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The Disregard of Feminism Towards Bad Luck

Daktoria

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Following is a discussion I'm having with a feminist that talks about learning about the boundaries of the rule of law and how society shouldn't be obligated to teach social values before acknowledging the "implicit" social contract. Instead, she says that people must be vulnerable to consequences and must take the chance of learning through trial and error.

By the end, she even says that she's allowed to generalize from experience, unlucky people (without quality social circles) are obligated to go to jail, and that only elites are entitled to protection from the unlucky. No, I'm not kidding you:

Italics = me, Bold = her



Peace of mind is who people are. If you don't allow people peace of mind, there's no boundaries on harassment.

NO. People are too complicated for that and because different people want different things at different times, conflict WILL happen. The idea is to minimize the negative affects of the conflict and to not abridge anothers liberty with your desire

Why are men the only ones obligated to minimize that conflict?


Their not, everyone is obligated to try.


How do you know if someone's really trying?


Not only do you not know, it's very difficult to know.


You're saying there's a duty of care such that people can behave recklessly, and sue others who didn't take care of them. For example, if I walk along a cliff in your vicinity, you don't warn me that I can get hurt, and I fall and break a leg, I could sue you for damages.

I don't know if there's quite enough for duty of care, unless that person was drunk and it looked like they didn't notice cliff, then you might be obligated to say something

You're coming off as tremendously elitist here. Everyone can't AFFORD to perpetually experiment and observe in order to learn the difference between right and wrong.

You don't get it, just by living life everyday people are observing and experimentation begins in childhood when the child starts challenging the boundaries place upon it.

Does everyone have the same observations and experiments?


Not exactly but many of them are similar. example: don't touch the hot stove, or maybe don't touch the hot pan on the stove, <-similar but not exactly. Think of mastubation, likely no one taught you, but you figured it out and so did I and I bet our methods are pretty similar.

You should probably read up on the concepts of Actus Reus and Mens Rea to understand a complete perspective of what I'm saying here:

Criminal law - Wikipedia, the free encyclopedia

In accordance with legal experimentalism, these are SUBJECTIVE concepts which UNLUCKY people will be CONDEMNED into NOT UNDERSTANDING UNLESS they're taught SOCIAL VALUES.


There's no hard rule or reason that everyone needs to understand every rule they follow. Just a knowledge of the rule and possible consequence is sufficient to keep them out of trouble. If fact I think it would be prohibitive and difficult to teach everyone complete understanding of social values.

There's no law on being passive aggressive. You can be an ass one minute and nice the next, you can act like a little kid if you want. As long as you're generally aware of the current published rules and possible consequences, go nuts.


No, this is severely problematic. Passive-aggression is a distinct psychological condition, and if we tolerate it, we would be demanding that people be obligated to put up with others' WILLING SELF-DESTRUCTION of capacity.

Those who REFUSE to self-destruct would be enslaved to those who CHOOSE to self-destruct.

Capacity (law) - Wikipedia, the free encyclopedia


We do put up with it. Bars and clubs serve alcohol, how do people get to those clubs? they drive. what do they do while they're there? drink, which destroys their capacity to drive safely, and since it became problematic what have we done as society? we've greatly increased the consequences for drinking and driving.

This helps victims of drunk driving accidents how?

Furthermore, everyone doesn't learn equally from consequences. Some people will drink and drive again. Other people will be too scared to ever drink or drive again.


First, by decreasing the number of drunk drivers and number of accidents.

Second, correct, everyone doesn't learn equally, in fact, some people don't even care about consequences, that's why we have prisons.


Why are enlightened people obligated to serve unenlightened people?

Again, you're demanding that people learn from trial and error EVEN WHEN PEOPLE ARE TRYING TO AVOID TROUBLE or JUST BE SOCIALLY ASSERTIVE.

We don't need consequences to teach people after the fact. We can teach children (who didn't ask to be born, so there's a duty of care) social values so people can know how to be innocent before the fact.


But We can inform of the consequences in advance with out having to explain the social theory behind it. When you see a sign saying keep off the grass you don't need to know why, you just need to trust the sign placer put it there for a valid reason. All the unlucky and unenlightened have to do is follow the sign. But if you're in a real hurry, cut across the grass, the consequences for breaking the rule are minimal if any and it will save you time.

Also, the primary educator of a child is the parent(s) and the parents social circle.


This covers children in the case of negligent parenting how?

