Voter Education Quotes

Half of the American people have never read a newspaper. Half never voted for President. One hopes it is the same half.

The COUNTRY is controlled by LAWS> LAWS are controlled by POLITICIANS> POLITICIANS are controlled by VOTERS> VOTERS are controlled by PUBLIC OPINION> PUBLIC OPINION is controlled by the MEDIA (News, Hollywood, Internet...) & EDUCATION so. whoever controls MEDIA & EDUCATION, controls the COUNTRY.

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Future Politics Effecting change in national politics was mostly a matter of making better use of online forums, encouraging voters to press forth with hard questions, providing statistics and solutions. Direct-to-voter referendums became an increasingly common way of effecting national policy. If Congress were deadlocked over a particular issue, the voters would be asked to make up their minds for them in the form of an online referendum.

Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies.

The great bulk of the legal voters of the South were men who owned no slaves; their homes were generally in the hills and poor country; their facilities for educating their children, even up to the point of reading and writing, were very limited; their interest in the contest was very meagre--what there was, if they had been capable of seeing it, was with the North; they too needed emancipation. Under the old regime they were looked down upon by those who controlled all the affairs in the interest of slave-owners, as poor white trash who were allowed the ballot so long as they cast it according to direction.

These various remedies, eugenic, educational, ethical, populist and socialist, all assume that either the voters are inherently competent to direct the course of affairs or that they are making progress towards such an ideal. I think [democracy] is a false ideal.

The great bulk of the legal voters of the South were men who owned no slaves; their homes were generally in the hills and poor country; their facilities for educating their children, even up to the point of reading and writing, were very limited; their interest in the contest was very meagre--what there was, if they had been capable of seeing it, was with the North; they too needed emancipation.

The men and women of England who abolished slavery, created the educational system, or gave women the vote were not acting on the hypotheses of what the voters wanted. They were afire with faith in what people ought to want and in the end they persuaded their lethargic compatriots to give them enough support to warrant a change.

I argued earlier that clientelism is an early form of democracy: in societies with masses of poor and poorly educated voters, the easiest form of electoral mobilization is often the provision of individual benefits such as public-sector jobs, handouts, or political favors. This suggests that clientelism will start to decline as voters become wealthier. Not only does it cost more for politicians to bribe them, but the voters see their interests tied up with broader public policies rather than individual benefits.

The point, longtime aide John Ehrlichman explained, was to present a position on crime, education, or public housing in such a way that a voter could “avoid admitting to himself that he was attracted by a racist appeal.

Four Millions of people heretofore declared by the highest tribunal in the land, not citizens of the United States, nor eligible to become so, voters in every part of the land, the right not to be abridged by any state, is indeed a measure of grander importance than any other one act of the kind from the foundation of our free government to the present day . . . The adoption of the 15th Amendment . . . constitutes the most important event that has occurred, since the nation came into life.” It was a stunning statement of Grant’s faith in the new black electorate. He further urged Congress to promote popular education so that “all who possess and exercise political rights, shall have the opportunity to acquire the knowledge which will make their share in the government a blessing.

New Rule: Just because a country elects a smart president doesn't make it a smart country. A couple of weeks ago, I was asked on CNN if I thought Sarah Palin could get elected president, and I said I hope not, but I wouldn't put anything past this stupid country. Well, the station was flooded with emails, and the twits hit the fan. And you could tell that these people were really mad, because they wrote entirely in CAPITAL LETTERS!!! Worst of all, Bill O'Reilly refuted my contention that this is a stupid country by calling me a pinhead, which (a) proves my point, and (b) is really funny coming from a doody-face like him. Now, before I go about demonstration how, sadly, easy it is to prove the dumbness that's dragging us down, let me just say that ignorance has life-and-death consequences. On the eve of the Iraq War, seventy percent of Americans thought Saddam Hussein was personally involved in 9/11. Six years later, thirty-four percent still do. Or look at the health-care debate: At a recent town hall meeting in South Carolina, a man stood up and told his congressman to "keep your government hands off my Medicare," which is kind of like driving cross-country to protest highways. This country is like a college chick after two Long Island iced teas: We can be talked into anything, like wars, and we can be talked out of anything, like health care. We should forget the town halls, and replace them with study halls. Listen to some of these stats: A majority of Americans cannot name a single branch of government, or explain what the Bill of Rights is. Twenty-four percent could not name the country America fought in the Revolutionary War. More than two-thirds of Americans don't know what's in Roe v. Wade. Two-thirds don't know what the Food and Drug Administration does. Some of this stuff you should be able to pick up simply by being alive. You know, like the way the Slumdog kid knew about cricket. Not here. Nearly half of Americans don't know that states have two senators, and more than half can't name their congressman. And among Republican governors, only three got their wife's name right on the first try. People bitch and moan about taxes and spending, but they have no idea what their government spends money on. The average voter thinks foreign aid consumes more twenty-four percent of our budget. It's actually less than one percent. A third of Republicans believe Obama is not a citizen ad a third of Democrats believe that George Bush had prior knowledge of the 9/11 attacks, which is an absurd sentence, because it contains the words "Bush" and "knowledge." Sarah Palin says she would never apologize for America. Even though a Gallup poll say eighteen percent of us think the sun revolves around the earth. No, they're not stupid. They're interplanetary mavericks. And I haven't even brought up religion. But here's one fun fact I'll leave you with: Did you know only about half of Americans are aware that Judaism is an older religion than Christianity? That's right, half of America looks at books called the Old Testament and the New Testament and cannot figure out which came first. I rest my case.

Single-strand identities do not exist in a household, let alone in a nation. When America is at its best, we acknowledge the complexity of our societies and the complicating reality of how we experience this country—and its obstacles. Yet we never lose sight of the fact that we all want the same thing. We want education. We want economic security. We want health care. Identity politics pushes leaders to understand that because of race, class, gender, sexual orientation/gender identity, and national origin, people confront obstacles that stem from these identities. Successful leaders who wish to engage the broadest coalition of voters have to demonstrate that they understand that the barriers are not uniform and, moreover, that they have plans to tackle these impediments. The greatest politicians display both of these capacities, and they never forget that the destination—regardless of identity—is the same: safety, security, and opportunity.

The political merchandisers appeal only to the weak­nesses of voters, never to their potential strength. They make no attempt to educate the masses into becoming fit for self-government; they are content merely to manipulate and exploit them. For this pur­pose all the resources of psychology and the social sciences are mobilized and set to work. Carefully se­lected samples of the electorate are given "interviews in depth." These interviews in depth reveal the uncon­scious fears and wishes most prevalent in a given so­ciety at the time of an election. Phrases and images aimed at allaying or, if necessary, enhancing these fears, at satisfying these wishes, at least symbolically, are then chosen by the experts, tried out on readers and audiences, changed or improved in the light of the information thus obtained. After which the political campaign is ready for the mass communicators. All that is now needed is money and a candidate who can be coached to look "sincere." Under the new dispen­sation, political principles and plans for specific action have come to lose most of their importance. The person­ality of the candidate and the way he is projected by the advertising experts are the things that really mat­ter. In one way or another, as vigorous he-man or kindly father, the candidate must be glamorous. He must also be an entertainer who never bores his audience. Inured to television and radio, that audience is accustomed to being distracted and does not like to be asked to con­centrate or make a prolonged intellectual effort. All speeches by the entertainer-candidate must therefore be short and snappy. The great issues of the day must be dealt with in five minutes at the most -- and prefera­bly (since the audience will be eager to pass on to something a little livelier than inflation or the H-bomb) in sixty seconds flat. The nature of oratory is such that there has always been a tendency among politicians and clergymen to over-simplify complex is­sues. From a pulpit or a platform even the most con­scientious of speakers finds it very difficult to tell the whole truth. The methods now being used to merchan­dise the political candidate as though he were a deo­dorant positively guarantee the electorate against ever hearing the truth about anything.

