Public education indoctrinates in socialism due to the absence of liberal content
We are born equal, but education distinguishes us. The equality Utopia has been communists’ bright idea ever since commerce and prosperity existed. They firstly divide citizens and then act as saviours of whoever is victimised, natural or invented. Whenever in power, they change laws and control the population by indoctrinating children. The only thing that changes with time is that propaganda and educational contents substitute force when depriving people of freedom. The needy are worthy of care, but we must all make the effort. Baruch Spinoza (1632-1677) showed us the way: the best that you can do is to pursue self-interest by taking risks. Adam Smith (1723-1790) showed that self-interest is a moral objective that is cooperative and compatible with others’ interest. Commerce is neither a zero-sum game nor one of winners/losers because both gain by exchanging goods or services at agreed prices. Humans value what is scarce and scorn what abounds. We must have the freedom to choose. Property gives us freedom, but is reduced with taxes. Entrepreneurs must differentiate themselves to occupy market niches. We must not seek equality, but the difference that attracts customers, spectators, to our goods or services. The only desirable equality lies before the law, but we lack it. Equality with property would motivate not acting, laziness, because there would be no profit, which would ensure misery. T. Veblen (1857-1929) told us this in his “Theory of the Leisure Class”: we humans imitate those better than us. We make the effort if we improve and innovate when attempting this. No-one would make the effort with absolute equality. Too many taxes reduce economic activity because they eliminate profit. Nor do equal opportunities exist without effort. Human rights equality is achieved without imposing because imposition produces totalitarianisms. By favouring entrepreneurship, inequality and commerce, more equality is achieved because of more economic activity and jobs. Equality cannot be pursued if wealth is not previously produced. It is a paradox, as is spending more on defence because you will have more peace with no-one daring to attack you. Everyone must make the effort to gain their prosperity. If we attempt this, some will fail, but will have to rise and try again. To do so, we need good education that appreciates risks and effort. Academic failure through demand is training, as is losing at sport when facing better rivals. It all prepares us to face the setbacks of life. Nothing is free. No profit is made without risks. It is impossible to identify talent and put it to good use without taking risks and demanding efforts. Egalitarian machinery has converted public education into a flock of sheep. Students with capacities are wasted, become obedient and are led by teachers who avoid challenges. There is no constructive dissent if dissidents are pursued. Governments of public institutions, universities, faculties and Secondary Education Institutes have not sought excellence for some time, nor the good of either the country or students. What do they seek? Their votes. Average teachers seek convenience and avoid any challenge that commits them. Students are indoctrinated in average teaching with learning that victimises: teachers are obstacles who must be “mollycoddled” by coercing them with teacher surveys. Demand weakens; degrees are useless because of so many graduates. Egalitarianism, obedience and socialist political correction are the norm. Separatism disguised as linguistic snares spreads by indoctrinating students, and also in equality and gender ideology. Teachers do not demand and students do not wish to make the effort. Untrained youths at risk; teachers obliged to perform political correction because dissidents are pursued. Spanish public education worsens because it demands nothing, assumes no risks, involves no criticism. Riskless research cannot be commercialised. No-one pays research outcomes because they meet no needs. Spain barely innovates because university standardises and takes no risks. There are no innovators because students and teachers flee from risks. Spain was an empire because it innovated, but is now irrelevant for avoiding risks. Public employment and debt grow; what is private diminishes because contracting people is too expensive. Reducing public spending and lowering taxes are urged.