You're condemning children who are born into alienating circumstances, and even more so, by refusing to teach them social customs, you're condemning them to coming off as monsters. Wtf?


It's all a matter of consequence. From speed limits to assault, your lifetime of education both formally through school and informally through observation and social contact has informed you about what's right, what's wrong, and what's expected of you. If that education was done right and you have no mental defect you should be able to function with little difficulty unless YOU CHOOSE NOT TO.

Obviously if there is no guiding parental force, other forces will do the shaping, be it friends, TV, school, the internet. And yes because those secondary forces are often called upon to step up and raise our children we have a serious issue with crime. It used to be that a community would help a family raise all the kids in that community, but in the US at least that sense of community can only be found in the very rural areas if you're lucky.


Holy crap...

...EDUCATION IS NOT ALWAYS DONE RIGHT. THAT'S WHAT'S BEING DISCUSSED HERE.

Furthermore, you're OBLIGATING PEOPLE TO GET LUCKY in having appropriate social experience. People who are alienated since they're children become CONDEMNED to not knowing the difference between right and wrong.

Also, you're now condemning anyone who lives in an urban community for not being entitled to a sense of community when their parents are negligent.


No, I am saying that many urban areas have suffered from community break down much more than the rural areas have. You see, I am a member of the world, I read, listen and talk to people. I have a general understanding of how the world is constructed. It has taken several decades for me to acquire this knowledge, but I have it and it allows me to make generalities because I not only have the understanding I have also taken into account the biases I have.

Our educational system does a pretty good job of telling people what's right and wrong even if the parents don't. I would say it's even pointed out that taking advantage of people who are inebriated is wrong. What the problem to me is that when it happens very few if any consequences come into play.


I really can't agree with this at all.

First off, I grew up in a very rural community, and there was very little to any social cohesion. If anything, people were incredibly suspicious of strangers.

Second off, our public school system doesn't contain any classes on moral philosophy or social customs at all. It's a strictly academic institution, and it doesn't help anxious students at all while tolerating bullying, mocking, teasing, etc. by social hierarchs.


I grew up in a rural community too. and while we were suspicious of strangers, all the locals knew everybody, all the teachers at my school knew every student whether you were in their class or not and everybodies parents knew everyone else's parents. Moral philosophy and social customs are what you get by participation in your social circle, and it isn't until recently that we've started to concentrate on bullying in an official way. As for mocking and teasing by social heirarchs, that is part and parcel of the elements of being social primates who challenge each other for position and dominance, and while we've civilized ourselves to the point that most of the time physical intimidation is limited the verbal aspect still exists and to some degree economic power has coopted what used to be a purely verbal/physical phenomena.

We're not just animals. We're people.

Furthermore, now you're saying dominance is tolerable.

You need to take back this animal argument against moral philosophy and social values and try something else.


I'm not saying dominance is tolerable, I am saying it exists. Along with our intellect which we would like to think guides all our decisions, we have our culture, which is partly sculpted by our biology that also contributes to our decision making process.


Why do those with unlucky biology deserve to be condemned?

You're telling me right now that unlucky people deserve to go to jail because they fall through the cracks.

Furthermore, you're telling me victims deserve to be exposed to being hurt by unlucky people. Why should you or I or anyone else have to tolerate this risk?


I am saying the unlucky will probably end up in jail, and if our penal system was focused either more towards rehabilitation or was so horrible that no one would even think of going back there would be a lot less recidivism than we have now. (about 65%)

We tolerate the risk because on first glance those unlucky look just like the rest of us. But of course if you're a member of the elite, you can easily avoid being exposed to these unlucky.

People are expected to behave because while society is built around collected values, most of those values don't conflict on another persons liberty and autonomy. It's those specific actions that do conflict with autonomy and freedom (a very short list) that need to be taught simply and specifically to everyone along with what the consequences are for violation of those societal rules.


The capacity to preserve autonomy has to be preserved, and this requires living in an assimilating society. Not only does society pay taxes for policing, but it also creates the jurisdiction which is being policed, so both the supply and demand of policing is determined by society. If the price of policing becomes too high, autonomy will no longer be preserved, so society needs to teach values in order to keep this price from exploding.

Completely wrong. We set the value of how much policing we want and then observe how much violation happens. Then we adjust the amount we pay until the policing and violation balance out to a level decided by societal consensus.

No, "we" don't. Collective consciousness doesn't exist, and there are always minorities in the definition of public policy.