If there’s a sharper critique of America’s failed education system than the breathless, mindless Trump voter, I can’t name it.

Republicans can continue to win elections nationally for a few more years by relying on a base of older, less educated white voters, but that strategy will prove less and less successful as the number of people of color continues to grow. By 2044, whites are expected to be a minority in America—very bad news for a party that has alienated everyone who isn’t white.

Indeed, this massive and well-funded force is turning the party it has occupied toward ends that most Republican voters do not want, such as the privatization of Social Security, Medicare, and education.35

Since the days of enslavement, African Americans have fought to gain access to quality education. Education can be transformative. It reshapes the health outcomes of a people; it breaks the cycle of poverty; it improves housing conditions; it raises the standard of living. Perhaps, most meaningfully, educational attainment significantly increases voter participation.135 In short, education strengthens a democracy. As

There was a study done with minimally educated voters who, given a hypothetical ballot, picked the names of famous serial killers over randomly generated names as well as over those of actual, less well-known politicians.

That’s not the point. It was a shrewd move. Teachers are educating future voters. This teacher, for instance, will always say a good word for Tammany to her pupils whenever she can. Every boy has to grow up to vote, you know.

Hamilton wanted to lead the electorate and provide expert opinion instead of consulting popular opinion. He took tough, uncompromising stands and gloried in abstruse ideas in a political culture that pined for greater simplicity. Alexander Hamilton triumphed as a doer and thinker, not as a leader of the average voter. He was simply too unashamedly brainy to appeal to the masses. Fisher Ames observed of Hamilton that the common people don't want leaders 'whom they see elevated by nature and education so far above their heads.

Populist voters are older, more religious, more rural, less educated, and more likely to be male and members of the ethnic majority. They embrace authoritarian values, place themselves on the right of the political spectrum, and dislike immigration and global and national governance.

The strategy is to target an affluent minority that will be shoved up against the wall and forced to pay for the education, healthcare and monthly expenses of Democratic voters. In this way, the Democrats seek to create a majority coalition of dependent voters who can put, and keep, the left in power.

The political merchandisers appeal only to the weaknesses of voters, never to their potential strength. They make no attempt to educate the masses into becoming fit for self-government; they are content merely to manipulate and exploit them. For this purpose all the resources of psychology and the social sciences are mobilized and set

White vulnerability’ and ‘racial resentment’ are in themselves euphemisms (political correctness is sometimes not a myth, you see, when it comes to refusing to call prejudices what they actually are). Both terms imply that Trump voters’ motivation was legitimate and understandable – they were just vulnerable and resentful. ‘Racial entitlement’ would be a more accurate and less unnecessarily forgiving descriptor. Racial entitlement, rather than economic concerns, made Trump a more attractive proposition for white voters who, in the millennial category, were in fact less likely to be economically deprived than voters who did not support Trump. White non-Hispanics without college degrees making below the median US household income made up only 25 per cent of Trump voters. On the whole, Hillary Clinton lost to Trump among white voters in every single income category, across classes, educations and incomes. He won among poor working-class voters and their wealthy overlords. This was not an economic revolution; it was a white nationalist one.

It is liberal politics that believes the voter knows best. Liberal art holds that beauty is in the eye of the beholder. Liberal economics maintains that the customer is always right. Liberal ethics advises us that if it feels good, we should go ahead and do it. Liberal education teaches us to think for ourselves, because we will find all the answers within.

Voters who are male, religious, less educated, and in the ethnic majority “feel that they have become strangers from the predominant values in their own country, left behind by progressive tides of cultural change that they do not share. . . . The silent revolution launched in the 1970s seems to have spawned a resentful counter-revolutionary backlash today.

The state university is supported by grants from the people of the state, voted by the state legislature. In theory, the degree of support which the university receives is dependent upon the degree of acceptance accorded it by the voters. The state university prospers according to the extent to which it can sell itself to the people of the state. The state university is therefore in an unfortunate position unless its president happens to be a man of outstanding merit as a propagandist and a dramatizer of educational issues. Yet if this is the case--if the university shapes its whole policy toward gaining the support of the state legislature--its educational function may suffer. It may be tempted to base its whole appeal to the public on its public service, real or supposed, and permit the education of its individual students to take care of itself. It may attempt to educate the people of the state at the expense of its own pupils. This may generate a number of evils, to the extent of making the university a political instrument, a mere tool of the political group in power.

The biggest problem in AFRICA, is the government/public service leaders ensure that the education system teaches them WHAT to think and NOT HOW TO THINK. IT embeds a Fixed Mindest of Learned Helplessness. We can ReThink Resilience and psycap to transform the people, but the leaders won't be too happy when the voters can think beyond learned helplessness and a go beyond a liming culture 2000 years out of date. We need to Rethink Education and culture in the digital age.

If education causes better economic understanding, there is an argument for education subsidies—albeit not necessarily higher subsidies than we have now.62 If the connection is not causal, however, throwing money at education treats a symptom of economic illiteracy, not the disease. You would get more bang for your buck by defunding efforts to “get out the vote.”63 One intriguing piece of evidence against the causal theory is that educational attainment rose substantially in the postwar era, but political knowledge stayed about the same.64

Tammany owed much of its power to the fact that it got the children young and educated them in the party ways. The dumbest ward heeler was smart enough to know that time, no matter what else it did, passed, and that the school boy of today was the voter of tomorrow. They got the boys on their side and the girls, too. A woman couldn’t vote in those days but the politicians knew that the women of Brooklyn had a great influence on their men. Bring a little girl up in the party way and when she married, she’d see to it that her man voted the straight Democratic ticket.

Still, one should not ignore the upside of political faith: its ability to neutralize the public’s irrationality. A leader who understands the benefits of free trade might ignore the public’s protectionism if he knows that the public will stand behind whatever decision he makes. Since politicians are well educated, and education makes people think more like economists, there is a reason for hope. Blind faith does not create an incentive to choose wisely, but it can eliminate the disincentive to do so. Whether this outweighs the dangers of political faith is an open question.

I came to realize that this was about more than not offering up what some of his opponents craved—the picture of the angry black man, or the lectures on race that fuel a sense of grievance among white voters. Obama also didn’t want to offer up gauzy words to make well-meaning white people feel better. The fact that he was a black president wasn’t going to bring life back to an unarmed black kid who was shot, or alter structural inequities in housing, education, and incarceration in our states and cities. It wasn’t going to change the investment of powerful interests in a system that sought to deny voting rights, or to cast people on food stamps working minimum wage jobs as “takers,” incapable of making it on their own. The “last person who ever thought that Barack Obama’s election was going to bring racial reconciliation and some “end of race” in America was Barack Obama. That was a white person’s concept imposed upon his campaign. I know because I was once one of them, taking delight in writing words about American progress, concluding in the applause line “And that is why I can stand before you as president of the United States.” But he couldn’t offer up absolution for America’s racial sins, or transform American society in four or eight years.

Since well-educated people are better voters, another tempting way to improve democracy is to give voters more education. Maybe it would work. But it would be expensive, and as mentioned in the previous chapter, education may be a proxy for intelligence or curiosity. A cheaper strategy, and one where a causal effect is more credible, is changing the curriculum. Steven Pinker argues that schools should try to “provide students with the cognitive skills that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with,” by emphasizing “economics, evolutionary biology, and probability and statistics.”60 Pinker essentially wants to give schools a new mission: rooting out the biased beliefs that students arrive with, especially beliefs that impinge on government policy.61 What should be cut to make room for the new material? There are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than elementary economics.62

Humanism in Five Images 29. Humanist Politics: the voter knows best. 29.​© Sadik Gulec/Shutterstock.com. 30. Humanist Economics: the customer is always right. 30.​© CAMERIQUE/ClassicStock/Corbis. 31. Humanist Aesthetics: Beauty is in the eye of the beholder. (Marcel Duchamp’s Fountain in a special exhibition of modern art at the National Gallery of Scotland.) 31.​© Jeff J Mitchell/Getty Images. 32. Humanist Ethics: if it feels good – do it! 32.​© Molly Landreth/Getty Images. 33. Humanist Education: think for yourself! 33.​The Thinker, 1880–81 (bronze), Rodin, Auguste, Burrell Collection, Glasgow © Culture and Sport Glasgow (Museums)/Bridgeman Images.

