, religious, or activist organisations and ideologies.
The Life of A Dangerous Child Involves a Unique Lifelong Packing and Unpacking of Knowledge, Wisdom, and Philosophy
Think of it as being analogous to the way that DNA is constantly being packed and unpacked in the cell nucleus, to support all the functions of living. Each tissue type enlists different sets of DNA “competencies,” depending upon whether it is liver, brain, heart, bone, etc. In the same way, each Dangerous Child will combine a unique set of competencies, inclinations, and wisdoms to generate his own way of acting in the world — his own unique ideology.
It is not the same, of course. We are born with our DNA and it functions more or less independently of our conscious control. But a wise parent will begin packing a Dangerous Child’s experience and inclination from before birth — even before conception. And the work begins in earnest at birth. But it is happy work — although intense and unrelenting — because each Dangerous Child is learning to pack and unpack his own experience, knowledge, and wisdom in order to find his own best way of living in the world. And that is something that no one else can do for him.
… grit is hardly distinguishable from conscientiousness, one of the classic Big Five traits in psychology. The study, which included a representative sample of U.K. students, measured grit against conscientiousness. Grit, researchers discovered, accounts for only an additional 0.5% of variation in test scores when compared with conscientiousness. IQ, on the other hand, accounts for nearly 40%, according to Plomin.
Schools in the Anglosphere are spending a lot of money in an attempt to increase the level of “grit” in children. But what is it that needs to be bolstered, and what part does a child’s genes play in “grit?”
Grit is Persistence, Motivation, Conscientiousness, Focus, Impulse Control, and more
The author of a best-selling book on grit, Angela Duckworth, is stepping back from some of the hype that has been propagated in her name.
The consequences of hasty applications of grit in an educational context are not yet clear, but Duckworth can imagine them. To be sure, it’s not that she faults these educators — in many ways, she says, these are the best in the field, the ones who are most excited about trying innovative new ways of helping their students succeed. But by placing too much emphasis on grit, the danger is “that grit becomes a scapegoat — another reason to blame kids for not doing well…
… Grit, as Duckworth has defined it in her research, is a combination of perseverance and passion — it’s just that the former tends to get all the attention, while the latter is overlooked. “I think the misunderstanding — or, at least, one of them — is that it’s only the perseverance part that matters,” Duckworth told Science of Us. “But I think that the passion piece is at least as important. I mean, if you are really, really tenacious and dogged about a goal that’s not meaningful to you, and not interesting to you — then that’s just drudgery. It’s not just determination — it’s having a direction that you care about.” __ Questioning Grit
Duckworth is the recipient of a 2013 MacArthur genius grant. She gives TED Talks, has written a bestseller on grit, and has made a good career from promoting “grit” in all its ambivalence.
But it is time to “deconstruct” grit so that we know what we are talking about, and can apply the relevant concepts to helping children develop their potential as individuals and members of various work, social, and civic groups. We know that executive function and personality play as large a role in success as IQ, and that all are strongly influenced by gene expression.
Previous research has shown that a child’s personality can predict a significant, although modest, proportion of the differences between children’s grades at school. For example, a link between conscientiousness and school achievement can explain around 4% of the differences in children’s grades.
… whether or not a person has more or less grit is substantially influenced by their DNA – and explains around a third of the differences between people’s level of grit. We showed that grit is highly similar to other personality traits, showing substantial genetic influence and no influence of shared environmental factors.
… the big Five personality traits – mainly conscientiousness – explained 6% of the differences between exam results of the 16-year-olds in our study. But after controlling for these personality traits, grit on its own did little to influence academic achievement, explaining only an additional 0.5% in people’s GCSE results. __ Conversation
The above comments and research results help somewhat in untangling grit. We know that IQ is up to 80% heritable and executive function (including conscientiousness) is up to 90% heritable. Twin studies suggest that personality is 40% to 50% heritable in the early years, and more so as a person ages.
