Conscription, the draft, generally refers to a list to which people are involuntarily added. There are two lists civilian, and military. Though conscription often refers to the military, and civilian lists many people are drafted onto lists that have nothing to do with military service. There is a second way to be added to a list, to volunteer.

When conscription occurs, seldom is the person drafted afforded the ability to opt out. These are but a few of the lists you are likely to be put on by conscription:
Naughty or Nice – Left or Right – Smart or Dumb – Friendly or Mean – Fair or Unfair – Just or Unjust – Focused or Fruitcake – Dangerous or Careful – Kind or Belligerent – Patriot or Traitor – Religious or Secular – Friends or Enemies

These lists that people are drafted into can be used constructively, but they seldom are. They are used as wedges to divide people. Very few people justifiably belong in the lists they are conscripted to. Most fall somewhere in the middle, between the extremes. Conscription always has a purpose. It is important to identify the purpose. Realistically, studying subjects of ecology, economics, and education are exponentially more difficult if we fail to identify conscription, its practice, and its purpose. Conscription virtually hides most people behind the extremes. They are invisible. So are the dimensions of their humanity. Some are deified. But most are demeaned. Worse, the natural economic possibilities for humankind that exist in nature, are nullified.

We all use conscription. Especially on people we don’t know, we superficially evaluate them using conscription. What we see, hear, and believe can cause us to make false, and extreme assumptions. Learning more about people modifies our assumptions. Let’s just study two of a plethora of lists: Good and Bad. Few, maybe nobody. deserve to be on either list. People are some place in the middle. Conscription is socially dangerous. It renders most people nearly helpless.

Historically, conscription has been used badly. A country puts all citizens of another country on an enemies list. The enemies on the list are used as an excuse to go to war. People on the list are shot just because they are on the list. They didn’t volunteer to be on the list, and many, most, and perhaps all, of them didn’t belong there.

An entire race is conscripted, to humiliate it, or elevate it. An economic sector of citizenry is targeted for poverty, or riches. Hard working people are deemed lazy, and they are blamed because they received little, or even nothing for their efforts. People are denied food, healthcare, or housing because they were unfortunately conscripted to the wrong list.

Conscripted invisibility is a hard shell that protects war, injustice, and poverty. Encased in the shell are the seeds of anger, depression, and despair. Education is an awesome nut cracker. When we crack the shell, war, injustice, and poverty will be economically absorbed. They will no longer keep us from protecting each other, our planet, and the future.



Negotiation is a strategy to achieve fairness. Some things are out of bounds, not negotiable. Truth cannot be negotiated to half truth. Half truth is not true. Truth is complete or nonexistent. Negotiation does not exist in the absence of truth. Negotiation minus truth equals deceit.

There is also an issue of accountability for each side of a negotiation. Harm must be avoided, and there must be clearly defined benefit targeted by each side for negotiations to have validity.

Debate has the same constrictions as negotiation. Truth and accountability are not negotiable, or debatable. They sit firmly with education on an economic foundation. We share an environment. Negotiation is, by definition, part of the process toward bettering that environment.

Countries have constitutions. The constitution of any country is subject to natural law, truth. Natural law takes precedence over courts. Courts render opinions. Opinions that counter natural law, truth, are invalid. Down is not up.

People can be protected by natural law, only if it is studied openly, and universally. Education is much more than learning a trade. Students are accountable to education when learning a trade. That is backwards. Education is accountable to truth, and the truth is that in education lies the path to a better future.

If we follow the path backwards the future will not get better but worse. If we run, there will be no future for humanity. On the path forward education is responsible to truth, not oligarchs.



Horology is the scientific study of time. Much of it is devoted to the mechanics of measuring it. Science devised metrics that are demonstrably accurate, to a point. Science has a creation theory that drastically differs from religious theories that derive their beliefs from hearsay, from a book written in ancient times, and what is described as direct communication with God.