Humanism in Five Images 29. Humanist Politics: the voter knows best. 29. © Sadik Gulec/ Shutterstock.com. 30. Humanist Economics: the customer is always right. 30. © CAMERIQUE/ ClassicStock/ Corbis. 31. Humanist Aesthetics: Beauty is in the eye of the beholder. (Marcel Duchamp’s Fountain in a special exhibition of modern art at the National Gallery of Scotland.) 31. © Jeff J Mitchell/ Getty Images. 32. Humanist Ethics: if it feels good–do it! 32. © Molly Landreth/ Getty Images. 33. Humanist Education: think for yourself! 33. The Thinker, 1880–81 (bronze), Rodin, Auguste, Burrell Collection, Glasgow © Culture and Sport Glasgow (Museums)/ Bridgeman Images.

The political rhetoric of the ruling class claims to want to decrease the rate of violence. It advocates making the deadliest weapons, from handguns to assault rifles, freely available to as many people as possible; increasing the rate of capital punishment; imprisoning as many people as possible; and making the conditions in which they are incarcerated more and more brutalizing; depriving prison inmates of the opportunity to acquire education which could help them to renounce their criminal violence. All this is pursued in the name of being "tough on crime" and "tough on criminals"; but however "tough" these policies may be on criminals, they are, in fact, the most effective way to promote crime and violence. This deceptive rhetoric still fools millions of voters. This brilliant strategy also labels those policies that would decrease the rates of crime and violence, as being "soft on crime.

For the next two years, Gary assisted unions in getting some justice for the worker from the business owner. Gary would also help educate voters, who didn’t have too much in the way of an education, to vote how Gary, and the other community organizers, wanted. They told those voters that the Republicans and conservatives wanted to enslave them, that they, the Republicans, were against the working man and woman, and the Republicans only cared about rich, white, old men, who were making millions of dollars off of the poor peoples’ backs. Gary helped hold protests all over the state for these poorer people, with other communist and socialist organizers. Any time a politician had to hold a town hall meeting, or a city council meeting, when the subject was jobs and housing, they were there. Gary knew this was all smoke and mirrors, because nothing would ever actually change, it was all to keep the supposedly downtrodden on the same side as Gary and the others.

Humanism split into three main branches. The orthodox branch holds that each human being is a unique individual possessing a distinctive inner voice and a never-to-be-repeated string of experiences. Every human being is a singular ray of light, which illuminates the world from a different perspective, and which adds colour, depth and meaning to the universe. Hence we ought to give as much freedom as possible to every individual to experience the world, follow his or her inner voice and express his or her inner truth. Whether in politics, economics or art, individual free will should have far more weight than state interests or religious doctrines. The more liberty individuals enjoy, the more beautiful, rich and meaningful is the world. Due to this emphasis on liberty, the orthodox branch of humanism is known as ‘liberal humanism’ or simply as ‘liberalism’. It is liberal politics that believes the voter knows best. Liberal art holds that beauty is in the eye of the beholder. Liberal economics maintains that the customer is always right. Liberal ethics advises us that if it feels good, we should go ahead and do it. Liberal education teaches us to think for ourselves, because we will find all the answers within us.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

In both cultures, wealth is no longer a means to get by. It becomes directly tied to personal worth. A young suburbanite with every advantage—the prep school education, the exhaustive coaching for college admissions tests, the overseas semester in Paris or Shanghai—still flatters himself that it is his skill, hard work, and prodigious problem-solving abilities that have lifted him into a world of privilege. Money vindicates all doubts. They’re eager to convince us all that Darwinism is at work, when it looks very much to the outside like a combination of gaming a system and dumb luck. In both of these industries, the real world, with all of its messiness, sits apart. The inclination is to replace people with data trails, turning them into more effective shoppers, voters, or workers to optimize some objective. This is easy to do, and to justify, when success comes back as an anonymous score and when the people affected remain every bit as abstract as the numbers dancing across the screen. More and more, I worried about the separation between technical models and real people, and about the moral repercussions of that separation. In fact, I saw the same pattern emerging that I’d witnessed in finance: a false sense of security was leading to widespread use of imperfect models, self-serving definitions of success, and growing feedback loops. Those who objected were regarded as nostalgic Luddites.

The chorus of criticism culminated in a May 27 White House press conference that had me fielding tough questions on the oil spill for about an hour. I methodically listed everything we'd done since the Deepwater had exploded, and I described the technical intricacies of the various strategies being employed to cap the well. I acknowledged problems with MMS, as well as my own excessive confidence in the ability of companies like BP to safeguard against risk. I announced the formation of a national commission to review the disaster and figure out how such accidents could be prevented in the future, and I reemphasized the need for a long-term response that would make America less reliant on dirty fossil fuels. Reading the transcript now, a decade later, I'm struck by how calm and cogent I sound. Maybe I'm surprised because the transcript doesn't register what I remember feeling at the time or come close to capturing what I really wanted to say before the assembled White House press corps: That MMS wasn't fully equipped to do its job, in large part because for the past thirty years a big chunk of American voters had bought into the Republican idea that government was the problem and that business always knew better, and had elected leaders who made it their mission to gut environmental regulations, starve agency budgets, denigrate civil servants, and allow industrial polluters do whatever the hell they wanted to do. That the government didn't have better technology than BP did to quickly plug the hole because it would be expensive to have such technology on hand, and we Americans didn't like paying higher taxes - especially when it was to prepare for problems that hadn't happened yet. That it was hard to take seriously any criticism from a character like Bobby Jindal, who'd done Big Oil's bidding throughout his career and would go on to support an oil industry lawsuit trying to get a federal court to lift our temporary drilling moratorium; and that if he and other Gulf-elected officials were truly concerned about the well-being of their constituents, they'd be urging their party to stop denying the effects of climate change, since it was precisely the people of the Gulf who were the most likely to lose homes or jobs as a result of rising global temperatures. And that the only way to truly guarantee that we didn't have another catastrophic oil spill in the future was to stop drilling entirely; but that wasn't going to happen because at the end of the day we Americans loved our cheap gas and big cars more than we cared about the environment, except when a complete disaster was staring us in the face; and in the absence of such a disaster, the media rarely covered efforts to shift America off fossil fuels or pass climate legislation, since actually educating the public on long-term energy policy would be boring and bad for ratings; and the one thing I could be certain of was that for all the outrage being expressed at the moment about wetlands and sea turtles and pelicans, what the majority of us were really interested in was having the problem go away, for me to clean up yet one more mess decades in the making with some quick and easy fix, so that we could all go back to our carbon-spewing, energy-wasting ways without having to feel guilty about it. I didn't say any of that. Instead I somberly took responsibility and said it was my job to "get this fixed." Afterward, I scolded my press team, suggesting that if they'd done better work telling the story of everything we were doing to clean up the spill, I wouldn't have had to tap-dance for an hour while getting the crap kicked out of me. My press folks looked wounded. Sitting alone in the Treaty Room later that night, I felt bad about what I had said, knowing I'd misdirected my anger and frustration. It was those damned plumes of oil that I really wanted to curse out.

The biggest problem in AFRICA, is the government/public service leaders ensure that the education system teaches people WHAT to think, and NOT HOW TO THINK. It embeds a Fixed Mindest of Learned Helplessness. We can ReThink Resilience and psycap to transform the people, but the leaders won't be too happy when the voters can think beyond learned helplessness and a go beyond a limiting culture 2000 years out of date. We need to Rethink Education and culture in the digital age.