Grit is usually seen as a combination of self-discipline and persistence / determination. But as Angela Duckworth herself points out, “passion” when seen correctly is a vital part of “grit.” Humans are not robots. They are driven — and drive themselves — by emotion. On top of passion, a sense of purpose is often overlooked when discussing “grit.” For grit to mean anything at all, a person must be “gritty” about something, some purpose.
So if the purpose is unclear, and the passion is weak and opaque, what good is grit?
Additionally, grit can be counter-productive when it fails to adapt to the nuances of particular situations. Persistence, determination, purpose, and passion are important, but they all must be modified somewhat at times by self-discipline, another pre-frontal executive function that is up to 90% heritable. And self-discipline must be informed by wisdom, which is a combination of cognitive aptitude and the ability to learn from one’s own and others’ experience.
The Dangers of Jumping on Popular Bandwagons
Dangerous Children are taught contrarianism, which helps them to avoid the oft-fatal error of bandwagon riding. For example, the mainstream was carried away by Angela Duckworth’s book, Ted Talks, and other contributions to the grit crusade. But since every concept contains multiple errors and pitfalls, carrying any monolithic theme too far without examining all of its components and ramifications, is certain to lead one to overstep himself into a quagmire.
Dangerous Children take grit for what it is, a useful — although ambivalent — trait that parsimoniously incorporates several important aspects of ultimate success.
Grit: Nature vs. Nurture
As mentioned above, IQ is up to 80% heritable, executive function is up to 90% heritable, personality is roughly 50% heritable early in life, and so on. Passion is part of personality, and persistence and conscientiousness are part of executive function. All of them are shaped by intelligence as influenced by experience.
Purpose is the vision, or the guiding light. Purpose utilises all of the above, but contains something extra — something that comes from the turbulent currents and possibilities within the “real world” as the child’s mind sees it. This is where the “community IQ” and “community executive function” influences the child’s intelligence, character, personality, and sense of purpose — via experience, and via genetic and epigenetic mechanisms.
It is impossible to untangle nature from nurture, and neither should be denied its role in the weaving of the character, personality, and life trajectory of the child.
Dangerous Children Do Not Care for Ideology or Crusades
To the extent that “grit” has become a crusade in education and pop psychology, the idea is ignored here at the Institute. But to the extent that the word can be used as a trigger to release a child’s unique orchestra of purpose-supporting strengths, it is invaluable.
The human mind drifts from state to state, from intention to chaos to intention again. The self-management of most intelligent minds can be very difficult unless the flexibly tough integrity is built in from the earliest age. Genes and gene expression will vary between individuals, but all minds can be reinforced and empowered to some degree of increased self-discipline, purpose, strong character, success-promoting personality, and enhanced aptitude across a wide range of competencies.
Modern education and psychology have missed the boat, largely out of a sense of political correctness and groupthink. But there is no reason why you or your children should ride the same bandwagon over the abyss.
College is becoming more and more expensive. But the advantages of going to college are diminishing by the year.
After TEOTWAWKI — The End of The World As We Know It — your kids will need an entirely different skill set than the ones that are being taught in college.
And just what is being taught in college? How to binge, fornicate, become indoctrinated in counter-productive ideology (academic lobotomy), and how to live well on borrowed money while avoiding responsibility as long as you can?
Modern economies are built upon the predictable movement of young people into positions of responsibility. The child is supposed to grow up and learn to make a living, get married, get a mortgage, raise children, and teach his own children to follow the same responsible path through life. The entire social security net welfare society is based upon this predictable trajectory.
But something happened on the way to a perpetual motion welfare state utopia. College-educated students are going so deeply into debt that they cannot afford to pay back their student loans — much less take out mortgages and raise families. A greater and greater number of them are moving back in with their parents.
Not only are student loans preventing indebted students from moving on with their lives, they have grown to such a size that they are creating a growing drag on the entire US economy.
Students across the country are trapped by their debts and often unable to take advantage of the freedom that a college degree should theoretically afford them.
