Against All Hate

Behold, the vicious misanthrope,
The hater of the differences in skin,
The hater of the differences in kin,
The hater of what others would believe,
The hater who would hate without reprieve.

Behold, the vicious misanthrope,
The hater of the greatness man achieves–
When faced with man-made beauty only grieves–
The hater of the makers and the wealthy,
Who’s only happy when you are unhealthy.

Behold, the vicious misanthrope,
Who sees man as a plague upon the earth,
Denying humans have inherent worth,
Repulsed at all mankind has built–
Who wants us to dissolve in shame and guilt.

The ones who want us full of guilt and shame,
Inventing reasons humans are to blame–
From poverty to wealth and exploitation
To laziness, defenders of the nation–
This is the vicious misanthrope.

The nihilist denying life has meaning,
That value, values are a lie–those leaning
On nothing for support would dare deny
All beauty, justice, truth–say they’re a lie–
This is the vicious misanthrope.

You lovers of mankind, the rich and poor,
The individual–open the door
Of greatness, creativity and life–
Deny life’s haters, creators of all strife–
Oppose the vicious misanthrope!

Culture of Revenge

Coercion –- all force –- is unethical. Sometimes force is needed to prevent greater injustices, but even if we need a small injustice to prevent a greater injustice, this does not prevent the small injustice from being ultimately unjust. This is why corruption always occurs in governments, police forces, or active military. Practicing injustice by punishing injustice leads people to practice injustice.

This is clear when we realize what the practical actions of a just police or military force really is. While the presence of police or military force as a threat of force may prevent some injustices, only rarely are they around to actually prevent injustices from occuring. Usually, they react to injustices already performed. Punishing injustices already performed is revenge, and revenge is the returning of evil for evil. This creates a corrupt culture, especially among those with weak characters, as a culture of revenge is a culture of injustice. We create police and military forces to exact revenge for us so the culture at large can be free of the corrupting influence of revenge. This also allows us to act indignant whenever members of the police or military act unjustly –- as we should, even though by putting them in cultures of revenge, we make them prone to acting unjust. Thus, we sacrifice our police and military personnel to reduce corruption in the culture at large.

If we cannot eliminate corruption in a revenge culture, can we at least reduce corruption? The worst kind of good is one that is good because it is better than some other evil. A bad kind of vengeance is one where a greater evil is given for a lesser evil. A better kind is one where an equal evil is given for an evil. But we do not want a police or military with members as evil as those they fight. If we want better, less corrupt protectors, we need laws where, if revenge is needed, the revenge is a lesser evil than the crime. To do this, of course, requires we identify “evil,” including levels of “evil,” so we do not make the mistake of using a greater evil against a lesser one.

A historical example is Prohibition, when buying and selling alcohol could get one put in prison. This was a greater evil (putting someone in prison) for a lesser evil (buying and selling alcohol), and most would now say we used an evil against something that was and is at least morally neutral, since drunkenness and alcoholism are bad (these being actions), though the social benefits of drinking and the health benefits of at least red wine are good. Prohibition gave us dramatic increases in all crimes, especially murder, organized crime, and police corruption. When we repealed prohibition, all the crime rates dramatically decreased. This is why it is important to identify what is good and what is bad, and what is evil, so we can avoid corrupting our protectors.

For more on this idea, I encourage you to read my old essay The Tragic Institutions.

Good, Bad, and Evil…and Education

An engineer who is good at building bridges is a good engineer. The steel he uses must be of high enough quality to do the job – it must be good steel. When building begins on the bridge, it can only be done in good weather. A good engineer is good at being an engineer. Good steel is steel that can be depended on to do the job at hand (being dependable to do the job at hand is also a feature of being a good engineer). Good weather is weather that provides favorable conditions for what work the person wants to do – in this definition, rain is good weather for a farmer, but bad for our engineer. A good person is thus a person who is good at being a person. We must work at being good – ethics is work. But ethics is not necessarily what works. One has to keep in mind the end at which one aims. We need an idea of proper ends, a proper target at which to aim. The proper end of our engineer is obvious: to build a bridge that will span the gulf at hand and remain intact. He must design and build a bridge that does the work of a bridge.

From the example above, we can now distinguish between bad and evil. A bad engineer is one who is not able to design a bridge that will do the proper work of a bridge. An evil engineer is one who is able to design a bridge that will do the proper work of a bridge but who chooses instead to design a bridge that will not do the proper work of a bridge. For the bad engineer, the destruction caused by his bad bridge is incidental to his inability to design a good bridge. The bad engineer is bad because he is ignorant. He would build a good bridge if he could. For the evil engineer, the destruction caused by his bad bridge comes about because he chose to make a bad bridge so that it would cause destruction. The evil engineer is evil because he knows the right way to build a bridge, but chooses not to do so. He can build a good bridge, but chooses not to.

When education experts choose to use teaching methods like the look-say method of teaching reading, when it is well-established that it does not and never has worked, over using phonics, which we know is the best way to learn how to read, then which one of these categories do you think America’s educators fall into? And what about our choice not to teach children foreign languages when we know they can learn them –- before they reach puberty? Or using the “tally” method to teach “comprehension” (it does the opposite, and we know it does)? Isn’t it time that we started providing our students a good education, rather than the one we have been providing them which has failed both them and this country?