Nazism, fascism, and communism were belief systems adopted passionately by millions of well-educated men and women. Taken together, all of the totalitarian ideologies were self-contained and delivered through a one-way flow of propaganda that prevented the people who were enmeshed in the ideology from actively participating in challenging its lack of human values. Unfortunately, the legacy of the twentieth century’s ideologically driven bloodbaths has included a new cynicism about reason itself—because reason was so easily used by propagandists to disguise their impulse to power by cloaking it in clever and seductive intellectual formulations. In an age of propaganda, education itself can become suspect. When ideology is so often woven into the “facts” that are delivered in fully formed and self-contained packages, people naturally begin to develop some cynicism about what they are being told. When people are subjected to ubiquitous and unrelenting mass advertising, reason and logic often begin to seem like they are no more than handmaidens for the sophisticated sales force. And now that these same techniques dominate the political messages sent by candidates to voters, the integrity of our democracy has been placed under the same cloud of suspicion. Many advocacy organizations—progressive as well as conservative—often give the impression that they already have exclusive possession of the truth and merely have to “educate” others about what they already know. Resentment toward this attitude is also one of the many reasons for a resurgence of the traditional anti-intellectual strain in America. When people don’t have an opportunity to interact on equal terms and test the validity of what they’re being “taught” in the light of their own experience, and share with one another in a robust and dynamic dialogue that enriches what the “experts” are telling them with the wisdom of the groups as a whole, they naturally begin to resist the assumption that the experts know best. If well-educated citizens have no effective way to communicate their ideas to others and no realistic prospect of catalyzing the formation of a critical mass of opinion supporting their ideas, then their education is for naught where the vitality of our democracy is concerned.

In 1871 the campaign of lies, terror, and intimidation of black voters was a success. Black voters in Texas simply disappeared from the polls, and the Democrats swept the elections for Congress. Within two years the Democrats in Texas had an unbreakable lock on the legislature and all statewide offices, and most of the gains in the areas of civil rights, social justice, education, and tax reform had been turned back.

There are powerful demographic and economic reasons why many people think that the state will continue to grow. Entitlements grow as populations age. Governments dominate areas of the economy, like health and education, that are resistant to productivity improvements. But the other reason for the state’s sprawl has been political. Both the Left and the Right have indulged its appetites, the former singing the praises of hospitals and schools, the latter serenading prisons, armies, and police forces, and both creating regulations like confetti. The call that “something must be done,” i.e., that yet another rule or department must be created, comes as often from Fox News or the Daily Mail as it does from the BBC or the New York Times. For all the worries about “benefit scroungers” and “welfare queens,” most state spending is sucked up by the middle classes, many of them conservatives. Voters have always voted for more services; some people just resent having to pay for them more than others. The apocryphal sign at a Tea Party rally warning “big government” to “keep its hands off my Medicare” sums up many Americans’ hypocrisy about the state.

While we have taken over higher level education, it’s time to start infiltrating the elementary, middle, and high school levels, and turn them into indoctrination centers. Most of the parents in this country will be too busy with their careers to notice what they’re children are learning in school, so we will be able to do whatever we want. We will educate them to the point where they are the type of voters who are so low-information that they get their news from entertainment programs and not much else. There will be those few who educate their own children or put them in private education, but there’s not enough of them to make much of a dent in the future we will have planned. We have to teach these young people that America was started by bloodthirsty whites who wanted gold and silver, and the Puritans and others weren’t nearly as pure as they claimed. We have to make the Natives who were here out to be innocents, that none of them ever committed atrocities themselves, that they were what one writer once called ‘Noble Savages.

Once Trump had won, a panicked punditburo swung into action, insisting in a crescendo of consensus that trade had little to do with the country’s deindustrialization; that it was pretty much all due to technological factors; that what happened to manufacturing workers was therefore unavoidable. After the dust had settled, many commentators changed their mind on this question, quietly acknowledging the disastrous consequences of ill-crafted trade deals. But what matters for our purposes is the initial reaction, which was virtually unanimous and unfolded along the same lines as in 1896: the rationality of working-class grievances had to be denied.12 The outcome of the 2016 election, the same punditburo insisted, could not and must not be explained by reference to economic factors or to long-term, class-related trends. Yes, lots of Trump voters said they were motivated by economic concerns; yes, Trump talked about economic issues all the time; and yes, the economic stagnation of Trump-voting areas is obvious to anyone who has gone there. And also: every time our post-partisan liberal leaders deregulated banks and then turned around and told working-class people that their misfortunes were attributable to their poor education … every time they did this and then thought to themselves, “They have nowhere else to go” … they made the Trump disaster a little more likely. But to acknowledge those plain facts was to come dangerously close to voicing the intolerable heresy that the D.C. opinion cartel dubbed the “economic anxiety” thesis—the idea that people voted for Trump out of understandable worries about wages or opioids or unemployment or deindustrialization. The reason this was intolerable, one suspects, is because it suggested that there was a rational element to certain groups’ support for Trump and also that there was something less than A+ about the professional-class Camelot over which the Democrats presided for eight years.

But 2018 broke the pattern. Record turnout occurred across the country to elect governors, state legislators, and those running for federal office. The national sea change occurred in part due to a surge of interest in state and local politics caused by greater demand from constituents. State lawmakers have more of an impact on the daily lives of voters of color and the marginalized than Congress ever likely will. Just as they set the law overseeing the right to vote, they also determine criminal justice, health care access, housing policy, educational equity, and transportation. Governors set budgets, sign bills, and implement these ideas. Secretaries of state act as superintendents of election law, but in many states they also manage access for small businesses and a host of administrative duties invisible to citizens until the policies go awry. Attorneys general serve as the chief law enforcement arm of the state, determining statewide matters that can have local impact.

People attribute almost magical powers to government because they clearly see the outcomes they want to attain - more jobs, less crime, better education - and they clearly see that government has the power to coerce. People imagine that, to achieve X or to prevent Y, all one need do is to pass a law requiring people to do X or prohibiting them from doing Y. The false assumption is that people respond to laws. They don’t. They respond to incentives. And all the people involved - from the voters who elect politicians, to the politicians who craft laws, to the bureaucrats who implement the laws - seek to maximize their happiness.

What's surprising about the 2016 election results isn't what happened. It's what didn't happen. Trump didn't lose by 30 points or win by 20 points. Most people who voted chose the same party in 2016 that they'd chosen in 2012. That isn't to say there was nothing at all distinct or worthy of study. Crucially, white voters without college educations swung sharply toward Trump, and their overrepresentation in electorally key states won him the election. But the campaign, by the numbers, was mostly a typical contest between a Republican and a Democrat. The fact that voters ultimately treated Trump as if he were just another Republican speaks to the enormous weight party polarization now exerts on our politics.

The dominance of football in Texas high schools had become the focus of raging debate all over the state in 1983. The governor of Texas, Mark White, appointed Perot to head a committee on educational reform. In pointing to school systems he thought were skewed in favor of extracurricular activities, Perot took particular aim at Odessa. On ABC’s Nightline, he called Permian fans “football crazy,” and during the show it was pointed out that a $5.6 million high school football stadium had been built in Odessa in 1982. The stadium included a sunken artificial-surface field eighteen feet below ground level, a two-story press box with VIP seating for school board members and other dignitaries, poured concrete seating for 19,032, and a full-time caretaker who lived in a house on the premises. “He made it look like we were a bunch of West Texas hicks, fanatics,” said Allen of Perot. The stadium “was something the community took a lot of pride in and he went on television and said you’re a bunch of idiots for building it.” Most of the money for the stadium had come from a voter-approved bond issue.

