Combat Flow Training: Relaxing into Dynamic Linked Chaos

Staying Alive is a Dynamic, Chaotic Affair: You Must Learn to Flow With the Go

Get Out of the Box!

Just as Neo needed to understand that there is no spoon in the film The Matrix, you need to realize that there is no box to step outside of. Once you start with a box you have already created something in your mind that limits your creativity because the box doesnt really exist…

the fight is what it is; it is less about what you want to do versus what you have to do. As we always say to students, “as long as it is within the laws of physics and human physiology don’t ever let anyone tell you what you can’t do.”

from the basic principles one is able to develop a multitude of responses and you are not limited by them but eventually you begin to learn to manipulate them at will. From there, you are, for the most part, only limited by your imagination because there is no box. __ 188 Contact Flow vs. Combat Flow

Developing an instinctive and effective approach to personal combat is only one part of an integrated survival system. But if you do not pass the test of face to face survival when you or your family are attacked, you will not be able to proceed to the other aspects of the survival continuum. To make the best use of your training time, strip the process to the basics, then go crazy (in a figurative sense).

Some essential aspects of defence and survival:

• PHYSICAL Self-defense, weaponry
• EMOTIONAL Mindset, coping tools
• FINANCIAL Investments, holdings, barter
MEDICAL Self-help, first aid, food, water
• TOOLS
• HOUSING
• COMMUNICATIONS, TRANSPORTATION

__ http://attackproof.com/survival.html

Notice that self-defence and weaponry are only the tip of the iceberg. Yes, they are the penetrating tip, the sharp point and edge. But they are only the beginning. Developing the underlying foundation is crucial for motivation, focus, persistence, and impulse control.

Combat flow exercises are designed to train your subconscious reactions, so that you will not have to take the time to think about what you must do to stay alive.

Take what works and drop the tinsel wrapping. You do not have the time to waste on empty ritual or tradition which has nothing to do with the fight at hand. Aikido, for example, is an excellent training method to develop the mind and body for many forms of dynamic combat. But focus on what works, and drop the ritual.

Survival is something that often takes place up close and personal. It is important to get out of the mental straitjacket that unrealistic television and movie portrayals have wrapped around your brain.

Close quarters shooting and self-defence:

Videos are Not Training; Training is Not Fighting

Unless you are in possession of “Matrix-class” virtual reality, you need to partner with other persons to train.

Movement flow exercises for fitness and pre-combat conditioning

Basic philosophy, applications, drills of flowing combat:

You can fast forward to the training exercises roughly 20 minutes in. Learning to close with the opponent is a key aspect of surviving an inevitable attack.

These exercises are very basic and introductory. The purpose is to develop the right instincts in training, so that in case of a fight you will react effectively, instantly. All videos presented here are mere introductions, meant to suggest different approaches to training you may choose to take.

Importantly, avoiding and evading violent conflict is almost always your best bet — particularly when innocents and loved ones are in the vicinity — and it is possible to move them out of danger.

A well-trained, mentally prepared person’s competence shows in his confident bearing and demeanour. Such a person will be seen as a “hard target” by predators. Persons who project fear, on the other hand, will attract conflict and attack. Likewise, persons who behave in an arrogant and antagonistic manner are magnets for violent and unbalanced persons.

Educational System Now a Wrecking Ball Destroying Children’s Minds

How can you possibly expect someone who has spent most of his or her life in a educational system that discourages risk and critical thinking, and which teaches them to stick with the crowd, to exit college with any meaningful advantage?

__ Source

11 year old Means to Climb Tallest Mountains http://www.people.com/article/tyler-amrstrong-climb-worlds-seven-summits-cure-duchenne
11 year old Means to Climb Tallest Mountains
http://www.people.com/article/tyler-amrstrong-climb-worlds-seven-summits-cure-duchenne

More on global mountain climber Tyler Armstrong, now 12 years old.
Armstrong lives in Yorba Linda, California, with his father Kevin, mother Priscilla and brother Dylan. He likes playing his guitar, soccer, flag football, video games, swimming, laser tag and is a member of the boy scouts.[15]

Children are individuals, unique to themselves. Treating them as lumps of clay to be shaped just as the lords of society wish, is a recipe for disaster — a disaster that has been in the making for decades now.

Assembly line education is simply not working out for young people any longer, and ironically, many of these kids are so ignorant they actually think their problem is that they need even more “education.” In reality, the dumbing down of their minds with indoctrination and a focus on political correctness has made them grossly unprepared for life outside the sheltered cocoon of formal schooling.

… To summarize, our schools are training children to become followers instead of leaders and critical thinkers, and it’s going to take some dedicated parenting to turn things around for future generations.

__ Dissident Dad

Death Comes to Us All — The Importance of Careful Attention to Detail

People are living animals, subject to dying. When people — including children — take risks, the odds of death can rise appreciably, depending upon a number of factors. The child pictured below — Tito Traversa — fell to his death at age 12 due to equipment malfunction / inadvertent rigging error. The cause of the accident is analogous to a mistake in parachute packing, or a pilot error in judgement leading to a crash. Such accidents could happen to persons of any age, but are particularly tragic when they involve children and people who are involved in the training of full-spectrum children.

Without Risk Human Life is Meaningless http://www.rockandice.com/lates-news/12-year-old-tito-traversa-dies-in-climbing-fall
Increased Odds of Accidents Accompany Risks
http://www.rockandice.com/lates-news/12-year-old-tito-traversa-dies-in-climbing-fall

Not all children are born daredevils. Those who are innate risk-takers need to be taught utmost attention to detail, and extreme care in following best procedures to minimise and mitigate inherent risks in their activities. Although we incorporate play into learning of all kinds, life itself is being played for keeps.

Do not push them beyond their ability, but do not hold them back — when the proper training can empower them to expand their competence and skillful autonomy.

The misguided attempt to eliminate all risk from the lives of all children, is the far more salient danger to the future, rather than the disciplined training of Dangerous Children to manage risks.

Single Moms Can Raise Kids for Adventure

Patchwork Kids: A Kindred Tribe to Dangerous Children

Dangerous Children are best known for their competent multi-faceted independence. They master at least three means of financial independence by the age of 18, and never stop developing new skills.

Patchwork Kids are similarly known for their ability to take on multiple types of jobs and projects, as well as for their ability to find their way through all kinds of changing employment scenarios and career obstacle courses which one finds in rapidly evolving societies.

Many still cling to the notion of a dream job- a perfect opportunity that will afford success, fulfillment, and all that one desires. Whether such positions actually exist or are simply the stuff of myth and fantasy is disputable. But regardless, these ideals are false guides to those seeking professional growth and opportunity.

___ http://marabhuber.com/2014/03/05/a-patchwork-career/

It is best not to be too attached to one particular career path in one’s life. Things are changing much too rapidly for most areas of employment. Occupations arise, reach a peak in demand, then go extinct — much like empires and biological species. It is best for children to learn multiple skills and competencies — including flexibility and resilience.

The underlying concept of patchwork occupational flexibility is far too important to allow it to be commandeered by any particular thinker or author, so take each interpretation of “Patchwork Principles” or “Patchwork Employment” with a grain of salt. The central framework of the Patchwork Kid strategy is to build into the child the ability to pursue multiple career paths, to be the master of one’s own occupational world, and to be prepared to evolve along with the needs and demands of both your own life and the times in which you live.

Lifelong learning is a prerequisite for most everything in life that is worthwhile; work is no exception. Although you will settle into a routine related to recordkeeping and other mundane tasks, you will likely never fully enjoy the “cruise control” mentality that you may now know in your 9-to-5 world. In contrast, as an entrepreneur you will be growing and learning in many directions at once. You alone will need to determine when you need to seek out a book, class, or mentor to guide you when you encounter new topics related to running your business, either to keep up with the industry in which you work or as you strive to honor your lifestyle framework. Are you able to ask for help when the need arises? Can your ego handle it? Are you willing to climb the learning curves that you will inevitably encounter?

… The Patchwork Principle is a freelance career strategy based on the simple idea that working for a number of employers simultaneously presents unique business opportunities and insulates you from sudden and total job loss… The Patchworker carries all of the standard responsibilities of the freelancer but has an agenda beyond earning money: life… A Patchworker is a freelancer who selectively accepts work based on lifestyle factors that they determine to be personally important.

__ https://www.quintcareers.com/patchworker-mindset/

The difference between a well prepared Patchwork Kid, and someone who is forced by circumstances to hold down multiple part-time jobs that they may or may not like, is that the Patchwork Kid consciously and skillfully navigates her way through the rapids and eddies of society’s occupational turbulence — having learned such resilient flexibility from the earliest age.

The patchworker is a new kind of employee working quite differently than the traditional freelancer. First, patchworkers are highly selective about the work they choose to accept because quality of life, dubbed lifestyle design, is paramount. Second and perhaps most notably, patchworking is the art and science of fishing for new, mostly unadvertised leads and pitching them to prospective employers. The competition in these situations is practically non-existent and the odds of landing the work are certainly in favor of the person pitching the solution. Patchworkers offer potential employers an immediate and practical solution to existing problems or present new ideas and an implementation plan.

___ http://www.aol.com/article/2011/04/05/the-patchwork-principle-a-new-employment-strategy-for-the-21st/19902583/

Dangerous Children go A Step or Two Beyond

Patchwork Kids are quite capable of building satisfying lives for themselves and their loved ones. Having learned self-sufficiency and independence from childhood, and having put it into practise from the teen years onward, they will not readily give it up to tyrannical bureaucrats or self-important functionaries. When combined with concealed carry and reasonable training in firearm safety, maintenance, and operation, Patchwork Kids will form an important part of any competent society of the future.

Where Dangerous Children are conspicuously different than many Patchwork Kids, is in the many specifically Dangerous skills and competencies which Dangerous Children master. Trained to confront dangerous situations and their own fears from a very early age, the Dangerous Child tends to “size up” potentially hazardous situations very quickly, and often takes definitive action before even the smartest Patchwork Kid knows that anything is wrong.

Regardless, the many areas of similarity and overlap between the two types of training are enough to bring Dangerous Children and Patchwork Kids to a type of common understanding which allows them to work together on a broad range of projects and enterprises.

Hope for the best. Prepare for the worst. Make provisions for the turbulent times that are inevitable in any realistic future scenario.

Dangerous Children Learn to Fail Gracefully — Early and Often

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).

http://www.lifehack.org/articles/communication/30-quotes-failure-that-will-lead-you-success.html
http://www.lifehack.org/articles/communication/30-quotes-failure-that-will-lead-you-success.html

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.

Persistence Determination Purpose http://illuzone.net/quote-persistence-and-determination/
Persistence Determination Purpose
http://illuzone.net/quote-persistence-and-determination/

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.

http://illuzone.net/quote-understanding-fear/
http://illuzone.net/quote-understanding-fear/

A Call for Self-Reliance Against Violent Criminals

The obvious way to eradicate crime is to eradicate criminals, but neither the lawgivers nor the constabulary seem inclined to do this. The man who elects to prey upon society deserves no consideration from society. If he survives his act of violence, he rates a fair trial—but only to be sure that there has been no mistake about his identity. If he is killed in the act, there can be little doubt about whose act it was.

… Let the thug take his chances with an alert, prepared, and angry citizenry. It may very well spoil his whole career.

This is not a call for vigilantism: It is a call for self-reliance. For those who feel short on self-reliance, I have a suggestion. Take up practical pistol shooting as a recreation. It is a good game. It is fun. It is “relevant.” And it does wonders for your self-reliance. __ Jeff Cooper

Gun range training is crucial for becoming familiar with your weapons, and how they perform. But in a real world close-quarters ambush, you need much more . . .

Don't Fail This Test Close Combat Shooting
Don’t Fail This Test
Close Combat Shooting

When Seconds Count, Help is At Least Minutes Away

The threat leaps up out of the darkness. You are split-seconds from being skewered and left to bleed out, no longer any protection for your loved ones. Do you really think that years of gun range training can prepare you for this defining moment? Not even close. Even conventional “assume the stance and sight your target” approaches to close combat pistol shooting are doomed to fail, if time is short.

Prepared for Close Ambush? http://moderncombatandsurvival.com/featured/the-1-reason-your-gun-may-fail-you-in-a-close-combat-shooting/
Prepared for Close Ambush?
http://moderncombatandsurvival.com/featured/the-1-reason-your-gun-may-fail-you-in-a-close-combat-shooting/

The threat is likely to come at close range, with little or no warning

There is no time to assume a “proper stance” and sight your target. If you have not developed the instincts for close combat, you may well be out of luck.

Instinct shooting requires the same eye, hand, and mind events as throwing a baseball or darts.[9] The shooter must devote full attention on the smallest part of the target whilst drawing the weapon to fire.[10][11] Once the weapon is at the ready, the shooter must fire immediately, to avoid losing the intense focus and missing the target.[9] This technique is most often practiced with a moving target, such as clay birds.[9] The practical use of this drill is for life or death situations, in which the gun handler must instinctively and accurately shoot the target, or die himself.[12] The shooter must almost simultaneously:

See the target
Decide to shoot
Start moving the gun to position
Focus on a small part of the target
Pull the trigger the instant the weapon reaches position __ Wikipedia Combat Pistol Shooting

How can you do all five of those things instinctively, in rapid sequence — almost simultaneously? The training has to already reside in the subconscious mind, prepared to emerge at the right moment.

