My Beauty Best Teacher

Before we visit the best posts of 2011, let's all take a moment to reflect back on some of my best posts from last year, 2010, and see how the analysis, predictions, and theories that I advanced in those posts have held up over the past year.

Obama: Didn't Waive the Jones Act, Made Gulf Spill Worse:
Occasionally I break a major story, like this one, which I was on well in advance of the MSM. Here was the story that I broke in 2010:

In reply to the emails from snarky liberals who ask 'just what do I expect Obama to do about the Gulf oil spill', the reply is 'get the hell out of the way'...Let loose the power of free markets and civil society and restrict government to limited and defined roles, and the world will be a better place. In this particular case, just 'what can Obama do'? Here is one of dozens of examples that are specific and have few drawbacks but Obama isn't doing- Obama can temporarily waive the Jones Act....

In retrospect, it is clear that Obama did have a reverse-Midas touch with the Gulf Oil spill- every move he made or didn't make during this disaster was the wrong one. From not temporarily waiving the Jones Act (which effectively forbid foreign nations from assisting the US by banning ships flagged, crewed, constructed, or owned by other nations from transporting cargo from one US port to another US port) to overstating the extent of the disaster (his talking about it caused a larger drop in tourism to the entire Gulf region than the actual disaster did), we can see in the Gulf oil spill just how aimless and unhelpful President Obama is when America faces an immediate crisis, and this post was yet more support to that argument.

Obama Nicknames
Every President has a nickname- Reagan was the Gipper, Bush was W, Clinton was Slick Willy, Thomas Jefferson was Long Tom, Chester Arthur was the Walrus, Calvin Coolidge was Cool Cal- so in this post I decided to pull together some of the top Obama nicknames that I have seen or heard. It's a good and solid list, and I've added to it over the past year (2011). My personal nickname for Obama: Waffles the Clown.

Oppose Race to the Top: Reasons Why Conservatives Should Oppose RTTT
This post was one of my 'thinking posts', where I was asked a question that I should have considered before but hadn't, and I went home and really thought through my views and beliefs and arrived at an answer. My instinct was always to oppose Race to the Top, which was President Obama's major education initiative, but I wanted to make sure that I was opposing it for the right reasons- not because the NEA was against it or because Obama came up with it, but because it violated conservative principles. Read the whole post, but here is a bit of it...

Recently, Michigan Senate Majority leader Mike Bishop asked me for my opinion on the President's Race to the Top program. I told him that I didn't support it, and he looked at me in a way that said "I thought you were a conservative" and "I thought you wanted to help education." At the time, I struggled to explain why I didn't like the program- I didn't really know all the details to it, but suspected that I was indeed correct in opposing it from what little I knew. He thought I was just a tool of the teachers unions, who also oppose RTTT, but I knew that for some reason I didn't like this initiative by Obama, and it wasn't just paranoid anti-Obama sentiment.... Today, via theblogprof, via Right Wing News, I came across the an article called "Ten Rules for Anti-Government Republican Radicals in D.C. ." As an anti-government conservative radical, the kind that our founding fathers were, the kind of people that built our nation and made our country a great success, I find these rules to be useful in helping me begin to articulate why I oppose Race to the Top....

Since I put together this post, I've gone on the radio multiple times in a variety of shows to talk about a true conservative approach to education, one that emphasizes decentralization of power, local control, less federal spending, regular and measured policies, structural changes, the humanity of the system, the lessening of federal laws, and the passage of good solid legislation. A good conservative believes 'first, do no harm' and 'less is more' and that the purpose of the state is to protect life, liberty, and property, and Race to the Top is not legislation that a conservative should support, even though it attacked the NEA and labor unions and put in place small good changes to the system. Read my whole post and you'll see yet another reason why thinking individuals should be opposing Obama in 2012.