You're condemning these minorities into alienation by not teaching them the social values of the majority.


Of course participation in the process is voluntary and difficult, but everyone is welcome.

Constant efforts are made to spread education to the minority element with varying levels of success.


Again, you're condemning the unlucky to whom social value spreading fails.


There will always be some of what you call "unlucky" because the rest of us have decided not to expend the time and resources to resolve the issue.

 
From a negative liberty perspective, it's important to note that nobody asks to be born into society, so there is an inherent duty of care of teaching people about society in order to let them identify with it. If you merely teach people what's wrong, but not what's right, then there's not necessarily an identifiable relationship with society being established. Instead, you'd be establishing a social hierarchy of first class insiders and second class outsiders where first class insiders have all the security in the world, and second class outsiders don't have a clue how far is too far in being socially engaging.

Bell Aire, Beverly Hills, Malibu

Watts, Compton, South Central or East LA.


This justifies inside information how? Again, how can anyone identify with society without knowing social customs?


You only need to identify with the societal customs that affect your social circle and your social circle will praise and punish you until you learn them even if the praise is just not being punished. You don't need to learn all the different forks at a high end restaurant if you never eat at one. You don't need to learn what side of the street to drive on if you don't drive.

No, now you're disallowing people from having freedom of association and freedom of movement in not being allowed to define their own social circles. You're also demanding that people learn after the fact again.

It's not a matter of what people NEED to learn. It's a matter of how society identifies. Anyone who isn't taught the complete set of social customs can't be claimed to be a complete member of society, so can't be held completely to societal standards.

On the other hand, remember what I said about enlightenment before. Enlightened adults shouldn't be obligated to serve unenlightened adults, so by default, children have to be enlightened before being graduated into adulthood.


I'm not disallowing anything, people are free to try to change their social circle, but of course if they don't learn the rules and customs fast enough that social circle may reject them.

You dont need to be taught the complete set of social customs to meet the minimum standards to get by.


What did I just say?

It's not about just getting by. How well you live is not the discussion here.

The discussion is about identifying with society. You can't claim there's a social contract if one side doesn't even know who the other side is. Society's identity comes from its customs, so people need to know those customs in order to identify who's making the offer.

How are people supposed to do that without knowing universal social values in greater society in advance?


No, they don't. There is no requirement to identify with society as a whole, I would even offer to say that a large segment of the population doesn't do so, they identify with their families and social circle and the customs and practices they've observed and were taught. Which makes it incredibly hard to change them when some of what they do is ****ed up.

The problem is how much does one need to know to qualify as enlightened? Is formal education necessary? is literacy? What about history? Math? How about they learn by rote all our laws but do none of what I've already mentioned? What privileges does adulthood grant that should be denied if someone doesn't acheive "enlightenment"? drive a car, own gun, vote, serve in the military?


As far as I can tell, there are five main concepts:

Set theory - people need to know how to categorize stuff and ideas.
Epistemology - people need to know what's a justified true belief.
Behavioral economics - people need to know how to budget in thinking for themselves.
Legal language - people need to know what's a reliable form of communication everyone in society can relate through.
Universal parenting styles - people need to know that everyone doesn't learn the same way, and that includes their own potential children.

When these ideas are combined, it's only then that people can truly understand concepts such as duty of care and burden of proof. Those are the foundations of any society, but if people have conflicting understandings of what those concepts mean, then there's no necessary implicit society at hand.

Furthermore, these concepts teach people to realize how behavior can result in misinterpretations, so they persuade people to make the best effort not only in convenient appearance, but also in convenient leniency.

Also, all of the practices you referred to should go hand in hand with being graduated into adulthood. We shouldn't have a society where people can work at 14, drive at 16, vote and enlist at 18, and drink at 21. The age of a person is irrelevant when defining maturity.


Then society has failed, because the majority of people I know don't have a clue to any of most of what you posted. and of the minority that do know that, I can easily divide them up into two groups who completely disagree on epistemology and Universal parenting.

I think a drivers license shouldn't be issued unless you really know how to handle your car on all surfaces and under duress and emergency. I don't believe you should vote until you've served your country for two years in either civil or military service. I believe you should be able to work at any age as long as your education is progressing and the work is voluntary and age appropriate. I believe all public drinking venues should be serviced by public transportation only and moved to outlying areas so the drinking population can be policed properly while they are inebriated. Private drinking at home is fine but the homeowner is liable for anything that happens while alcohol is being consumed. You have to pass a maturity test before you can drink and providing alcohol to untested persons mandates 10 years in prison, no exceptions.

