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Current Law Students / Re: Legal Reasoning
« on: December 24, 2011, 08:35:45 PM »

[...] That appearance of right was necessary the easier to rule the people, because no government can exist without the consent of the people, consent open, tacit or assumed. Constitutionalism and democracy are the modern forms of that alleged consent; the consent being inoculated and indoctrinated by what is called "education," at home, in the church, and in every other phase of life. That consent is the belief in authority, in the necessity for it. [...] Yet the State is nothing but a name. It is an abstraction. [...] To call the State an organism shows a diseased tendency to make a fetish of words [...]

Could someone expand a bit on this?

I agree, Violet Bear, it's a bit too abstract, I am not sure why such a posting on a philosophical level was made here ..


Are you people kidding me when you talk about gay and the like - they are discussing sadomasochistic, pederastic warriors and the like, while you take this for just some gay * & ^ % of thing!

Well, my dear, you are aware that the sadistic/pederastic noble warrior of Old Greece/Rome is called today - thanks to the influence of 2000 years of Christianity - a self-loathing "gay * & ^ % of thing," - or would we have to, more appropriately, call him "sicko"?

HAHAHA fils-n-fare, I Know What You Mean! LOL

Current Law Students / Re: Nietzsche's 'Masters'
« on: December 24, 2011, 08:16:27 PM »

F. Korbee, it looks like to me that you not transforming the whole debate about Nietzsche's 'genius' and the like to something completely different. CMIW, but both "gia" and "schoo" that Wolsey quotes talk about Nietzsche's 'Superman' in terms of the latter being a 'genius' (high IQ [...]

high what?!

figurati - don't get me started with all the * & ^ % they call "science," and that they claim that it "works." Take a look at this other post - it talks about "conditioning," role models" and the like that they use in the military to train soldiers to kill in battle. Now, anyone with a brain can figure it out that those young, naive guys who enlist in the military know what they will be asked to do, and that they would do it, were these "techniques" used on them, or not!

Conditioning Killers in the Military. On the training bases of the major armies of the world nations struggle to turn teenagers into killers. The "struggle" for the mind of the soldier is a loopsided one: armies have had thousands of years to develop their craft, and their subjects have had fewer than two decades of life experience. It is a basically honest, age-old, reciprocal process, especially in today's all-volunteer U.S. army. The soldier intuitively understands what he or she is getting into and generally tries to cooperate by "playing the game" and constraining his or her own individuality and adolescent enthusiasm, and the army systematically wields the resources and technology of a nation to empower and equip the soldier to kill and survive on the battlefield. Operant conditioning is a higher form of learning than classical conditioning. It was pioneered by B.F. Skinner and is usually associated with learning experiments on pigeons and rats. The traditional image of a rat in a Skinner box, learning to press a bar in order to get food pallets, comes from Skinner's research in this field. Skinner rejected the Freudian and humanist theories of personality development and held that all behavior is a result of past rewards and punishments. To him the child is a tabula rasa, a "blank slate," who can be turned into anything provided sufficient control of the child's environment is instituted at an early enough age.

Instead of firing at a bull's-eye target, the modern soldier fires at man-shaped silhouettes that pop up for brief periods of time inside a designated firing lane. The soldiers learn that have only a brief second to engage the target, and if they do it properly their behavior is immediately reinforced when the target falls down. If he knocks downs enough targets, the soldier gets a marksmanship badge and usually a three-day pass. After training on rifle ranges in this manner, an automatic conditioned response called automaticity sets in, and the soldier then becomes conditioned to respond to the appropriate stimulus in the desired manner. This process may seem simple, basic, and obvious, but there is evidence to indicate that it is one of key ingredients in a methodology that has raised the firing rate from 15-20% in World War II to 90-95% in Vietnam. On the other hand, you have arcade video games. A game with a western motif is that in which you stand before a huge video screen and fire a pistol at actual film footage of "outlaws" as they appear on the screen. This is identical to the shoot-no shoot training program designed by the FBI and used by police agencies around the nation to train and enable police officers in firing their weapons.

Social Learning and Role Models. There is a third level of learning that pretty much only primates and humans are capable of, and that is what is called social learning. This third level of learning, in its most powerful form, revolves primarily around the observation and imitation of a role model. Vicarious Reinforcement: you see the role model being reinforced in a manner that you can experience vicariously. Similarity to the Learner: you perceive that the role model has a key trait that makes him or her similar to you. Social Power: the role model has the power to reward (but does not necessarily do so). Status Envy: you envy the role model's receipt of rewards from others. The drill sergeant is a role model, the ultimate role model.

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