Happy 4th of July

I wish all of you a happy 4th of July. I will be attending a tea party in St. Clair Shores tomorrow for about 2 hours then going to my granddaughter's birthday party. She will be 4 on the 4th. Of course she's all excited about it and can't wait. To me, it's beautiful to see the excitement and exuberance she shows while visions of presents and cake dominate her mind. And to think, I am indebted to the Founders who made this possible.

Happy 4th all!
Mike

Lively Imagination

Any parent or grand parent knows that little kids can say the darnedest things. They want so bad to talk like adults and sound grown up. This past Friday my oldest granddaughter, she'll be 4 on July 4th., came into the computer room by me and said "Grandpa, I have to listen to that music every morning". She was talking about her dad's cell phone music which just went off in the living room and on which he uses the alarm function in the morning. "Every morning it plays that music over and over and it gives me a headache. I need some chocolate covered raisins to clear my mind."

I know you're not supposed to laugh when a child is trying to be serious but I couldn't help it.

(Yes, I keep some of those raisins to treat myself now and then.)

Captain Grandpa

Once when I was babysitting my youngest granddaughter Payton, I saw a spider crawling on the ceiling right above her bassinet. So I wrote in the log--my kids keep a log of their baby's first few years of life--that Captain Grandpa summoned his super powers and vanquished the intruder. Corny I know, but then my son and daughter in-law decided to get me a baseball cap with the words 'Captain Grandpa' sown on the front and which I now proudly wear.

But I do like the idea of keeping a log for each child in which all the care givers can post all their observations. Things like "You began to crawl today" or "You took your first steps this morning" and so on. Because these logs will be read by the child at a much later age, I decided to add observations from my objectivist perspective. For example when my oldest granddaughter, Taylor, began to speak words, I wrote in essence, "Your conceptual mind is waking up now. You are now integrating percepts into concepts, something no other animal can do." I then wrote a short explanation of the difference between the two.

When Payton, pulled her self up to a standing position for the very first time, she turned around and looked at mom and dad with the biggest, wide eyed smile as if to say 'look what I just did!" I took that opportunity to write in her log "That is what life is all about, achieving one goal after another. Life is not an arduous, joyless journey towards the achievement of some goal which when achieved only then can one be happy. Oh no! The real happiness is in the journey, the enjoyment of each success for its own sake, one after another, no matter how great or small, as part of the journey."

One may wonder why I'm going to such trouble with my grand kids. Well, first, they are my grand kids and I'm very selfish about their well being. Second, if we lived in a completely civilized society with an objective (private) educational system which had a rational curriculum, I wouldn't have to worry about their intellectual development so much. But we don't live in such a society. So I have to be Captain Grandpa in more than just physical ways. I have to fly to their aid in intellectual ways as well. When each one first enters school, I intend to check out the curriculum and talk to the teachers personally. I want to know what parts of the curriculum are rational and what irrational and need to be countered. My own kids know I'll be doing this and seem to be happy about it.

Another of the things I'm doing is putting together a small box for each child with a copy of Atlas Shrugged, The Fountainhead, Virtue of Selfishness and Capitalism: The Unknown Ideal inside. I will give the boxes to them when I think they are ready for them or if I'm not around then, on their 18th birthday.

But the biggest reason I'm doing all this is because, as mentioned above, I'm selfish. I really enjoy it.

Experimenting

As you can probably see, I'm experimenting with adsense. I'm told I'll have to wait about 48 hours for relevant ads to appear. This may be one of those lessons where one learns what not to do. We'll see.

Pedagogically Correct Newsletter May 22 2009

Because education is so important, here is the latest edition of the VanDamme Academy Newsletter.


Pedagogically Correct Volume 3, Issue 6
May 22, 2009

"Pedagogy": The art and science of teaching.
:: Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
:: Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
:: Announcement: Pedagogically Correct Blog


Tell Me Everything You Know

I have invented a new educational game. I call it "Tell Me Everything You Know."

Here is how the game works in my grammar class: I write a sentence on the board, set a time limit, and then have the students write down every grammatical fact they can name about the sentence. When the time is up, I go around the room, asking each student to volunteer one of his observations. If someone else in the class has written the same thing, both must cross it off their lists. If no one else has made the same observation, that student gets a point. Victory goes to the student with the most points.

