Fix the problem, not just the follow-on.

The Common Problem . . .

Is people who base their decision-making and problem-solving on correcting the immediate symptoms, and never progress to the cause-and-effect reasoning necessary to address the actual problem. Tarping a leaky roof prevents any more moisture from coming in and causing further damage, but it only fixes the symptom of stuff getting wet. It does nothing to solve the problem, that something bad happened to the roof and it needs to be repaired. Boarding up a broken window will prevent any more damage, but no one has fixed the problem until they have fixed the window.

The developed world sends aid to developing countries, but there is no investment in solving the problems that created the crisis in the first place. There is eternally an emergency, where someone is waiting for the charity cavalry to ride in with pallets of food and bags of clothing and crates of shoes. Yes, you first prevent further damage from the immediate problem; the next step is to prevent further damage from the problem recurring again. Developed nations rarely need emergency food aid 2 and 3 times in a generation. The industrialized world, despite the habit of consumptive consumerism,  typically doesn’t run out of resources on a national level. Western Civilization is far better than most other cultures at addressing the lowest levels of Maslow’s Hierarchy of Needs. Safety and security and food and shelter are all necessary precursors to a stable and healthy existence. The industrialized nations of Western Europe, and the former British colonies allied with them, and a few other nations which have followed the same path of economic growth to raise standards of living, all consistently have more resources than any of them actually need. Human progress depends on the presence of that excess. Only civilizations with surplus are able to help other civilizations.

The solution to national, and even continental, poverty lies in discovering how socioeconomic and demographic shifts relate to the growth of an economic surplus, and the ability to trade that surplus to other regions for raw materials. If we are going to avoid the mistakes of economic colonialism or outright mercantilism, then we have to focus on the internal changes. Fortunately, a man named Walt Whitman Rostow already publicized the answers as a theory of social development he called the “Demographic Shift.” Improvements in health care, clean water, a lower incidence of childhood diseases, all cause a significant drop in the death rate. For a number of generations, the birth rate is vastly higher than the death rate and the total population rises sharply.  The social and economic incentives to have as many children as possible diminish. Before the shift, it might require having 5 to 8 children to ensure that 2 or 3 lived to adulthood, to maintain the size and strength of one’s own kin group. After the shift, people do not need to invest as much of their resources into raising children; in fact, raising more than 3 or 4 children results in an appreciable portion of those invested resources moving away from home, seeking available housing and employment. People voluntarily reduce how many children they have, and the per capita birth rate drops until the population roughly stabilizes. Birth and death rates are lower, but the total population is much higher than before the demographic shift.

From Rostow’s work, we know the mechanism to affect the social portion of socioeconomic progress. We can determine the economic side for ourselves by use of simple logic. If the food supply grows faster than the population, you have surplus food. Some agricultural workers naturally shift into the broader workforce, and the surplus food allows more of those workers to benefit from economic specialization. Only people with surplus food have the time to stack bricks and make a city. Cities have the population density necessary to support artisans and merchants and traders. Value shifts from young, strong laborers to semi-skilled and a large number of skilled workers. They both create demand for new and additional products, and provide the labor necessary to successful economic development and investment. This large population creates demand for large industry and heavy agriculture. The resulting large tax base means funding for roads, bridges, and public utilities. Those utilities may be as simple as a well and a mill, or they may be the power and water and telecommunications of a major 21st-century city.

Socioeconomic progress requires at least 5 channels of simultaneous development. Most foreign aid efforts focus on 2 or at the most 3. Even the most minimal of health care starts with ready access to water free of diseases, contaminants, and other hazards. The next step up can be “injuries, infections, and infants” or “accidents, bacteria, cholera, and diarrhea,” but that consistent access to health protection does more to drive the demographic shift than the other 4 combined. Secondly, people need a stable supply of calories and nutrients. There are literally dozens of techniques to improve agricultural yield without impairing other local resources. These address water use, soil protection, adding nutrients, deterring pests and diseases, crop selection, and pairing livestock with crops to localize the nutrient cycle. Once families have the spare food to spare hours, the next step is education. People who understand how their new tools work, who can maintain them and build more, are literally holding a renaissance in their minds. Widespread literacy is the staircase from the medieval world into the modern age. However, none of this is going to move past tent cities without major buildouts of supporting infrastructure. A modern nation depends on pipes to move water and sewage, electrical supply so schools and homes have light to read by and hospitals can run their equipment, roads and bridges so people and goods can move freely, and so many other large projects that make the rest possible on a national scale. That fourth channel of infrastructure leads into the fifth, investments. Who has access to the infrastructure, and who is responsible for repairs? Replacements? Expanding the system to meet needs 10, 20, 50 years in the future? Someone has to have both a sense of ownership and a legal ownership over the project. A lot of that will initially come from outside sources, but if it done as business partnerships with local communities and regional groups, the local population and local economy will gradually build an ownership position. As local workers gain experience, they can start their own services companies to maintain and repair the infrastructure.

 

The Uncommon Solution . . .

Don’t create more root problems by only treating the symptoms. Make a change that makes a difference, and do something to keep the problem from recurring. Base crisis response on relationships with local institutions like schools and churches, and community leadership, that were there before the crisis and will be there after the crisis. Use what is already known about how nations grow and develop organically, then fast-track the undeveloped world to a modern quality of life.  It took Western Civilization about 400 years to go from normal, everyday people being peasant farmers to factory workers or store clerks, living on a paved street and their children likely to survive a broken arm without being handicapped for life. Even with the best plan and highest funding, no society is going to make that jump in 40 years. Five generations instead of fifteen? That sounds like a goal worth pursuing. Make that the focus of foreign aid and large charities.

