Distance Learning

In days of olde, when knights were bold, etc, etc. a common student gambit for the more ambitious students was to get together and create a phony student. They would enroll a fictitious person and collectively pay the tuition (he would of course live off campus and already have books.....) and take turns taking “his” tests and otherwise showing up where had to be as “him”. (Tuition then was a hell of a lot cheaper even in real terms-today even for ten students it would be a fabulously expensive prank!). On graduation day he would be nowhere to be found, but a degree would be conferred on “him”.

Since there was no intent to defraud per se, schools just went more or less along with the charade or quietly disenrolled the fictitious student if discovered. But it is an interesting phenomenon.

Obviously it would be a lot easier to do online, and there’s one objection to online educations.

In short, there IS some legitimate desire on the part of employers to prefer physically attending enrolees and to prefer the graduates of certain schools over others. Steve Sailer has done a great deal of writing on these topics.

The desire of employers to hire H-1B indentures they can make work 100+ hours a week for $40K in Silicon Valley while living ten-up, submarine style, in a two bedroom apartment is a rational one, from their standpoint. It is a matter of commonizing costs and privatizing profits, the time-tested way to make a lot of money. It is legitimate in terms of generating cash flow. What is not legitimate, is the action of the society in letting them get away with it.  A sane society would be looking to chuck a well-made wooden shoe in the works of that company for its own preservation. It would discontinue the H-1B program entirely, in fact, and of course.

As far as “school nepotism”, a private company may and should be able to hire anyone for any reason at all, or not: that as WN’s is what we are fighting for.  A company of entirely MIT, or BYU or Yeshiva University grads should be able to hire only their own just as and for the same reason as whites should be allowed to hire only whites, men should be able to hire only men, or Gentiles should be able to hire only Gentiles. Indeed, there are certain schools-Bob Jones and the Citadel are two of which I know of-where a certain percentage of their grads DO go to work for mono-school employers who hire only those school’s graduates.

The bigger question is, does it make economic sense? For a public company that’s the question, since the stockholders have a fiduciary duty owed them to maximize profits and such hiring may well be unprofitable.

As you may know, I personally believe that not more than twenty or thirty per cent of our people need or should be going to post-high-school education, and that the artificially greatly inflated college attendance of today puts employers in a position to arbitrarily demand a college degree for positions that in reality require only an _honest_ high school education.  Employers use college as a “filter” for various notions of proper selection. My favorite example was the hiring manager for a midsized company who explained in all seriousness that since most liberal arts graduates viewed college as a government-and-parent-subsidized four year opportunity for partying, those who passed up this opportunity who were smart enough to get in were probably too hard-working or too principled for him to want them in his department, where they might be whistleblowers, rate busters, or be wanting to take his job. He wanted a standardized level of indolence and was happily getting it from four year liberal arts graduates.

The bigger problem with intelligent whites not going to college, of course, is that even less intelligent nonwhites then might, who employers will then hire in preference to the whites who may be more capable but do not have as ahigh a level of formal education. For that reason, demanding White standards of education is critical to make it quite difficult for any substantial numbers of less-apt nonwhites to pass. I certainly have no perfect program to implement but I do see a lot of the possible issues and can only offer possibilities in many cases.

Bret writes: In short, there IS some legitimate desire on the part of employers to prefer physically attending enrolees

No there isn’t.

What IS legitimate for the employers to demand is standardized testing, with physical attendance to such testing, as the criteria for awarding credentials—and a further demand that such objectively awarded credentials not be the equivalent of life titles but be periodically renewed.

The reason this is so resisted is simply because guys like Obama want the cream of the crop white girls showing up in their physical environment assuming a submissive posture to them for extended periods of time.

Of secondary importance to them is to get the young white men into an environment where they can be parasitically castrated via such simple mechanisms as sexual, social and political humiliation over a critical developmental period of their neuroanatomy.