Obama's New NASA Policy- Yet More Broken Promises and Lies
American Exceptionalism is being killed by Obama, in ways big and small. Once America was a great nation that put men on the moon- an exceptional nation capable of spaceflight and exploring new worlds. Now...:

Out of all of the broken promises of President Obama, this one is probably not the biggest to a lot of people. Out of all of the phony and lying rhetoric about hope and change, this latest policy announcement that kills hope and changes things for the worst is probably not the most backstabbing that he has uttered. But that does not mean that Obama's plans to destroy NASA's budget and redirect its mission away from exploration is not big or important to me....

Obama's attack on NASA didn't stop in 2010 as he continued to oppose its vision of boldly exploring new worlds and demonstrating America's amazing exceptionalism. I revisited this theme several times in 2011, notably in my posts Nuclear Power and Manned Space Flight: Victims of Democrat's Progress Backwards? and Obama Killed My Child's Dream of Being an Astronaut.  Obama and the Democrats will not be happy until America is an average nation that has fallen back into the pack of tyranny and debt that is the history of the world, and their policies towards NASA are an example of this.

Recommended Read: Codevilla's 'America's Ruling Class'
This post was an attempt to get people to read one of the most important essay's of 2010- Codevilla's essay America's Ruling Class -- And the Perils of Revolution that was published in the American Spectator.

...it lays out quite clearly the two classes that are evolving in our nation- what Codevilla calls the 'ruling class' and the 'country class.' Codevilla echo's what I tell my students every year- it is getting increasingly important to understand how the ruling class in our society works and how they use government to maintain their ruling status, because our society is increasingly about what the government does and less so about what you do...

Revisiting this essay today, you can clearly see the increasingly divide in America between those people who are benefiting from government connections and those who are not, increased by the policies pushed by the modern-day Democratic party and to a lesser although still significant extent the Republican Party. Solyndra is a great example of this- a company that found favor in the ruling class was able to secure loans and help while other companies not favored by the ruling class had money taken from them in the form of taxes and regulations and fees and permits. The massive expansion in food stamps or the massive expansion of taxpayer subsidized healthcare are also great examples of how the ruling class is increasingly looting all of us in order to give gifts and trinkets to the country class as our nation descends into tyranny.

If the national government wants to save education in America, I have become increasingly convinced that it needs to let it go, and for that matter, if the states want to save education in America, they have to let it go to. The education of children needs to be shoved as hard as it can be shoved to the lowest local level of our governmental system so that parents, local community leaders, and stakeholders in the educational system can regain the power and control over the education of their children's lives. What made our nation great was decentralization, local control, and personal responsibility, and by moving more and more control to the state and national levels we have lessened the very things that made us great.

America is not China, nor is it Finland, nor is it Germany, nor is it Singapore- those nations, although perhaps doing well lately, didn't conquer a continent, win two major world wars, and in recent years become the world's sole superpower. So we should not look to them for solutions on how to build and design and run an educational system for our nation- we should instead take those things that made America great and helped it to become what it is and modernize them and improve them and build on them, and that means not adopting statist models built on communistic principles designed to suck massive amounts of wealth from the system and funnel it through large bureaucracies to favored politically connected groups within societies. That's not our model to follow- our model is to return power over education back to the local level, which will then experiment with public policy solutions and funding models in order to achieve a democratic solution to providing high quality education at minimum cost to society with little loss of efficiency.

Rules regarding what is taught in each district need to be returned back to the district. Funding for each district needs to be returned to the district. Rules regarding discipline need to be returned back to the district. Control over hiring and regulations over hiring and rules regarding hiring need to be returned to the district. School districts at the local level must once again be where the education of children is designed, set up, and practiced, and this power and money and decisions should no longer to sent off to far-away places where faceless bureaucrats who don't know your kids make decisions that are very important to your children and their futures.

Democrats and Republicans alike make the mistake of trying to fix education by moving more and more power to the national or state levels, killing any innovation that local districts may experiment with to build better educational systems in favor of trying to adopt one-size-fits-all models that not everyone wants and so no one adopts. Creativity, growth, and great ideas come from people who actually work in education and manage education professionals and whose children go through the education system, and yet in our nation, more and more of decisions, funding, and power is flowing rapidly away from those people to unelected bureaucrats, childless professors, and scheming politicians. Republicans and Democrats alike need to reject this siren song of government power fixing everything, and take a deep breath and a leap of trust and once more empower the people of our great nation to do what needs to be done to fix and improve education by returning powers and funds that once were at the local level- once when America was great- back to the local level.