For example, yesterday I wrote, "When it is Taco Tuesday, we go to the park that is down the street to eat tacos."

Their observations ranged from the simple …


"Tuesday" is a proper noun.

"The" is an article.

The sentence is declarative.

The sentence ends with a period.

to the more esoteric …

"To eat tacos" is an infinitive phrase used as an adverb modifying "go."

"When" is a subordinating conjunction linking the adverb clause to the word it modifies.

"Tacos" is the direct object of the infinitive.

"Park" is the antecedent of the relative pronoun "that," which introduces the adjective clause "that is down the street."

At the conclusion of the allotted time, my 7th and 8th grade students had as many as forty to fifty things to say about the grammar of the sentence.
This game works equally well in other classes. Mr. Black and Mr. Steele have played it in their math classes. With one 3rd-grade level math group, Mr. Steele wrote on the board, "362 ÷ 3," and said, "Tell me everything you know."

These 7- and 8-year olds made comments that ranged from …


The divisor is 3.

The dividend is 362.

The quotient is 120 with a remainder of 2.

to such acute observations as …

The 3 in 362 is in the hundreds' place and stands for 300.

362 is a 3-digit number and an even number.

The divisor, 3, can be subtracted from the dividend, 362, 120 times. (Connecting division to repeated subtraction.)

This game both cashes in on and reinforces the VanDamme Method. All the teachers in all the VDA classes stress conceptual understanding of the material. We work hard to ensure that the students are not taking a rote, thoughtless, pattern-seeking approach to their work, but rather that they fully grasp and can fully explain the concepts they are learning. So when they look at a problem like "362 ÷ 3," we want them to possess a depth of understanding that allows them not just to solve the problem but to thoroughly explain the problem and its solution.
Playing this game also serves as excellent review and reinforcement. It helps the students to probe their own understanding, to dig through their subconscious minds and retrieve all they have learned about a given subject. They listen carefully to others' answers and in doing so are reminded of aspects of the subject they may have forgotten or not readily retrieved. They revisit and focus on aspects of a subject they know but may not have recently brought into conscious awareness.

In my experience, because the students are well prepared for the rigors of this game, because it is a fruitful review, and because it is benevolently competitive—they love it. Students share their insights eagerly and are delighted when others cleverly dig up obscure facts that hadn't occurred to them.

I had to boast about having invented the game because I have to confess to having lost the game. Though I am the self-proclaimed grammar guru, I was bested by 11-year-old Melissa McWilliams. Well, as Leonardo Da Vinci said, "Pity the student who does not surpass his master."




Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
Now Anyone Can Understand The Fundamental Principles of Science Better than Most Scientists
"Fundamen tals of Physical Science: A Historical, Inductive Approach"
By David Harriman, Historian and Philosopher of Physics

Learn all about it at our brand new website.

Here's what other Pedagogically Correct Readers are Saying:

"I am currently a Ph.D. candidate in physics, and I was amazed at how much I learned from David Harriman's course. This course stands head and shoulders above any other course or textbook I have encountered."

"It's perfect for someone relatively new to physics like myself; it's perfect for even advanced people who want a deeper historical perspective than is usually taught...I found Mr. Harriman's physics course to be an exciting walk through the fascinating world of physics."

"I think this type of course is needed for everyone, as in my experience, it's so far above the courses I've had throughout my life as far as the actual transmittal of knowledge is concerned...In short, this course has made science and math much more intelligible for me, and was completely worth the time and cost - I highly recommend it."

I was a physics major when I entered college, yet I can easily say that my actual understanding of physics is much greater as a result of this course than I can credit to any other class I've taken.

www.vandammescience.com

With this course you will:
* Finally understand the world around you, the world of science and technology, in a way you never thought possible. (No, you don't have to be a math wiz.)
* Learn the thinking methods of the greatest minds in history.
* Understand what all those physics equations and formulas you once memorized really mean.
* Be inspired by scientists' amazing 2500-year quest to unlock the mysteries of the physical world.
* And have a great time in the process!