Of tertiary importance to them is getting the white families to transfer their subsistence wealth away from their offsprings’ reproductive viability, to the economic rent collection agencies known as “government accredited academic institutions” such as happened with this family:

...computer engineer at Lockheed Martin who makes a six-figure income and had a stellar credit score in 2004, when he refinanced his home in Northern California to take cash out to pay for his daughter’s college tuition.

Mr. Doyle, 52, is now worried that he will have to file for bankruptcy, because he cannot afford to make the higher variable payments on his mortgage, and he cannot sell his home for more than his $740,000 mortgage.

MAN is it expensive to find a young CS guy on student visa from India to screw your daughter…
Of course these days, as I pointed out previously, it may be “worth” the sacrifice since you might ”“upgraydd”” your daughter’s vagina to a student visa from Africa thereby producing a “leader” like Obama.

What this “hierarchy of needs” tells us about an Obama presidency is that he will make it much more affordable for white students to attend “higher education” before he will let young white men become very well educated via remote learning systems, and he will let young white men become very well educated via remote learning systems before he lets the cream of the crop young white women become well educated via remote learning systems.  He may even clamp down on student visas from places like India if he can keep guys like his father in female saturated environments—such as colleges are becoming now that white males are avoiding those manifestly castrating environments.

When I say “standardized testing” I’m not limiting it to efficiently measuring “g” so much as any objective criteria applied to a skill area.  The idea is to separate responsibility for the educational process from responsibility for measuring the results of that process. 

Really, its Ethics 101:  Avoid conflicts of interest.

GT

There’s much truth in your statement: “I don’t buy the idea that sons necessarily deserve the father’s title.”

Having worked for two family owned businesses, each succeeding generation tended to be
less competent than the one before.

Don’t know where it’s all headed but our country has sure sold it’s dreams and talents for
a mess of Babylonian/Jew magic money conjured out of thin air !

James hit two key points here:

“What IS legitimate for the employers to demand is standardized testing, with physical attendance to such testing, as the criteria for awarding credentials—and a further demand that such objectively awarded credentials not be the equivalent of life titles but be periodically renewed.”

i.e. physically demonstrated ability.

and…

“Of tertiary importance to them is getting the white families to transfer their subsistence wealth away from their offsprings’ reproductive viability, to the economic rent collection agencies known as “government accredited academic institutions”

These cannot be overemphasized.

GT & I contend the modern Amerokwan Educational “Institution” is failing the first task while maximizing the second.  Partial views of this state of affairs are periodic topics here on M-R.  The question is not whether we like this situation, or how it evolved, but rather what we’re going to do about it.

The concept we propose is simple.  Ultimately it’s the extension of home schooling techniques to many disciplines in Higher Education.  “Local Higher Schooling” might be a better way to think about this.  We’ve focused on Engineering disciplines because this field is immediately practical to us personally, socially and politically. 

Of interest here, the entire MIT Course 2 (mechanical engineering) materials are available for download from MIT’s Open Course Ware (OCW) site.  These include course outlines, specified textbooks, lecture slides and notes, quizzes and tests, and not infrequently complete streaming video packages of all the lectures.

Ultimately this is not restricted to engineering.  The ” Concord Law School” already offers a 100% online juris doctor program valid for sitting for a California state bar examination.

We see three real issues to be addressed.  The first and foremost is effective subject matter delivery or “true learning”.  The second is the total cost of the process.  Finally there are credentialism issues.  There is a presumption that the student has the native capacity to undertake the proposed discipline.  And if you have not had recent personal contact with what’s actually being done at the typical ‘quality’ state University now, we urge you to get some experience before passing judgement. 

1.  True Learning.  Late last year Yahoo!-AP headlined an article about on campus university class sizes.  One example cited was a University of Colorado undergraduate chemistry course with 700 (that was no typo, it is seven hundred) students.  Calculus courses with 150-400 students are routine.  In this sort of environment the on-campus student’s relationship to his nominal professor is identical to that of a California National University “Distance” modem student.  Questions are emailed forth, and typically answered after some period by graduate assistants.