I think we're going to need more prisons.
 
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No offense and with all due respect but,

tl;dr

Do you think you could summarize the points in the conversation you want to discuss and how it relates to "the disregard of feminism towards bad luck"?
 
There's a summary at the very beginning before the copy and pasted conversation.
 
You and your friend have WAY too much time on your hands.
 
There's a summary at the very beginning before the copy and pasted conversation.

Well, if that's the case, then I do agree that people should be allowed to learn via trial and error. However, I think that elites and plebes both deserve to go to jail if they committed a crime. If we're going to change how prison time is done then I'd rather it be based on age and education rather than any other factors.
 
You and your friend have WAY too much time on your hands.

That may be the case.

But considering they aren't doing anything different than from what is done here on the DP forum what does that say about the rest of us?
 
Well, if that's the case, then I do agree that people should be allowed to learn via trial and error. However, I think that elites and plebes both deserve to go to jail if they committed a crime. If we're going to change how prison time is done then I'd rather it be based on age and education rather than any other factors.

To be clear, the argument isn't about whether or not people are permitted to learn via trial and error.

The argument is whether or not people are REQUIRED to learn via trial and error.

Her position is that people who get unlucky in learning from trial and error are obligated to go to jail. Her position also refuses to teach these people social values to avoid such circumstances.

Similarly, her position is that victims (especially non-elites) are required to endure suffering from these people. In our argument, we discussed the matter of drunk driving victims.
 
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To be clear, the argument isn't about whether or not people are permitted to learn via trial and error.

The argument is whether or not people are REQUIRED to learn via trial and error.

Her position is that people who get unlucky in learning from trial and error are obligated to go to jail. Her position also refuses to teach these people social values to avoid such circumstances.

Similarly, her position is that victims (especially non-elites) are required to endure suffering from these people. In our argument, we discussed the matter of drunk driving victims.

Oh.

In that case she's an idiot.
 
To be clear, the argument isn't about whether or not people are permitted to learn via trial and error.

The argument is whether or not people are REQUIRED to learn via trial and error.

Her position is that people who get unlucky in learning from trial and error are obligated to go to jail. Her position also refuses to teach these people social values to avoid such circumstances.

Similarly, her position is that victims (especially non-elites) are required to endure suffering from these people. In our argument, we discussed the matter of drunk driving victims.

If she is saying that people should ONLY BE allowed to learn through trial and error, then I certainly disagree. However, if she is saying that "people are REQUIRED to learn via trial and error" OR ELSE, then I agree with her entirely.

As a society, we have some means of teaching people what is socially acceptable and what is not (example, school, parenting, etc.). If a person is unwilling to learn, then they'll either be punished naturally through trial and error or they need to be punished by social law. If they are "unlucky" in that they somehow missed all opportunity to learn what society expects of them, then exactly the same thing occurs. They'll be punished naturally through trial and error, or they need to be punished by social law. However, if too many people fall into the "unlucky" category, then society may find it beneficial to adjust the system.
 
Like feminists I also disregard bad luck, whatever that means.
 
If she is saying that people should ONLY BE allowed to learn through trial and error, then I certainly disagree. However, if she is saying that "people are REQUIRED to learn via trial and error" OR ELSE, then I agree with her entirely.

I'm not really sure how this is logically consistent, and since you're a conservative, I'm especially surprised to hear you saying this since conservatism depends upon social values.

Reflection = A
Experimentation = B

You disagree with A being excluded, but you agree with B being included without A.

How does that make sense?

As a society, we have some means of teaching people what is socially acceptable and what is not (example, school, parenting, etc.). If a person is unwilling to learn, then they'll either be punished naturally through trial and error or they need to be punished by social law. If they are "unlucky" in that they somehow missed all opportunity to learn what society expects of them, then exactly the same thing occurs. They'll be punished naturally through trial and error, or they need to be punished by social law. However, if too many people fall into the "unlucky" category, then society may find it beneficial to adjust the system.

This is highly problematic.

1) You're allowing people to bully each other under the guise that bullying is natural. They could annoy people to the brink of going crazy, beat people up to the brink of death, and destroy everything they've accomplished under the guise that it's natural for all that matters. In reality, those being "taught" could be doing absolutely nothing wrong. They could be completely minding their own business and getting along peacefully with others, but someone could come along and say it's only natural that the person still gets punished.

