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Let us begin with a few simple, crucial, and apparently unmentionable facts about a typical high school classroom. First and most important, most of … - George Gilder
" "Let us begin with a few simple, crucial, and apparently unmentionable facts about a typical high school classroom. First and most important, most of the boys and a good number of the girls are thinking about the opposite sex most of the time. If you do not believe this, you are a dreamer. The only thing about a classroom more important to adolescent boys than whether girls are present is whether or not it is on fire. Advocates of coeducation will tell you that the boys are learning to regard the girls as "human beings" rather than as sexual objects. These are the kinds of people who imagine that most males anywhere, under any circumstances- short of affliction by senility, homosexuality, or Bella Abzug- ever refrain from regarding females as sexual objects. These are the "imaginative" types of people who run our schools. They tend to think that their sexual interest in budding adolescent girls is their own secret perversion. It happens to be shared by the boys in the school (as well as by all the other male teachers).
If the educator is particularly creative and imaginative, he will suppose that these young "human beings" are learning a lot about life in their work together. What in fact the boys are learning is that unless they are exceptionally "bright' and obedient, they will be exceeded in their studies by most of the girls. Unless you are imaginative, you will see that this is a further drag on their already faltering attention to Longfellow's Evangeline. Clearly in a losing game in masculine terms, the boys react in two ways: They put on a show for the girls and dominate the class anyway, or they drop out. Enough of them eventually drop out, in fact, to disguise the otherwise decided statistical superiority of female performance in school. But they do not drop out soon enough to suit educators for whom aggressive boys are the leading problem in every high school.
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About George Gilder
George Gilder (born November 29, 1939) is an philosopher, futurologist and author.
Also Known As
Alternative Names:
George Franklin Gilder
•
George F. Gilder
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I'm not pushing to have [ ID ] taught as an alternative to Darwin, and neither are they... What’s being pushed is to have Darwinism critiqued, to teach there’s a controversy. Intelligent design itself does not have any content... Much of what I've written about has been in reaction to the materialist superstition, the belief that the universe is a purely material phenomenon that can be reduced to physical and chemical laws. It's a concept that's infected the social sciences as well.
This intuition of mysterious new realms of sexual and social experience, evoked by the body and spirit of woman, is the source of male love and ultimately of marriage. In evoking marriages love renders the woman transparent: The man sees through her, in a vision freighted with sexual desire, to the child they might have together. For it is a child that he might have only if he performs a role: only if he can offer, in exchange for the intense inner sexual meanings she imparts, an external realm of meaning, sustenance, and protection in which the child could be safely born. Both partners consciously or unconsciously glimpse a future infant- precarious in the womb, vulnerable in the world, and in need of nurture and protection. In the sweat of their bodies together, in the shape and softnesses of the woman, in the protective support of the man, the couple senses the outlines of a realm that can endure and perpetuate their union. At the deepest level, therefore, love and marriage are based on this complementary pattern. The man's most profound and indispensable life must be experienced through the woman; she is the master of their sexuality. Meanwhile the woman's external existence will to some extent be sustained and protected by the man; he gives space for their worldly haven. This may be the very essence of a closed marriage but it is the essence of the institution itself.
Entrepreneurship is a creative process, and by its very nature, creativity comes as a surprise to us. To foresee an innovation is in effect to make it. If creativity' were not unexpected, customers could demand it and expert planners could supply it by rote. An economy could be run by demand. But an economy of mind is necessarily impelled by Say's Law ("Supply creates it's own demand."), driven by the unforced surprises of human intellect.
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