Down in the South, some politician with a little education was running against another man and he knew some of the voters in the mountains were not so much up on definitions. So he started a rumor that his opponent had been celibate up until the time he was married; that he had been guilty of celibacy. And the people said, "Why, I never thought or dreamed of such a thing. That man was guilty of celibacy before he was married. We won't vote for him." He swept an easy victory because this other man had been single up to the time he was married.

the politics of inevitability, a sense that the future is just more of the present, that the laws of progress are known, that there are no alternatives, and therefore nothing really to be done. In the American capitalist version of this story, nature brought the market, which brought democracy, which brought happiness. In the European version, history brought the nation, which learned from war that peace was good, and hence chose integration and prosperity. Before the collapse of the Soviet Union in 1991, communism had its own politics of inevitability: nature permits technology; technology brings social change; social change causes revolution; revolution enacts utopia. When this turned out not to be true, the European and American politicians of inevitability were triumphant. Europeans busied themselves completing the creation of the European Union in 1992. Americans reasoned that the failure of the communist story confirmed the truth of the capitalist one. Americans and Europeans kept telling themselves their tales of inevitability for a quarter century after the end of communism, and so raised a millennial generation without history. The American politics of inevitability, like all such stories, resisted facts. The fates of Russia, Ukraine, and Belarus after 1991 showed well enough that the fall of one system did not create a blank slate on which nature generated markets and markets generated rights. Iraq in 2003 might have confirmed this lesson, had the initiators of America’s illegal war reflected upon its disastrous consequences. The financial crisis of 2008 and the deregulation of campaign contributions in the United States in 2010 magnified the influence of the wealthy and reduced that of voters. As economic inequality grew, time horizons shrank, and fewer Americans believed that the future held a better version of the present. Lacking a functional state that assured basic social goods taken for granted elsewhere—education, pensions, health care, transport, parental leave, vacations—Americans could be overwhelmed by each day, and lose a sense of the future. The collapse of the politics of inevitability ushers in another experience of time: the politics of eternity. Whereas inevitability promises a better future for everyone, eternity places one nation at the center of a cyclical story of victimhood. Time is no longer a line into the future, but a circle that endlessly returns the same threats from the past. Within inevitability, no one is responsible because we all know that the details will sort themselves out for the better; within eternity, no one is responsible because we all know that the enemy is coming no matter what we do. Eternity politicians spread the conviction that government cannot aid society as a whole, but can only guard against threats. Progress gives way to doom.

Yes, it is unbridled ego for experts to believe they can run a democracy while ignoring its voters; it is also, however, ignorant narcissism for laypeople to believe that they can maintain a large and advanced nation without listening to the voices of those more educated and experienced than themselves.

Blaming Goldwater’s retreat on his effort to win over the majority of voters (and recoiling, too, from the senator’s military adventurism), Crane went on to join the Libertarian Party, which had been summoned into being in a Denver living room in December 1971. Its founders sought a world in which liberty was preserved by the total absence of government coercion in any form. That entailed the end of public education, Social Security, Medicare, the U.S. Postal Service, minimum wage laws, prohibitions against child labor, foreign aid, the Environmental Protection Agency, prosecution for drug use or voluntary prostitution—and, in time, the end of taxes and government regulations of any kind.46 And those were just the marquee targets. Crane was as insistent as Rothbard and Koch about the need for a libertarian revolution against the statist world system of the twentieth century. “The Establishment” had to be overthrown—its conservative wing along with its liberal wing. Both suffered “intellectual bankruptcy,” the conservatives for their “militarism” and the liberals for their “false goals of equality.” The future belonged to the only “truly radical vision”: “repudiating state power” altogether.47 Once Crane agreed to lead the training institute, all that was lacking was a name, which Rothbard eventually supplied: it would be called the Cato Institute. The name was a wink to insiders: while seeming to gesture toward the Cato’s Letters of the American Revolution, thus performing an appealing patriotism, it also alluded to Cato the Elder, the Roman leader famed for his declaration that “Carthage must be destroyed!” For this new Cato’s mission was also one of demolition: it sought nothing less than the annihilation of statism in America.48

Iram Osei-Frimpong, a leftist teaching assistant at the University of Georgia, posted on the university’s Facebook page, “Some white people may have to die for Black communities to be made whole in this struggle to advance to freedom. To pretend that’s not the case is ahistorical and dangerously naïve.” So he advocates murder while accusing others of being “dangerous”? In a later-deleted post on Medium he allegedly said, “Killing some white people isn’t genocide; it’s killing some white people.… We had to kill some white people to get out of slavery. Maybe if we’d killed more during the twentieth century we still wouldn’t talk about racialized voter disenfranchisement and housing, education, and employment discrimination. This should not be controversial.

In a society of declining intelligence, we would expect: rising crime and corruption; decreasing civic participation and lower voter turn-out; higher rates of illegitimacy; poorer health and greater obesity, an increased interest in the instinctive, especially sex; greater political instability and decline in democracy; higher levels of social conflict; higher levels of selfishness and so a decline in any welfare state; a growing unemployable underclass; falling educational standards; and a lack of intellectualism and thus decreasing interest in education as a good in itself. We would also expect more and more little things to go wrong that we didn’t used to notice: buses running out of petrol, trains delayed, aeroplanes landing badly, roads not being repaired, people arriving late and thinking it’s perfectly okay; several large and lots of little lies . . . In addition, the broader modern system – especially of extended formal education (stretching ever further into adult life), exam results and continuous assessments, required subjects and courses; the supposed ‘meritocracy’ – suppresses the influence of genius, since the Endogenous personality is seeking, ever more strongly with age, to follow his inner drives, his Destiny, and all the paraphernalia of normal, standard requirements stands in his path. While others need sticks and carrots, and are grateful for encouragement, discipline and direction; the Endogenous personality is driven from within and (beyond a basic minimum) he neither needs nor appreciates these things – at best they slow him down, at worst they thwart and exclude him. The Endogenous personality requires mainly to be allowed to do what he intrinsically and spontaneously wants to do – but in modern society he is more likely to be prevented.

And here’s the rub. Humanity’s journey through the twenty-first century will be led by the policymakers, entrepreneurs, teachers, journalists, community organisers, activists and voters who are being educated today. But these citizens of 2050 are being taught an economic mindset that is rooted in the textbooks of 1950, which in turn are rooted in the theories of 1850. Given the fast-changing nature of the twenty-first century, this is shaping up to be a disaster.

One of the lessons Mook and his allies took from Michigan was that Hillary was better off not getting into an all-out war with her opponent in states where non-college-educated whites could be the decisive demographic. In Michigan, they believed, Hillary’s hard campaigning had called attention to an election that many would-be voters weren’t paying attention to, and given Bernie a chance to show that his economic message was more in line with their views.

Old people vote. You know who votes in the swing states where this election will be fought? Really old people. Instead of high-profile videos with Cardi B (no disrespect to Cardi, who famously once threatened to dog-walk the egregious Tomi Lahren), maybe focus on registering and reaching more of those old-fart voters in counties in swing states. If your celebrity and music-industry friends want to flood social media with GOTV messages, let them. It makes them feel important and it’s the cheapest outsourcing you can get. Just don’t build your models on the idea that you’re going to spike young voter turnout beyond 20 percent. The problem with chasing the youth vote is threefold: First, they’re unlikely to be registered. You have to devote a lot of work to going out, grabbing them, registering them, educating them, and motivating them to go out and vote. If they were established but less active voters, you’d have voter history and other data to work with. There are lower-effort, lower-cost ways to make this work. Second, they’re not conditioned to vote; that November morning is much more likely to involve regret at not finishing a paper than missing a vote. Third, and finally, a meaningful fraction of the national youth vote overall is located in California. Its gigantic population skews the number, and since the Golden State’s Electoral College outcome is never in doubt, it doesn’t matter. What’s our motto, kids? “The Electoral College is the only game in town.” This year, the Democrats have been racing to win the Free Shit election with young voters by promising to make college “free” (a word that makes any economic conservative lower their glasses, put down the brandy snifter, and arch an eyebrow) and to forgive $1.53 trillion gazillion dollars of student loan debt. Set aside that the rising price of college is what happens to everything subsidized or guaranteed by the government.17 Set aside that those subsidies cause college costs to wildly exceed the rate of inflation across the board, and that it sucks to have $200k in student loan debt for your degree in Intersectional Yodeling. Set aside that the college loan system is run by predatory asswipes. The big miss here is a massive policy disconnect—a student-loan jubilee would be a massive subsidy to white, upper-middle-class people in their mid-thirties to late forties. I’m not saying Democrats shouldn’t try to appeal to young voters on some level, but I want them to have a realistic expectation about just how hard it is to move those numbers in sufficient volume in the key Electoral College states. When I asked one of the smartest electoral modeling brains in the business about this issue, he flooded me with an inbox of spreadsheets and data points. But the key answer he gave me was this: “The EC states in play are mostly old as fuck. If your models assume young voter magic, you’re gonna have a bad day.