2) You haven't established what qualifies as "too many people". Not only that, but everyone in society won't believe in the same quantity being too many people. Is 1% too many? 10%? 25%?

What happens to those who are cast out before the according proportion is reached?

People don't ask to be unlucky. You're identifying people as punishable for something beyond their control. For example, why should you be punished for someone else painting their house the color green?

3) Just because people are willing to learn doesn't mean they will learn. Again, this is where bad luck comes into play. Learning from experience only happens if experience happens to come across at the RIGHT time. If that time never happens, it doesn't matter how much you're willing to learn.

Furthermore, you said before that people have the right to learn through reflection, but if people are required to learn through experimentation, that means society could claim it's natural to strip all opportunities for reflective learning under the guise of ensuring experimental learning.
 
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What are you defining as "unlucky"? Born under a bad sign? Born to low socioeconomic status and/or stupid parents?

"Luck" is a very slippery concept.
 
I just explained this, Goshin...

...look at point 3 right above your post.

This is also what the conversation focuses on: social values, social customs, parenting, and education.

Stupidity is not the issue. Integrity and passion are.
 
I just explained this, Goshin...

...look at point 3 right above your post.

This is also what the conversation focuses on: social values, social customs, parenting, and education.

Stupidity is not the issue. Integrity and passion are.


Yeah, look.... setting aside most of the theoretical maunderings, here's how it normally works in the real world:

1. You learn first from your parents and your family. Your notion of what is "normal" is formed early based on that experience, what they teach you by deliberate effort and what they teach you by example. This can be good or bad... often it is a mix. Most parents at least TRY to teach their children how to get on in society... as best THEY know how.
2. You learn from observing other young people, and to a lesser degree their families, and also by seeing your school as a "society" in itself. Again, this can be good or bad, depending... it is almost always a mix, unless you attend an exclusive private school full of serious students with good parents, even then there's likely some threads of bad in with the good.
3. You learn about what is legal and illegal from various sources, including parents, siblings, peers, the news, school, and so on. A lot of this is of dubious accuracy, but you do get the general idea and understand that if you're caught doing illegal things you're likely to be punished.... unless you're a total idiot.
4. You learn by experience. If it takes you more than one good burn to learn to be careful about hot stoves, then you're behind the curve.
5. As you enter young adulthood, you learn by experience and by observation, seeing what happens to others who do various things, and whether it works our for them or not.

Now, you have all these opportunities to learn how to survive and get on in society... and if you still don't learn well enough to get by, I don't know what to say besides you're going to have a hard life.

What about those who really DON'T learn worth a damn? Who do really stupid **** like armed robbery or burglary? Well if they aren't shot by an irate citizen, they're probably going to do time in prison. If THAT doesn't teach them to behave, then I guess they're screwed.

Was there some other point to all this? Are you proposing some kind of changes to how things are done? If so, what specifically?
 
Was there some other point to all this? Are you proposing some kind of changes to how things are done? If so, what specifically?

If you read the OP, you would have realized that I talked about teaching social values such that people don't have to learn the hard way or live a hard life if they fall through the cracks.
 
I'm not really sure how this is logically consistent, and since you're a conservative, I'm especially surprised to hear you saying this since conservatism depends upon social values.

Reflection = A
Experimentation = B

You disagree with A being excluded, but you agree with B being included without A.

How does that make sense?



This is highly problematic.

1) You're allowing people to bully each other under the guise that bullying is natural. They could annoy people to the brink of going crazy, beat people up to the brink of death, and destroy everything they've accomplished under the guise that it's natural for all that matters. In reality, those being "taught" could be doing absolutely nothing wrong. They could be completely minding their own business and getting along peacefully with others, but someone could come along and say it's only natural that the person still gets punished.

2) You haven't established what qualifies as "too many people". Not only that, but everyone in society won't believe in the same quantity being too many people. Is 1% too many? 10%? 25%?

What happens to those who are cast out before the according proportion is reached?

People don't ask to be unlucky. You're identifying people as punishable for something beyond their control. For example, why should you be punished for someone else painting their house the color green?

3) Just because people are willing to learn doesn't mean they will learn. Again, this is where bad luck comes into play. Learning from experience only happens if experience happens to come across at the RIGHT time. If that time never happens, it doesn't matter how much you're willing to learn.