More from author Chuck Klein:

If you have enough time to find and align your sights then your attacker might have enough of an interval to get a shot or two off at you. Whenever you have sufficient duration for such niceties as searching for blades and notches then you have enough time to seek cover. INSTINCT COMBAT SHOOTING is for the times when there is no time! INSTINCT COMBAT SHOOTING is not a panacea for all shooting conditions. It is a tool, the best tool, for close encounters of the heart stopping kind, both literally and figuratively. Should you find yourself in a life or death situation where gun play is imminent and the distances are close then you should know the techniques that the rest of the good guys have been doing all along. Again, this is only for close in firefights when time is of the essence. For most instances involving greater distances the old standard of priorities hasn’t changed: seek cover first then use your sights. __ http://www.chuckkleinauthor.com/Page.aspx/181/instinct-combat-shooting.html

How do you get the training into the subconscious mind so that an effective response under pressure is immediate? Not at the gun range, and probably not through most gun training programs. Reality is dirty, gritty, bloody and painful. Most of us — and even most gun trainers — fail to address the dark underlying realities of where, when, and how deadly threats are likely to come at you.

. . . look at every example of how criminals really plan to target you as a victim…

…carjackings and parking lot robberies happen right at your car door…

…bar shootings take place over a disputed wager the width of a billiards table…

…retail robberies over the distance of a small countertop…

…even home invasions are often fought in a doorway or hallway struggle!

Rapes… beatings… knife attacks… none of them occur at long distance, do they?

That means you are only going to be one or two arm-lengths away from someone who tries to attack you. __ http://closecombatshooting.com/

Take another look at the surveillance videos in this prior Al Fin Next Level article. Notice how close the shooters are to each other? Most of them had little or no time to decide how to react.

“Traditional” firearms training is a complete failure in preparing citizens to save their life!

Why do I assume that?

Because I know what I see when I’m looking down the shooting lane at every range I’ve ever been to all across our great nation…

Stall after stall of shooters who are highly skilled at getting a tight shot group at 15 yards away… but have no clue about how to “fight with a gun”!

That’s a very critical difference and it’s the missing link that separates the “gun owner” from “gun fighter”!

Source

Reading and watching videos can only teach you how little you know and how unprepared you are for what can come at you with no warning. As mentioned before, gun range training will teach you familiarity with your weapons. But you have to go beyond, if you want to be prepared to protect yourself and innocents around you.

When training subconscious automaticity, it is best to begin at a young age — during the optimal critical window of development. But just as most people can learn to speak a foreign language, play a musical instrument, learn basic computer coding etc. in adulthood, middle age, and even later — to certain levels of skill — so can adults train their subconscious minds to react appropriately in most ambush and unannounced attack situations.

But it is hard, and becomes harder the more years a brain has become set in its ways.

More:

http://www.officer.com/article/11376281/15-tips-for-close-quarter-shooting

http://www.handgunsmag.com/tactics-training/tactics_training_hg_closecombat_201005/

As parts of the world sink into the coming anarchy, and larger parts succumb to the dysgenic Idiocracy, larger society is becoming more of a threat — and less a protection — to individuals, families, and communities.

Hope for the best. Prepare for the worst. It is never too late to have a Dangerous Childhood. Well, almost never too late. Don’t wait too long.

Final Note:

Many law enforcement officers and others have been killed while fumbling for their sidearm. Do not ignore the threat that is already on top of you. As we have said before, never leave home without at least 10 lethal weapons (often “dual use” improvised weapons) in ready access. The most deadly weapon you possess is your mind. Next is your body, and how it has been trained to move, instinctively. How you dress can also make the difference between life and death. Make it part of your daily routine to train your instincts to react rapidly and appropriately. Plan your routes carefully and maintain awareness of your surroundings at all times. Avoid intoxication whenever outside a safe environment. People are depending on you.

Instinct vs. Indexing: Close-Quarters Handgun Tactics

Above article adapted from a previously published article on Al Fin Next Level

A Few Reasons for Being Tough and Resilient

North America is becoming something of a challenge to navigation. Mexico is becoming a total blood bath. Likewise many US inner city precincts — such as are found in Chicago, Philadelphia, Baltimore, St. Louis, Oakland, Milwaukee, Detroit, New Orleans, … have become no-go zones for most legal, productive activity. Even placid Canada — as it grows more multi-cultural — has particular cities and areas that are taking on the aspects of third world war zones.

That is why wherever you go in North America — and increasingly in much of Europe and the rest of the world — you had best take steps to make yourselves tough, but resilient. Making the world safer for the best of humanity — and more dangerous for the worst of humanity — is becoming just another necessary function for responsible citizens.

What you will read here is politically incorrect. But in today’s world, many of the things that will keep you and your loved ones alive and prosperous are frowned upon by the political elite — who consider themselves “your betters.”

Punks and Ammo Do They Feel Lucky?
Punks and Ammo
Do You Feel Lucky?

Buy Ammo Till It Hurts . . . Then Buy Some More

I have never, ever had anyone tell me that he had too much ammunition. Not in a combat zone, not in a civil disaster, not even in peacetime. Never. Nor have I lived through a time where our governing class was so deeply corrupt, so utterly foolish, and so dangerously focused on the perpetuation of its own power that it risked bringing down everything we have built not merely in the United States but in the entire West.

Right now, if you are watching the news, you have questions about the future. And the answer to all of them is to buy ammo.

Buying ammo is a no-lose proposition. Look, the worst thing that happens if you buy more ammo is that you have more ammo. Plus, much of our consumer ammo is made by hardworking Americans, and many of those ammo makers are located in red states where the right to keep and bear arms is celebrated and respected. So you’re helping fellow conservative Americans, which is good. And you’re infuriating people like that sanctimonious, Second Amendment-hating incompetent infesting the White House, which is great.

Of course, buying ammo presumes you have already fulfilled your duty as a law-abiding, able-bodied American citizen and obtained sufficient firearms for the defense of yourself, your family, your community, and your Constitution. I can’t tell you how many people in the last year have confessed to me that they have finally decided to visit their local gun seller to do what they had put off for far too long and transition from sheep to sheepdog.

A handgun and a long weapon per adult is merely the minimum. We call that “a good start.” Now, while you can really efficiently carry only two weapons at once, when all hell breaks loose you’re going to have friends who were the grasshopper to your ant and did not prepare for winter. You may wish to share the contents of your armory with them when the time comes; keep in mind that the only thing in a gunfight that’s better than having a black combat rifle is having your buddy there to provide supporting fire with a black combat rifle.

Or a shotgun – diversity is a good thing.

Don’t forget training. Malpractice with a weapon is a bad thing, particularly when the foolishness of our leaders has led to the kind of chaos where hospitals are deserted and antibiotics are hard to come by. I oversaw the weapons training of at least 20,000 troops over my career (Sergeants actually do the training; officers oversee the planning, resourcing, and big picture range operations, then find their sharpest sergeant to run them through some refresher drills so they can shoot “Expert” when they hit the firing line and qualify in front of everyone). I am a big fan of weapons training. You need to learn safety, and you also need to learn how to hit what you are shooting at. Don’t be like the gangbanging, side-shooting nimrods in Democrat inner cities who can’t hit the other scumbags they’re shooting at and instead take out nice ladies walking home from church. Having lots of ammo on hand facilitates training.

Now, many of our urban liberal friends will not understand why we insist on ensuring that we have plenty of guns and ammo. They are, not coincidentally, the same urban liberals who don’t understand how creating economic and political chaos by screwing up the economy, coddling crooks, allowing unrestricted immigration, refusing to defeat our enemies, and frittering away the rule of law all act to undermine this wonderful island of relative peace and stability we call the United States. The über-beta editor of a well-known liberal website once chided me on Twitter for pointing out the fact that civilization walks on a tightrope over a chasm of chaos, telling me I was essentially nuts for thinking this could all fall apart much faster and much more violently than any of us imagine. But I was not nuts. I was remembering. I was remembering Los Angeles on fire during the Rodney King riots. I spent three weeks on the streets with the Army during that little life lesson based out of an armory south of I-10 and east of the 405. Let’s just say that it was a looty, shooty area. So I don’t need chaos lessons from some tweedy femboy, nor do you. It may not be apocalypse now, but it could very well be apocalypse soon.

Do you think our elite is going to protect you during the next “uprising?” Remember, it’s a “riot” only if elite liberals are at risk like they were when Beverly Hills got threatened; it’s an “uprising” if only you are. Remember that “stand down” order in Baltimore?

Do you think the Iranians and our other enemies haven’t been watching Team Feckless in inaction and thought about popping off a hot rock or two a hundred miles above Kansas City to fry all our wonderful electronic gizmos with EMP? A couple days after our logistics networks go down those urban hipsters are going to learn what really constitutes a “food desert.”

Do you think a country this politically divided can’t devolve into violence? People in Kosovo were pretty sure everything was hunky dory while Tito was alive. People resolved their differences through the institutions. And then Tito died, and the game changed. In just a few years, it became very bad.

Right now we have a president who thinks he can ignore or modify the law unilaterally, justifying it with the baffling argument that he shouldn’t have to ask Congress because Congress will just say “No” – which I always thought was kind of the point of checks and balances. So what happens when President Clinton, who identified you and me and the 50% of Americans who aren’t her supporters as her enemies, decides she gets to make her own laws because, well, she knows better and feels like it? Nothing good.

But deterrence is a wonderful thing. An armed, trained populace is not only prepared for when things go bad, but the fact that it is armed and trained makes it much less likely that things will go bad in the first place. Last year, Americans voted for liberty by buying well over 15 million new guns. That’s roughly 40,000 a day, every day. That’s enough to arm three infantry divisions.

Every. Single. Day.

Just don’t forget to buy ammo. __ Kurt Schlichter

More on Kurt Schlichter

Time to Start Growing them Tough, Smart, and Resilient from Tiny Babes to Adulthood

We talk a lot about Dangerous Children here at Al Fin. If the human world has any chance of creating an abundant and expansive future for itself, that chance rests in the quality of children that we can conceive, raise, and train to the point of independence and self-directed education and development.

There is not a culture in the world that prepares today’s children for the future that they will face.

You may have thought about the type of society you would want to create, for your children and grandchildren to live, prosper, and thrive. A lot of people have given thought to such ideas. But very few people have thought things through in a clear and comprehensive manner.

For that reason, too many people still believe that institutions such as churches, schools, governments, etc. are more a part of the solution, than of the problem. All cultural institutions could be worse than they are, certainly. For now, it is worth the time to support the movements, initiatives, and enterprises that hold back the chaos and corruption for as long as possible.

But one would be negligent not to plan for some difficult times — for you, your children, and beyond.

Hope for the best. Prepare for the worst. It is never too late to have a Dangerous Childhood.

The above article was adapted from an article published earlier on Al Fin Next Level

What Can Dangerous Children Do About the World’s 10 Most Murderous Cities?

Violent Crime is Largely Focused on Particular Cities and Countries

Intentional Homicide Rates Wikipedia
Intentional Homicide Rates
Wikipedia

TOP 10 MOST MURDEROUS CITIES*
(Murder rate per 100,000 people)

No. 1: Caracas, Venezuela — 120

No. 2: San Pedro Sula, Honduras — 111

No. 3: San Salvador, El Salvador — 109

No. 4: Acapulco, Mexico — 105

No. 5: Maturín, Venezuela — 86

No. 6: Central District, Honduras — 74

No. 7: Valencia, Venezuela — 72

No. 8: Palmira, Colombia — 71

No. 9: Cape Town, South Africa — 66

No. 10: Cali, Colombia — 64

*Cities of 300,000+ pop.

Source: CCSPJP More

More at: http://www.kansascity.com/news/nation-world/world/article59118573.html

The Best Thing to Do is to Stay Out of Them

Global_Homicide_Mises_Inst
The Top Ten Most Murderous Countries in the World

  1. Honduras
  2. Venezuela
  3. Belize
  4. El Salvador
  5. Guatamala
  6. Jamaica
  7. Swaziland
  8. Saint Kitts and Nevis
  9. South Africa
  10. Colombia

__ http://www.abcnewspoint.com/top-10-countries-with-highest-murder-rate-in-the-world-2015/

Corrupt law enforcement is often at the heart of violent countries and cities, including Venezuela, Mexico, and Russia. In Venezuela:

“It’s alarming how many policemen are involved in kidnapping, extortion, car robberies, and drug trafficking,” Ortega said.

Some 277 public officials are being investigated for kidnapping alone, the ministry said in an accompanying report.

The socialist administration has a track record of burying bad news. In 2003, when the crime and murder rate started spiking, the government shut down the police media-relations office, which provided regular data.

__ http://www.kansascity.com/news/nation-world/world/article59118573.html

One does not want to contend with the violence of corrupt law enforcement on top of the violence of the criminal class. It is easiest to simply avoid the hotbeds of violent crime.

Homicide Sub-National

Dangerous Child Training Focuses on Preventing and Avoiding Violence

Human nature and genetic diversity guarantee that violence will occur — more frequently in some locales than in others. Dangerous Children may be better prepared to deal with violent offenders than most persons, but they have better things to do with their time. Such as laying the foundations for an abundant and expansive human future, and helping to build the next level.