Kevin Kelly provides us with a summary of Iqbal Quadir's talk at the Long Now Foundation:

Quadir presented this broad outline of development in order to give context for his belief that technology can alleviate poverty. He reminded us that 500 years ago, when the western countries were still “developing” their own societies, their political systems were no better, and often worse, than the instable corrupt regimes of many developing countries today. England had a series of kings who were impeached, arrested, ousted, or beheaded for their crimes. It was only after citizens were empowered by economic markets did the balance of power shift from the central king to decentralized citizens. All steps that devolve power away from a central authority — including laws, trade, and education — will raise democracy.

In Quadir’s view, it’s not that centralization per se creates poverty. Poverty is the natural beginning state of all societies, east or west. Rather, decentralization is the engine which removes poverty and brings wealth. To the degree that infrastructure, education, and trade can be decentralized, wealth will rise in proportion. To the degree that infrastructure, education and trade are centralized, poverty will remain.

Abhijit Vinayak Banerjee writes

We economists and development experts are still thinking in machine mode—we are looking for the right button to push. Education is one such button. Within education, there are more buttons: Economists talk of decentralization, incentives, vouchers, competition. Education experts talk about pedagogy. Government officials seem to swear by teacher training. If only we could do it right, whatever the favored “it” might be, we would be home free.
The reason we like these buttons so much, it seems to me, is that they save us the trouble of stepping into the machine. By assuming that the machine either runs on its own or does not run at all, we avoid having to go looking for where the wheels are getting caught and figuring out what small adjustments it would take to get the machine to run properly.

via 3quarksdaily

Robert Pringle writes about the burgeoning civil society and strengthening democracy in Mali:

Malians have redefined the term “consensus” to comport with the decentralization model. Whereas under the dictatorship “consensus” meant African-style democratic centralism, often smacking of communist practice, today it is understood to suggest reaching compromise on tough issues—more in the mode of Daniel Webster than Vladimir Lenin...Malians say that their history and culture have nourished interethnic tolerance. They cite a whole tool kit of conflict resolution and avoidance mechanisms...Mali’s new decentralization has created a three-tiered system: regions (think states), circles (think counties), and communes, which usually comprise several villages. Commune inhabitants elect local councils, which choose their own mayors and send representatives to the two higher tiers of the system. The 702 rural communes are widely regarded as the backbone of Malian democratization...The most striking thing about Malian democracy is its success in drawing intellectual and spiritual sustenance from an epic past, and actively incorporating homegrown elements, such as decentralization. If there is occasional fiddling with historical truth, the past provides plenty of room for differing viewpoints and for shaping tradition to meet modern needs. It is this aspect of the Malian experience that is least appreciated, and it deserves more attention from policymakers, both African and foreign, who have a tendency to assume that “tradition” equates with “bad.”

via 3quarksdaily

photo courtesy cr.nps.gov

The dwindling funding for Tertiary Education in Sub-Saharan Africa has reached crisis proportions .The challenge is for institutions to formulate alternative sources of income so as to reduce their almost complete reliance on state funding. Makere University's successful Private Students Scheme implemented is an example of one such creative partial solution.M. K. Mayanja wrote:
"...Makerere University formulated its first strategic plan (1996-–2000) to promote this new entrepreneurial approach and adjust its administrative design to enhance the innovative process. The admission of private students, which started in a tentative way, was followed by initiatives such as the introduction of the semester system and an updated curriculum to make courses more marketable. Other changes included the decentralization of authority—including the area of finance...The private students scheme has regenerated Makerere University in record time about 10 years. In order for this process to continue, the university should move quickly to implement the new Universities and Tertiary Education Act, which enhances its autonomy and puts it in control of its own affairs. Furthermore, the university as a whole and the schools, institutes, colleges need to become more cost conscious and adopt a business planning approach in course design and determining fees...",Boston College.