Furthermore, you said before that people have the right to learn through reflection, but if people are required to learn through experimentation, that means society could claim it's natural to strip all opportunities for reflective learning under the guise of ensuring experimental learning.
If you read the OP, you would have realized that I talked about teaching social values such that people don't have to learn the hard way or live a hard life if they fall through the cracks.

Daktoria, I don't think we use language for the same reasons. Let me try again.

What I said was that if your friend is saying that EVERYONE should ONLY be allowed to learn from trial and error, she is wrong. Every person should be able to learn from any means they have available - by example, by instruction, and by trial and error. If a person is willing, he can learn much more quickly through instruction, for example, than by trial and error.

But, saying that people should be able to learn from any resource available to them is different than saying that society should ensure that everyone has every resource available to them. Some people will have good parents as examples. We can not make good parents available to every person in society. However, society could mandate stricter discipline in schools which have a higher ratio of problematic families.

In this area, the theoretical only gets you a little way down the road. The fact is that if a person does not learn by observation or instruction, then they they'll have the opportunity to learn from experience. Experience is a VERY thorough teacher. Unfortunately, experience (trial and error) also has much more risk associated with the learning process. There is no filter for this kind of experience - you get it when you get it. If you get it in manageable doses and learn from it great! If you get it in manageable doses but don't learn from it, you'll have the opportunity for more experience again. If you get it in unmanageable doses, you may die.

You seem to be making the argument that life should be "fair". Good "luck" with that.
 
You're allowing people to bully each other under the guise that bullying is natural. They could annoy people to the brink of going crazy, beat people up to the brink of death, and destroy everything they've accomplished under the guise that it's natural for all that matters. In reality, those being "taught" could be doing absolutely nothing wrong. They could be completely minding their own business and getting along peacefully with others, but someone could come along and say it's only natural that the person still gets punished.
By the way, one could argue that society itself is one massive bullying machine. People either conform to society's tolerance level (by avoidance if necessary) or they suffer. If someone doesn't have the ability or is unwilling to conform there will be consequences. In rare cases, these people change the social machine, in most cases they are changed by it.
 
So... what your friend says is a reflection of all feminism now? I don't really understand how you arrived at that logical leap.

Your conversation with your friend is very theory-based, and too cerebral for me to follow. It seems like you two need to come down from whatever ivory tower you've been conversing in, and rejoin the real world. Feminism is broad and diverse, with many interpretatons. Feminism is too general of a topic header to really convey what you're talking about.

I have to agree with others... being more concise would cut down on a lot of your abstractions.
 
But, saying that people should be able to learn from any resource available to them is different than saying that society should ensure that everyone has every resource available to them. Some people will have good parents as examples.

To be clear, I agree with what you're saying.

That said, reflective learning is resource independent. Literally, reflective learning comes about from learning before experience by simulating categories in your mind. This is opposed to experimental learning which comes about from actually using resources and seeing what results yield from interaction.

Something you might want to read:

A priori and a posteriori - Wikipedia, the free encyclopedia

We can not make good parents available to every person in society. However, society could mandate stricter discipline in schools which have a higher ratio of problematic families.

I agree with what you're saying about discipline. To remain consistent, the learning environment must not allow distractions. Those who care to learn must not come after those who don't care to learn.

That said, we can make good parents available to every person in society if we establish a parenting license examination based on epistemology and universal learning techniques. The concern isn't whether or not we're entitled to our own bodies, but what happens with our potential children's bodies. In turn, only people who realize our children will not necessarily be exactly like ourselves should be allowed to bring more people into existence, especially to exist in OUR society.

Something to consider: Kolb's Learning Styles

In this area, the theoretical only gets you a little way down the road. The fact is that if a person does not learn by observation or instruction, then they they'll have the opportunity to learn from experience. Experience is a VERY thorough teacher. Unfortunately, experience (trial and error) also has much more risk associated with the learning process. There is no filter for this kind of experience - you get it when you get it. If you get it in manageable doses and learn from it great! If you get it in manageable doses but don't learn from it, you'll have the opportunity for more experience again. If you get it in unmanageable doses, you may die.

You seem to be making the argument that life should be "fair". Good "luck" with that.

My argument is that we don't just live. We live in society.

To identify society, we must acknowledge fairness. Otherwise, we're not existing any differently than in a state of nature of might makes right. Nature does not require society to exist.