There is little doubt in my mind now that the prevailing sentiment of the South would have been opposed to secession in 1860 and 1861, if there had been a fair and calm expression of opinion, unbiased by threats, and if the ballot of one legal voter had counted for as much as that of any other. But there was no calm discussion of the question. Demagogues who were too old to enter the army if there should be a war, others who entertained so high an opinion of their own ability that they did not believe they could be spared from the direction of the affairs of state in such an event, declaimed vehemently and unceasingly against the North; against its aggressions upon the South; its interference with Southern rights, etc., etc. They denounced the Northerners as cowards, poltroons, negro-worshippers; claimed that one Southern man was equal to five Northern men in battle; that if the South would stand up for its rights the North would back down. Mr. Jefferson Davis said in a speech, delivered at La Grange, Mississippi, before the secession of that State, that he would agree to drink all the blood spilled south of Mason and Dixon's line if there should be a war. The young men who would have the fighting to do in case of war, believed all these statements, both in regard to the aggressiveness of the North and its cowardice. They, too, cried out for a separation from such people. The great bulk of the legal voters of the South were men who owned no slaves; their homes were generally in the hills and poor country; their facilities for educating their children, even up to the point of reading and writing, were very limited; their interest in the contest was very meagre—what there was, if they had been capable of seeing it, was with the North; they too needed emancipation. Under the old regime they were looked down upon by those who controlled all the affairs in the interest of slave-owners, as poor white trash who were allowed the ballot so long as they cast it according to direction. I

Liberal politics believes the voter knows best. Liberal art believes beauty is in the eye of the beholder. Liberal economics believes the customer is always right. Liberal ethics says if it feels good, we should do it. Liberal education says we should think for ourselves and find the answers within us.

You cannot stop a hemorrhage with Band-Aids, however many you apply; for a hemorrhage, you need major surgery. And I worry that as we fritter away our time and energies debating the minutiae of small-scale do-it-yourself-type community initiatives, the patient will bleed to death. Naturally, those who do not want major change would prefer to restrict the conversation to timid, half-hearted preventive efforts. They maintain that we cannot afford to do what preventing violence will require, or that the voters, who in the meantime are not being educated, will not support it - so that this whole argument becomes a self-fulfilling prophecy. Meanwhile, no expense or cruelty is spared in the effort to inflict as much pain as possible on those whom we use as scapegoats for our own massive failure to create a real family of humankind, namely, a viable social and economic system.

Over the years, that trust proved difficult to sustain. In particular, the fault line of race strained it mightily. Accepting that African Americans and other minority groups might need extra help from the government—that their specific hardships could be traced to a brutal history of discrimination rather than immutable characteristics or individual choices—required a level of empathy, of fellow feeling, that many white voters found difficult to muster. Historically, programs designed to help racial minorities, from “forty acres and a mule” to affirmative action, were met with open hostility. Even universal programs that enjoyed broad support—like public education or public sector employment—had a funny way of becoming controversial once Black and brown people were included as beneficiaries.

Imagine a political candidate or party trying to drum up votes for an upcoming election through a combination of messages, advertising, and promises of rewards in the form of constituent services and jobs. The More revolution is creating better-educated and better-informed pools of constituents who are less likely to passively accept government decisions, more prone to scrutinize authorities’ behavior, and more active in seeking change and asserting their rights. The Mobility revolution is making the demographics of the constituency more diverse, fragmented, and volatile. In some cases it may even be creating interested players who are able to affect the debate and influence voters from faraway locations—indeed, from a different country. The Mentality revolution breeds increasing skepticism of the political system in general.

Home Economics & Civics What ever happened to the two courses that were cornerstone programs of public education? For one, convenience foods made learning how to cook seem irrelevant. Home Economics was also gender driven and seemed to stratify women, even though most well paid chefs are men. Also, being considered a dead-end high school program, in a world that promotes continuing education, it has waned in popularity. With both partners in a marriage working, out of necessity or choice, career-minded couples would rather go to a restaurant or simply micro-burn a frozen pre-prepared food packet. Almost anybody that enjoys the preparation of food can make a career of it by going to a specialty school such as the Culinary Institute of America along the Hudson River in Hyde Park, New York. Also, many colleges now have programs that are directed to those that are interested in cooking as a career. However, what about those that are looking to other career paths but still have a need to effectively run a household? Who among us is still concerned with this mundane but necessary avocation that so many of us are involved with? Public Schools should be aware that the basic requirements to being successful in life include how to balance and budget a checking and a savings account. We should all be able to prepare a wholesome, nutritious and delicious meal, make a bed and clean up behind one’s self, not to mention taking care of children that may become a part of the family structure. Now, note that this has absolutely nothing to do with politics and is something that members of all parties can use. Civics is different and is deeply involved in politics and how our government works. However, it doesn’t pick sides…. What it does do is teach young people the basics of our democracy. Teaching how our Country developed out of the fires of a revolution, fought out of necessity because of the imposing tyranny of the British Crown is central. How our “Founding Fathers” formed this union with checks and balances, allowing us to live free, is imperative. Unfortunately not enough young people are sufficiently aware of the sacrifices made, so that we can all live free. During the 1930’s, most people understood and believed it was important that we live in and preserve our democracy. People then understood what Patrick Henry meant when in 1776 he proclaimed “Give me liberty or give me death.” During the 1940’s, we fought a great war against Fascist dictatorships. A total of sixty million people were killed during that war, which amounted to 3% of everyone on the planet. If someone tells us that there is not enough money in the budget, or that Civic courses are not necessary or important, they are effectively undermining our Democracy. Having been born during the great Depression of the 1930’s, and having lived and lost family during World War II, I understand the importance of having Civics taught in our schools. Our country and our way of life are all too valuable to be squandered because of ignorance. Over 90 million eligible voters didn’t vote in the 2016 presidential election. This means that 40% of our fellow citizens failed to exercise their right to vote! Perhaps they didn’t understand their duty or how vital their vote is. Perhaps it’s time to reinvigorate what it means to be a patriotic citizen. It’s definitely time to reinstitute some of the basic courses that teach our children how our American way of life works. Or do we have to relive history again?

If the pursuit of learning is not defended by the educated citizen, it will not be defended at all. For there will always be those who scoff at intellectuals, who cry out against research, who seek to limit our educational system. Modern cynics and skeptics see no more reason for landing a man on the moon, which we shall do, than the cynics and skeptics of half a millennium ago saw for the discovery of this country. They see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. But the educated citizen knows how much more there is to know. He knows that "knowledge is power," more so today than ever before. He knows that only an educated and informed people will be a free people, that the ignorance of one voter in a democracy impairs the security of all, and that if we can, as Jefferson put it, "enlighten the people generally ... tyranny and the oppressions of mind and body will vanish, like evil spirits at the dawn of day." And, therefore, the educated citizen has a special obligation to encourage the pursuit of learning, to promote exploration of the unknown, to preserve the freedom of inquiry, to support the advancement of research, and to assist at every level of government the improvement of education for all Americans, from grade school to graduate school. Secondly, the educated citizen has an obligation to serve the public. He may be a precinct worker or President. He may give his talents at the courthouse, the State house, the White House. He may be a civil servant or a Senator, a candidate or a campaign worker, a winner or a loser. But he must be a participant and not a spectator.