All thanks to a one-of-a-kind science teaching methodology available in no other course or textbook.


www.vandammescience.com


Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
Lisa VanDamme's educational career began when a group of parents, disillusioned with standard public and private schools, hired her to educate their children. In 1998, she chronicled her successes homeschooling and explained the methods that made them possible in a lecture, "Reclaiming Education." The audience, fascinated by her insights about education, and inspired by the stories she told, gave her a standing ovation. In 1999, she made "Reclaiming Education" available in written form, to the delight of thousands of readers. Since 1999, the essay version of "Reclaiming Education" has been unavailable. Until now.

For the first time in almost 8 years, we will make this remarkable work available. And we are giving it away for FREE as an e-book to those who help us grow Pedagogically Correct by recommending it to their friends. Just send enter the email addresses of at least five friends who might appreciate an invitation to receive PC--along with a brief personal note, or our standard note below. We will not add anyone to our email database without their permission.


Click here to refer five friends and get your copy of "Reclaiming Education."

Announcement: Pedagogically Correct Blog
www.pedagogicallycorrect.com
Check out our 'blog, which will contain much (but not all) of the material we sent out in our newsletters. Spread the word!




VanDamme Academy encourages you to forward our newsletter to your friends or post it on your website or blog. If this newsletter has been forwarded to you, you can sign up to receive Pedagogically Correct for free, at www.vandammeacademy. com.

Happy Learning!

VanDamme Academy--Experience the Power of a Real Education



VanDamme Academy
email: custserv@vandammeacademy.com
phone: 949-581-1881
web: http://www.vandammeacademy.com

Blogroll Addition May of 09

It time for another blogroll update.

First is the blog of "Brad Harper" where his latest post shows the evil of eminent domain in a particularly egregious case. Evidently, the park service wants to build a monument and park at the site where Flight 93 crashed in Pennsylvania on 9/11. Trouble is that land is owned by 7 owners who don't want to sell. So the Park Service wants to invoke eminent domain to condemn their property, seize it and build a monument. I wonder what the people who died on that fateful flight would say if they knew their deaths would be used to violate the property rights of 7 of their fellow citizens just to build a monument? I think they'd be outraged.
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Next is Benpercent who has a book review of "Walt Disney: A Triumph of American Imagination" which he calls the story of a real American hero.
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The third addition is Reality Talk where Brian reports that a college student saved lives by owning a gun. He has a two minute video of the news report but also points out how the media insists on slanting the news so as to deny any self-interested motive. He did it for others!
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Fourth is "Objective Extrospection" where Rajesh reports on Objectivism, Ayn Rand, Tech and Defense. He now notes that the Enigma machine used by the Nazis to send secret codes is now for sale.
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Fifth is Aristotle the Geek where he has a letter to Obama (via Cafe Hayek) by a money manager who dares to speak out.
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Sixth will be Just Add Rationality where host Francis Luong has a retort for an article that says individualists must give up their disdain for mass movements.
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Seventh is Ron Pisaturo's Blog at which Ron posts on the fact that 'The Leader Desires Work and Peace" and how that speech reminds him of someone else 70 some years ago.
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Number eight shall be Life on Marrs where Gaia looks at the difference between Obama's proposed $100 million budget cuts and his 3.69 trillion dollar spending.
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Ninth is 'The Nearby Pen' where Daniel informs that Ayn Rand's The Fountainhead has been translated into Vietnamese. Good News for sure.
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Tenth is Exalted Moments which takes a look at all such moments found in Ayn Rand's writings. I highly recommend it.

That's it for now. But I would like to inform any new visitors to this site that I publish all my political and cultural posts at The New Clarion. Enjoyable reading all.

Update: corrected link to Brad Harper blog

Objectivism's Benefit to Me #5

Another one of the many things I had to relearn was the idea of certainty. I had bought into the notion that certainty was not possible, that our knowledge can only be probable, never certain. It never occurred to me to ask if something doesn't exist, like certainty, how can you have degrees (probability) of it? Of course you can't. So certainty must exist but how? How can one tell when one can claim certainty?

In studying the philosophy of Objectivism, I learned that existence exists and that it is governed by the laws of identity and causality. The law of identity, A is A, things are what they are, means that all things have a specific nature and will behave according to that nature and that this nature represents the context in which it exists. What I understand from this then is that reality itself is contextual.