I'm not denying that learning from experience is valuable. The question is whether or not people must learn from experience in light of how nobody asks to be born. From the get go of a person's life, coercion has taken place, so there is a duty of care at stake to ensure that a person obtains understanding about the world without that person necessarily being hurt. This is ESPECIALLY the case when it comes to understanding the rule of law because nobody asks to be born into society. Nobody is even born knowing what society is.
 
So... what your friend says is a reflection of all feminism now? I don't really understand how you arrived at that logical leap.

Your conversation with your friend is very theory-based, and too cerebral for me to follow. It seems like you two need to come down from whatever ivory tower you've been conversing in, and rejoin the real world. Feminism is broad and diverse, with many interpretatons. Feminism is too general of a topic header to really convey what you're talking about.

I have to agree with others... being more concise would cut down on a lot of your abstractions.

I haven't ever come across a "feminist" who didn't share this person's predicates. What I'm waiting for is a feminist to provide an alternative perspective on society and reality.

If you want to discuss the OP, please read it slowly and don't come to any judgments until you absorb it.
 
To be clear, I agree with what you're saying.

That said, reflective learning is resource independent. Literally, reflective learning comes about from learning before experience by simulating categories in your mind. This is opposed to experimental learning which comes about from actually using resources and seeing what results yield from interaction.

Something you might want to read:

A priori and a posteriori - Wikipedia, the free encyclopedia



I agree with what you're saying about discipline. To remain consistent, the learning environment must not allow distractions. Those who care to learn must not come after those who don't care to learn.

That said, we can make good parents available to every person in society if we establish a parenting license examination based on epistemology and universal learning techniques. The concern isn't whether or not we're entitled to our own bodies, but what happens with our potential children's bodies. In turn, only people who realize our children will not necessarily be exactly like ourselves should be allowed to bring more people into existence, especially to exist in OUR society.

Something to consider: Kolb's Learning Styles



My argument is that we don't just live. We live in society.

To identify society, we must acknowledge fairness. Otherwise, we're not existing any differently than in a state of nature of might makes right. Nature does not require society to exist.

I'm not denying that learning from experience is valuable. The question is whether or not people must learn from experience in light of how nobody asks to be born. From the get go of a person's life, coercion has taken place, so there is a duty of care at stake to ensure that a person obtains understanding about the world without that person necessarily being hurt. This is ESPECIALLY the case when it comes to understanding the rule of law because nobody asks to be born into society. Nobody is even born knowing what society is.


Well, hell, of course. The parent brings the child into the world, so the parent is responsible for the child. You're supposed to support, raise and teach same, or see to it child is taught. You have a moral obligation to do your best since you chose to have the child.

I'm a parent. I know this first hand without having to theorize about it.

Know what else I know? That there are NO perfect parents and NO perfect children and NO perfect outcomes.

As a parent, I try to teach my child everything I learned, whatever way I learned it; easy or hard. I'm trying to spare him the hard lessons, the ones that hurt you.

No matter the quantity or quality of this parental instruction, you always miss some things, or fail to express some things in a way that comes across.

Also, the child is not perfect; sometimes the child listens and applies the lesson imparted, and sometimes they aren't listening or decide to ignore you and do it their way. Sometimes they insist on slamming their finger in the car door a few times.

Also, there are other influences at work: media, peers, etc. Some of these influences teach the wrong lessons. The parent can exercise some degree of control over this input, but a hard lesson to learn is you can't control it all.

A loving parent doesn't want their child to have a hard life, or suffer.... but a wise parent recognizes the facts and truths I've just presented, that there's only so much we can do and past a certain point we have to realize and accept the limitations of parenting and school and society to teach and socialize.

"Fair" is nice, when you can make it that way... but it isn't guaranteed and it won't always happen. That's called life in an imperfect world. You either accept it or it will drive you nuts.
 
Goshin, I'm not saying people have to be perfect.

What I'm saying is people have to be complete. By definition, we can't expect perfection because our ancestors weren't perfect, nor were our ancestors' ancestors, nor their ancestors, nor THEIR ancestors, etc.

However, all parents currently do not approach learning in an openminded manner. This is something which must be changed in order to ensure child neglect really doesn't happen.

The implicit social contract cannot be validated if children are socially alienated. Likewise, children who refuse to grow up in embracing society must not be allowed themselves to bring MORE children into society. The first generation would not have the social skills or initiative to pass on to the second.
 
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