The guiding principle of the Founding Fathers was to maximize freedom within a framework of ordered secular laws and to keep religion out of the Constitution except to allow people to believe as they wished within that framework of secular laws.

That’s why the Constitution plainly states: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.

Unfortunately, too many Americans don’t seem to understand that. Nor do they understand or want to understand what the word “secular” means, which is “having to do with attitudes, activities, or other matters that have no religious or spiritual basis.”

Secular laws are a system of rules that a government or society creates to address issues such as business agreements, crime, and social relationships. Secular laws are created by non-religious institutions, such as popular assemblies or governments, and the purpose of secular law is to create a framework that allows people to live peaceful and orderly lives.

Now, if one looks around the world, it seems that a great number of conflicts, including here in the United States, center on groups wanting to impose their religious or faith-based beliefs on others.

Most of the conflict over abortion lies in belief, whether “life” begins with separate sperm and egg, at conception, at the time a fetus can survive outside the womb, or at actual birth. There’s also the basic conceptual question of whose rights are paramount and when, those of the mother or those of the fetus. People with different faiths/beliefs have different – and strong – opinions about each of those points.

They will never agree. Yet the right-to-life group insists on legally codifying its beliefs and imposing it on others, even when that imposition will kill other women, all too often totally needlessly, as recent events throughout the United States have shown.

Allowing women to choose when and if they have children does not preclude the right-to-lifers from following their beliefs as those beliefs affect their own lives. That removes religion and belief from the law, but the right-to-lifers want their religious beliefs imposed on others.

This only creates more conflict.

Look at the internal conflict in Iran, or Afghanistan, or Pakistan, where male religious zealots insist on imposing all manner of religious requirements by law and force, not by personal choice. Or Sudan. Or in all too many other Middle Eastern countries. In the past, wars over religion decimated nation after nation. The Thirty Years War in northern Europe killed roughly eight million people and fifty percent of the population in some parts of Germany.

Yet… for some insane reason, all too many human beings feel that they have to mandate religious beliefs on others by force of law, because only they have the “right” beliefs.

The Founding Fathers understood this all too well, unlike far too many Americans today.

J.D. Vance’s has attacked Tim Walz’s military record as misrepresentative, but, like most political attacks by the Trumpists, Vance’s charges do have a few grains of truth in them.

Vance charged Walz with resigning from the National Guard when Walz learned that his unit would be deployed to Iraq.

The actual facts tell a somewhat different story. By early 2005, Walz had served twenty-four years in the Minnesota National Guard, including a disaster deployment in the U.S. and an Iraq support deployment to Italy in 2003, and he could have retired at any time. In February 2005, Walz filed the paperwork to run for Congress. A month later, Walz’s battalion was informed that it might be deployed to Iraq at some time within the next two years. After considerable self-debate, Walz put in his retirement papers. The actual orders for the battalion to deploy were not issued until August, and the battalion did not leave on that deployment until March of 2006. Basically, Walz chose to try to serve Minnesota as a congressman, rather than continue in the Minnesota National Guard, since he couldn’t do both.

J.D. Vance enlisted in the Marines and did four years of active duty. He also recently made the statement that when his country asked him to go to Iraq, he did it, but that Walz “dropped out.” What Vance conveniently ignores is that he was on active duty with the Marine Corps, and it wasn’t a choice – unless Vance went, he’d face desertion charges, and his time in Iraq was as non-combat press specialist with a Marine air wing.

After his time in the Marines, Vance completed college and Yale law school, followed by two clerkships and a brief stint in corporate law. Then he began working in venture capital, including Mithril Capital, a firm backed by Paypal founder Peter Thiel. Along the way, he married a law school classmate who clerked for Supreme Court Justice Brett Kavanaugh and who remains a well-paid corporate attorney. Yet, as a product of “the establishment,” and someone who was once a “never Trumper,” Vance brands himself as “anti-establishment” and trades on his Hillbilly Elegy, his memoir of his Appalachian younger years and tends to forget his entire post-graduate corporate law/Wall Street/Silicon Valley career .

Just who is doing the misrepresenting?

My previous post seemed to ignite a small controversy over whether smart phones were the principal cause of the growing problem of students who seem unable/unwilling to learn and/or think/work hard.

That controversy illustrates a longstanding problem with human beings, what I’d call the reliance on single-factor analysis – the attribution of the cause of something to a single factor. Over the years, I’ve observed that most outcomes – good or bad – are based on more than one factor.

In the case of students, there are more factors in play than smart phones, including the parental background, the genetic background, the educational system, the local environment, and social media, just for starters.