Simply on this basis alone the so-called “distance learning” alternative is superior.  This means using MIT’s materials, Amazon for used texts and a decent multimedia computer with broadband access.  And there are fewer distractors in the form of affirmative action admissions, openly expressed anti-white racial hostility ("Shakti Butler") and periodic physical violence such as the most recent mass killings at the University of Northern Illinois in Obama’s turf.

Then there’s the growing question mark about the academics at any particular school.  Do they possess basic subject matter competence?  Do they speak sufficiently comprehensible English?  Are they nursing barely concealed or open anti-white racial hate agendas designed to benefit “their own kind” first?  This is often the case with the Hindu, Chinese and Judeo-feminist mafias that are growing in the faculties.

2.  Costs.  Tuitions and the many related fees are high and rising for old fashioned residential bricks ‘n mortar schools.  The primary reason is unrestrained greed on the part of Judeo adminstrators, tenured academics and the Academic Industrial complex of textbook publishers, student loan usurers and many others.

After careful analysis we determined the actual base cost of undertaking MIT’s four year mechanical engineering program via OCW was about $4,000, including the cost of a computer and broadband access.  Most of this is for slightly used and deeply discounted textbooks via Amazon.  The balance of the costs - anywhere - are for the diploma credential, not for the educational content.  The student of course must supply native ability and studious diligence in any event.

3.  Credentials.  An unjaundiced view of the FUTURE value of these is called for before signing up to the far higher costs.  There has been a long standing common wisdom assumption that a college degree was an automatic ticket to a higher income.  This belief is being rapidly falsified by falling real incomes combined with continued rising costs.  A particular danger is the nature of government guaranteed student loan debt.  It is lifetime and generally not dischargeable in bankruptcy.  In these circumstances a bottoms up sunset review is called for lest “common sense” become a conduit to lifetime slavery for young whites.

In many cases, such as biomass to liquid fuels startups, demonstrated results in the form of BTUS per ton of feedstock are the only thing that matter.  In other instances credentials valid in some places are available at a slightly higher cost.  An example is CNU, the Department of Defense and the federal government at large.  In still other cases degrees are minor parts of the process.  An example is state licensing of civil engineers.  In this field a journeyman apprenticeship under an already licensed engineer, followed by state testing, is the real requirement for licensure and practice.  The ‘degree’ was only of value to obtain initial employment with an existing state licensed firm.  The degree source is fairly immaterial even by the state statutes.

We think now is the time to start placing primary reliance on Distance Learning and alternative forms of education delivery and acquisition for whites.  Leave the “Institutions” for those more deserving of institutionalization.

Maguire

“For that reason, demanding White standards of education is critical to make it quite difficult for any substantial numbers of less-apt nonwhites to pass.”

The present problems did not start yesterday, or even forty years ago.  We can see this by studying the 20th Century engineering history of aerospace and the space program.  The prime movers in this field, both American and German, almost uniformly began their careers as students in the 1920s, held major development positions during World War II and continued working actively into the late 1960s.  The Apollo Program was their masterpiece.  And it is not just the engineers, it is master machinists and manufacturing technologists of all kinds.

The subsequent technological stasis in space flight is not just an artifact of bad political policy.  There are now underlying personnel factors at work that would prevent a successful resumption even if such became the will of the existing regime.

In my opinion, and absent a very ruthless and arbitrary personnel purge, there is zero point zero zero probability of successfully reforming the existing university level institutions.  They will continue on their present glideslope until they inevitably stall out, crash and burn. 

If one wants real white educational standards, then it is necessary to build white educational institutions.  That is, unless you are a dues-paying member of the United Penguin Flying Society:  “A Wing Is A Terrible Thing To Waste.” I’m not and neither is GT.