Category: Education

Happy Birthday, Hubble!

The Hubble Space Telescope (HST) has been in space for 20 years!

This week, twenty years ago, the HST was launched into orbit. There’s much online if you want to read about it both on WikiPedia and on the Hubble web site so this post is going to offer just two items.

A beautiful picture

And an interesting audio slideshow tribute from the BBC – click here, introduced thus:

Take a look at some of the sights it has seen in that time with Professor Alec Boksenberg from the Institute of Astronomy in Cambridge – who was on the European team that helped build Hubble.

By Paul Handover (in awe of what is beyond our skies)

Elliot’s schooling – the negatives

Author Update – the Learning from Dogs author team are delighted to welcome Elliot to their ranks.

On April 1st I set the scene for the essays that I wanted to write for Learning from Dogs as follows:

I often ask myself just how effective the modern US schooling system is as a tool of education, and whether or not its costs outweigh its benefits. I hope to have at least a rough answer to this question in the final post of this series.

I intend to examine three topics:

– In what ways does the modern schooling system function as a positive tool for education?

– What costs involved in modern schooling hinder its ability as an educative tool, and even make it a negative influence on students?

– Considering the analyses put forth in the first two posts, do the costs or benefits or this system outweigh the other? On the whole, are school and education complements or antagonists?

On April 15th, I looked at the positive aspects of the American educational system. Now I look at the other side of the coin, so to speak.

Intellectual failure

While in my last post I attempted to put a positive spin on the United States education system, I must here admit that I personally tend to view it in a much more negative light. There are several reasons for this, three of which I will try to elaborate on here.

My first major concern about education in the United States is its lack of critical thinking skills, which produces students who do not know how to question the “system” for what is truly is, but rather constantly take the context of things presented as fact (the two-party political system is a perfect example of this.)

I am not necessarily arguing that the specific curriculum is being chosen to suit this purpose, though I think this argument could be made (it would, however, require quite a bit of research.)

Rather, consider the required courses – very rarely do you see courses on economics or logic. While some schools offer these as electives, they are almost never required. This is quite sad, as a sound ability to question the established authorities and the nature of the world as a whole requires a strong background in these two fields in particular.

The history of economics is a history of government policies that have failed because of their disregard for this very topic.

The economist Ludwig von Mises wrote that “the unpopularity of economics is the result of its analysis of the effects of privileges. It is impossible to invalidate the economists’ demonstration that all privileges hurt the interests of the rest of the nation or at least a great part of it.”

A second negative aspect of the American education system is what it does to the human mind. It essentially takes the mind and makes it into a factory that is able to take in information and then spit it back out. I think there is a direct relationship between the formerly mentioned lack of classes on logic and economics and this production of human beings who are essentially taught to be cogs in a machine.

Economically, the schooling system can, in this light, be seen as a massive subsidy to corporations, who are handed people already trained in how to listen then do and repeat.

Finally, I must admit that I am skeptical as to the true purpose of compulsory education. I have rarely in history seen it as a tool for true learning, as it seems to tend to rather be a system of control. I see no reason why our school system would be any different.

John Taylor Gatto, a former school teacher and avid critic of mandatory schooling, has written that the purpose of modern schooling is a combination of six different functions:

The adaptive function – Establish a fixed reaction to authority.
The integrating function – People taught to conform are predictable, and are easier to use in a large labor force.
The directive function – School determines each student’s social role.The differentiating function – Children are trained as far as they need to go according to their prescribed social role
The selective function – Tag the unfit with poor grades and disciplinary actions clearly enough that their peers will see them as unsuitable for reproduction, helping along natural selection.
The propaedeutic function – A small fraction is quietly taught how to manage the rest.

I am not sure if I completely agree with Gatto, but he makes some interesting points. In my final article, I’ll attempt to weight the costs against the benefits, and see which comes out on top.

By Elliot Engstrom

It’s an ill wind that blows nobody any good!

Iceland’s ash casts an enigmatic spell over Japan

It seems that there has been nothing else on the news following the eruption of Mount Eyjafjallajokull
in Iceland, which was of particular interest to me because on the 10th April I was flying from New York across the southern area of Iceland on my way to Rome, since which time I have passed through the UAE and Singapore on my way to Japan.

My work replacement was due to arrive on the 18th April after a holiday in the Mediterranean, but the flight which he was on was diverted into Paris because UK airspace was suddenly closed. He managed to continue his journey by train, ferry, car, taxi and bus but was then stuck in England. My duty had to continue but there seemed little point in propping up a hotel bar with other crews, so I decided to turn the situation into something positive.