… Student debt doesn’t just weigh heavily on graduates. Evidence is growing that student loans may be dragging down the overall economy, not just individuals. Think about it this way: if students have significant debts, it means they’re less likely to spend money on other goods and services, and it also means they’re less likely to take out a mortgage on a house. Consumer purchasing is the primary driver of the U.S. economy, and mortgages and auto loans play a huge role as well. __ http://business.time.com/2014/02/26/student-loans-are-ruining-your-life-now-theyre-ruining-the-economy-too/
How much are these over-educated dead-beats driving down the US economy? No one knows, because the people who maintain the numbers don’t want you to know. And the people who should be holding the government’s feet to the fire to keep us informed — the media — are not doing their jobs.
Going to prison voluntarily, on the other hand, does not require taking out loans. And the skill sets that your children can learn in prison will make them better suited for the “survival of the fittest” world after TEOTWAWKI.
Prisons are full of rough men, and so will the world be after TEOTWAWKI — also known as when TSHTF. After TSHTF your children will need to know how to deal with rough men and rough women, and they will need to have many of the same skills that rough men and rough women have.
If you have the skills to separate from government services, you can live free with your mind and your life still yours to do with as you choose.
But few people want to cut all their strings and fly free — particularly if they do not have either enormous assets or unlimited skills from which to draw. Most people do not want to live off the grid in a converted school bus, no matter how luxuriously it may be fitted out, nor are they entirely comfortable with the idea of sending their children to prison for TEOTWAWKI training.
For those more discriminating folk, we are devising the Al Fin Dangerous Child Method of Education and Child Raising. The Dangerous Child has all the benefits and positive skills of a prison term, plus all the useful knowledge and social skills of a broad based university education. But he doesn’t have all those lifelong debilitating (and sometimes deadly) viruses that often hike along with a person who spends too much time in prison or college.
And rather than accumulating a lifetime’s debt, the Dangerous Child masters at least three distinct ways of supporting himself financially, before he celebrates his 18th birthday. If he wanted a mortgage, he could have it, but he is more likely to build his own house — or pay cash for one already built.
So there you see the three choices:
It is your choice. Consider carefully, since you will have to live with your decision for a long time.
Note: The above article is labeled “satire.” But if you replace the word “prison” with “a skilled apprenticeship” in the dangerous trades, “a military enlistment,” intense training in firefighting, EMS, or other hard core occupation, you will better understand the underlying intent.
How Can Dangerous Children Master Financial Skills by Age 18?
Humans learn best by trying — by going out on the limb for something. Early tries are likely to meet with failure, and it is the response to early failures that determine whether the child or youth will learn from failure and go on to more difficult trials — or whether he will choose to “play it safe” and not risk spectacular failures (or successes).
Children and Youth Would do Well to Learn How to Start Businesses Early in Life
To avoid wage slavery and corporate/government dependency, a Dangerous Child learns to deal with problems of finance, customer handling, and cash flow balancing, at early ages. The earlier the better. The type of business, product, or service is not nearly as important as the thought and planning that goes into the startup and operations. And if it fails — as is often the case — the Dangerous Child has plenty of other ideas to work out and try out.
Here is another blogger’s thinking on the subject of avoiding wage slavery:
In the age of automation, what’s scarce are problem-solving skills.
Software and robotics are good with set situations and routines, but not so good at responding to unique situations. If someone wants a high-wage job in a profitable sector, one avenue is to become a better problem-solver.
The best way to become a better problem solver is to start a small enterprise yourself, because the entrepreneur–even the smallest scale entrepreneur selling on Etsy or perfominng some service in the community–must solve a wide range of problems on a daily basis. ___ Charles Hugh Smith
Problem-solving is indeed a scarce and valuable resource in the modern age. Dangerous Children learn to problem-solve by taking calculated risks — by throwing themselves into the fray and dealing with the inevitable issues and challenges that will confront him and try to prevent him from reaching his goal.
That is another reason why very early childhood training must instill the love of solving “puzzles” and overcoming challenges. Such instincts are natural to infants and early toddlers, but can be easily blunted by both neglectful and over-protective parenting — and by government schooling. The love of a difficult challenge and the willingness to see a tough goal through to the end is of great value to the child’s future prospects.