Since reality is contextual, this in turn means that our knowledge of reality, to be true, that is, to correspond to reality, must also be contextual.

"Concepts are not and cannot be formed in a vacuum; they are formed in a context; the process of conceptualization consists of observing the differences and similarities of the existents within the field of one’s awareness (and organizing them into concepts accordingly). From a child’s grasp of the simplest concept integrating a group of perceptually given concretes, to a scientist’s grasp of the most complex abstractions integrating long conceptual chains—all conceptualization is a contextual process; the context is the entire field of a mind’s awareness or knowledge at any level of its cognitive development." (Introduction to Objectivist Epistemology p.55)

This understanding has helped me to see that out of context statements cannot be trusted as knowledge. For example, 'All swans are white' is an out of context proposition and is refuted with the discovery of a colored swan. But the statement 'All swans known to me (within my field of awareness) are white' is contextual and is not refuted with the discovery of a colored swan. In this case the context of my knowledge has expanded to include colored swans. This new expanded knowledge does not contradict or refute my former knowledge that 'All swans known to me are white.' Expansion of previous knowledge is not a contradiction of it.

In terms of certainty then, it was proper for me to be certain of both of my propositions since they both met the requirement of contextuality. Context however, is not the only requirement for certainty. Just as in the categories of 'possible' and 'probable' knowledge, there must be some evidence in support of the proposition, so it is with certainty. but with certainty, all the available evidence must be in support of the proposition. There can be no contrary evidence. If there is some contrary evidence then certainty cannot be claimed.

There is the argument that as long as it's possible to be wrong one cannot claim certainty. But Objectivism has helped me to understand that this is the argument from infallibility and is false. The possibility of error is not evidence of it. Such an argument is just another example of the arbitrary which, per post #4, is always meaningless and is to be dismissed out of hand.

So, this then is something I can add to my always allow list, at least for consideration, 'propositions that are contextual' and the fifth way that Objectivism has benefited me.

March VDA Newsletter

Because education is so important, here is the latest newsletter from the VanDamme Academy. After reading it I strongly urge readers to click on the words 'Follow this link' for more interesting articles.



"Pedagogy": The art and science of teaching.
:: Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
:: Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
:: Announcement: Pedagogically Correct Blog


Follow this link for the latest VanDamme Academy Newsletter, which features the following article entitled "Does My Child Know Grammar Better Than Me?"


I would say that a debate is raging in our culture over whether or not we need to preserve the formal rules of grammar, but the sad truth is that there are too few defenders of grammar for a debate to rage. I am lonely in my fervency. Nevertheless, a few recent books and articles have brought the dispute between grammar snobs and grammar slobs to the fore.

Pundit of punctuation Lynne Truss tried to rally readers to her "zero tolerance approach to punctuation" with her bestseller Eats, Shoots, and Leaves. Alas, Birmingham, England didn't heed the call. In January, the city council abolished apostrophes from street signs, inviting criticism from pro-grammar organizations like the "Apostrophe Protection Society," and from our own students at VanDamme Academy, who condemned the decision in a paper written for Mrs. Battaglia's (or "Mrs. Battaglias," if we follow the Birmingham precedent) writing class. "If children grow up there, they will learn not to put apostrophes in possessive words," said 8-year-old Greta. "Usually kids learn from their surroundings."

This debate has also been given center stage unwittingly by President Obama. Obama, widely praised as a consummate intellectual, has been criticized by advocates of grammar for committing such common blunders as the inversion of "me" and "I."

In a February New York Times op-ed, Patricia T. O'Conner and Stewart Kellerman echoed the sentiments of many Americans when they defended President Obama against the "grammar junkies," claiming that the rules for pronouns are 19th-century creations that have no necessity in reality.

Really?

To illustrate my answer, I brought the following example into my Room 4 grammar class. Rather than the innocuous, "President Bush graciously invited Michelle and I," what if President Obama had said, "Michelle likes President Bush better than I." Is this a mere difference of opinion about the former President, or a scandal? The ambiguity is resolved with a universal understanding of the rules of grammar.

"Michelle likes him better than I," as my grammar students can tell you, contains an elliptical adverb clause with "I" as the subject, and means, "Michelle likes him better than I like him." On the other hand, "Michelle likes him better than me," contains an elliptical clause with "me" as the direct object, and means, "Michelle likes him better than she likes me."