After an exploratory trip into Tokyo, it was Paul, our Editor in Chief who put me in contact with his sister and her husband in the city, and another friend who suggested I should jump on a train and go to Hiroshima to see his son, who I know, so my travels started.

The transport system in Japan is extremely well organised with instructions and information well displayed in English along side Japanese. Everything is clean and modern, and runs to the second! At short notice I decided to make the journey to Hiroshima in this once in a life time opportunity, and there was the famous bullet train a monster of modern technology, which runs on banked rails at steady speeds of 400 kph.

We sped along through ever changing countryside. Initially the skyline was of mainly high rise buildings which changed to two story properties once we were out of town. The new leaves of spring and the famous blossom of the plum and cherry trees, and the quick glimpse of a Japanese water garden. Industry is mixed with small allotments, and tiny houses, roads and rail lines raised from ground level to make everything fit, and above that cables and wires, because of the threat of earthquakes, and past the stunning Mount Fuji, white with snow against a blue sky.

I never met such polite people, and on the train the guards and girls who pass through the carriage with drinks and food bow when they enter and leave. They are so well dressed and smart. No graffiti here!

Familiar Japanese trading names on local buildings, and strangely a huge Union Jack flag. I wonder how there can be so many buildings and parking areas full of cars ,but seemingly no people in view, but many large span bridges arching across hill sides to join places together.

Through Kyoto where there seemed to be a lot of energy being used, for purposes that were not immediately clear. College students in smart suits with white shirts and blue ties, passed quietly through the train. I noticed each time they had left the train at a station they took their rubbish with them, and put the seat back in the upright position!

At last after four hours we arrived at Hiroshima, which today it is a lovely modern city of which to be proud. There is just one damaged building standing in a stark fashion at the waters edge which is all that it takes to remind us of such devastation and the Garden of Peace, there to allow some quiet reflection.

I took a 45 minute boat ride to Mijajima, now a World Heritage site. This beautiful island is probably 15 miles from Hiroshima, and there amongst the beauty of the trees and a 500 year old shrine wander the deer, quite happy to sit as people pass by.

My thought as I came away from Hiroshima was that all leaders of any country with any connection to Nuclear weapons or power should be made to attend the A-Bomb Dome and reflect. As all the plaques say this must never be allowed to happen again.

By Bob Derham

Today’s No-Brainer

Bottled water …..

… in developed countries is not only an insanity but also an obscenity.

It is no healthier than tapwater. If it were essential to health then how come we oldies survived before? Logically, the Human Race should have died out.
It tastes no different, unless you buy it fizzy – but you could add your own fizz at home.
It costs VASTLY more than tapwater.
It is VASTLY more profitable to producers than gasoline for oil companies.
It is VASTLY more expensive to produce – around 1500 times more than an equivalent quantity of tap water.
Its transportation produces significant amounts of harmful emissions.
It is VASTLY wasteful; water is scarce, yet it takes 7 litres of water to make a 1 litre bottle plus the contents.
It leads to VASTLY-INCREASED pollution. ‘see “Giant Rubbish Dump Accumulating in the Pacific“
It soaks up resources that could be better used, including to save lives of people dying from lack of or dirty water.

In short, it is absolute folly. What on earth is there going for it? At the same time, it is big business and very popular? Why?

Are people ignorant about all the above? That’s quite worrying …. not much future with so much ignorance about.
Are people paranoid about what comes out of their taps? Oh dear – paranoia is not good for us.
Do people place their vanity and status-image before the above-mentioned points? Hmmmm …..
Are many people just suckers for slick advertising? I guess the answer to that one is a straight “Yes”.
Have millions of people no common-sense and/or social conscience? Oh dear, this time it’s a clear “No”.

Bottled water is nonsense, except of course where there is no alternative.

If rich, fat Westerners really like bottled water they could export it to developing countries where millions die through lack of or poisoned/polluted water every year while at the same time pouring funds into building water infrastructure for these very same people.

Yes, I know the industry provides jobs, but so did making nerve-gas for the Nazis.

The point is, we should direct our energy and money into things which are not totally unnecessary and destructive. I’m not a great fan of the “nanny-state”, but in some areas – and this is one – the government should be taking a more forceful lead. Help us kick our silly, selfish, faddish and destructive addiction to bottled water.

Some excellent links on this topic:

Water Calculator – New American Dream website
It says it all …….. Read and truly get the message
[And see an earlier Post on Learning from Dogs, Ed.]