And it naturally follows that in order to help achieve those things, Dangerous Children will need to avoid needless distractions and unnecessary casualties. This is why Dangerous Children are taught how to form Dangerous (and Resilient) Communities, and Dangerous (and Anti-Fragile) City-States.

The parallel nature of Dangerous Communities and City-States becomes apparent in the many situations where they grow from the same ground where pre-existing conventional communities and cities already exist. In such cases, parallel and “shadow” systems of organisation will allow Dangerous Children to build and implement human and technological systems that make communities and cities more resilient and anti-fragile — while providing an excellent springboard onto a higher level of functioning when the time is right.

Old systems of governance will often be shed like dead snake-skin when it is time for the vital core to move upward into a more expansive and abundant future. In other cases, where Dangerous Communities and Dangerous City-States grew up on original foundations, the upward expansion is greatly simplified.

Homicidal Cities and Nations Should be Isolated as Well as Possible

As we discussed in an earlier article, it is possible to create highly detailed maps of frequent foci of violence, and to use those maps for safer navigation of the human landscape. Safe zones of residence and passage would need to be worked out, with the information made available to all travelers and longer-term residents.

In North America, it is well known that particular cities and particular neighborhoods within those cities present the greatest risk to both outsiders and residents. The same is true in the rest of the Anglosphere, Europe, and in most any developed nation.

Dangerous Children develop situational awareness as second nature, whether traveling abroad or moving about more familiar territory. They do not tend to accidentally stray in the path of danger, as a rule. But violent and homicidal people do not always stay within a fixed territory, nor do they announce their travel plans or their presence to more peace-loving people among whom they travel. And so when one’s path crosses the path of violent and homicidal people by happenstance, it is best if one is prepared to deal with such situations as thoroughly as possible. Such training is best commenced early, and one should stay in practise.

Hope for the best. Prepare for the worst. It is never too late or too early to have a Dangerous Childhood.

What Would Hit Girl Do?

Useful strategies for reacting to threats should be learned early, and reinforced often. We have discussed John Boyd’s OODA Loop strategy, and how it must become instantly instinctive if it is to be of any use at all. The same is true for a wide range of other strategies of reaction, which must become instinctive and rapid — virtually instant.

A violent rape epidemic is sweeping Europe and much of the Anglosphere — in part because modern, culturally non-violent children, youth, women, and men do not have effective, instinctive strategies for dealing with the growing threat.

Around 1,000 young men arrived in large groups, seemingly with the specific intention of carrying out attacks on women.
Police in Hamburg are now reporting similar incidents on New Year’s Eve in the party area of St Pauli. One politician says this is just the tip of the iceberg.
And there are real concerns about what will happen in February when the drunken street-parties of carnival season kick off. __ BBC

Europe’s women have a big problem, thanks to Merkel, Hollande, the Swedish government, and the other usual suspects. They are being raped, assaulted, and sometimes murdered by primitive and violent newcomers to the continent. They are beginning to experience what women in traditionally non-violent cultures inevitably suffer when forced to share the same space with primitive, hostile, unintelligent young men from violent cultures.

“Hit Girl” is a character from a comic book. But her story can be instructive to young girls who are being cast into the multicultural flames.

The pint-sized comic book heroine Hit Girl is shown in the video below, administering summary justice to thugs, drug-dealers, and their close associates. In the scene below, Hit Girl is still learning to be a wicked badass. She lets her “situational awareness” slip for a moment. For moments such as those, that is why children have parents.

But don’t be under the delusion that “girls who can take care of themselves” only exist in comic books and feature films. Dangerous Children — both boys and girls — begin to learn how to deal with such hostile, unintelligent, violent aggressors from their earliest hours on Earth, and even before.

Thousands of unconscious scans take place inside brain and body, from moment to moment, in the constant balancing act of survival. Dangerous Children learn and acquire additional survival reaction scans from an early age. Learning that begins as largely “conscious,” becomes automatic and unconscious with practise.


“Hanna,” shown in the scene above, is another young girl-child who was raised to survive in the face of significant threat.

We understand, of course, that Hit Girl and Hanna are only characters in books and films. Yet, childhood learning to instinctively avoid, evade, escape, and — if necessary — confront head-on the growing tsunami of violence, is possible. At the Al Fin Institutes for the Dangerous Child, we consider such training mandatory.

A girl’s got to begin sometime:


But it’s better if boys and girls start on the road to Dangerousness at a much earlier age.

It is time to turn the tables on the primitive, violent, hostile invaders — in thousands of ways. Helping children learn to take care of themselves should be one of the earliest and more obvious steps taken.

Teaching Money to Kids

Money and Kids
Money and Kids

Kids need to learn about money while they are young, so that they can develop good habits of spending, saving, and investing.  Although not as useful as the Dangerous Child curriculum discussed more below, here is an overview of a useful mainstream curriculum for kids from the Consumer Financial Protection Bureau of the US government:

Here are 10 highlights per educational level from the CFPB guidelines.

In grade school

In elementary school, kids should be learning about the financial world beyond their own piggy bank. Yes, the basics of saving, spending, investing and borrowing, but also more advanced concepts like compound interest, budgets and insurance against financial risk.

Saving and investing:

1. The difference between saving and investing.

2. The concept of compound interest.

Income:

3. Possible sources of income (not including mom and dad), like salaries, benefits and interest rates.

4. Why more education can lead to more income.

Spending:

5. You can’t buy everything you want. What goes into deciding to buy something?

6. How to count and use money.

7. What is a budget? And what goes into making one?

Borrowing and financial risk:

8. Borrowing allows you to buy things now and pay for them in the future.

9. Credit is when you use someone else’s money for a fee, and interest is the fee you pay to borrow money through credit.

10. Financial risk is an unavoidable part of life, and you can choose to protect yourself by avoiding risks or taking out insurance.

In middle school:

Now for the stock market. In middle school, kids should be learning that there’s a thing called Wall Street, and why it matters to them. Also, false advertising, and taxes.

Saving and investing:

1. How time, interest rates and inflation all affect the value of savings.

2. How to calculate interest, i.e. multiply the principal amount, the interest rate and the time of the loan or investment.

3. Financial assets you might want to invest in include stocks, bonds, mutual funds, real estate and commodities.

Spending:

4. When buying things, look for information beyond advertising claims to make a decision.

5. A good budget should account for expenses, income, savings and taxes.

Borrowing and financial risk:

6. The benefits to using credit to finance long-term purchases last a long time, but the benefits to using credit to make daily purchases are short-lived and don’t add up over time.

7. What is an interest rate on a loan, an annual percentage rate, and why do rates fluctuate based on changes in the market?

8. How to avoid getting charged interest on credit card purchases.

9. What is a credit score, and why does it matter?

10. What is an insurance premium, and why do they vary?

In high school:

Preparing for the huge financial decision of college is paramount in high school, but kids should also be learning the basics needed to navigate life as an adult after college. High schoolers should also be learning about the economy, financial regulatory agencies and policies, and should be taught the value of developing a personal financial plan.

Saving and investing:

1. The possible benefits — and risks — of starting a business of your own.

2. Going to college is an important financial decision. Consider tuition and fees, and the future economic opportunities of a degree.

3. How taxes affect income.

4. Some adult things you’ll soon need to worry about saving for: a car, higher education and retirement.

5. The factors that go into calculating an investment’s end value: investment amount, time, rate of return, and frequency of compounding.

6. What do the government agencies (like the SEC, FDIC and CFPB) do, and why does it matter for your finances?

Borrowing and financial risk:

7. The important factors in financial aid for college: grants vs. loans, amount of loans necessary, loan forgiveness and repayment schedules, and expected future income.

8. How to compare the cost of credit from different financial institutions, how to use credit wisely, and the risks of excessive debt — including declaring bankruptcy.

9. How to protect yourself from identity theft.

10. The different types of insurance, from health to auto to disability, and how things like deductibles and copayments work.
___ http://www.marketwatch.com/story/what-your-child-should-know-about-money-by-grade-school-middle-school-and-high-school-2015-10-22

51 pp PDF providing more detailed information on the CFPB youth financial curriculum

While the above curriculum falls far short of the Dangerous Child curriculum on money handling and entrepreneurship, it is far better than what most children and youth receive on their journey through the dumbed down educational system.

One of the biggest mistakes of the above curriculum is the high school curriculum — which is based upon the flawed assumption that all youth should go to college. For the majority who would do better following a shorter route to financial independence, the assumption of universal college attendance is a huge mistake and disservice to the students who are shortchanged and wastefully diverted away from a more productive future.

Dangerous Children are taught how to start businesses based upon entrepreneurial skills and personal competence. They will master at least 3 pathways to financial independence by their 18th birthdays. This is in addition to the mastering of the financial and legal skills necessary to buy and sell automobiles, homes, and other relatively high value items.

From before the Dangerous Child’s birth, parents focus on assisting the child to developing multiple crucial competencies. As the child develops, skill-building that contributes to personal independence is emphasised.

Emotional independence is likewise stressed, although it is well understood that self-esteem generally arises from personal competence — not from touchy-feely self-love affirmations or indoctrination. The social component of emotional independence is not neglected, but is rather developed to a fine art — in a style fitted to the individual child and youth.

Early training on money: earning, saving, spending, and simple investing, is carried out in the form of games and practise markets. Play-acting is one of the most utilised and useful forms of early childhood instruction along with experiential self-discovery.

As for the dumbed down government school system, we can only hope that most school districts will choose to eliminate a good deal of current dysfunctional indoctrination, and substitute useful training such as basic money skills in its place.

Bonus Information from “Survival Mom” on Self- Employed Kids:

My own daughter was just six when she began her own business, “Jog Your Memory”. Her motto? “I remember so you don’t have to!” I had told her she had a great memory since she was constantly reminding me of things I had forgotten! So, we printed out a few business cards, I gave her a Day-Timer I wasn’t using, and off she went to see if Grandma might need some help remembering her appointments! A couple of years later we created a business plan for a neighborhood garbage can retrieval service! Lesson learned? There are no limits to the ways a person can earn money.

Encourage your children to think of their own natural gifts and interests. Seek out family friends and relatives with skills that could be taught to a young apprentice. If your child is a computer nerd, help them discover a money-making niche in the vast world of technology. If your kid is an artistic dreamer, as mine is, take their creations and help them develop a business plan for earning money. Don’t overlook volunteerism as a way to learn skills and establish important contacts as a route to self-employment. Combining a young person’s natural skills with a marketable skill or product may open up a whole new way for them to earn money other than working for the nearest fast-food joint.

Self-employment breeds self-confidence, independence and important business and people skills. Take any skill, any interest, put your creativity to work and develop an idea for a new business!

__ http://thesurvivalmom.com/unemployed-kids-vs-self-employed-kids/

Teaching Kids About Money at Every Age

Teaching Kids Finance and Entrepreneurship

Teaching Kids Business

Finding mentors

Parents can educate themselves to provide a more individualised curriculum for their own children than most any school can provide — if they take a bit of time to look.

If a youth is financially independent in multiple ways — and is a skilled entrepreneur to boot — he will feel more in control of his life than most young people currently do.

There is much more than this to being a Dangerous Child, of course. But early financial independence is one of the cornerstones of the training.

Early Childhood Learning Methods: Getting to the Dangerous Child

What is the Best Approach to Early Childhood Learning?

Three well-known European approaches to early learning include Montessori, Waldorf, and Reggio Emilia.

All three approaches view children as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning.

… Underlying the three approaches are variant views of the nature of young children’s needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation.. __ Three European Approaches to Early Learning

The three approaches generally developed long before modern educational theory, pictured in the graphic below. As such, they are useful for their relatively pristine approaches, unpolluted by modern social science jargon.

Early Learning Theory https://thelifelonglearner.wordpress.com/2013/11/09/can-we-teach-creativity/
Early Learning Theory
https://thelifelonglearner.wordpress.com/2013/11/09/can-we-teach-creativity/

Contemporary designers of approaches to early childhood education generally draw from some academic theory — such as those illustrated in the graphic above. This “sanctification” of early childhood curricula is unfortunate — not necessarily for what it includes, but for what it leaves out.

Consider Friedrich Frobel and the original “Kindergarten” concept:

Friedrich Fröbel’s great insight was to recognise the importance of the activity of the child in learning. He introduced the concept of “free work” (Freiarbeit) into pedagogy and established the “game” as the typical form that life took in childhood, and also the game’s educational worth. Activities in the first kindergarten included singing, dancing, gardening and self-directed play with the Froebel Gifts. Fröbel intended, with his Mutter- und Koselieder – a songbook that he published – to introduce the young child into the adult world. __ Wikipedia Friedrich Frobel

Frobel’s goal was to assist the early unfolding and development of the parts of the child’s mind that are necessary for further independent development. Contrast that pre-Prussian approach, with today’s fashion of indoctrination that pervades modern educational institutions from K – 12 thru university.

Or consider Edward de Bono and his approaches to creative thinking. Because “lateral thinking” and other creative thinking approaches encourage independent, divergent thinking, they are avoided by the dominant educational cultists of today, for fear that too much independence and creativity might lead to a loss of control by those in charge.

Learning Approaches http://www.learningandteaching.info/learning/
Learning Approaches
http://www.learningandteaching.info/learning/

Those and other approaches to learning theory can be found at this website. But you will not find the ideas of John David Garcia or Arthur Robinson in conventional listings.