Work and Practical Problem-Solving Experience More Valuable than Credentials
College degrees are a dime a dozen. Getting a four year college degree is often the quickest route to a minimum wage job — and the creation of an impossible dilemma when it comes to paying off student loans.
Not every four year degree is a dead-end of course. Engineering and IT degrees can be immensely valuable in finding a reasonable job if a person is energetic and willing to work hard. But four year degrees in history, psychology, sociology, literature, philosophy, and other liberal arts and social sciences will give a minimal advantage, if any, for even the lowest job on the rung.
Problem-solvers with work and business experience, are different. A proven track record of successful innovation, business creation, and management, opens the door to a wide array of opportunities. The best way to create such a track record is to create your own job, rather than waiting for someone else to give it to you. And the best way to create a successful business is to start early, fail often, and learn hard, valuable lessons from each trial.
The “Everybody Must Go to College” Meme is for Losers
Only between 15% and 20% of young people are suited for a rigorous four year college degree — such as the type that opens the door to mid-level and higher level careers. Among African youth, only around 5% are qualified for such degrees. Clearly they need viable and profitable alternatives — and getting work and business experience at an early age is probably the best bet for most.
Few things are more discouraging to a young adult than to be a recent college dropout with tens or hundreds of thousands of dollars in student loan debt — and no experience at working, solving practical problems, or managing a business.
Failure is a Normal Part of Life
Dangerous Children learn to bounce back from failure, with a hat-full of possibilities to try next. Remember: Dangerous Children master at least three means to financial and personal independence by the age of 18 years. When they try something and fail, they are not going to be desperately broke or deeply in debt. They are likely to build appreciable savings by the age of 14 or 16, and be able to pay for a college education outright — either online or via bricks and mortar campus — by age 18, if that is their wish.
Credentials can, after all, be useful to someone who has experience, savings, and an independent spirit. Such persons will be best equipped to make the most use of the credential.
The fear of failure is just another variety of fear. Dangerous Children must learn to confront and neutralise their fears as early as possible. It should become habitual to face down fear so as not to become stuck.
Denying essential human nature — that men can be powerful and dangerous and this should be harnessed for good — is a recipe for tragedy. This is why some of us rail against feminism so much. We don’t hate women. We don’t care about “manspreading.” We care about this.
Underemployed, disrespected and frustrated men drive terrorism, mass shootings, gang warfare, you name it. But railing against guys for “toxic masculinity” clearly hasn’t worked. So why not try something new? Why not celebrate what makes men unique instead of trying to turn boys into girls? Why not harness that power and set men back to work? To make America great again, we need to rescue our lost generation of young males… __ http://www.breitbart.com/big-government/2015/10/02/how-to-stop-mass-shootings/
Humans are natural born killers. Why? Because in order to survive, their ancestors all the way back through the mists of time, had to learn to kill. They killed in order to eat, in order to keep from being driven off their hunting grounds and water supplies, to keep other tribes from stealing their women and children, and to protect themselves agains predators — human and animal.
Suddenly — according to skankstream culture — men are supposed to forget that they are men. The feminised, dumbed-down skankstream wants boys and men to behave like castrated eunuchs, to abandon their natural and healthy, survival-supporting Dangerousness.
… Men must be allowed to compete. To fight. To shoot things. Today’s man-punishing, feminised culture is creating killers by suppressing these urges. We have to stop it.
The confusion and alienation that so many young men feel today drives some to drop out of society completely and to retreat into pornography and video games. But others — the less stable, less supported, less able to cope with their natures — become progressively more angry until they explode in rage and pain.
The media trash-talks everything men love: guns, booze, boisterousness, drugs, sex and video games. Economic pressures are relentlessly stripping away male spaces like the traditional pub, where blokes can drink and bond. Social pressures are opening up male-only golf and social clubs to women, destroying what made them precious and essential. __ http://www.breitbart.com/big-government/2015/10/02/how-to-stop-mass-shootings/
The author of the excerpted piece above, Milo Yiannoupolos, is openly gay, but still a staunch defender of men and manliness — against the destructive and relentless attacks by the skankstream culture, the consensual delusion.