What emerge are two contrasting beliefs, one scientific, one religious. There is a huge problem with beliefs. People don’t want to relinquish them. Opposing beliefs cause conflicts that result in war, injustice, and poverty. Conflict is bad behavior whether you stand on the intellectual high ground, the moral high ground, neither, or both.

What remains unknown grows astronomically faster than our capacity to learn. The purpose of learning determines its utility. Is the purpose of the scientist is to humiliate the ignorant? Is the purpose of the creationist to denigrate the immoral?

There is exactly one, and only one purpose for learning that makes sense, ecology. All education is ecology, or it isn’t educational. We share one environment. We need to protect it. Nature is already smart. It will continue to exist even if we don’t.

Horology is concerned with the precision of history’s timeline. While there is much to learn about the future by looking in the rearview mirror, we probably should be more interested in where we are going than where we have been.

Humans are not fast enough, strong enough, or smart enough to survive as individuals. They take a quarter of a century to mature. Their lives don’t begin on their birthday, nor do they end the day their bodies are interred. One part life is the chain of DNA that began with the earliest ancestors, and it will continue until there are no offspring.The other part is history. People are their history, the the genetic part, and the environmental part. They have a hugely significant scientifically observable force at their disposal that, as of yet has gone unstudied. It is a force that, if people decide to use it, it will improve each individual, the world they all inhabit, and the world they will pass to new generations.

The force is economic, a natural economic force that exists in nature regardless of whether, or not people use it. What each person does is important. They are not genetically fit to be independent, or to become efficient predators. The human battle is to avoid harm by cooperating to avoid harm, and to produce benefit by trying to produce benefit cooperatively. Harming the environment nullifies benefits, and the harm is passed to new generations along with the toxic harmful culture that goes along as part of the package..

Education is what needs to change. Educating people to become predators is neither smart, nor is it educational. The word education indicates that there is some. Teaching people to fall into the same holes people have been falling into for last three thousand years is not educational. It is educational failure.

Civilization is the single environment solution to eliminate war, injustice, poverty, anxiety, depression, and despair. Of what benefit will it be if we precisely calibrate the timeline of antiquity, and poison the environment we share with each other, and share with the future. Our celestial lifeboat requires care. It can not repair itself.

Educational Glossary

Educational Glossary

The past is superstitiously steeped in behavior that harms humanity by environmentally destroying its safety, its efficiency, its satisfaction, and its future. There is a logical path forward that requires more effective communication. This is the beginning of an English language version of improving that skill to form a better foundation for humanity. It is a foundation, not of stone, but of kindness.

For the entirety of human history on Earth, people have territorially fought over the environment and its fruits. They have used excuses ranging from “the will of god” to “acts of desperation” as reasons for causing war, injustice, and poverty. We can do better than to create anxiety, depression, and despair. Junking the celestial lifeboat we all call home is not a good idea. There are no good excuses for bad behavior. We need a better strategy, one that increases the value we place on each human being, and the fragile environment that we all share with each other, and with other generations.

The purpose of this glossary is to define, redefine, or to narrow the meanings of words that are either necessary, or helpful to clearly differentiate facts, and truth from other types of knowledge, also to establish a protocol to produce more effective, more efficient, and more economical outcomes. Some of these words in the glossary have other popular usages. They are commonly used either purposely, or subconsciously for deception. The confusion created by their popular dictionary use is clearly not educational. Hence, the following glossary:


Accountability: There are three tests of clarity that are communicative requirements for accountability .
1. The monetary test: Who gets what? Why do they get it?
2. Is it simple? Is it easy to understand using common knowledge.
3. Does it sparkle? Does it reduce harm? Does it benefit humans, and humanity?

Antinomic:  not economic, economic failure.

Civilization: the single environment solution to eliminate war, injustice, poverty, anxiety, depression, and despair.

Democracy: a method of choosing that disenfranchises minorities. You have two hands and one heart. Should you to tear your heart out?

Economics: Human Ecology, the interaction of all people, across all generations, past, present, and future, for their mutual protection and benefit.

Education (economic research): the discovering, the manipulating, and the disseminating of wisdom for the safety, satisfaction, and betterment of humanity.