Modern education is all about conformity to groupthink and preparing children to sing in echo choirs, in unison. Modern parolees from official systems of incarcerated education are too often already under a lifetime’s burden of school loan debt, but at the same time suffering from an academic lobotomy and permanent lifelong adolescent incompetence, that makes ultimate freedom almost impossible.

Established orders and power hierarchies have little to fear from these zombie-drones, living in parental basements, their expectations squashed by the very system that was meant to empower them.

When children are very young, the possibilities seem endless. But the moment the parent hands control of the child’s mind to institutions whose only loyalty is to their own existence and enlargement, the child’s potential begins to shut down and collapse.

Dangerous Children master the abilities to live independently — financially, cognitively, emotionally, socially, educationally, and in many other ways — by the age of 18. That is how it should be, but not how it usually is, for most youth.

How Do You Get from Conventional Lifelong Incompetence to the Dangerous Child Who is in Control of His Future?

By beginning at the beginning, and not diverging from the exciting and unpredictable course in front of you.

The Dangerous Child Method takes the useful parts of the hard-earned experiential insights of Montessori, Steiner, Vygotsky, Doman, Piaget, etc., and combines them with the fundamentals of Garcia’s early curriculum, and Robinson’s hard-nosed approach to self-teaching and “mental junk food avoidance.”

A Dangerous Child follows a path that he sets for himself, but he builds his own path upon a foundation laid by many others, using tools chosen from what is provided by caregivers, coaches, mentors, and guides.

Conventional thinking in this area will only destroy a child’s potential, and make him into another statistic.

You may ask, “What can one child do?” And of course, it all depends upon the child. What could one Einstein do, or one Edison? What could one Leonardo, one Newton, or one Archimedes do? Mozart, Galileo, Darwin, Leibniz? More

More important than those individuals mentioned above, are the thousands who took their ideas and turned them into sciences, technologies, and advanced societies and civilisations.

You may think that all of that is in the past. In that, you would be mistaken. It is in the future. Choices you make now can help determine how that future unfolds.

Much more on this topic later.

http://www.emtech.net/learning_theories.htm

Glenn Doman

Bottlenecks to Learning: Spoken Language

Serial vs. Parallel http://www.explainthatstuff.com/how-supercomputers-work.html
Serial vs. Parallel
http://www.explainthatstuff.com/how-supercomputers-work.html
This is the first mistake people make with small kids. They try to teach them by TALKING to them as if small children can simply reason along with their TALKING and automatically see the adult’s intent and adopt the adult’s logic. But even young adult brains do not learn so well by the TALKING method — much less small children!

Verbal language is processed in a relatively “serial,” straight-line manner. Visual information is processed in a highly parallel manner. Large amounts of information can be transferred in a short amount of time via parallel pathways. The image to the right illustrates the “serial bottleneck” that verbal language suffers from. Never forget that each word is slippery beyond belief, and each thought accompanying a word is both highly viscous and subject to total fragmentation.

A Picture is Worth a Thousand Words

In the learning pyramid below, we can see that humans retain far less from a lecture than they do from a demonstration. This is infinitely more true for toddlers and pre-schoolers than it is for university students — and it is true enough for them.

How People Learn
How People Learn

More on the “learning pyramid.”

For particular areas of special interest, many young children may be ready for self-directed learning practise by the age of 2 or 3, but most of the time — for most areas of learning — they will need careful guidance, with an emphasis on exploratory play, expanding movement skills, simple music appreciation and training, basic underpinnings of art, and creative story-telling.

Such young children are not ready for lectures, or even group discussions of any depth beyond a rudimentary analysis of characters in stories.

They need to be shown, encouraged, guided, and playfully cajoled, but always with a consistent end in mind. No lectures, no debates, no group discussions except in playful, creative mode.

Cognitive Pyramid of Learning
Cognitive Pyramid of Learning

The cognitive pyramid of learning by Williams and Schellenberger, demonstrates how academic learning depends upon a deep and broad set of nervous system functions. Most meaningful learning takes place automatically, well beneath the level of consciousness.

Many years of profound preparation are needed before children and youth will be able to easily and automatically adapt to the style of learning common to modern secondary schools and universities. Unfortunately, 90% of young students never receive the preparation they need, to achieve broad success and competency in the larger world beyond their parents’ homes.

Hierarchy of Skills https://en.wikipedia.org/wiki/Skill
Hierarchy of Skills
https://en.wikipedia.org/wiki/Skill

The hierarchy of useful skills by Kokcharov is a useful concept. But it is meant to be applied much earlier in child development than is done in many societies. A large number of “children” reach university without having acquired more than a sprinkling of basic knowledge — the bottom-most layer of the skills hierarchy! One hates to tell the young darlings and their parents that they are starting too late to achieve anything close to their best.

Keep in mind that where the term “knowledge” is used in the above pyramid, non-verbal knowledge will be key during the early years, and will serve as a foundation for later learning. An early mastery of many non-verbal skills will put the child at an early advantage in Dangerous Child training — particularly in areas of movement, art, basic mechanisms and forces, music, and the non-verbal aspects of language.

Very young children should be exposed to a wide range of situations where they must develop problem-solving skills. In fact, besides executive functions (including basic social skills), the love of difficult problem solving is at the top of vital childhood lessons to be learned.

Again, these vital early lessons are largely learned on a non-verbal level, by observing and by doing — and by creatively varying the basic approach.

Prism of Competence Clinical Medical Competence Used as an Example
Prism of Competence
Clinical Medical Competence Used as an Example

The image above illustrates development of competence in the field of clinical medicine, for medical students and doctors in training. Going from novice level to the level of mastery requires many years of training. By this time in a person’s education, he is expected to have mastered verbal knowledge acquisition, which involves a great deal of reading, testing — written and verbal — and little by little, practical hands-on skills training. The old saying in medical training is: “See one, do one, teach one.” And in basic terms, that is how medical and surgical skills propagate in training.

But a medical student, resident, or fellow will not reach his optimal levels of competence if he has not built a solid foundation of basic skills, competencies, executive functions, and a love for problem-solving, in his early years. These basic skills and competencies need to be mastered to the point of “conscious automaticity.” More on that seeming contradiction later.

OODA Loop John Boyd
OODA Loop Col. John Boyd

The OODA Loop pictured above was developed by USAF Col. John Boyd, several decades ago. It was used to help fighter pilots to gain the advantage in dogfights against enemy fighters. But over time, it has been seen to be useful in a much wider range of situations.

Here are the four steps:

  1. O…bserve
  2. O…rient
  3. D…ecide
  4. A…ct

It is called an “OODA Loop” because it should be running constantly, feeding back into itself at different points, as the situation changes.

But . . . humans should not have to wait until they train to be fighter pilots to learn this basic concept of moment to moment interaction with their environment. We have talked about “situational awareness” and “mindfulness,” but the OODA Loop gives tangible and actionable bones and structure to those verbal concepts, once it is mastered and applied to daily living.

How old do children need to be before they can learn the OODA Loop? If taught properly (nonverbally through play), children as young as 3 can learn to apply the OODA Loop automatically and unconsciously — long before they would be able to learn the concepts verbally. And to be sure, one never knows when his own life may balance on the ability of his child to act automatically with wisdom beyond his years.

More on OODA and John Boyd:

Human reaction time is defined as the time elapsing between the onset of a stimulus and the onset of a response to that stimulus. The O.O.D.A. Loop, which stands for Observe, Orient, Decide and Act, is Boyd’s way of explaining how we go through the process of reacting to stimulus. First we Observe, and keep in mind that although we process approximately 80% of the information we receive with our sense of sight, we can and do make observations with our other senses. For instance you might hear a gunshot and not see the person who fired it. Once you look and see the source of the gunfire you are now in the Orient stage of the process. In the Orient stage you are now focusing your attention on what you have just observed. The next step is the Decide step in which you have to make a decision on what to do about what you have just observed and focused your attention on. Finally you have made your decision and the last step is to Act upon that decision. Keep in mind that the O.O.D.A loop is what happens between the onset of a stimulus and the onset of a reaction to that stimulus.

https://tacticalresponse.com/blogs/library/18649427-boyd-s-o-o-d-a-loop-and-how-we-use-it

The ideas are there, but the way it is presented above is not truly practical, in action. Going through the OODA Loop step by step in a conscious, “check-list” manner is a good way of getting yourself and others you care about, killed.

Ideally, Observe and Orient should be combined and Decide and Act fused together by practice, so the opponent’s action triggers your automatic reaction, without your needing to decide. Even below such a level of automatization, not having to think about your movements improves your reaction time because reaction time is shorter when set on “signal” than when set on “action.” (For example, if you are in a car stopped at a red light and you are thinking “green,” you will move faster than if you are thinking “green: press the gas pedal.”)

http://real-self-defense.com/free-self-defense-tips/self-defense-tip-76-ooda-loop/

Intro to John Boyd’s Strategic Thinking

John Boyd Compendium

Strategy books by and about John Boyd

Strategic Theory of John Boyd 349 PDF free download by Frans Osinga

Thesis on Air Power Strategies of John Boyd and John Warden

Children will go much farther in life if they are provided with useful and productive strategies along with a broad range of skills, competencies, and real world experiential knowledge of how people, groups, and institutions behave.

The foundations for all of this are built of non-verbal material. Sure, one should always talk to the child on a child-appropriate level (each child is unique). But in the early years, non-verbal forms of communication are much more potent than any semantic meaning of the words themselves. Even the “non-verbal” aspects of language itself exercise far more influence on the young child than the word or phrase meanings: Tone and speed of speech, prosody, speech melody and inflection, as well as facial expressions and body language that accompany the speech.

Dangerous Children master at least 3 different ways of supporting themselves financially by the age of 18. But as we have said, that is the easy part — and only the beginning.

CIA Street Smarts at the Schoolbus Loading Zone

Kids Boarding Schoolbus http://kpel965.com/expert-says-bullying-by-children-linked-to-parental-behavior/
Kids Boarding Schoolbus
http://kpel965.com/expert-says-bullying-by-children-linked-to-parental-behavior/

Everyday, a lot of interesting things go on around us, but we rarely pay enough attention to notice. Below, you can read the experience of a CIA employee stationed in Europe, and what happened to him while he was seeing off his son at the schoolbus loading zone:

… we arrived at the corner with other school children and pedestrians on their way to work. As we chatted, waiting for the school bus to arrive, I noticed one of the older students, the pretty daughter of a family who lived nearby, standing next to an older man a short distance away. Just then, the school bus rolled up so I gave my son a hug and kiss goodbye. He and the other students shuffled towards the bus to board—all the students, that is, except for the girl, Jean.

I watched her for a moment, wondering why she wasn’t approaching the bus, then noticed that the man was standing between her and the bus. Each time Jean tried to walk around him he blocked her, moving his face closer to hers as he stepped back and forth in her path. At first I thought it might be a male friend, another student intent on teasing her. Then I noticed that he was an adult, and I saw the look on her face. She was worried.
__ DB Foley

At this point, DB is waiting for the schoolbus with his son. But because he is paying more attention than the average parent, he notices a potentially serious problem. Here is how the situation then developed:

I told my son to wait and I approached the two. I first asked her if she was okay. “I’m fine,” she said in a frightened voice. I then asked the man, “Who are you?”

“I’m nobody,” he replied, rudely.

“Well, okay, she needs to leave now,” I told him.

“I’m not done talking to her,” he said, as he moved around to face me.

“She’ll miss her bus, so she has to leave now,” I added, trying to stay calm.

“No, not yet.”

“Yes, she is leaving now. Look, she is too young for you, anyway,” I warned.

“I don’t care how old she is,” he countered.

His last, disgusting statement made me angry. Anger is an interesting, tricky emotion, a double-edged sword. It can be a good thing when it stirs someone to action, when needed. It can be also be a bad thing if not controlled and kept in check. When it’s not….

Despite my growing anger I tried to keep calm. I had been in another fight a few months earlier (protecting a victim who had been attacked in a subway), and did not relish the idea of returning to the office of Security in the U.S. Embassy and filling out another report. I gave the harasser another chance.

“Listen, her dad is a big guy, and a rugby player. You don’t want to mess with this young lady.”

“Right,” he smirked, “and what are you going to do about it?” With that last comment he gave me a shove. What was he thinking?

Actually, there was not much thinking from that point on, just reaction. I shoved him back. He stormed back at me with fists raised. I threw a punch, which hit him squarely on the left cheek. He came back for more. I struck him again, a blow which left him on the ground, his back against a tree. He then reached for his bag so I kicked it, sending pastries spilling out across the sidewalk.

The would-be sexual predator then whined, “Leave my croissants alone.” I answered, “Okay, if you leave her alone.” It would have been funny, if not for the violence. __ DB Foley

Foley goes on to analyse what he did wrong, and what he did right. He continues to sketch out the basic concepts of street level awareness, which he taught and used in the CIA.

Foley is the author of “Street Smarts for Women.” The book might also have been written for Dangerous Children in general.

The above story was featured in the website, The Survival Mom. The Survival Mom site has a large number of useful articles dealing with raising more savvy, competent, and situationally aware children.

For example:

7 Scary Scenarios for Kids

and Situational Awareness, a quick and insightful introduction to a crucial topic.

Predators and hazards pervade many landscapes through which we may pass. Dangerous Children — no matter the age or sex — should learn to anticipate, evade, and/or deal with these threats.