The black man who killed 9 students in Oregon, and the white boy who killed 9 Christian worshipers in South Carolina, were alienated by skankstream culture, and left no healthy outlets to express their normal male aggression. And so their aggression became twisted in paranoia and foul ideology until they themselves became twisted puppets and caricatures acting out other people’s misplaced aggression.
Whether it is possible to save a person from the deforming effects of the skankstream culture — once they have been so badly twisted and bent — is debatable. What is certain is that boys and youth should never be allowed to fall under the influence of such perverse cultures as the skankstream cathedral — or the Islamist abomination. Otherwise, one must expect a certain number of mindless killers to emerge.
The Dangerous Child method is designed specifically to channel normal male (and to a lesser degree, female) aggression into healthy and constructive channels — the way human aggression was always meant to be channeled.
Children must learn exquisite control and inner discipline, as they grow and develop. The practise requires daily mind-body training that becomes ever more sophisticated over time. The training is intermeshed with play, from the beginning. As the child’s aptitudes and healthy inclinations emerge, training is increasingly individualised.
Dangerous Children are filled with purpose from their earliest moments — as are all children. But Dangerous Children are not stripped of their purpose by the skankstream, as most children are. As a Dangerous Child develops, his purpose grows more tangible and actionable.
Dangerous Children are the opposite of the neutered drones, the perpetual adolescent incompetents, that skankstream schools, media, governments, and other cultural institutions tend to spew out on a daily basis.
Dangerous Children know that they are Dangerous. They know that they can kill — if necessary. But they are too busy building their lives, building networked Dangerous Communities, building foundations for a more abundant and expansive human future. They have no need nor desire to spread chaos, sorrow, and hardship across the landscape out of some skankstream-induced misshapen compulsion to relieve their own inner pain by causing pain to others.
Dangerous Children are not destructive. It is the ordinary human cannon fodder — constantly spit out by the broader skankstream — that is allowing the human future to be destroyed by a dysgenic Idiocracy as well as a “democratic” idiocracy.
The human future can only be created and protected by something that stands apart from the skankstream mainstream culture. The framework for networks of internetworked Dangerous Communities and Dangerous City-States requires careful — but expeditious — assembly.
Shadow economies, shadow infrastructures, and shadow governments of a relatively ad hoc nature must be devised, capable of hiding in plain sight — but ready to emerge should disaster and widespread catastrophe strike. And at the rate the skankstream idiocracy is going, such catastrophes could happen unpredictably and chaotically at almost any time.
Resilience, anti-fragility, competence, broadly-based skills, and the purpose of working toward an expansive and abundant human future, must be integral to the Dangerous Child project.
Hope for the best. Prepare for the worst. It is never too early or too late to have a Dangerous Childhood.
Anxiety runs in families, and tends to propagate itself from parent to child. Part of this “dysfunctional inheritance” is genetic, and part of it is environmental — and part is epigenetic. Anxious children tend to become fearful children, who grow up to be fearful and often phobic adults. Up to 50% of the children of anxious parents tend to develop chronic anxiety themselves.
In Dangerous Child training, much effort is put into the early observation of a child’s reactions to various stimuli and increasingly challenging situations — on both an individual and a social basis. This will allow parents, mentors, and caregivers the opportunity to customise training in order to minimise dysfunction and maximise skills competencies.
But before that, parents themselves undergo a streamlined battery of written and hands-on tests meant to identify emotional and psychological patterns that may need work. For best results, potential parents seek consultation prior to conception of the Dangerous Child, or as early in development as possible.
If the child is allowed to develop anxious modes of thought and reaction for too long a time, the way back to functionality can be long and effortful — as any mental health analyst, councilor or therapist can tell you.
[Anxious] parents sought help because they struggle with anxiety, and want to prevent their children from suffering the same way. Children of anxious parents are at increased risk for developing the disorder. Yet that does not need to be the case, according to new research by UConn Health psychiatrist Golda Ginsburg.