Admittedly, smart phones enable social media and create isolation while amplifying the impact of negative social pressures (bullying) and increasing distractibility.

Then there’s the impact of an educational system which increasingly focuses on teaching to the test (usually multiple choice) rather than on analytical thought. Also, the use of computers has lessened reliance on memory-based mathematical skills, which has weakened the ability of many students to accurately estimate quantities, make change, or mentally project future trends with any degree of overall accuracy.

There’s also ever-increasing parental pressure on teachers not to criticize students for bad behavior or poor educational performance.

The increasing reliance of some parents on technology as a babysitter also reinforces the idea that everything, including education, should be entertaining and easy.

This tendency to limit causal factors goes beyond education. As a naval aviator, I came to realize that aircraft disasters almost always involved multiple factors, and that was the reason behind standardizing procedures based on experience, i.e., to limit contributing factors and thus reduce multiple-cause incidents or accidents.

The ATR 72 crash in Brazil last week is a good example. The ATR has a good overall safety record, but the aircraft has some weaknesses, as do many aircraft. Its de-icing equipment can be overloaded in extreme icing conditions, and this has led to at least several fatal crashes. The aircraft was also close to its load limit, according to early reports, because a number of passengers were denied boarding, even though the aircraft was certified to carry more passengers than were aboard.

The Brazilian pilots knowingly flew into extreme icing conditions with a fully-loaded aircraft, then went into a flat spin, and crashed. While the exact causes haven’t been firmly established, what we do know suggests that the pilot(s) were either unaware of the danger of icing with that aircraft or chose to proceed anyway and could not recover from what appeared from the video to be a stall/flat spin. Prior to the crash, there was no evidence that the pilots attempted to descend or otherwise avoid the icing conditions.

Obviously, multiple factors led to the crash, and that’s usually the case with most disasters, including students who cannot or will not learn.

In another week or so, my wife the professor will return to work full-time, and she’ll be faced with the often blank faces of students who are or who think they want to be voice majors, either as teachers or performers. Of course, what few of them comprehend is that all successful voice major graduates will end up both performing and teaching. The only question is what percentage of their careers is spent performing and what percentage is spent teaching.

Unfortunately, despite “good grades” and standardized test scores, far too many of the students she teaches:

Cannot or will not read, especially textbooks, unless forced, and often not then.
Have great difficulty concentrating enough to be able to listen.
Have great difficulty actually thinking.
Expect to be spoon-fed knowledge rather than actually learning it.
Want everything in education to be interesting and entertaining.
Don’t have the faintest idea of how to work intellectually or vocally.

The students with these difficulties also generally are wed to their cellphones.

Students like these used to be a small minority, but every year for roughly the last fifteen years, the percentage of students with these difficulties has increased. These are not stupid young people. They just haven’t developed the skills of reading, writing, listening, concentrating, problem-solving, and working hard, and by the time they reach college it’s too late for most of them to do so.

And they wonder why they’re struggling, and often blame their difficulties on their professors, the school, and/or their classmates. Some go into deep depressions. Some drop out, and some muddle through, and the university categorizes them as successful graduates.

The other day I got to thinking about family… as I suppose many people do when they get to my age. So far as I know, we don’t have any famous or greatly distinguished forebears. Slightly distinguished perhaps, by my paternal grandfather, a mining engineer who essentially founded the U.S. potash industry (twice) and sold it for a comparative pittance…and my uncle, a largely commercial artist who died young but whose work adorned such products as Coca Cola and Uncle Ben’s rice, or my father, an attorney, whose unseen legal efforts partly shaped U.S. antitrust law.

Needless to say, my father hoped I’d become an attorney, while my paternal grandfather, a doctor and noted surgeon, married to a nurse, urged me toward medicine.

After my tours as a Naval aviator, I got accepted to law school and then decided I didn’t want to be a lawyer – but after failing as an industrial economist and real estate agent, I ended up spending almost twenty years in politics – all of it in positions usually held by attorneys, writing on the side, at least partly to keep my sanity.

Among my immediate family, and aunts, uncles, and cousins, there are doctors, lawyers (of course), engineers, and business types, but the profession most represented is that of teachers, thirteen of them, ranging from primary school teachers through graduate school university professors. And, among them are two of my three wives, one a secondary school teacher/counselor, and one still a university professor. Also, in transitioning from politics to writing full-time, I spent three years as a college lecturer in English and writing, where the university actually let me teach a course in science fiction and fantasy.

And you wonder why I have to curb my desire to lecture?