How to Attend MIT at Age 15

MIT is consistently ranked among the world’s most respected and innovative universities. An MIT degree in math, engineering, or the sciences will open the door to many career opportunities that might be less available otherwise.

The family of Indian immigrant Ahaan Rungta moved to Ft. Lauderdale, Florida, when the lad was only 2 years old. When he was just 5 years old, his mother introduced him to Open Courseware — an online body of learning materials from MIT. Rungta was studying physics and chemistry when most children were learning their ABCs — all through homeschooling with only his mother to assist him. When he was 15, he was accepted to MIT, where he is currently studying and trying to determine his future area of focus. __ Source

MIT is friendly to homeschooled students:

One quality that we look for in all of our applicants is evidence of having taken initiative, showing an entrepreneurial spirit, taking full advantage of opportunities. Many of our admitted homeschooled applicants have really shined in this area. These students truly take advantage of their less constrained educational environment to take on exciting projects, go in depth in topics that excite them, create new opportunities for themselves and others, and more.

The vast majority of our admitted homeschool students have taken advantage of advanced classes outside the homeschool setting, such as through a local college or an online school such as EPGY. Transcripts of these courses, in addition to an evaluation of the homeschooling portfolio, are very helpful. Some students will also take advantage of MIT’s OpenCourseWare.

… MIT has alumni volunteers called Educational Counselors throughout the world who conduct interviews on behalf of MIT Admissions. We strongly encourage all of our applicants to take advantage of the interview, if available. __ http://mitadmissions.org/apply/prepare/homeschool

MIT also prefers for homeschooled applicants to participate in extracurricular activities (community orchestras etc) and summer programs (music, science, math, computer science etc).

Not all Dangerous Children are homeschooled exclusively. Some will attend regular schools, then undergo additional training after school and on weekends. Eventually, they will break away and take control of their own education.

Not all Dangerous Children will attend “higher education,” in a bricks and mortar, formal sense of the term. All will be able to support themselves financially three different ways by the age of 18 years, and will have the equivalent of a bachelor’s degree in applied sciences and arts by that age. They will be better trained in many aspects of life which cause a person to appear well-educated, than most graduates of modern universities.

Open Courseware, or OCW, is a large set of online educational materials provided by MIT and several other universities. Another online source for free educational materials is Open Culture. You may also wish to explore the MERLOT website for an even wider array of open source learning materials.

Young children are naturally hungry for words, ideas, and all kinds of “practical” learning. They want to learn to impress adults and they want to learn for the joy of it. It is later, through unwise child-raising and educational methods that the love of learning is beaten, choked, and suffocated out of the child.

Better methods for child-raising and education actually take less of a parent’s time and resources than the standard, destructive methods more commonly adopted — when measured over the span of childhood. One must simply understand how do interact with the child at the right time — from the beginning. Raising a child is one of the many things a wise person must be prepared for, in advance. Very few modern persons take the time and make the effort.

Societies are a reflection of the people who constitute them. Modern societies are in a state of instability and decay. Many “advanced” and high-tech societies may be past the point of no return, for reasons of demographics.

Some societies still have time to make political changes that will allow parents and other more enlightened institutions to place future generations on a sounder basis of development and growth. Overthrowing the great green regime of climate apocalypse and the crony green energy scam would be a great start.

Hope for the best. Prepare for the worst. Study the different ways that you and your loved ones can become more dangerous, in preparation for the interim world to come.

What’s Wrong with “Higher Education?”

My in-laws were asking me when I was going to start my son’s college fund, over the weekend, as my son had his first birthday party. I said “never.” I also explained that I intended, rather, to ensure that our family avoided debt and maintained assets and savings. They looked at me all puzzled. To them, college was a given. You just did it. That’s the way it was. And, to be fair, it once was that way. __
http://thedeclination.com/forget-higher-education/

Once there was a time when going to college might be considered important — even necessary — for a young person to make his mark in the world. Things have changed.

Instead of providing a useful education and training in broad-ranging thinking skills, universities have become indoctrination centres and rallying places for destructive radicals and quasi-fascists.

The resulting incompetence of mind and body is becoming obvious across the landscape of the college-educated.

Awhile back, I was going to lunch with another developer friend of mine. When we got back to his car after eating, he had a flat tire. So he did what every modern American these days seems to prefer: he called AAA to come deal with the tire for him. I offered to just change it for him, because he had a full-size spare. But he insisted on waiting for the tow truck. He seemed incredulous that I would even offer to change a tire.

After awhile I gave up and just walked back to work. He waited for like two hours for someone to change the tire for him.

It was another one of those moments that struck me as a symptom of the Decline of the West. He had an Ivy-league degree, but couldn’t change a tire.

__ http://thedeclination.com/forget-higher-education/

What students receive at universities today is not an “education.” It is a bilateral academic lobotomy. It is bad enough that “higher education” forces so many young people to go deeply into debt. To also bequeath them with a lifetime of incompetence is beyond forgiving.

My son deserves far better. When he’s old enough, I intend to introduce him to the philosophy of Mike Rowe. This “work smarter, not harder” catchphrase that drove higher education for the last several decades is a fallacy. Work smarter AND harder. And even if you just wanted to be smarter, college campuses are ill-equipped to provide even that much.
__
http://thedeclination.com/forget-higher-education/

The author of the excerpted piece above wants to expose his son to practical tradecraft. He feels there is a future in the work that electricians, welders, plumbers, mechanics, construction workers, heavy equipment operators, and other skilled workers perform — moreso than in traditional modern college programs such as, say, multicultural basket-weaving or fighting economic inequality as a social justice warrior.

He is correct that practical and trade skills are extremely important for job markets today and in the future. In fact, kids (such as Dangerous Children) should be able to support themselves at least three ways by the time they are 18 years old. For boys, at least one of those ways should be in the practical trade skills.

After the young person is thoroughly financially independent, however, it is his choice whether he will go on to finance further training or education. He is responsible for any payment, of course.

Even more important than the practical trades and skills training for those who skip higher ed., is childhood training in basic economics, banking, investing, and entrepreneurship — starting and running businesses.

Janitors and custodians can become millionaire businessmen if they understand both business and the custodial trades. Any useful tradesman can do so. Both basic business and custodial skills can be mastered by the age of 12. If the kid has an adult to use as a front man, he can start a business and acquire a significant nest egg before most kids are graduating from a conventional high school.

The overall mindsets of adults toward children and child-raising / education is abominably limited and short-sighted. Not all children are cut out to be Dangerous Children. But most of them can acquire basic practical skills, and become financially and intellectually independent by age 18. In fact, it is the duty of parents to make sure that they do.

What should be done with the modern abominations commonly referred to as “higher education?”

https://alfinnextlevel.wordpress.com/2015/11/11/universities-burn-them-to-the-ground/

Devising Useful Maps of Criminal and Violent Activity

Dangerous Children are taught to take care of themselves. But it is important for everyone — including Dangerous Children — to understand what they are letting themselves in for, when they travel through a particular region.

Detailed maps of violent and criminal activity should be made available to travelers — and to residents — of any country in the world. Such maps should be made to different scales, from the global to the national to the regional to the local to the city – village – neighborhood levels.

Here is an example of a global map of homicide rates by nation:

Global Homicide Rates
Global Homicide Rates

This type of map may help one choose between two different plans for summer travel — or for booking a continuing education conference.

Below is a global map of homicide rates at the sub-national level:

Subnational Global Homicide Rates
Subnational Global Homicide Rates

Homicide rates at the sub-national level help one to home in on particularly homicidal regions within a nation. Note that most African nations are unable to provide data for this statistic.

Brazil 2012 Homicide by Region http://mapsontheweb.zoom-maps.com/post/90261933427/homicide-rates-in-brazil-per-100000-inhabitants
Brazil 2012 Homicide by Region
http://mapsontheweb.zoom-maps.com/post/90261933427/homicide-rates-in-brazil-per-100000-inhabitants

Homicide rates in Brasil in 2012 by state.

Brazil Homicides in Municipalities http://www.insightcrime.org/news-analysis/brazil-homicide-map-micro-level
Brazil Homicides in Municipalities
http://www.insightcrime.org/news-analysis/brazil-homicide-map-micro-level

Travelers to Brasil may find statistical maps of violent crimes at the “micro level” more useful, for focusing on specific regions or cities.

2015 Homicide Hot Spots in Mexico https://static3.businessinsider.com/image/5604cabe9dd7cc1a008bce86-1202-653/map-mexico-homicides.png
2015 Homicide Hot Spots in Mexico
https://static3.businessinsider.com/image/5604cabe9dd7cc1a008bce86-1202-653/map-mexico-homicides.png

The above map offers a look at different intensity hot spots for homicide within Mexico in the year 2015. Such maps may help to track Mexican drug cartel activity over particular time periods.

Homicides by Police District in Chicago http://www.newrepublic.com/article/118003/maps-crime-chicago-crime-different-neighborhoods
Homicides by Police District in Chicago
http://www.newrepublic.com/article/118003/maps-crime-chicago-crime-different-neighborhoods

This level of detail for homicide rates might allow travelers to plan safer routes through the city, as well as helping to determine which tourist locations to avoid.

Here is a more detailed map of Chicago homicides by neighborhood for 2014:

2014 Chicago Neighborhood Homicides http://heyjackass.com/category/2014-chicago-crime-murder-stats/
2014 Chicago Neighborhood Homicides
http://heyjackass.com/category/2014-chicago-crime-murder-stats/

Safe Zones vs. Hazard Zones http://www.newrepublic.com/article/118003/maps-crime-chicago-crime-different-neighborhoods
Safe Zones vs. Hazard Zones
http://www.newrepublic.com/article/118003/maps-crime-chicago-crime-different-neighborhoods

The above graphic highlights differences in homicide rates between the safest areas and the most unsafe areas for three different US cities. The graph highlights how important it is to be able to distinguish between the “go” and the “no-go” areas when traveling to a city, as well as when living inside or nearby a particular city.

The website Neighborhood Scout provides crime statistics and crime maps for a large number of US neighborhoods.

A similar service is called Spotcrime.com

Such city, town, and neighborhood crime maps can be useful for persons trying to determine where to locate, for purposes of raising Dangerous Children, or for purposes of forming a Dangerous Community — which besides providing advanced training facilities for Dangerous Child training, would also form a nucleus for surrounding groups and communities that wish to go Dangerous.

But even so, existing crime maps are not nearly detailed enough for those who intend to train Dangerous Children in different skills of neighborhood, community, and city/town analysis. To understand crime — and where future crime is likely to be committed — one needs to go beyond past instances of criminal activity. One must understand the foundations of local crime — including the groups and individuals most likely to be connected to violent crime, and other crimes that breed violent crime (drug manufacture and trafficking etc.).

This is one example of where Dangerous Child training goes beyond just sitting back and whining about future trends of decay that one can see in Europe and the Anglosphere as a direct result of PC immigration and PC crime enforcement and sentencing.

The Dangerous Child movement is not meant as an echo choir or a pity party, as so many forums who think of themselves as “Dark Enlightenment Forums” or “doomer / survival forums” tend to become. The Dangerous Child movement works to assist in the formation of cadres of competent, highly and broadly skilled individuals – families – and groups. Such individuals / families / groups will be capable of forming Dangerous Communities which are competent enough to form nuclei of resilience, anti-fragility, and functionality should large scale disasters strike a given nation, region, or continental area.

We have learned that societal rot tends to be funded and facilitated from above — at the levels of governments, media, academia, nonprofit foundations, organised crime, labour unions, big-money environmental groups, religions, government lobbying organisation, and so on. As a result of top-down decay, entire generations have been lost to the possibility of an expansive and abundant future.

Anyone attempting to help enable the creation of an abundant and expansive human future will of necessity have to take all of such organisations — and more — into account, in their research, planning, and execution.

We at the Al Fin Institutes believe that a significant part — if not the largest part — of modern decay, comes from the lack of an ongoing meaningful, positive, and productive purpose in the lives and minds of modern children. This lack can be laid firmly at the feet of most of the organisations listed above.

We do not suggest any type of vendetta against such groups. Rather, we suggest that the best approach is the creation of parallel or shadow infrastructure that tends to avoid such organisations as much as possible, while building toward much more effective ways of instilling and maintaining strong, positive, productive, and meaningful senses of purpose in modern children and youth — as well as adults, where possible.

But we must be aware of what is happening around us, on multiple levels. To that end we will be discussing more effective ways of evaluating nations, regions, cities, towns, communities, and small-scale personal networks.

Even the most intelligent and enlightened persons often fail to update their opinions and knowledge bases when critical data becomes available. Some people waste their entire lives on empty diversions such as the climate apocalypse or peak oil armageddon, when the information needed to dismiss such nonsense has always been readily available.

Dangerous Children must develop deeper levels of perception and cognition than we typically see in the skankstream of Europe, the Anglosphere, and elsewhere in the more developed world. They will not obtain such deeper levels of performance by drinking from the skankstream.

Curiosity

A Questioning Mind http://ww2.kqed.org/mindshift/2015/10/21/how-to-spark-curiosity-in-children-by-embracing-uncertainty/
A Questioning Mind
http://ww2.kqed.org/mindshift/2015/10/21/how-to-spark-curiosity-in-children-by-embracing-uncertainty/

Children are born curious. This is clear to anyone who observes infants from the earliest stages through the toddler years. They observe grownups “doing things” and moving about with a sense of purpose that defies early childhood reasoning powers.