By Chris Snuggs

Elliot’s schooling – the positives

Elliot Engstrom – Guest Author

On April 1st I set the scene for the essays that I wanted to write for Learning from Dogs as follows:

I often ask myself just how effective the modern US schooling system is as a tool of education, and whether or not its costs outweigh its benefits. I hope to have at least a rough answer to this question in the

Elliot Engstrom

final post of this series.

In the following posts, I will examine three topics:

– In what ways does the modern schooling system function as a positive tool for education?

– What costs involved in modern schooling hinder its ability as an educative tool, and even make it a negative influence on students?

– Considering the analyses put forth in the first two posts, do the costs or benefits or this system outweigh the other? On the whole, are school and education complements or antagonists?

Here is the first one looking at the positive aspects of the American educational system.

Intellectual exploration

My kindergarten teacher told me to always start with something positive, so I’ll be beginning my analysis of American schooling by looking at how it is a positive tool for education.

One facet of the American education system that I once disapproved of but now find extremely useful and educative is the long period of time that students have before they must commit to a career choice.

I used to view this lag as a waste of resources. However, living in France and being a student at a French university changed my mind. The French system begins to lock children into a career path as early as the closing years of middle school. If a student in France wants to be a doctor, for example, they enter into medical school immediately upon leaving high school. The same is true for professions like pharmacology and law. There is very little opportunity for intellectual exploration in the country’s schools. Rather, one simply must make the best of wherever one ends up.

While the American system is more long-winded, it is a better tool for education in that it allows for a more dynamic range of studies. A liberal arts education forces students to delve into a wide range of subjects, giving students the chance to explore their interests and abilities.

Socrates (or Plato, depending on your interpretation of Plato’s dialogues), believed that a liberal arts education also encouraged the development of critical thinking skills. However, it should be noted that many of the greatest critical

thinkers in history did not go through formal schooling. (Socrates himself and John Stewart Mill come to mind.)

This system also allows students to change their mind, pursuing those fields of study that truly interest them the most. It is amazing how many students in the American university system change majors during their tenure as students. This often is because they find that the career path they thought was for them is in fact not their liking – the number of students who abandon the premed track during college is a perfect example of this.

Education also entails socializing with other human beings. The American education system also facilitates this form of education quite well, as a liberal arts form of study at both the high school and university levels mixes together students of different interests.

Whereas in the French model a student studying medicine is constantly surrounded by other students of the same mindset, a premed student in the United States will have classes with students in other fields of study, expanding their social horizons and forcing them to relate to people with whom they may have little in common.

In my next post, I will examine the American schooling system as an antagonist to education, and will then close this series by attempting to weigh the system’s costs and benefits against each other.

By Elliot Engstrom

Science is Us (2)

Amazing Statistics

The expression “mind-boggling” seems most appropriate here.

After reading my book, “The Ascent of Science“, referred to yesterday, I gathered together just a few of the randomly-miscellaneous statistics which most struck me. No doubt there are plenty more! PLEASE SEND ME YOUR MOST AMAZING NATURAL STATISTICS!

We are carbon-based creatures. EVERY SINGLE CARBON ATOM in our bodies
was created in a supernova explosion of a giant star. We are truly “Children of the Stars”.

The “Nature” of our world and existence is indeed almost unbelievable.

MOLECULES: They are extremely small: a teaspoonful of water contains about 200,000,000,000,000,000,000,000 molecules. If everyone on the planet set out to count these molecules one per second it would take over ONE MILLION YEARS.

A molecule of hydrogen in a steel cylinder travels at about 3,800 mph.
Molecules NEVER stop moving. A molecule in the air makes 6,000 MILLION collisions with other molecules PER SECOND.
The above two facts explain why the progress of molecules through space is extremely slow unless assisted by an external force (e.g. the wind)
Every second, your skin is subject to bombardment by 2*10 to the power 24 (200,000,000,000,000,000,000,000,000) blows from molecules in the air.

ELECTRONS: When you switch on a light bulb, approximately 3*10 to the power 19 (30 million million million) electrons flow through your lamp EVERY SECOND

THE ATOM

A man is about 10 BILLION times larger than an oxygen atom. If an atom were the size of a golf ball then a man would stretch from earth to the moon.
A teaspoonful of solid nuclei of atoms would weigh about 500 million tons.
The nucleus of a typical atom contains about 99.8% of the total mass of the atom.
The diameter of an atom is about 100,000 times the diameter of the central nucleus.
Most of an atom is empty space. Imagine a sphere of FIVE MILES to represent an atom. The nucleus on the same scale would be the size of a tennis ball.
Most of your body is empty space …..
A black hole is supposed to consist entirely of material from the nucleus; all the “empty space” has been stripped away. A black hole of the mass of the earth would be ONE CENTIMETER in diameter.