Ginsburg and colleagues at Johns Hopkins University tested a one-year family therapy intervention as part of a study of 136 families with at least one parent with anxiety and at least one child between the ages of 6 and 13…
Anxiety tends to run in families, with up to 50 percent of children of anxious parents growing up to be anxious themselves. Until now, anxiety prevention programs have been largely conducted in schools, with only modest success.
For an anxious child, meeting a new peer for the first time can be paralyzing. Trying an unfamiliar food might summon worries of being poisoned. To cope with this kind of debilitating anxiety, kids start avoiding whatever provokes the anxious feelings. If they’re afraid of the dark, they might insist on sleeping with all the lights on. If they’re afraid of failing, they won’t try new things. In extreme cases, they may refuse even to leave the house.
“Anxiety and fear are protective and adaptive,” says Ginsburg. “But in anxious kids they may not be, because these children have thoughts about danger and threat when there really isn’t one.”
Both inborn temperament and life experiences play a role, she says. The more negative experiences a person has growing up, the greater the likelihood he or she will struggle with anxiety as an adult. But there is also a component of anxiety that is learned, taught inadvertently by parents who model the behavior. It’s these learned behaviors and thought patterns that interventions can help change.
Most of the adults who participated in the study struggled in school and didn’t tell anyone. They didn’t raise their hands, or they got sick before exams. They might not have had any friends. As adults, their anxiety still limits their activities and sometimes those of their family members, and they are very motivated to help their children avoid the same…
The families who participated in therapy were taught to identify the signs of anxiety and how to reduce it. They practiced problem-solving skills, and exercised safe exposures to whatever made their child anxious.
One of the ways to reduce anxiety is the reality check — learning to recognize when a fear is healthy and worth paying attention to (a growling dog) or unhealthy (a suspicion that the birthday cake is poisoned).
“We taught the kids how to identify scary thoughts, and how to change them,” Ginsburg says. For example, if a child is afraid of cats and encounters one in the street, the child can first identify the scary thought: “That cat is going to hurt me.” Then the child can test that thought — is it likely that the cat will hurt me? No, the cat doesn’t look angry. It isn’t baring its teeth or hissing, it’s just sitting there. OK, I can walk past that cat and it won’t do anything.
The above research study points out the parallel importance of genes and environment (experience). Every child has the potential to develop anxiety over particular situations and experiences. But some are genetically and epigenetically predisposed to develop fearful reactions — even paralysing phobias. An ounce of prevention of such dysfunctional patterns is worth several tonnes of cure.
Young children can learn to grow beyond irrational fears of water, heights, reptiles, predators — both human and animal, and other confrontational situations that might paralyse most “prudent” people. As long as their judgment and competencies grow to displace more and more of their fears, rationally.
Dangerous children learn to fly planes, pilot boats and ships in treacherous waters, can safely navigate and move cross-country when it is necessary to cross mountain ranges and treacherous rivers and canyons, understand more about realistic human history and human nature / culture than most professors — and can support themselves financially at least three different ways by the time they reach the age of 18. They are steeped in entrepreneurial capitalism, natural science, and independent methods of long distance mobility before most children reach high school age.
There are as many obstacles to an effective Dangerous Childhood as there are Dangerous Children. And yet, it is never too late to have a Dangerous Childhood. But the earlier one begins, the better.
As a child, my parents always taught us to consider our surroundings. I grew up in Alaska, the child of two parents who’d served in the US Army. Part of our summers involved going fishing, camping, and the occasional hunting trip. In the wilderness, we were taught to always watch, listen, and be very aware of potential danger. The threats included bears and moose or the more frequent fishing hook being cast by a sibling! When we came home from these wilderness outings, my parents didn’t stop their lessons in situational awareness. They reminded us (both myself, sister, and 2 brothers) to be aware of what neighborhoods we drove through and to look a stranger in the eye as we walked past them on the sidewalk. __ Dr. Yolanda Evans
Situational Awareness vs. Mindfulness
Situational awareness involves keeping track of where you are, who is around you, and what is happening in your surroundings. It is oriented toward the outer world, while keeping your own capabilities for reacting to environmental changes in mind.