Children often naturally assume that grownups are wiser, more intelligent, more powerful and masterful, and much more in control of their lives than they — the youngsters — are. They are taught — openly and by inference — that if they will only be quiet, sit still, absorb the knowledge of the ages imparted by the grownups, and become capable of regurgitating this knowledge on command, that they too can become masters of the universe, like their parents, teachers, doctors, dentists, media celebrities, sports stars, and religious clerics.

And so by submerging their natural curiosity and submitting to the dominant ethic — the consensual delusion — children believe that they will be prepared to face the future. Most of them are never told that the future is never what they expect it to be.

The Future is Ever-Changing, Ambiguous, Uncertain

If the future is not to be what they are being led to expect, how can they possibly be prepared for their futures?

There is only one way: Children must be allowed to retain — and build on — their innate curiosity, and be allowed to grow comfortable dealing with uncertainty.

If students can be made to feel comfortable with uncertainty — if they’re learning in an environment where ambiguity is welcome and they are encouraged to question facts — then they are more apt to be curious and innovative in their thinking.

… “Our minds crave closure, but when we latch onto it prematurely we miss beautiful and important moments along the way,” … including the opportunity to explore new ideas or consider novel interpretations.

… “Students have to grow comfortable not just with the idea that failure is a part of innovation, but with the idea that confusion is, too,” Holmes writes. Teachers can help students cope with these feelings by acknowledging their emotional response and encouraging them to view ambiguity as a learning opportunity.

___ http://ww2.kqed.org/mindshift/2015/10/21/how-to-spark-curiosity-in-children-by-embracing-uncertainty/

Here is a quick checklist to help children to become more comfortable with the uncertainty and ambiguity of real world knowledge:

  1. Assign projects that provoke uncertainty.
  2. Adopt a non-authoritarian teaching style to encourage exploration, challenge and revision.
  3. Emphasize the current topics of debate in a field.
  4. Invite guest speakers to share the mysteries they’re exploring.
  5. Show how the process of discovery is often messy and non-linear.

Source

Without insight into the holes in our knowledge, students mistakenly believe that some subjects are closed. They lose humility and curiosity in the face of this conceit.

__ http://ww2.kqed.org/mindshift/2015/10/21/how-to-spark-curiosity-in-children-by-embracing-uncertainty/

There are always holes in our knowledge, most of them hidden. But Dangerous Children learn to scan the world for clues to these hidden holes. The answers they discover often reshape important ways in which they view their worlds around them.

It is important that children discover the joy of learning on their own, through constant questioning of the current set of “answers.”

Dangerous Children learn that self-learning and self-teaching is a dynamic process, and they get better at it with practise.

One should not emphasise a child’s “intelligence,” but should rather encourage the rewards of self-discovery through a constant strenuous questing for the pivot points of knowledge. Working hard for a worthy goal should be made enjoyable.

Underlying the processes of childhood learning, self-discovery, and skills acquisition, are the hidden processes of synaptogenesis, synaptic pruning, myelination, the opening and closing of critical developmental periods, recovery from inadvertent illness and injury, and the visible and invisible changes in the physical, mental, emotional, and spiritual realms that are constantly taking place.

The training and raising of a Dangerous Child requires attention — at the proper times. But since most of the teaching, learning, and training is done by the Dangerous Child himself, the overall amount of attention and resources needed are no greater than for a conventionally raised psychological neotenate of perpetual adolescent incompetence.

One of the earliest skills to be learned, is the best use of libraries and “intra-nets.” Libraries range from home libraries to school and public libraries to university libraries. Intra-nets are particularly important for pre-adolescent and early adolescent children. They are simply downloaded learning resources, carefully selected and compiled on archiving media such as optic disks, external HDDs, and flash drives. The price of such useful intra-nets is dropping rapidly.

The broader internet itself contains too many hidden traps and pitfalls to allow young Dangerous Children unrestricted access — just as broadcast and cable television are not safe for children who are meant to be raised independently from “the consensual delusion.”

When the child develops his own strong contrarian nature, his own resilient and independent style of thinking, he will be ready to face the broader consensual stupidity and indoctrination of the masses and the academically lobotomised.

Parents and caregivers hold a perilous responsibility in their hands. “Your children are not your children . . .” — they are themselves, and the persons they are capable of creating for themselves.

Your children are not your children.

They are the sons and daughters of Life’s longing for itself.

They come through you but not from you,

And though they are with you, yet they belong not to you.

You may give them your love but not your thoughts.

For they have their own thoughts.

You may house their bodies but not their souls,

For their souls dwell in the house of tomorrow,
which you cannot visit, not even in your dreams.

You may strive to be like them, but seek not to make them like you.

For life goes not backward nor tarries with yesterday…

Source

Curiosity, scepticism, independence, the willingness to work hard at discovering new knowledge and new webs of knowledge — these must all be cultured and encouraged to grow in young minds.

You will probably never know how it all turns out. But develop your purposes and methods well, and aim at consistency wherever possible — at least in the early years.

Hope for the best. Prepare for the worst. It is never too early or late to have a Dangerous Childhood.

Interlude: Dangerous Ghosts

There is a subset of Dangerous Children who sometimes call themselves the “Gray Ghosts.” Retired, mostly in their 60s and older, they earned their Dangerousness the old-fashioned way — some were paid by the taxpayer to learn to kill, then proceeded to the battlefields or mean streets and proved themselves Dangerous indeed. Others hungrily acquired numerous practical skills in the course of their lives and careers, but also learned to stalk and hunt prey — either with weapons or with cameras.

These Dangerous Ghosts have proven invaluable to the training of Dangerous Children over the years. Not all of them can go into the roughest of field exercises anymore, but their skills and knowledge of tactics and strategies is irreplaceable.

Dangerous Children can only achieve their optimal levels of competence if they are willing to learn from the experiences of others. This can best take place when Dangerous Children are raised and trained in the presence of multiple generations of widely experienced, competent — and Dangerous — persons with many practical skills.

The average age of a farmer in the US — a very Dangerous occupation indeed — is 57. The average age of welders is 56. The average US age of most skilled occupations is over 50. And so on . . .

Younger generations often lack the staying power to master skilled occupations, or are impatient to get jobs where they won’t get dirty, wet, cold, or risk any injury. And then there are the hosts of young who cannot pass random drug tests.

Traditionally male jobs are often dangerous jobs:

  1. 99% of garbage collectors are men.
  2. 100% of deep sea fishermen are men.
  3. 100% of electrical power line installers are men.
  4. 100% of roughnecks (work the oil drill) are men.
  5. 99% of auto repair mechanics are men.*
  6. 99% of roofers are men.*
  7. 100% of heating, air conditioning and refrigeration mechanics are men.
  8. 98% of metal fabricators are men.
  9. 97% of aircraft maintenance and service technicians are men.
  10. 95.5% of firefighters are men
  11. 92% of construction workers are men.
  12. 88% of patrol officers are men.

__Staked in the Heart

More

Of course most combat service members are men — from pilots to crew techs to infantry to logistics to special ops.

These — and many other potentially dangerous, typically male skills — are necessary for a modern society to function smoothly and cleanly. Some of these occupations will be largely replaced by automated machinery. But human beings are far more versatile than any machine can be.

Dangerous Children learn a host of skills — many of them Dangerous, some deadly, and some just highly technical. But if the skills are lost as practitioners retire, die, or fall to degenerative ailments, society loses.

This is why Dangerous Ghosts are valued so highly by Dangerous Communities and training groups of Dangerous Children.

Many retired persons would rather drink cocktails from dusk to midnight, watching tired videos and television shows. Others may go fishing or play golf to kill time and make themselves feel that they are not dead yet.

But for those who wish to make a difference to the future, there is the choice of going Dangerous.

Is This Russia’s Version of The Dangerous Child Method?

In a playground outside a shabby warren of cinder-block apartments in north Moscow, children play on swings and climbing bars as Stepan Zotov instructs a squad of teens in knife-throwing nearby.

Thirteen-year-old Andrei Polivoi is aiming his knife at a foam cushion about the size and shape of a human chest that’s propped up on a metal stair landing. Four of his five throws miss and clatter noisily onto the stairs.

“Not bad for your first try — attaboy!” Zotov proclaims with an encouraging clap on the disheartened boy’s shoulder.

It’s been five years since Zotov founded Our Army, one of thousands of “military-patriotic youth organizations” answering President Vladimir Putin’s call for preparing the next generation of Russian soldiers as the Kremlin flexes its military muscle abroad.
__ http://www.latimes.com/world/great-reads/la-fg-c1-russia-patriotic-youth-20151023-story.html

President Putin has been preparing for confrontation with the west for several years — long before his impulsive invasions of Crimea and east Ukraine. His call for youth paramilitary clubs was just one part of the preparations for what he considers a likely war against the west.

Inside the apartment complex, the five other members of the club gather unsupervised in a back room to practice breaking down and reassembling an AK-47.

“One minute, 32 seconds — ha! I beat you by one second!” a triumphant Margarita Maluchenkova, an 18-year-old with crimson-tinted hair, proclaims after timing the last of her male club mates with the stopwatch on her smartphone.

Maluchenkova — decked out in a green camouflage jacket, a sailor-stripe tank top, purple leggings and suede boots with 4-inch heels — says she joined Our Army in hopes of gaining an advantage in the stiff competition to get into fighter pilot training.

__ http://www.latimes.com/world/great-reads/la-fg-c1-russia-patriotic-youth-20151023-story.html

Russia now boasts a wide range of youth clubs. Some of them resemble patriotic clubs such as the Young Pioneers which were so useful to the Soviet Regime for recruiting the elite of the KGB, the Communist Party, the military, and national sports teams.

Others remind one of an Islamist terror training camp, meant to train wielders of destruction and mayhem.

And then there are those in-between, which combine patriotic indoctrination with useful weapons training.

It is a motley group, all in all. But the one thing that unites these clubs of Russia’s young, is their love of Putin, and their deep feelings of “us against them.”

Clubs such as Our Army have been cropping up across Russia at a fevered pace amid heightened tensions with the West and with former Soviet republics that have defected from Moscow’s orbit. In just two years, the loosely aligned groups have grown to involve hundreds of thousands of Russian youths between the ages of 13 and 18, their organizers boast.

At weeknight drills and weekend field trips, the teens undergo fitness training and instruction that give them a taste of military regimen as they prepare for armed forces careers or, for 19-year-old men, their year of compulsory military service.

So how do these clubs compare with Dangerous Child groups and communities? In terms of training in weapons, military skills, and physical fitness, there is a superficial resemblance.

A crumbling stucco building stands at the edge of what used to be a paratrooper practice field, now hosting a soccer stadium and a thicket of billboards. Inside the headquarters of the 88-year-old Volunteer Society for Cooperation with the Army, Air Force and Fleet, Igor Filimonov describes the ascendant youth clubs as a revival of proud tradition.

… At the former Young Pioneers Palace in the Sparrow Hills on Moscow’s southern flank, Olga Korovatskaya schedules facilities for 80 youth groups vying for use of the gyms, soccer fields and running tracks.

The after-school training three nights a week is a sort of dues to be paid before weekend visits to a shooting range or an airfield for parachute practice.

__ http://www.latimes.com/world/great-reads/la-fg-c1-russia-patriotic-youth-20151023-story.html

And yet, we see the same weaknesses in these Russian clubs which are so transparent within Russian society, culture, and national character.

Only about 30% of Russian kids are healthy enough to actively serve in the armed forces, according to pediatricians who have studied the issue. This deficit of healthy kids begins at birth and continues through adolescence. Physical training for teens is likely to help somewhat, but it cannot erase the problems of contaminated water, air, soil, poor nutrition, and very bad lifetime habits that begin at a very young age.

Next, focusing on Putin as a national idol, and instilling an “us against them” paranoia in the young ones, is not healthy psychologically. It harkens back to the Hitler Youth phenomenon, and the militarism that penetrated 1920s and 1930s Japanese society throughout.

In addition, this refurbished “Young Pioneer” “Hitler Youth” trend fails to prepare young Russians for their likely future of economic decline — caused by their very own national idol.

There is no training in business, entrepreneurship, basic economics and trade, and in creating healthy communities and societies. None of the more productive aspects of The Dangerous Child Method would be in keeping with Russian national character under Putin. In fact, independent initiative that is conducted outside of Kremlin auspices and approval is strictly frowned upon — if not outright forbidden.

And so we see the fatal shortcomings of Putin’s intolerance of a healthy and independent private sector and civil society — which he and his crony cohorts in the Kremlin feel would be too threatening to their control over the flow of wealth in today’s Russia.

There is no cure for these — and many other — shortcomings in today’s Russia. Any change whatsoever is likely to bring about an even more fascist and totalitarian mafiacracy than currently exists.

Dangerous Children are certainly taught military teamwork skills, and undergo intensive physical training. But they are also taught how to start a new business by the age of 8. They are required to master the skills to support themselves financially by the age of 18. They are trained in local, regional, national, and international trade. They are expected to become fluent in two additional languages besides their native tongues. They are trained to form Dangerous Communities of like-minded persons, and how to internetwork with other Dangerous Communities on various geographical scales.

