Pages: 1 2
But to the therapeutic sensibility and the entitlement mentality cultivated by the schools, this success in spreading wealth to historically unprecedented numbers of people is not as important as the system’s failure to measure up to utopian standards and equally enrich everybody no matter how lacking in virtue or talent. The “creative destruction” of capitalism––which promises not wealth and success for everybody, but the opportunity for everybody to strive for success and wealth through their talents and virtues––is an intolerable injustice, one that must be remedied by the coercive power of the state. Hence according to a survey conducted by Democrat pollster Douglas Schoen, 65% of the Manhattan protestors believe that “government has a moral responsibility to guarantee all citizens access to affordable health care, a college education, and a secure retirement—no matter the cost.” Of course, that attitude is exactly what has created the looming economic crisis fueled by runaway entitlement costs that if not reined in, will double by 2050 and consume every dollar of federal tax revenues. The protestors are also ignoring the federal government’s role in creating the housing crisis by coercing and enabling banks to issue sketchy mortgages. And let’s not forget the fed’s role in inflating via federal subsidies the higher education bubble that has doubled tuition every nine years, and saddled so many of the protestors with the “injustice” of student loan debt, which since 1999 has increased 511%, and now totals $1 trillion.
In the protestors’ desire to empower the federal government even more, we see how the ignorance of history enables such delusional utopianism. For underlying these demands is the necessity for redistributing income in order to advance the idea of radical egalitarianism, and that is a notion whose resultant tyranny and bloody failure is documented on every page of history, from the French Revolution to the Soviet gulags. But how would the protestors know that history? What passes for history in most schools today is a melodrama of Western wickedness against the oppressed “other,” accompanied by feel-good romances about the achievements of marginalized minorities. It reminds me of Jane Austen’s satiric History of England, in which she says her purpose is to “vent my spleen against & shew my hatred to all those people whose parties and principles do not suit with mine, & not to give information.” The result is the sensibility we see among many of those camping out in Manhattan’s Zuccotti Park: a penchant for decrepit ideas that are seductive to immature and undeveloped minds steeped in a sense of entitlement and an arrogant assurance of their own righteousness.
Freedom Center pamphlets now available on Kindle. Click here.
Pages: 1 2