Ignoreance (Ignore-ance): Using the the perception of ignorance to justify educationally unjustifiable behavior.

Intellectual Work: Force x Economic distance moved
1. Intellectual work is a uniquely human trait.
2. Intellectual work is what discovers, and launches  opportunity.
3. Intellectual work is equivalent to the behavior it inspires.
4. Intellectual work does no harm.
5. Intellectual work is of economic value to humanity.
a. Intellectual work can not be predatory.
b. Intellectual work is measurably economic, or it is nonexistent.

Predatory behavior: doing harm, or failing to produce economic benefit.

Living History

Living History

When did your life begin? Was it on your birthday? Was it at conception? Would it not include the lifespan of your DNA? Who we are, and what we can become is only minutely influenced by our conception and birth. Every genetic link to the past influenced our being. A missing link would have cancelled the possibility of being born healthy, or even being born at all. When did your life begin? If you have a particular date in mind, you may fail to appreciate your importance, and that of other human beings.

Genetic propagation is important, but there is nothing in your power that will change your ancestry. Your ability lies in what you do over the span of the time you have control of your behavior. What you will pass on will possibly be your DNA, plus, most assuredly, the results of your behavior.

Where were you born? Did that influence your behavior? Did it make your life easier? When were you born? Did that contribute to who you have become? Did other people contribute to your wellbeing? Did they treat you badly? Did they ignore you?

This conversation is about who you are, who you can become, and why that is possible. We cannot talk about you without talking about your history. Your history is who you are, but you are not dead yet. Your history is connecting, and reconnecting to other people’s lives making new history, and making a new future.

Scholars define words, so we can know what each other is talking about. If I talk about an egg, other people know I am referring to an egg. A clear picture forms in their minds eye. History is a word that is used to describe the past. The past is not a clear picture of what history is. Right now history is in action. It used the past to create now. You are your history, and you are still here, building tomorrow. Tomorrow you will be new history, building the future.

History is a living thing. Its lifespan is probably forever. You won’t be here that long. Live live your life kindly. Make history great again.

The Foundation of Economics

The Foundation of Economics

The social manner that humanity uses to protect, and improve itself is economic. Modern economy uses money as the economic life blood that nurtures it. The economic body is humanity. Whatever is beneficial to humanity is economic. Those things that are not beneficial are not.

Essentially, wasting money is not economic. The same is true of other economic components such as time, labor, and environmental quality. None of these components can be wasted in an economic manner because, by definition, economics must be economic. Economics is ecology, a real science that can observe and measure the variables and the results, independent of politics, of religious dogma, and of superstitious beliefs.

The way people behave can be of benefit to humanity. That is the purpose of economics, to document how to behave as a way to avoid harm, and to improve results. We can work for the benefit of every person that shares, or will share this planet. We are what we create for others. What we create for others, is who we are.

Time is what we have to work with. Our schools have economic opportunities to use time better. Each child will be a potential future citizen who knows how to treat other people, and the environment we all share. That is highly unlikely to happen if we waste their time, or try to force them study subject matter that is not matched to their age, ability or interest.

Children learn the values of adults. They often come home from schools in tears. They are angry, depressed, and unproductively tired. Some board a bus before daylight, spend six hours bored at school, two hours more on the bus, and they come home with more homework than they have the will, the ability, or the energy to finish. They live under a threat. If they don’t do better in school, their life will never amount to anything, and nothing is good enough for some schools.

In many areas, depression in children is the norm. If you think that student failure is the worst part of this picture, you are probably wrong. Guess who gets blamed. You probably know that students get blamed for their own failure. You were probably blamed for yours. That is what report cards are, blame for perceived inabilities. The school taught the kids. The children just refused to learn. The report cards prove it.

Teachers can’t complain, or they get saddled with the blame. Parents can’t complain for fear that children will be treated even worse. Administrators can’t complain. Their jobs are contingent on the perception of schools being effective. The nonexistent or ineffective interventions to satisfy complaints are deemed unrealistic, or unreasonable.