The training of Dangerous Children focuses on a balance of competencies of the physical, emotional, social, technological, spiritual, and community skills. Dangerous children are well educated, mostly self-taught, and capable of taking over their own education at the same time they become financially independent.

Despite all of these differences, Putin’s youth indoctrination and military training clubs do present an interesting phenomenon, which are likely to leave an indelible mark on Russia’s turbulent future.

More on Putin’s attempts to organise Russia’s youth

Where is Best Place to Raise Dangerous Children: City or Countryside?

First Consider Merits of City vs. Country in General

Advantages of City Life

  1. Easy access to schools, shopping, eating, work, and public services
  2. Wide variety of housing, jobs, special interest groups and classes, entertainments, potential friends, and potential mates
  3. In some cities you can walk everywhere or take public transport
  4. Cosmopolitan selection of foods, shopping, shows, and people

Disadvantages of City Life

  1. A general decadence and decay — particularly in cities with a higher proportion of third world peoples
  2. Ever shrinking zones of safety, as a dysgenic decline sets in
  3. Living on borrowed time in the coming dysgenic Idiocracy

City vs. Country David Holmes Youtube.com
City vs. Country David Holmes
Youtube.com

Advantages of Country Life

  1. Peace and quiet, a sky full of stars, fresh sweet air
  2. People look out for each other
  3. People are generally more self-sufficient
  4. Taxes are lower, as are many other expenses
  5. More safe zones — especially for kids

Disadvantages of Country Life

  1. You must learn to get along with neighbors, and to keep a good reputation in the community, or things can become brusque
  2. You must learn to maintain your own basic infrastructure for clean water, backup power, heat, fuel, housing, outbuildings, essential machinery, growth storage and preparation of food, etc.
  3. You will have to learn more about technology of all kinds
  4. You will need to learn to let your younger children do a lot of free-grazing (and teach them to do so safely)
  5. You will need to teach practical skills to your mid-level kids early, and insist they learn and perform them properly
  6. You will need to respect your neighbor’s religion
  7. And so on . . .

Sources:
https://alfinnextlevel.wordpress.com/2013/10/12/living-in-the-city-vs-living-in-the-countryside/

http://www.theprofessionalhobo.com/2008/09/city-life-vs-country-life-an-unbiased-analysis/

http://www.debate.org/opinions/is-country-life-better-than-city-life

http://www.theguardian.com/commentisfree/2013/aug/18/live-in-city-or-country

In summary, one suspects that it may be easier to find a mate in university, church, work etc. inside or outside of cities, but better to raise kids outside of the decadent and corrupting world of cities, if possible.

How this Applies to Raising Dangerous Children in Particular

Young and very young Dangerous Children should not be allowed to plug into the addicting world of the Consensual Delusion. There is too much of crucial importance to learn, too many practical and foundational skills to develop, and too little real estate inside the growing brain to be spared for wasteful and dysfunctional mental memes of the skankstream.

Keeping a rapidly developing Dangerous Child on track from the earliest ages, requires providing a rich and nutritious mental world, without the addicting and destructive “junk food.” A healthier mental and physical environment is easier to provide outside the loud, dirty, and dysfunctional distractions that are so prevalent in cities — particularly the more multicultural cities-in-decline.

The basic in-your-face needs of country living demand more of children in the first place. A child growing up on a ranch, farm, or helping with the family business, will have to develop a range of basic skills which helicopter-parented city kids will never be exposed to — unless they move to the country themselves. So in that sense, self-sufficiency — a key part of the Dangerous Child attitude — is an intrinsic part of a good country upbringing.

Many of semi-dangerous skills learned by 10-12 year olds are readily available in the country: Welding, electrical motors and pumps, all types of electrical wiring methods, plumbing systems, backup power supplies, power tools of all kinds, heavy machinery (including implements for digging, ploughing, earth-moving, demolition, etc.).

When Dangerous Children get together on their own, they are likely to want to hunt, fish, build or repair, or practise dangerous skills in the outdoors.

Understanding how dangerous the human world is becoming, they feel an important, underlying purpose growing inside of them as they age and gain more useful skills and life competencies. They understand that if humans are to build a more expansive and abundant human future, a good part of the human substrate will have to be up to the challenges ahead.

The skankstream cathedral — working within the consensual delusion — has been hard at work attempting to destroy or corrupt the traditional ways in which children might be allowed to grow up both dangerous and responsible. The skankstream would rather have kids grow up stuck in a perpetually helpless adolescent state, dependent upon the skankstream for virtually all of their needs.

Note: It is possible that for some parents and offspring, raising a Dangerous Child is best done in the war zone of a multicultural inner city. If the child can be protected to the age that he can take care of himself on the mean streets, living in the middle of a dysgenic Idiocracy may provide some of the best lessons he will ever learn.

But in general, such experiences can be provided just as well in the more controlled setting of planned field trips into the city. One must be confronted with such dysfunction face to face in order to understand and better prepare for it, well before any in-city apprenticeships, work, or higher education.

The Dangerous Child Method is not easily applied, nor will it come naturally to large numbers of today’s young citizens, parents, and potential parents. That is why we have decided to go semi-public with many of these ideas, so that the wiser of the young will have a bit of time to prepare and debate the issues.

More: https://alfinnextlevel.wordpress.com/2015/10/23/urban-world-utopia-or-global-dysgenic-idiocracy/

Hope for the best. Prepare for the worst. To survive the coming world, you and yours will want to become Dangerous.



Town & Country  Lord of the Rings https://learningfrommiltonkeynes.files.wordpress.com/2008/11/lordoftowncountry.jpg
Town & Country Lord of the Rings
https://learningfrommiltonkeynes.files.wordpress.com/2008/11/lordoftowncountry.jpg

More: Parenting in the suburbs is lonely for housewives whose lives have no purpose . . . It is the story of modernity — adrift in alienation without a rudder or destination. These housewives should consider becoming Dangerous Children.

It is never too late to have a Dangerous Childhood.

Why are Dangerous Children Taught to Build Their Own Weapons?

Hand Held Plasma Rifle / Railgun https://www.yahoo.com/tech/s/3d-printing-used-first-real-handheld-railgun-fires-134325053.html
Hand Held Plasma Rifle / Railgun
https://www.yahoo.com/tech/s/3d-printing-used-first-real-handheld-railgun-fires-134325053.html

The weapon above is a 3D printed railgun / plasma rifle capable of firing projectiles of graphite, aluminum, copper-coated tungsten, and teflon/plasma rods. You cannot buy such a weapon in stores. But you can build one, if you know how.

Using a combination of 3D printing and widely available components, the man built a functioning handheld railgun that houses six capacitors and delivers more than 3,000 kilojoules of energy per shot. What does it shoot, you might be wondering? So far he has tested the gun using metal rods made of graphite, aluminum and copper-coated tungsten, like the ones pictured below.
__ https://www.yahoo.com/tech/s/3d-printing-used-first-real-handheld-railgun-fires-134325053.html

We know that 3D printed firearms are old hat, with the 3D designs available on the internet.

But firearms were build by hand long before Samuel Colt standardised their production in factories. A good metalwork shop can produce large numbers of high quality custom firearms using traditional machining techniques.

But for firearms, it is the combination of additive and subtractive manufacturing that offers the greatest versatility and utility. Now that 3D printing in metals — and multitudes of other materials — is becoming more common, the best weapons makers and designers will need to learn to work with both types of “gunsmithing.”

Yet, we know that in many situations, plasma rifles and firearms are not the appropriate weapon for either offensive or defensive operations. Knives, compound bows, compressed air weapons, crossbows, simple staffs, spears, javelins, etc. etc. can be made by hand from commonly available materials by children who are quite young.

If you look within the JD Garcia curriculum for ages 3-6, you can find the early rudimentary training for simple weapons making:

Physical Biological
Avg.
Level
Avg.
Age
Physical Theory Physical Practice Biological Theory Biological Practice
1.00 3.00 Cause and effect The lever The human body Body care
1.25 3.25 Clubs and poles Modifying trees and
branches
Animal bodies; small
domestic animals
How to care for a pet
1.50 3.50 Different stones and their
properties
Using stones Edible plants and their
properties
Gathering edible plants
and mushrooms
1.75 3.75 Shaping stone Building simple stone tools Edible animals and fish Hunting and fishing
2.00 4.00 Shaping wood with stone Using stone tools to
modifu poles and clubs
Food preparation and
preservation
Cleaning and preparing
small game and fish using
bone, wood, and stone
2.25 4.25 Handling fire Use of stone and wood to
control fire, use of fire to
harden spear points
Advanced food preparation Cooking vegetables, fish,
and meat on open fires
2.50 4.50 Advanced fire handling
and control combining
wood and stone tools,
theory and design
Hafted axes and choppers
are made; stone fire
carriers, simple weaving
and knotting of vines and
leather
Elementary tanning and
use of bone, vines, and
vegetable fiber
Skinning animals and fish,
preserving leather,
advanced cooking.
preparing vines and
vegetable fiber
2.75 4.75 The bow and fire-making Making bows and starting
fires
Advanced food
preparation; advanced
tanning and bone work
Advanced cooking; clothes
from animal hides; use of
sinew and thongs; hunting
with dogs
3.00 5.00 The use of clay and the
bow and arrow; design of
simple rafts
Making and baking clay
pots on an open fire;
making and using simple
bows and arrows
Advanced food preparation
including drying, smoking,
& curing; health care
Cooking, drying, and
smoking with clay pots;
preparing and using
medicinal herbs and
poultices
3.25 5.25 Advanced paleolithic stone
work of knives and axes;
advanced bow making;
advanced clay work
without wheel; large rafts
Making stone tools to
make other stone tools;
making advanced bows
and arrows; bellows and
advanced pottery; building
a large raft as a group
project
Gathering seeds and
planting edible plants;
basic first aid
Gardening; preparing soil
and cultivation; practice of
first aid
3.50 5.50 Neolithic tools;
construction of shelters;
advanced counting; how to
make a small dugout canoe
and paddle
Construction of simple
neolithic tools; the use of
tally marks and stored
pebbles; building a small
dugout canoe and paddle
The biological need for
shelter; building of lean-tos and simple teepees;
clothes for extreme cold;
simple agriculture
Construction of lean-tos
and teepees; more
advanced gardening;
making bone needles and a
parka
3.75 5.75 How to construct advanced
neolithic tools and work
stone and wood; more
advanced counting and
Arabic numbers to 10; how
to build a large dugout
canoe
Building advanced
neolithic tools; working
wood, simple carpentry,
building semi-permanent
structures; advanced
tallying systems; building a
large dugout canoe
How to make boots and
moccasins from leather and
plant fiber; how to know
when to plant and when to
harvest; taking care of
goats and sheep
Construction of complete
wardrobes of leather, plant,
and animal fiber; more
advanced gardening and
animal husbandry

Tool-making and weapons-making go hand in hand. This is natural, since virtually any tool can be used on the spare of the moment as an improvised weapon. Dangerous Children learn early, how to make weapons and how to improvise weapons from everyday objects.

They are not taught to build firearms, plasma rifles, railguns, explosives, etc. until they are deemed emotionally and developmentally mature enough to know how and when to use such weapons wisely and safely.

Not all Dangerous Children will learn to build weapons such as missile launchers and remotely controlled armed drones. As mentioned in an earlier posting, Dangerous Children tend to specialise, based upon their innate aptitudes, inclinations, and levels of emotional development and displayed wisdom.

For most Dangerous Children, their words and non-violent actions will have the most potent effect upon the world that they will require. That is as it should be. Only when pressed beyond reasonable alternatives will most Dangerous Children display a covert prowess in controlled violence and mayhem.

But in the end, we are all evolved from killers, else we would not be here at all. Violence — including lethal violence — will play a role in the coming expansion of an abundant human future.

Pacifists are not truly pacifists, if they are still alive. They have simply not thought the matter through yet — or have not yet been confronted by the harsh realities that await.

Learning Contrarian Thought

The most dangerous thing about a Dangerous Child, is his mind. Dangerous Children are not easily led into popular consensual delusions, nor do they find themselves running with a mob.

Dangerous Children are exposed to contrarian modes of thinking at an early age, and are expected to develop their contrarian thinking skills to a cutting edge by the time they achieve financial, emotional, and intellectual independence.

In many ways, contrarian thinkers are like comedians: they test boundaries and challenge the status quo. Most comedy relies upon the exposition of absurdity. Something only becomes absurd when it stands out dramatically from its surroundings, or differs greatly from what is expected or anticipated; in other words, when it contrasts. Contrast is therefore inherent to the nature of comedy, and contrarian thinking.

“The world we have made as a result of the level of thinking we have done thus far creates problems we cannot solve at the same level of thinking at which we created them.” — Albert Einstein

__

http://michaelhaupt.com/contrarian-thinking/

Sometimes contrarian people are accused of simply taking the opposite approach to the majority. Such a reflexive view of contrarians is dangerously simplistic and misleading. Genuine contrarians “see through” the mainstream as well as its opposite. They think independently, and . . . differently.

This “different” style of thinking confuses those who drift in the mainstream of thoughtlessness. It also makes them angry.

Contrarians often ask “simple questions,” which make more “sophisticated” people smirk, become impatient, or just feel superior somehow. And yet, it is the simple questions which often keep human thinking grounded, when everyone else is caught up in turbulent flows.