COLLAPSED STARS

There is believed to be a black hole at the centre of our galaxy with the mass of ONE MILLION times that of our Sun.
A pulsar or neutron star is a collapsed star that spins on its axis up to three or four thousand times per second.
A pulsar is ONE HUNDRED TIMES DENSER than a white dwarf, which is what our Sun will become once its nuclear fuel has been used up.
Pulsars sometimes send out gigantic amounts of visible light, equivalent to many times the total light emitted by the Milky Way.
A tablespoon of material from a neutron star would weigh about 3 BILLION TONS.

THE HUMAN EAR

can distinguish around 400,000 different sounds.
can detect sounds so quiet that the vibratory movement induced in the eardrum is not much more than the width of a calcium atom.

By Chris Snuggs

Science is Us!

A plea for science education.

science3small — a science class at Woolverstone Hall School, late 50s - click to see more

Apart from hearing and knowing that many people are suffering terrible hardships in this world, I find few things more depressing than to hear young people say “I’m not interested in science”.

We are part of Nature. Science is the study of Nature.

How can it possibly NOT be the most interesting and endlessly-fascinating of subjects? There is a shortage of well-trained science teachers in Britain. There are too many students doing courses on “Football Management”, “Media Studies” or even “sociology”.

Why is this? I can’t explain it. Can anyone else?

I am not a scientist, having had to abandon the study of physics and biology – two subjects I loved – because I was better at languages. Too many youngsters have to drop science at the age of 16. What an absolute folly in the technological age, even 50 years ago.

My point is not just that science is important but that it is so interesting. Is the problem that some kids find it “too hard”? That must be poor teaching, surely? You gear your lessons to your students.

One positive point about British schools – at least in my distant experience – was the great use made of practical work. I so looked forward to that in physics: boiling up water in calorimeters, mucking about with levers and pulleys, passing electrical currents through each other …. I looked on physics lessons as a game, not a boring school subject.

Yes, science CAN be hard, especially for those not that good at maths. Some of the most brilliant minds on the planet do science; we cannot hope to understand all they do. But this doesn’t matter, does it?

As for maths, I have recently been reading a most stupendous book, one that I cannot recommend too highly to any layman interested in science. Shown right, this was written by Brian Silver, former Professor of Physical Chemistry at the Technicon Institute of Technology in Israel.

I read and re-read this book every night, each time hoping – somewhat in vain – that I will eventually understand what quantum mechanics and relativity really are. But I read it, too, with a tinge of sadness, for Brian Silver died in 1997, just prior to the publication of his book, which I personally feel is a masterpiece of its kind.

In this book Professor Silver takes us through the history of science from Antiquity and before right up to the end of the 20th century. As well as chapters on all the major fields and discoveries of science from Pythagoras to Hawking we have fascinating snippets of biographical information about the science greats: Galileo, Copernicus, Newton, Herschel, Boyle, Hooke, Faraday, Lavoisier, Maxwell, Mendel, Darwin, Planck, Bohr, Heisenberg, Schrödinger, Einstein, Rutherford, Crick and so many more.

Their biographies themselves make fascinating reading, let alone their discoveries.

I read a book some years ago about Joseph Salk and the development of the polio vaccine. This was a hundred times more exciting than the most classy whodunnit, recounting the story of one of the greatest triumphs of medicine. Do you know anyone with polio? Nor do I, though I did when I was a kid in the 50s and of course there are many in “developing” nations still today, as we spend billions on CERN and not enough on medicine for the deprived of this world. Interwoven with the factual accounts of science and scientists considerable attention is given to philosophy and the placing of scientists and their discoveries in their historical context. A dry, purely factual book this isn’t, with the final chapters on cosmology, the origin of the universe and the meaning of life. (But don’t expect any answers to the last two!!)

Maths? Well, Professor Silver puts Michael Faraday right up there among the immortals. An astounding practical scientist/technologist, he made major discoveries in the field of electricity that affect the lives of everyone on the planet today. But his maths wasn’t too good! So much so that he pleaded with James Clerk Maxwell to write his equations in a more understandable way!

So you don’t have to be a great mathematician to do good things in science. If only I’d realized that before, I could have been another Faraday!