Of course all of this flies in the face of the fact that schools are commissioned to teach all children. Of course there would be some, or much failure under the best of circumstances, but the studies have been done. Blaming children for schools failing to teach them is both an ineffective way either to inspire learning, or to raise test scores. Besides that, it is cruel. The grades, the scores, and the tests are all used to hide economic harm, and educational illegitimacy. Legitimate education produces good citizenship.

Citizenship is the real report card. Schools don’t use it because the way they sometimes teach fails to teach the most basic tenet of education, to produce good citizenship. Do students harm themselves, or others? Are they supportive of other people and other cultures? Do they recognize the benefits they receive from other people, other cultures, and other generations? Are they kind, and considerate? Do they realize that thanks, reciprocation, and paying forward are all healing economic traits that are purposely perpetuated to produce effectivness, and satisfaction?

Economic components such as time, labor, and environmental quality are only economical when they are used that way. Wasting time is not economical. Wasting someone else’s time is harmful. The same is true for labor, and for environmental quality.

The purpose of schools is to educate, to learn and to teach how to benefit humanity. All education is either economical, or it fails. To overcome failure harm needs to be identified, and eradicated. In the previous example, children were harmed by wasting their time. Their environmental quality was diminished. There was a lot of wasted effort. Children and adults worked hard to accomplish what has a history of continuing failure. Failing more, they just worked harder. Schools blamed the failure on the humanity of the most vulnerable, the failing students.

Worse, children adopted the superstitious belief that wasting time, effort, and environmental quality were okay. Harm that arose from inhumane activity was the perceived result of the inhumanity of an economically deprived person, or people

All of those people probably want to do better, but they are constrained by a superstitious predatory ideology that they, not only hide, but perpetuate. Benefit, truth, or justice can never be won. They are discovered educationally, and protected economically. Yet there is no study of the natural force that history so superstitiously ignores. Harm is not caused by evil. It is caused both by ignorance, and ignore-ance, faking ignorance for social inclusion.

Economics is planted on humanity. It is a natural way to protect people. It shows how satisfaction is derived from the opportunity to serve others. Life is precariously linked multi generationally, and multiculturally to the importance of the opportunity of being an individual protecting, and protected by this wondrous human family.

Fools’ Gold

Fools’ Gold

What is called education often fails to educate. It is a prize competitively fought over as if it were gold. It is in fact bureaucratic gold, a commodity that is not particularly beneficial to humanity. Education used as bureaucratic gold essentially fails to educate. In the gold rush people rush to stake their claim. Greed is the motive, and may god have mercy on those who are perceived to get in they way.

One striking difference between education, and the bureaucratic gold rush is the measure of success. How can we tell the difference between education and a bureaucratic gold rush?

The purpose of a gold rush is to get as much gold as possible. Measuring success is simple. Compare the amounts of gold. The problem with gold is that it is only beneficial to those who have it. It is very hard to use it efficiently. Gold rushes cause social mayhem. People sacrifice their lives to social regression, and environmental destruction just to win a race toward primitive behavior.

Education is the polar opposite. Measuring education is different. The amount is relatively meaningless. Brain function is what controls the amount anyone can learn, but the first question in measuring education is, Was there any?

Education has to protect humanity otherwise it is educational failure. A healthy brain filled with superstitious thoughts is uneducated. People can take tests to prove their capacity to retain knowledge, a value that is expressed as points in a bureaucratic gold certificate whose value may be used to benefit humankind, but probably not.

Education is not measured by grades. It is measured by behavior. Those who strew the human environment with war, injustice, poverty, and despair are not evil. They are stupid. What often masquerades as education is the same superstitious notion that has been circulating for centuries. We can do much better.

Dependably Undependable Elections and Economy

Dependably Undependable Elections and Economy

The purpose of elections is economic. While there are no guarantees that successful candidates will be successful governors, the purpose of politics is economic success. Those who are elected are economically required to be public servants, not political bullies. The terrible historical record of politics makes the purpose of elections appear unrealistically altruistic. The only thing that appears to be a less successful economic political device than elections are no elections, or ones that are rigged.