Finding the right answer to a simple question few others ask will keep you thinking differently—and wisely. __ http://www.aaii.com/journal/article/being-a-contrarian-means-thinking-differently

The global average IQ for the human population of Earth is somewhere below 90. Because birth rates are higher in low-IQ populations, the average human population IQ is dropping year by year. Governments and social institutions are increasingly catering to increasingly stupid populations.

When confronted with the coming tidal waves of dysgenic Idiocracy, it is natural for more thoughtful people — who also happen to be more intelligent than average — to form their own ideas and viewpoints, separate from the ideas and viewpoints popularly promulgated by social institutions such as governments, media, schools, and churches.

Dangerous Children learn contrary thinking by way of stories, songs, games and role playing, mock debates, and various creative productions written and produced by the Dangerous Children themselves. Independent, contrary modes of thought become second nature with very little — if any — prodding from mentors, parents, and coaches.

As the child grows older and ventures further into the larger skankstream, he will already have developed a natural immunity to the groupthink consensual delusions that abound out there.

This independence of mind allows a Dangerous Child to think his way out of situations that would trap, damage, and eventually destroy more conformist minds.

Dangerous Children grow up asking the simple, fundamental questions that keep them grounded when the unexpected happens. Once quickly oriented, they can utilise rapid “rules of thumb” and automatic checklists to help them survive the challenges of the immediate environment, and navigate to safety for regrouping and reorienting.

Predators, con artists, and cultural bullies of all types usually rely upon surprise, deception, and confusion to render their prey vulnerable for the critical time needed to trap and overpower them.

Long habits of contrarian thinking at all levels, will help the Dangerous Child to see through most such attempts, allowing him to choose the best of several response options.

Saving Boys from Skankstream Culture that Alienates Boys and Men

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.

Why Do Dangerous Children Study Crime and Criminals?

Kids With Grit http://dailyfig.figment.com/2011/11/05/girls-with-grit-showdown/
Kids With Grit
http://dailyfig.figment.com/2011/11/05/girls-with-grit-showdown/
We don’t want Dangerous Children to be sitting ducks for predators. We teach them self defence in order to be able to defend and fight back. We teach them situational awareness so that they can avoid predators and anticipate when a predator might strike.
Teens With Grit http://dailyfig.figment.com/2011/11/05/girls-with-grit-showdown/
Teens With Grit
http://dailyfig.figment.com/2011/11/05/girls-with-grit-showdown/


But we also teach Dangerous Children how criminals think and behave, so that they will be able to pre-empt the criminal before he strikes.

Another way to think of it is the way that isolated homesteaders learn to understand predators in order to avoid being at their mercy. A homesteader can devise defences for the cabin or compound, and can adapt their behaviours to avoid deadly predators on most occasions.

But there is another variety of Dangerous Child — usually one that is fully grown — who learns to understand predators better than the homesteader, and more like the hunter. A hunter must understand the predator at a higher level of thought and action, in order to successfully stalk and kill the threat.

We do not encourage the hunting of human predators or other criminals, in the Dangerous Child Method. And yet, the training of such skills is an option that is available to those who have the proper aptitude, competence, and motivation. Many of these hunter-stalker trained Dangerous Children will tend toward military careers in special units. After they resign or retire from the military, private contractor, or law enforcement, they will tend to make themselves available to train particular Dangerous Children in their turn.

But that is all beside the point. All Dangerous Children must study criminals and criminality before they are ready to move to free-range learning, outside apprenticeships, and business startups — to say nothing of going to university (a particularly criminal environment).

Asset protection — preserving life, health, property, and loved ones — is ingrained into the Dangerous Child from an early age. Understanding the criminals who would take their precious assets away — whether white collar crime, orange collar crime, blue collar crime, cyber crime, or all out mob-level crime — is the first step toward protecting his assets and loved ones.

The Dangerous Child must understand criminal methods in order to know how to prevent himself becoming a victim, and to understand what paths he might take when it is necessary to recover stolen assets or to exert minimal prophylactic retribution.



There is yet another reason to teach Dangerous Children the ways of crime. From time to time, government sets itself up as the enemy of law-abiding, peaceful citizens. In some cases, it may be necessary to break a number of laws in order to keep the government from exceeding its mandate. In such cases, the better one performs in preventing the government from committing crimes against oneself, the less likely one is to end up in confinement — and to find it necessary to escape.

We are only talking hypothetical situations here, and would never knowingly encourage breaking legitimate laws set down and prosecuted by legitimate government.

What sort of crimes are Dangerous Children taught to perform — but forbidden to execute? We will not go into all of that here. We have given some hints in the past, and will continue to do so. But we will do all we can to avoid creating habitual enemies of the state — while also doing what we can to immunise Dangerous Children against being victimised by individuals, gangs, or institutions.

Anxiety and the Dangerous Child

When Stress Leads to Anxiety and Phobias
When Stress Leads to Anxiety and Phobias

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.

Here is more from a recent study published in the American Journal of Psychiatry, looking at the issue of curtailing the development of childhood anxiety in children of anxious parents.

[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.

__ http://www.sciencedaily.com/releases/2015/09/150925085336.htm

Preventing Onset of Anxiety Disorder in Offspring of Anxious Parents

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.

Anxiety disorders in children

3 Year Old Alligator Boy  http://www.dailymail.co.uk/news/article-2265423/See-later-alligator-Fearless-boy-3-struggles-maintain-grip-restless-reptile-swimming-wildlife-park-pool.html
3 Year Old Alligator Boy
http://www.dailymail.co.uk/news/article-2265423/See-later-alligator-Fearless-boy-3-struggles-maintain-grip-restless-reptile-swimming-wildlife-park-pool.html

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.

Tiger Girl http://www.smart-kit.com/s2657/the-fearless/
Tiger Girl
http://www.smart-kit.com/s2657/the-fearless/

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.

Newborns and Infants: Early Training

Before the child is old enough to walk or talk, or to begin training in controlled movement, music, art, and language — from birth to about 1 year — is the time to begin shaping critical brain – body connections and correspondences.

The child is born with most of the brain cells he will have as an adult, and with far more synaptic connections. These numbers are determined by the child’s gene expression and his environment within the womb.

Early in life, before and during “the synaptic pruning” (PDF) up to early adolescence, is a prime time to take advantage of early childhood brain plasticity. Early infancy is a particularly dynamic time, when both pruning and rapid synaptic formation are occurring simultaneously. By the ages of 3-5, pruning begins to outpace new synaptic formation — as the young brain continues to specialise (and limit) itself. The early environment of infants (and toddlers) makes a huge difference in the ultimate competence of the child’s brain.

Infants learn the particular quality of sounds in human languages that are spoken within his hearing. Familiarity with these early language sounds facilitates later language learning of the particular language(s) that the young infant hears. For example, if a child is destined to grow up and make his way in China, it is better if he hears proper “Chinese” spoken during his early months of life.

The same applies to music, which is but another form of auditory “language.” Music heard during the first few months of life will not be remembered as an adult, but its effects on the young brain will be profound — in terms of brain rhythms and subtle brain logics. It will influence the child’s later learning of language, maths, and, of course, music itself.

Movement training for newborns and young infants is a far more subtle thing than it will be at the toddler stage. It is best with the very young to combine movement training with simple holding, massage, and soft gentle rhythmic speech to accompany the subtle movements.

Again, the older child or adult will never remember these early trainings. But the deep, pre-verbal brain that forms the core of later learning will not forget.

Art training for the very young is just as much tactile as visual. Objects of various shapes should hang above his crib, and adorn the walls. Gently and slowly allowing the baby to feel surface textures of various items, as well as their shapes, edges, and temperatures, helps to form early concepts of art. As soon as the baby’s vision becomes clearer, allow the baby experiences that reinforce the correspondence between what he sees and what he feels.

Reading or telling stories to the child is excellent training in the prosody — the timing, accents, emphasis, and melody — of language. The child will not remember the stories as such, but more and more of the words and style of spoken language will stay with the child, over the months.

Infants should be raised within an enriched sensory environment, where they can trust that their needs will be met promptly, and their safety and comfort considered. Allowances for ample sleep and proper diet must be made.

As the child grows in infancy, movement training can become more vigorous — and even somewhat rowdy, depending upon the infant’s sensibilities. Bungee devices that allow the infant to initiate movements he would not otherwise be able to make, expand his imagination of movement. Zip line devices will teach basic gravitational concepts — even to children who may not tolerate being tossed gently into the air and caught.

As the child’s senses are refined, provide him with toys and safe objects of various distinct shapes. Children love spherical balls and cubic blocks, but they also need exposure to pyramids, other polyhedra, various classical curves, and objects that demonstrate symmetry and perspective. Rudimentary artistic puzzles are very useful.

By the time the child is ready to begin walking, he should have been exposed to applied art, such as simple machines and simple construction.

Whether the child creeps, crawls, rolls, or ambulates in other interesting ways, such early body movements should quickly be made goal directed — in the same way that reaching for a mobile that hangs above the infant’s crib is goal directed. Problem-solving should be made an early part of the infant’s life, and posed as a slowly graduated phenomenon. Expect setbacks, and be prepared to begin again at an earlier level from time to time.

Early infancy training should not detract from sleep, meals, play, outdoor time, or other normal occupations of infancy. In fact, the training should be seamlessly rolled into play, meals, going to sleep, waking up, exploring the outdoors, etc.

What the infant experiences during early infancy will help determine how well his mechanisms of gene expression can lay the foundations for later learning and development.

Very few children in the history of the world have been raised optimally, according to their unique needs, and the nature of their world. While it is true that young children possess significant resiliency, it is also true that you will never see the child’s missed opportunities to develop unique personal skills that might have served him well in later life.

Infants should be sung to (and with), have music played to them with various instruments, be held and moved safely in a comforting way — but in ways that gradually help expand his sense of movement. Stories should be told with expression and emotion, and ended in a way that leaves the infant settled and comforted.

Match the child’s facial expressions and body movements, as he grows older and begins to incorporate motor “mirroring.” As he learns to mirror your expressions and motions, his brain is learning how to physically respond to the outside environment.

These are a few of the ways that early infancy training can be shaped to morph cleanly into the Dangerous Child training for toddlers and pre-school children.

Dangerous Child training begins, of course, well before conception. And it continues throughout the prenatal period.

But it is often difficult for parents to visualise how one could possibly apply the Dangerous Skills taught to pre-adolescent and adolescent youth, to newborns and very young infants. Providing these few examples provides grist for the imagination.

Thanks to advanced psychology and neuroscience, it is never too late to have a Dangerous Childhood. But the earlier the training is begun, the more profound its effects over a lifetime.

More from “Doman-Mom:”

1. Teach joyfully
You must approach the game of learning with the same abandonment and enthusiasm you would approach the game of patty cake or peek a boo. All children are drawn to joyousness. Your attitude towards a subject determines his. Never approach your teaching with soberness and seriousness. Learning is the greatest game you will play with your child: keep it as such. Present learning as a privilege he has earned: never, never as a chore.
2. Teach clearly
When we talk to tiny children, we naturally talk to them in a loud, clear voice. Teach your tiny child in such a voice and make your materials large and clear. Present the information in an honest, factual, and straightforward way. If you give a tiny child the facts, he will discover the rules that govern them.
3. Teach quickly
You must teach your tiny child quickly and briefly. He has much to do and can’t stay in one place long. You must be content to teach him for only a few seconds at a time. That is all it takes. Present him with a set of information, and then come back to it later. When you teach in many ten- and fifteen-second sessions, you can accomplish more than you ever imagined possible.
4. Always leave him hungry for more
You must always, always, always stop before your child wants you to stop. Always stop before he wants to stop. Be sensitive to your child’s attention and mood, and leave him hungry for more, every time, without fail.
5. Teach only at the best times
The key to teaching your tiny child is to only do so at the best possible times. Never try and teach him in a distracting, chaotic environment. Never try and teach him at a time when he is hungry, tired, or out of sorts. Never try and teach him when you are out of sorts. You must be ever-discerning of your child’s temperament and mood and be willing to put your teaching away for the morning or day if needed.
6. Teach with consistency
If you are to be successful in teaching you must teach with consistently. If you child is to remain interested you must keep the ball rolling. Starting and stopping constantly will cause him to lose interest because he will believe the information you are bringing out again is old hat. Organize yourself to teach in such a way as to be able to remain consistent in your endeavors.
7. Teach new information
You will be surprised at how quickly your tiny child learns new information. Don’t go over the same information over and over again when he already knows it. You must be keen to sense when he knows something, and regularly give him that which is fresh and new.
8. Teach as a gift
We have come to equate teaching and testing as two sides of the same coin. You must forget this notion if you are to be successful in teaching your tiny child. Teaching is the process of giving information, as you would give a gift. Testing is asking for it back. Never test your child. It is essentially disrespectful and he will sense that you don’t trust that he knows the information. If he learns that your teaching always has strings attached, he will push you and your teaching away. Learning is a gift, the most precious one you can give your child.

__ http://domanmom.com/2010/11/the-principles-of-teaching-tiny-children/

Good advice — except for the part about never testing the child.  Life itself is a test, and if you never put your child into situations that challenge and test him, you are treading the edges of parental malpractise.  Domanmom has a good heart, but like most well-meaning and kindly moms she fails to see what is coming, and why growing children to be Dangerous is so important.