This book should be a standard textbook for all 6th formers, not just those doing science. I salute the brilliant and too-soon departed author.

By Chris Snuggs

Alistair Cooke

A tribute to Alistair Cooke of Letter from America

Many, many people of a certain age will remember with very fond affection the weekly BBC Radio broadcasts of Alistair Cooke under the title of Letter from America.

Alistair’s broadcast title, Letter from America, came to mind because I have been thinking for a couple of weeks about what to call my impressions about moving to Payson in Arizona.

Payson Perceptions? Pictures of Payson? Payson Profile? No! They all seemed naff!

But would it be too presumptuous to echo Cooke’s hugely famous programme title? Hopefully not.

(And regular readers will know that yesterday, the first Letter from Payson was published.)

I did a Google search on Alistair Cooke and immediately found the BBC web page devoted to him. For those that don’t know Cooke here are a few details from WikiPedia.

Born in 1908 in Salford, Lancashire, England, Cooke first started broadcasting for the BBC in 1946 and continued until the 20th February, 2004, a total of 58 years and making Letter from America the longest-running speech radio show in the world.

I hope the BBC will forgive me in reproducing here on Learning from Dogs the obituary that is on the Alistair Cooke website. He was a wonderfully interesting man and his weekly Letter from America seems to have been part of my complete life (in a sense it was).

——————-

Reading Letter from America in the 1950s

He read his Letter from America for 58 years

Esteemed writer and BBC broadcaster Alistair Cooke, famed for his programme Letter From America, has died aged 95. BBC News Online looks back at his long and respected career.

For more than half a century, Alistair Cooke’s weekly broadcasts of Letter from America for BBC radio monitored the pulse of life in the United States and relayed its strengths and weaknesses to 50 countries.

His retirement from the show earlier this month after 58 years, due to ill health, brought a flood of tributes for his huge contributing to broadcasting.

Born in Salford, near Manchester, northern England, Alistair Cooke’s father was an iron-fitter and Methodist lay-preacher.

Alistair Cooke

Alistair Cooke: Consummate broadcaster

Winning a scholarship to Jesus College, Cambridge he read English, edited the undergraduate magazine, Granta, and founded the Cambridge University Mummers.

Alistair Cooke made his first visit to the United States in 1932, on a Commonwealth Fund Fellowship which took him to both Yale and Harvard universities.

Following his return to Britain, he became the BBC’s film critic and, in 1935, London correspondent for America’s National Broadcasting Corporation.

He returned to the United States in 1937 to work as a commentator on American affairs for the BBC. He made his home there and, in 1941, became an American citizen.

Alistair Cooke

A passion for jazz

March 1946 saw the first edition of American Letter, which became Letter from America in 1949.

The series was the longest-running series in history to be presented by a single person.

Alistair Cooke never decided what he was going to talk about until he wrote the script, made no notes during the preceding week and preferred to rely on his memory.

In an interview given at the time of the 3,000th edition of Letter from America, he appeared to have mixed feelings about the future of the United States.

“In America,” he said, “the race is on between its decadence and its vitality, and it has lots of both.”

Addressing Congress in 1973

He addressed Congress in 1973

Cooke led his listeners through the American vicissitudes of Korea, Kennedy, Vietnam, Watergate, Nixon’s resignation and Clinton’s scandals.

In all of this, Cooke pulled no punches. The lyricism of his broadcasting and the urbanity of his voice did not disguise his fears for America which he saw becoming a more violent society.

A liberal by nature, he reserved particular dislike for what he saw as the shallow flag-waving of the Reagan presidency.

Alongside working for the BBC and The Guardian, for which he wrote from 1945 to 1972, he developed a passion for jazz and golf and, as a film critic, he mixed with Hollywood stars.

As a commentator on history, Cooke was sometimes an eyewitness too. He was just yards away from Senator Bobby Kennedy when the latter was assassinated in 1968.

He was never as comfortable on television as radio but, by the 1970s, his hugely successful television series America recounted his personal history of his adopted homeland and won international acclaim, two Emmy Awards and spawned a million-selling book.

British or American?

The Queen awarded him an honorary knighthood in 1973 and the following year, for a journalist, he received the ultimate recognition – he was asked to address the United States Congress on its 200th anniversary.

He told his audience he felt as if he was in a dream, standing naked before them and there was only one thing he could find to say.

Teasing, he exclaimed to the assembled legislators, “I gratefully accept your nomination for President of the United States!”

Naturally, he brought the house down.