The reduced sense of responsibility and the absence of effective volition in turn explain the ordinary citizen's ignorance and lack of judgement in matters of domestic and foreign policy which are if anything more shocking in the case of educated people and of people who are successfully active in non-political walks of life than it is with uneducated people in humble stations.

In 1920, Mary McLeod Bethune, an American educator, stateswoman, philanthropist, humanitarian, womanist, and civil-rights activist traveled through her home state of Florida to encourage women to vote, facing tremendous obstacles at every step along the route. The night before Election Day in November 1920, white-robed Klansmen marched into Bethune’s girls’ school to intimidate the women who had gathered there to get ready to vote, aiming to prevent them from voting even though they had managed to get their names on the voter rolls. Newspapers in Wilmington, Delaware, reported that the numbers of Black women who wanted to register to vote were “unusually large,” but they were turned away for their alleged failure to “comply with Constitutional tests” without any specification of what these tests were. The Birmingham Black newspaper Voice of the People noted that only half a dozen Black women had been registered to vote because the state had applied the same restrictive rules for voting to colored women that they applied to colored men.

Since the days of enslavement, African Americans have fought to gain access to quality education. Education can be transformative. It reshapes the health outcomes of a people; it breaks the cycle of poverty; it improves housing conditions; it raises the standard of living. Perhaps, most meaningfully, educational attainment significantly increases voter participation.135 In short, education strengthens a democracy.

This shift in levels of educational attainment was guaranteed to make the GOP a more populist party. Whites without college degrees had been integral to GOP majorities since the “hard hats” who backed Nixon, but these voters were growing in size and importance within the party (even as their numbers in the overall population diminished). And they neither belonged to the conservative intellectual movement nor felt represented in Washington, DC.

In China, they officially call it the “June Fourth incident” because the state-controlled media doesn’t like referring to that 1989 incident as the Tiananmen Square massacre. It might give people the right idea. Students have often been at the forefront of pro-democracy protests, which is why repressive regimes love to cut funding to education because they need lots of stupid people to say fuck yeah this totalitarian regime is awesome. See: Trump voters.

As I see it, the real work of Congress is civic education. Democracy only functions if voters know what's going on in their government and elected representatives know what's going on in their communities.

I’ve been over every inch of what happened. The NRA had nothing to do with it. This happened in a Democrat county with a Democrat sheriff, a Democrat superintendent, and a Democrat school board, implementing Democrat ideas on criminal justice, Democrat ideas on special education, and Democrat ideas on school discipline. And after Democrat voters gave all these Democrats a resounding vote of confidence in the school board election, the Democrat teachers union president, Anna Fusco, wrote in a Facebook group about our campaign for accountability: “Now you can all shut up!” Meanwhile, at the national level, Democrat organizers swooped in and weaponized my daughter’s murder for their Democrat agenda and to fund-raise to elect more Democrats.

Tapping into "The Not-So-New Southern Sexism"... Schlafly inspired them to protest and march against their own equality—which had been cast as unnecessary or a threat to their own privileges—and to do so under the banner of "family values." The pitch rang clear to many across the country, but nowhere was it more embraced than among white southerners, for whom traditional gender roles remained as sacrosanct as white privilege. Even women's educational opportunities, particularly in the South, have been constructed to support gender norms and preserve women's space, which in turn, preserves male (and white) power. Since the two were mutually constructed, not only have the struggles against racial and gender inequality been "ever-intertwined," so too has the backlash that seems always to follow.

Over time, assessments of the educational attainment of white American women from the 1970s to the late 1990s show that a Baptist affiliation is a highly significant and negative predictor of educational advancement. For both young and older women, being Baptist, and the expectations for "family, marriage and child bearing," means they are less likely to get a degree.

Education can be transformative. It reshapes the health outcomes of a people; it breaks the cycle of poverty; it improves housing conditions; it raises the standard of living. Perhaps, most meaningfully, educational attainment significantly increases voter participation.135 In short, education strengthens a democracy.

And the rejection of white working-class voters as desirable partners betrays an ugly elitism that is at odds with what Democrats are supposed to stand for. The disdain was made explicit in 2016 when Hillary Clinton described half of Trump supporters as “deplorables.”84 Although Clinton was certainly right to denounce racist, sexist, and homophobic attitudes as deplorable, her comments were troubling on several levels. She changed what is normally an adjective into a noun, suggesting that white working-class people with less education than her were completely defined by their attitudes on race. Clinton used the line while speaking to audiences whom she described as “successful people” at fundraisers in the Hamptons and Martha’s Vineyard, where her audiences knowingly chuckled at America’s benighted white working class.85 And it did not go unnoticed, one journalist remarked, that deplorables is not a term Clinton ever applied to highly educated Wall Street bankers who brought about the Great Recession and threw millions of people out of work.86 In

Contrary to popular belief, the poor quality of education provided by the schooling system is not simply a result of incompetence. The education system ought to provide students with practical life skills to improve their own lives and succeed financially. However, this may pose a threat to the voter base. The ruling party intentionally undermines the education system to prevent graduates from acquiring sufficient knowledge to unveil the ruling party's deception. The curriculum is also modified to indoctrinate the masses in propaganda that attributes blame for failure of the current government to someone else.

This notion—that for most of humankind, concern about the environment came only after their basic material needs were met—stuck with me. Years later, as a community organizer, I helped mobilize public housing residents to press for the cleanup of asbestos in their neighborhood; in the state legislature, I was a reliable enough “green” vote that the League of Conservation Voters endorsed me when I ran for the U.S. Senate. Once on Capitol Hill, I criticized the Bush administration’s efforts to weaken various anti-pollution laws and championed efforts to preserve the Great Lakes. But at no stage in my political career had I made environmental issues my calling card. Not because I didn’t consider them important but because for my constituents, many of whom were working-class, poor air quality or industrial runoff took a backseat to the need for better housing, education, healthcare, and jobs.

Most of the things that matter were decided long ago — who you are, whom you married, what kind of life you lead. If you are smart, hardworking, well educated, well paid, and married to someone equally fortunate, then your children are more likely to succeed. (Nor does it hurt, in all likelihood, to be honest, thoughtful, loving, and curious about the world.) But it isn’t so much a matter of what you do as a parent; it’s who you are. In this regard, an overbearing parent is a lot like a political candidate who believes that money wins elections, whereas in truth, all the money in the world can’t get a candidate elected if the voters don’t like him to start with.

In response to James Baldwin's idea that it is not Black people's task to save white people given their history. "We have to give up this folly too. Much is made today of the necessity to reach out to the disaffected Trump voter. This is the latest description of the silent majority, the Reagan Democrat, or the forgotten American. For the most part were told these are the high school educated white people, working class white people who feel left out of an increasingly diverse America. These are the voters left behind a democratic party catering to so called identity politics as if talking about a living wage and healthcare as a right or affordable education or equal pay for women or equal rights for the LGBTQ community or a fair criminal justice system somehow excludes working class white people. W'ere often told they are they heartbeat of the country and we ignore them at our peril. But to direct our attention to these voters, to give our energy over to convincing them to believe otherwise often takes us away from the difficult task of building a better world. In some ways they hold the country hostage and we compromise to appease them...But all to often that compromise arrests substantive change and Black people end up having to bear the burden of that compromise while white people get to go own with their lives... Tending to the quote unquote Trump voter in that generalized sense involves trafficking in a view of the country that we ought to leave behind. We can't compromise about that... In our after times our task then is not to save Trump voters. It isn't to convince them to give up their views that white people ought to matter more than others. Our task is to build a world where such a view has no place or quarter to breathe.