Copyright 2016 by J.D. Lewis

Numerical solutions do not fix human problems.

The Common Problem . . .

Is that people immediately define a problem in terms of exact measurements and precise definitions. They skip over looking at the problem on a human scale, and matching the context of the original problem. For centuries, scholars have tried to match the description of Atlantis, given by the ancient Greek philosopher Plato. He says it was equal in size to Libya and Asia combined. Obviously, anything as large as a continent should be easy to locate, even from the debris of catastrophic destruction. Perhaps any search for Atlantis should back up from the quantitative pattern-matching and fully examine the context of the information given.

First and foremost, how far south does Plato mean when he says “Libya?” How far east is his definition of Asia? Secondly, this is Plato we are talking about. He not only literally wrote the book on metaphysics, he defined the concept of the concept. Are you 100% comfortable assuming he was referring to physical geography? He would more likely refer first to the economic footprint or area of cultural impact. If he in fact meant “from Libya to Asia (Minor)” then a dominant power in the eastern Mediterranean is a distinct probability.

Many people argue that no location in the Mediterranean could be the origin of Atlantis, because Plato specifically says it is beyond the Pillars of Hercules, typically associated with the Strait of Gibraltar. However, many places in the ancient world were identified with Hercules; specifically, Heraklion in Crete would be the most likely candidate. The tale of Atlantis is ascribed to one Kritias, whose name is derived from Crete.

Finally, the geography of the area around Crete matches the description given of Atlantis’ concentric rings of land and water. Cartographic projection in the Classical era was, at best, inexact and most commonly outright propaganda. For an author whose name is synonymous with abstract thought, the geography could not fit more perfectly. Start with the island of modernly known as Santorini. Thira, in the Sea of Crete, bounded by the island of Crete and the islands off the Attic region of Greece. Expand across the Eastern Mediterranean, take in the narrow passages separating Italy from Sicily and then North Africa, and finally look at the Mediterranean as a whole. Add the final layer of the nations in the Mediterranean basin, and the area Plato describes does indeed extend from past Libya to the far boundary of Asia as it was known in the Classical era.

 

The Uncommon Solution . . .

Even a logical problem makes more sense in a human context. To solve human problems, the problem itself must first be placed on a human scale before the abstract numbers have any meaning.

Copyright 2016 by J.D. Lewis

Education is Free. You get what you pay for.

The Common Problem . . .

Is that back-to-school time in many of the largest urban school districts represents more harm than good. What is the point of requiring students to attend in a school district where the pregnancy rate is higher than the literacy rate? What is the point of forcing young people into an environment where they are more likely to witness a violent crime than to graduate? As a nation, we spend more time discussing refugees from failed states than we devote to providing refuge from failed schools.

Ignore test scores. Look at graduation rates, at literacy rates in high schools. Compare them to the crime rates for the same demographics. Identify the schools that have failed for years, for generations in some cases. They have failed their student populations. They have failed the neighborhoods they are supposed to serve. They have failed to deliver on the resources spent to build and run them. These kids would learn better math skills making change at a burger joint. They already do get more practice in literacy skills via social media than they do via school. Letting good kids get out of bad schools and build a work history earlier only adds options for the working poor in the urban core.

Every school would be a more productive learning environment if certain students didn’t show up. For the schools in worst trouble, make that an option. Don’t waste resources forcing kids into an environment where they deliberately interrupt someone else’s opportunity to learn, to have better options in life. If the school population was made up of only students who had someone at home emphasizing the importance of education, how much more time would teachers have to teach? How many frustrated students who drop out with a GPA in the “C-” or “D” range would instead graduate?

 

The Uncommon Solution . . .

Free public education is supposed to be universal in industrialized societies. In the cases where it is very public that education is not happening, give people the option of a free education for their children, and the freedom to enroll them in the school of hard knocks.

Copyright 2016 by J.D. Lewis

Counted votes which still don’t count.

The Common Problem . . .

Is that large population centers politically outweigh the surrounding areas. Cities like Los Angeles and Chicago vote very differently from the rest of their respective states. The result is that millions of voters are effectively disenfranchised, when it comes to Presidential elections. In the case of California, this results in millions of disenfranchised voters in the largest, most powerful state in terms of electoral votes. The first solution typically proposed is to do away with the Electoral College entirely, and go to a direct election by popular vote. The problem with this proposal is that it ignores the purpose of the Electoral College. By distributing the voting representation across geographic separations, it ensures anyone elected President has a broad base of support across a large portion of the country. Even when the system seemed to fail in 1860, the states which elected Lincoln had such an advantage in population, in development, in every measurable aspect of power resources, that the Union victory in the American Civil War was practically guaranteed.

So, how can we solve the problem of disenfranchised voters without sacrificing the advantage of national harmony that comes from the current system?

 

The Uncommon Solution . . .

Any city with a census population larger than the least populated state should have its electoral votes divided from the state in which it resides. Both the state and city get to round up their total of electoral votes, resulting in one electoral vote added per city which is divided from its state.

Copyright 2016 by J.D. Lewis