Many Britons thought he was American, but to the Americans he was the quintessential Brit, the man who brought them the best of British television as presenter of Masterpiece Theatre. For his part, he explained, “I feel totally at home in both countries.”

He impressed both audiences with his high quality work. With his unquenchable curiosity, Alistair Cooke remained for decades the consummate broadcaster, an elegant writer and a man of enormous wit and charm who made sense of the American Century.

By Paul Handover (still missing Letter from America on the radio.)

Europe Uber Alles, Pt 2.

A Guest post by Patrice Ayme

Part One ended saying:

The euro, long in planning by some European institutions, was introduced minimally, namely without the governmental apparatus generally associated to a currency. This is the way Europeans have found to progress peacefully towards greater harmony: do what is necessary, and nothing more than that, and do it with total consensus.

Everybody knew that a currency without a government to create and anchor it had never happened before, and was unlikely to endure.

Part Two continues

That fit the European federalists just right, and could not have escaped the understanding of Paris and Berlin. As it turned out, the PIIGS’ crisis is putting back Paris and Berlin, the historical engine of Europe, back on top, and this, for an excellent reason.

“PIIGS” stand for Portugal Ireland Iceland Greece Spain. All of them ran bubble economies, partially propelled by taxes from the richest European countries (including France and Germany). It became ridiculous as, for example, Ireland was getting European subsidies while the Irish were already way richer than those subsidizing them. (OK Iceland is not in the EU, yet, but it begged to enter the Eurozone, and it has disappeared the savings of countless Brits and Dutch, which means it has some outstanding business with the rest of Europe, that it will have to sort out, after executing a few more whales, guilty as charged.)

Some acknowledge the convenience of a common European currency and easier border transits, while remaining obsessed by what they view as gigantic differences between European countries. Those quaint nationalists and parochial types obsess that core differences between countries are so strong and deep-rooted that any form of real European union is a ridiculous concept. This is triply erroneous.

Read the rest of this Post

Europe Uber Alles

Welcome Patrice Ayme

On the 22nd March, Learning from Dogs had the pleasure of a Post from our first Guest Author, Elliot Engstrom. We were then doubly delighted to have Per Kurowski join us as our second Guest Author with his introductory Post.

Now we have the additional honour of welcoming Patrice Ayme to the growing ranks of Guest Author to Learning from Dogs.

Patrice, like Elliot and Per, also is a prolific blogger. He describes himself as:

I was born in Europe, raised in Africa, and lived in America. So doing, I learned to compare different cultures, even during my early childhood, and to appreciate superiority of many of their traits, even the most surprising. I consider myself Senegalese, and proudly so. I studied, and know, several languages, not just Latin, and several cultures, deeply, by living through and inside them for years. I have done formal studies in mathematics and physics at three leading Universities receiving the highest degrees, and putting me in a good position to learn to differentiate between hard knowledge and wishful thinking, differently from many a common philosopher. I am a specialist of non commutative geometry, arguably the most abstract field of knowledge in existence (even hard core logic, model theory, is used in my approach).

Here is Patrice’s first Guest Post for Learning from Dogs.

——————————

GREEK TROJAN HORSE TO CONQUER BETTER EUROPEAN UNION

Abstract:

The European currency, the euro, is, foremost, a solution to a problem. War. All other problems, and the euro solves many, pale in significance relative to this one.

Many talk about “problems” with the euro, and, oozing with glee all over, perceive weakness. They are right, there is weakness, but it is not European weakness. Just the opposite.

What those skeptics are seeing with their uncomprehending neurology is the further construction of the European imperium, according to its core principle: fix what needs to be fixed, but with complete consensus of the parties concerned, which means do it just so. It appears messy, because it’s democratic, and before the people (demos) can use its kratos (power), it needs to think right, which means it has to argue thoroughly. It looks like squabbling, but it is thinking aloud. Europe is not built for some parties to gain advantage anymore (as it was with Napoleon, or Hitler), but to solve problems and gain opportunities for all.

The euro is, for the first time, used as a weapon against Europe’s enemies. Hence all the squealing. Far from weakening Franco-German resolve, the recourse to the IMF adds another layer of authority to the European Communities. When the IMF, speaking in the name of Franco-German taxpayers, tell restive exploiters in Greece that they have to pay more taxes (only 6 plutocrats declare more than one million euro income in Greece, and more than 500 professions can retire at 50 years of age, whereas Germany just brought up the retirement age to 67!), they will have to submit under orders (imperare, to use the Roman notion)

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Bottled water …..

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