Here in California, a few years ago voters passed an initiative intended to prevent illegal aliens from using our schools and hospitals. The courts have so far prevented this fantastically stupid law from being enforced, but what bothers me is, a majority of voting Californians thought it would be a really good idea to share our state with large numbers of sick, uneducated people. Of course, the true goal was to force the illegals out, but as long as there are jobs here--even dirty, ill-paid, dangerous jobs--needy people from other countries will come here. Best they maintain their health, and in doing so, maintain the public health. And best their children go to school and become the educated Americans that the country will need for a positive future.

In the last decades of the nineteenth century, Black Bostonians made up over half of Republican voters in one city ward representing the West End, and through their local concentration could exert some political power.

If you would rule the world quietly, you must keep it amused." I notice too, that the ground on which eminent public servants urge the claims of popular education is fear: "This country is filling up with thousands and millions of voters, and you must educate them to keep them from our throats.

Frustrated, the educated middle class comes up with elitist theories like ‘90 per cent of Indians are stupid’ or ‘most voters are dumb’. None of this is true. The Indian voter is rational. However, he is rational within his own framework. It is important to grasp the demographics and social context of Indian voters.

At any rate, since the rise of mass democracy no political leader has seriously proposed to use the ‘ignorance’ of the voters – any more than their level of education or the lack of taxable property – as excuses to restrict the right to vote at national or local elections. From the viewpoint of democratic theory, therefore, the arguments of integrationist leaders and their academic supporters against ratification by referendum, are flawed. In refusing to meet the requirements of modern mass democracy, pro-integration leaders are conditioned by a political culture in many respects similar to that prevailing before the great reforms of the franchise in the nineteenth century, when policy was considered a virtual monopoly of cabinets, diplomats, and top bureaucrats. In this as in other respects the political culture of old-regime Europe still influences the supposedly post-modern system of governance of the EU (Majone 2005: 46–51).

Voter backlashes against education reformers in mayoral elections in New York City in 2013, in Newark in 2014, and in Chicago in 2015 revealed the tenuous nature of disruptive changes made without buy-in from those who have to live them.

To make up for the projected billion-dollar-a-year shortfall created by the many new tax cuts he helped to deliver, something had to give. So for savings, the legislators turned to the one institution that had distinguished North Carolina from many other southern states—its celebrated public education system. The assault was systematic. They authorized vouchers for private schools while putting the public school budget in a vise and squeezing. They eliminated teachers’ assistants and reduced teacher pay from the twenty-first highest in the country to the forty-sixth. They abolished incentives for teachers to earn higher degrees and reduced funding for a successful program for at-risk preschoolers. Voters had overwhelmingly preferred to avoid these cuts by extending a temporary one-penny sales tax to sustain educational funding, but the legislators, many of whom had signed a no-tax pledge promoted by Americans for Prosperity, made the cuts anyway.

Voters in the Republican primary in South Carolina who handed Trump a walkover victory declared terrorism to be their foremost concern, one that eclipsed a low-wage economy; deteriorating living standards that have led to an actual increase in the death rate of the GOP’s core demographic of late-middle aged, non-college educated whites; and the most expensive and least available health care in the “developed” world. So while Trump—a Vietnam-era draft avoider who appeared not even to know what the nuclear triad was—could hardly be considered a product of the national security sector of the Deep State, his demagogic skills and authoritarian demeanor placed him in a far better position than his rivals to exploit the national neurosis created by the war on terror.

A choice architect has the responsibility for organizing the context in which people make decisions. Although Carolyn is a figment of our imagination, many real people turn out to be choice architects, most without realising it. If you design the ballot voters use to choose candidates, you are a choice architect. If you are a doctor and must describe the alternate treatments available to a patient, you are a choice architect. If you design the form that new employees fill out to enrol in the company healthcare plan, you are a choice architect. If you are a parent describing possible educational options to your son or daughter, you are a choice architect. If you are a salesperson, you are a choice architect, but you already knew that. There are many parallels between choice architecture and more traditional forms of architecture. A crucial parallel is that there is no such thing as a neutral design.

Humanism split into three main branches. The orthodox branch holds that each human being is a unique individual possessing a distinctive inner voice and a never-to-be-repeated string of experiences. Every human being is a singular ray of light, which illuminates the world from a different perspective, and which adds colour, depth and meaning to the universe. Hence we ought to give as much freedom as possible to every individual to experience the world, follow his or her inner voice and express his or her inner truth. Whether in politics, economics or art, individual free will should have far more weight than state interests or religious doctrines. The more liberty individuals enjoy, the more beautiful, rich and meaningful is the world. Due to this emphasis on liberty, the orthodox branch of humanism is known as ‘liberal humanism’ or simply as ‘liberalism’.* It is liberal politics that believes the voter knows best. Liberal art holds that beauty is in the eye of the beholder. Liberal economics maintains that the customer is always right. Liberal ethics advises us that if it feels good, we should go ahead and do it. Liberal education teaches us to think for ourselves, because we will find all the answers within us.

In 1998, Anthony Williams was elected mayor of Washington, DC. Mr. Williams had attended Harvard and Yale, clearly wanted to run an efficient city government, and had considerable white support. Although he was black, Mr. Williams left many blacks wondering if he was “black enough.” A black writer for the Washington Post raised “the question of whether whites, assuming they care one way or the other, even understand the concept of ‘How black is a black person?’ ” He went on to say that Mayor Williams had fired incompetents, but that “the firings hurt black workers most of all, creating the impression—fairly or unfairly—that he has little or no special concern for people who look like him.” A black politician who is more concerned about efficiency than about jobs for blacks may not be black enough. The writer concluded: “Blackness . . . is a state of common spiritual idealism that serves to unite the group for the purpose of survival. . . . [T]here is not one person of color who can separate himself or herself from the rest of the people of color.” The mayoral election in Washington 12 years later raised exactly the same question. Incumbent Adrian Fenty was black, but not black enough. Like Mr. Williams before him, he hired people for their ability, and not one of his top three appointments in public education was black, nor were the police chief, fire chief, or attorney general. “How can there not be one African-American leader in that cluster?” asked his 2010 challenger, Vincent Gray, also black, in a question that resonated with black voters. Mr. Gray went on to win with 80 percent of the black vote. A columnist who is himself black explained Mr. Fenty’s loss: “In short, the mayor appointed the best people he could find, instead of running a racial patronage system, as a black mayor of a city with a black majority is apparently expected to.

Journalists are ... responsible both for what they see and for what they do. It is a journalist's responsibility to reveal the system, help voters understand the possibility of gaining access to and engaging it, should they choose, to educate, explain and expose. We can do that in many ways: by exposing its shortcomings, by telling who wields influence and how, by explaining the roles of process and personality and politics on policy-making, by laying out and explaining the choices the public faces in dealing with difficult issues, by helping people understand complex issues, by allowing people to hear voices like their own in discussion, by turning away from the debate between extremes toward deliberation of realistic options, by giving voters a prominent position in the electoral process ... by encouraging public discussion.

On the positive side, perhaps the best example of a creative and (potentially) helpful use of AI is Chat2024, an AI-powered chatbot that serves as a stand-in for each candidate. This gives any visitor to Chat2024.com the ability to ask any candidate any question you want. Through the site, you can carry on a conversation with each candidate just as you’d engage a friend over any other messaging app. The AI has been programmed with everything it needs to field any question, even answering in the voice, tone, and attitude of each candidate (mostly). The company behind Chat2024 is also developing a voice feature that will allow people to engage in a voice conversation with each candidate’s AI avatar, which will have a voice eerily close to the real thing. I tried Chat2024 soon after it launched, and the results were interesting, to say the least. I can see some real value here for voter education … but I can also see how tools like this could go horribly wrong. We’ve opened a Pandora’s Box, and there’s no going back. Obviously, the big potential danger with a tool like Chat2024 is that these answers are not actually coming from a candidate. The AI is using all the information at its disposal to approximate what it thinks the candidate would say in response to each question. But, as anyone who’s played around with ChatGPT and other AI-powered search engines knows, sometimes the AI is just … wrong. Sometimes, woefully so.