The public is not wrong to be distrustful of politics. Trusting politics is stupid. Like Charlie Brown trying to kick the football. History clearly shows that every time he tries to kick it, Lucy snatches the football away, causing him to fall on his backside. Past political history is just as dependably undependable as Lucy. That being said, distrust is not helpful in ameliorating the situation, and the situation is not comical. It is in fact, tragic.

Why does this happen? Political undependability is as regular as the ticking of the clock, and more difficult to pin down than a squealing greased pig. Political undependability is caused by ignorant people, not by evil people. Evil is a common public perception that people have about candidates that can be depended on to do the wrong thing.

Both George Washington, and Thomas Jefferson wrote about the importance of the education of the citizenry. It was deemed a necessary component of competent governance. Assuming that they were correct, and it is important to have an educated electorate, there are two possibilities that present themselves as causing political undependability. The first is that the electorate is in fact uneducated. The second possibility is that the electorate was educated wrong.

Even elections where the entire electorate has impressive educational credentials, election results dependably fail their constituents. Could George Washington, Thomas Jefferson, and thousands of educators covering the succeeding generations all be wrong about the importance of education in securing effective governance?

The problem with unresponsive governance is, not so much the lack of education, as improper education. Education needs to educate. What is it that we have consistently failed to understand. War, poverty, and injustice all still plague us. Depression, desperation, and despair are rampant world wide. Also, competency, and efficiency are not directed toward unity and public betterment. Which courses did you take in school that taught you how to deal with these problems that are not improving, but getting worse?

What we learned in school, from the media, and from our surrounding environment is that all bad things are the fault of somebody else. Evil people lurk everywhere. Only good people can overcome evil. People who aren’t good don’t deserve protection. We must make alliances to protect ourselves. There is no way to help them. That isn’t my job.

These are things that many, probably most people do not individually believe. Yet most of us derive products, education, and financial support from bureaucratic institutions who get their power by dividing us against each other.

If we were properly educated, we would understand that we are one human body that shares the terrestrial lifeboat, Earth. We would learn that cooperation is more efficient than conflict. We would notice that what we do makes a difference to other people, and to other generations. What they do affects us. Did you ever learn that the kindness of other people is where your opportunities come from. Perhaps the lesson that is the most forgotten, and the most important of all is the one that makes our life really special. The kindness people give to others is the unmatchable treasure that can be found no where else. It is what makes people feel really good about who they are.

Education is ecology, the science of protecting our fragile planet, and supporting its variety of people. It isn’t just rocket science. Voters know that kindness counts. Divisive candidates who do not understand that, are undependable choices.

We can prevent war, poverty, and injustice. Depression, desperation, and despair are political opportunities to make others’ lives better. Blaming people for their inherited circumstances never was education. It was, and still is, superstition. Perhaps when we become properly educated, we will become dependably dependable politically, and economically.

Good and Evil

Good and Evil

The existence of good, and evil have been philosophically discussed, probably since the appearance of mankind on Earth. Educators, although they academically claim to ignore its existence, often use the concept as a tool to facilitate their perceived responsibilities. This article is not meant to dissuade the moral, or the religious from their philosophical debates. However there are ecological boundaries to the discussion.

All education is ecological. Ecology is the purpose of education. Teaching, or learning that fails to distinguish how to benefit humanity, and the environment that sustains it, is not educational. It is educational failure. The existence of humanity is sustained by a naturally existing economic force that people can use for the benefit of humanity, or they can perilously ignore the force. If we fail to learn about it, the force is simultaneously useless, and very dangerous. We need to learn how to harness natural economic force.

Each person is a particular type of living organism. Living organisms react to stimuli. Some of those stimuli are visible, others not. Each person is an individual because of the uniqueness of the stimuli received across generations both environmentally, and genetically. Our humanness has evolved across many generations, and no individual can control who they are. That was controlled by others. There are no evil beings, just ignorant generations.