So, if you whose children are gaining a thorough mastery of the rules of grammar have ever asked yourselves, "Does my child know grammar better than me?" the answer is no, he should know you better. And by the time he graduates, he will know better than to ask the question like that.



Calling All LifeLong Learners: Learn Science the VanDamme Academy Way!
Now Anyone Can Understand The Fundamental Principles of Science Better than Most Scientists
"Fundamen tals of Physical Science: A Historical, Inductive Approach"
By David Harriman, Historian and Philosopher of Physics

Learn all about it at our brand new website.

Here's what other Pedagogically Correct Readers are Saying:

"I am currently a Ph.D. candidate in physics, and I was amazed at how much I learned from David Harriman's course. This course stands head and shoulders above any other course or textbook I have encountered."

"It's perfect for someone relatively new to physics like myself; it's perfect for even advanced people who want a deeper historical perspective than is usually taught...I found Mr. Harriman's physics course to be an exciting walk through the fascinating world of physics."

"I think this type of course is needed for everyone, as in my experience, it's so far above the courses I've had throughout my life as far as the actual transmittal of knowledge is concerned...In short, this course has made science and math much more intelligible for me, and was completely worth the time and cost - I highly recommend it."

I was a physics major when I entered college, yet I can easily say that my actual understanding of physics is much greater as a result of this course than I can credit to any other class I've taken.

www.vandammescience.com

With this course you will:
* Finally understand the world around you, the world of science and technology, in a way you never thought possible. (No, you don't have to be a math wiz.)
* Learn the thinking methods of the greatest minds in history.
* Understand what all those physics equations and formulas you once memorized really mean.
* Be inspired by scientists' amazing 2500-year quest to unlock the mysteries of the physical world.
* And have a great time in the process!

All thanks to a one-of-a-kind science teaching methodology available in no other course or textbook.


www.vandammescience.com


Recommend Pedagogically Correct to five friends, get Lisa VanDamme's e-book, "Reclaiming Education," for free!
Lisa VanDamme's educational career began when a group of parents, disillusioned with standard public and private schools, hired her to educate their children. In 1998, she chronicled her successes homeschooling and explained the methods that made them possible in a lecture, "Reclaiming Education." The audience, fascinated by her insights about education, and inspired by the stories she told, gave her a standing ovation. In 1999, she made "Reclaiming Education" available in written form, to the delight of thousands of readers. Since 1999, the essay version of "Reclaiming Education" has been unavailable. Until now.

For the first time in almost 8 years, we will make this remarkable work available. And we are giving it away for FREE as an e-book to those who help us grow Pedagogically Correct by recommending it to their friends. Just send enter the email addresses of at least five friends who might appreciate an invitation to receive PC--along with a brief personal note, or our standard note below. We will not add anyone to our email database without their permission.


Click here to refer five friends and get your copy of "Reclaiming Education."

Announcement: Pedagogically Correct Blog
www.pedagogicallycorrect.com
Check out our 'blog, which will contain much (but not all) of the material we sent out in our newsletters. Spread the word!

VanDamme Academy
email: custserv@vandammeacademy.com
phone: 949-581-1881
web: http://www.vandammeacademy.com

Spotted By Mike's Eyes Mar 27th

A while ago I sent an email to my Michigan Senators Debbie Stabenow and Carl Levin urging them not to support the stimulus bill. Yesterday, 3/26, I got an email reply from Sen Stabenow extolling the virtues of the bill and how much good it will accomplish. In response to that I sent her another email stating:

Dear Senator Stabenow:

Thanks for responding to my letter about the stimulus bill. It is good that you wish to create jobs here in America, but unless you are a businessperson you cannot create any productive jobs, that is, wealth creating jobs, unless that is, you fight to get government rights violating regulations and taxes out of the way. The only jobs that can be created by government are non-productive make work jobs which consume wealth not produce it.

You correctly talked about changing from the failed economic policies of the past. But ever since the New Deal the economic policies that have been failing are policies of government regulation of the market. Government interference in the market are the policies of the past. You are not trying to change any of them. Instead you are advocating more of the same but on a massively destructive scale.