Mindfulness involves paying attention to what is happening around you, as well as maintaining an awareness of what is happening inside your mind and body.
More schools are beginning to teach mindfulness to children:
A randomized-controlled study done during the 2011-12 school year demonstates the social and emotional benefits that occured over a 6 week time period. Children showed an increase in attention, calmness, social compliance, and caring towards others.
Research has found that Mindfulness Training for children increases attention and social emotional awareness.
Students are able to stay more focused and pay more attention in class.
Awareness of their body, thoughts, and emotions increase.
They experience less test anxiety.
Classroom management improves because mindfulness improves impulse control and interpersonal skills.
Executive function increases, a key predictor of academic success. __ http://mindfulnessforchildren.org/research/
Below is an excerpt from a study on the teaching of mindfulness to children. Notice that besides learning a heightened awareness of one’s surrounding and oneself, the practise of mindfulness meditation is also introduced.
Both mindfulness and situational awareness should be practised regularly. Situational awareness can help keep you alive. Mindfulness can help maintain balance in body and mind.
Here are a few drills that you can do to improve your situational awareness skills.
1. Identify all the exits when you enter a building.
2. Count the number of people in a restaurant, subway or train car.
3. Note which cars take the same turns in traffic.
4. Take a look at the people around you and attempt to figure out their stories. Imagine what they do for a living, their mood, what they are focused on and what it appears they are preparing to do, based merely on observation.
Situational awareness is rough and ready. Mindfulness is smooth and steady. Dangerous children learn to merge one with the other, for a more complete awareness of both inner world and outer world. This makes sense, because if one does not know himself, he is unlikely to be able to choose the best action option under a very wide range of circumstances.
Panic is not helpful in dangerous situations. Both the conscious and sub-conscious minds of Dangerous Children require training from the earliest ages, to develop the type of balanced harmony of thought and instinct that are required to live the Dangerous Life.
Ideally, parents can provide essential training through the age of 8 or 10. But every parent or community will not have all of the resources needed for broad-based skills and competency training of Dangerous Children past the ages of 10 or 12. For that reason, it is important for parents and Dangerous Children to be aware of adjunct programs and organisations that may be available to them, to round out their training.
Boy Scouts of America Merit Badges
This list of merit badges offers an idea of the range of skills training available through the American Boy Scouts, and other similar organisations.
Teens – Civil Air Patrol
Learn to fly, learn about aviation and aerospace, outdoors skills, get in shape, be introduced to a whole new world in the sky.
US Naval Sea Cadet Programs
Learn basic seamanship, leadership, and if you persist — be exposed to the rigours of a military training program.
Self discipline, leadership, team building, plus a range of skills and knowledge
US Army JROTC
“…capacity for life-long learning, communication, responsibility for actions and choices, good citizenship, respectful treatment of others, and critical thinking techniques” . . . a multi-year training during high school years.
A wide range of outdoor wilderness training skills up to guide and expedition leader level
Remember: The most important core training for the Dangerous Child takes place between conception and age 7. The transition years between age 8 and ages 10-12 are also important for training basic competence-based confidence.
For it is around the ages 10-12 that the Dangerous Child begins to add dangerous skills to his now-innate skills of self-teaching, self-discipline, and self-directedness.
Few parents, family members, and close friends and associates possess mastery of skills ranging from flying to global navigation to advanced seamanship to steel/concrete construction to welding to hunting/fishing to masterful cooking to basic homesteading to combat, escape and evasion, scuba diving, and a broad range of vocational, professional, and wilderness skills.
Given the wide range of skills mastery required, Dangerous Children often need to undergo multiple apprenticeships, vocational trainings, advanced workshops, and other hands-on training — in addition to his free-range self-directed learning and multi-dimensional planning.
It is not difficult for a Dangerous Child to master at least 3 different means of supporting himself financially by age 18. What is difficult is to keep the DC on track after he discovers how much fun it is to spend his own money on Dangerous Activities.
DCs have lifetimes of learning ahead of them. There is plenty of time for fun and play. But the deeply serious reasons why DCs are needed in the first place must always be kept in mind. No one stops learning.