Behavior is what people can use to improve the quality of their being. Each person has different abilities, and different opportunities. Economic work is done when people coordinate their efforts with the efforts of others. Education is instructional. It contains the directions for creating a more habitable, and more sustainable environment for humanity. The instructions aren’t simply written in a book. We have to discover them ourselves, and record them for future generations.

What has been heretofore called education wasn’t educational. Teaching people how to lord over the unlucky was not educational because it was neither kind, or environmentally sustainable. The lords smugly inflicted harmful stimuli on those they failed to respect. Conflict, anger, and despair were inflicted on the vulnerable. The unsuspecting ignorantly helped them. Many people were harmed, and the environment that everybody shared was harmed. The legacy for new generations was inhumanely tarnished. Economic reality, remained ignorantly hidden by superstition.

This happened thousands of times. It is commonly thought of as a repeating natural cycle of history. This is wrong. The cycles aren’t natural, and they will only repeat until we straighten them out. While we have no control over the negative stimuli that we received from history. There is no limit to what we can create for the future. Economically, we deliver ourselves from evil by doing humanitarian environmental good.

Predation Vs Economics

Predation Vs Economics

Two possible strategies for human survival exist, an economic one, and the predatory strategy that dominates history. Predatory strategies consistently run a cyclical course characterized by the limited success of some, at the expense of many. It is a burden placed on future generations. Predation has been constantly studied. Numerous ways are concocted to use the talents of people as instruments of predation, but predatory winners always ultimately lose. Sustained predation is always usurped by conflict. Predation is part of what people superstitiously thought of as a natural environmental process that governs people on earth, and scientists were not immune from this superstition.

The lessons of science followed the lessons of history. We were taught that if we were to become better, we had to become better predators. The fastest, the strongest, and the smartest people were perceived to be superior to other people. Predators enlisted people as sub predators, part of a predatory team that could possibly reign supreme, for a while.

That thinking puts people in a small uncomfortable box, from which there is no escape. Within the box people are constantly threatened by other people in the box, and everyone in the box is threatened by other groups confined to other boxes.

People are not by nature designed to inhabit little boxes where they fight with neighbors. At the same time they fight, inside their box, outside they fight to keep it. The people that live in these small boxes mature slowly, an innately human characteristic. They become victims of predation before they grow-up to become fast, strong, or smart. They are dominated during childhood. Dominated, they are unhappy, and relatively incapable. They refuse to care for their own box, and their own neighbors. The box becomes easy prey for other predators, because of the conflict within it.

History is full of boxes, each one is a sad story for its occupants. The world we all share is a mess. The only plans being made, are to repeat the same mistakes. This time won’t be different. We are people, and people make lousy predators. Taking territory is not the problem, Taking care of the territory is the problem.

There is a better strategy for survival. It is economic. Instead of trying to dominate each other, we need to care for each other, and care for the environment we share. The characteristics of our humanness that make us poorly suited to predation, make us well suited to becoming economically successful. People do far better improving the environment to fit their needs, than adapting themselves to hostile environments which they are not suited to inhabit.

What people have called, and still call economics, is predation. It is not economics, because it is not economic. There is exactly one environment. There are a lot of predatory boxes that litter it.

The environment is economically improved across generations. The economic lifespan is forever. Money that formerly was used for predation, can be used as the life blood of the economic body. Just as the blood in your body feeds all of its parts, economic life blood feeds, or fails to feed, each economic body part. Each person is a cell that comprises the economic body of humanity.

Using money for predation is inhumane, and inefficient, just as it has been throughout the annals of history. All people are better off when environmental need is the automatic signal to increase the flow of money. Predation, by its very nature, creates a signal to restrict the flow, strangling the failing economic body parts. Each person is a cell in a healthy economic body. Whole body health is the reason we need to study economics, as an ecological science, because that is exactly what it is. It is the environmental brain of humanity. Yet, the academic study known as Economics is a study of predation. A study that is clearly rooted in the superstitious notions of failed history. And, it is no coincidence that it is financed by predators.