The government regulated policies of the past have failed because they are based on false premises the biggest of which is the notion that consumption is what drives an economy. It is production that creates wealth and jobs. The cause of production is not money but freedom. Freedom from what? To put it bluntly, freedom from you, that is, freedom from anyone who seeks to use initiatory force against the producers.

If you really want to create prosperity, get the the government out of the way of the producers of wealth by pushing for a discovery of laissez-faire capitalism in Washington and, there-in, a ruthless loyalty to inalienable individual rights.

Respectfully,

Michael Neibel

Today I received another copy of the same email I got yesterday. A form letter. Sigh.
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Speaking of letters,the Detroit News of Friday 3/27/09 carried in its letters to the editor section an LTE by Richard Ralston, Executive Editor Americans for Free Choice in Medicine which said in part:

"It is easy for the government to spend health care money on other things. This has been notoriously done by many states that spend most of the money from tobacco taxes and settlements on anything except anti-smoking programs and health care for smokers. We should all be skeptical of big tax increases proposed by the president to establish a "reserve" for health care."

Pols are probably already licking their chops at the thought of another 'fund' they can raid to buy votes.
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Also in the same editorial section is a commentary by Deroy Murdock of Scripps Howard News Service titled "Treasury leader undermines U.S. currency". The paragraph I focused on:

"While addressing a jam-packed meeting of the Council on Foreign Relations, Geithner answered Standard Chartered Bank's Doug Smith, who wanted the secretary's thoughts on "the Chinese government proposal about a global currency." People's Bank of China governor Zhao Xiaochuan would shift Earth's reserve currency from the dollar to "Special Drawing Rights," combining the dollar, Britain's pound, Japan's yen and the euro. Call it the international "globo.""

Hmmm, I wonder how that would sound. "I'm down to my last globo." or "Do you have change for a globo?" or "It all boils down to globos and cents." Nahh, it just doesn't have any ring to it.

Update; changed typo in title, was May should be Mar.

Objectivism's Benefit to Me #4

So far, Objectivism has helped me to do away with the unknowable, beliefs and faith in my thinking. Little did I know that this was just the tip of the iceberg; that I had much more to learn about what is knowledge and what isn't. (I'm still learning.)

About knowledge Rand wrote "'Knowledge' is 'a grasp of a fact(s) of reality, reached either by perceptual observation or by a process of reason based on perceptual observation.'" (From the Lexicon) So knowledge then must be based on observation either directly or indirectly. If a claim to knowledge isn't based on some observational evidence, it is not knowledge. Such claims can be some form of revelation, intuition, instinct, feelings or some kind of automatic knowing. All of these can be subsumed I think under the concept of arbitrary which means made up or not grounded in observational evidence.

Objectivism holds that the arbitrary is always meaningless.

"Let me elaborate this point. An arbitrary claim has no cognitive status whatever. According to Objectivism, such a claim is not to be regarded as true or as false. If it is arbitrary, it is entitled to no epistemological assessment at all; it is simply to be dismissed as though it hadn’t come up . . . . The truth is established by reference to a body of evidence and within a context; the false is pronounced false because it contradicts the evidence. The arbitrary, however, has no relation to evidence, facts, or context. It is the human equivalent of [noises produced by] a parrot . . . sounds without any tie to reality, without content or significance."(Again from the Lexicon)

So now I liken what I allow into my store of knowledge to the 'always allow or block' function on my computer. I can 'always block' or 'always allow' other computers access to mine. Thus, under 'always block' from my knowledge are listed
>the unknowable
>believing (instead of knowing)
>faith (instead of confidence)
>the arbitrary

Under the 'always allow' is listed
>any cognition which has some corresponding evidence in reality.

Needless to say the above still leaves much to be added or updated to these lists. For example, I think the Logical Fallacies should be added to the always block list after one becomes adept at spotting them. As mentioned at the beginning, this is just a brief mention of how Objectivism has helped clear my thinking regarding what should be considered true and what false. For a more in-depth, technical study I recommend Introduction to Objectivist Epistemology (ITOE) and Objectivism: the Philosophy of Ayn Rand (OPAR).

The next post will be about how Objectivism taught me that knowledge can be certain provided it is contextual.