Your host Albert tackles the topic of education with two guests: Isaac Morehouse, founder and CEO of Praxis, and Richard Maybury, geopolitical analyst, former teacher, and publisher of U.S. & World Early Warning Report. Both guests present a case for rethinking schooling in this country.
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Isaac Morehouse Transcript
Albert: Hello and welcome to The Economy. I’m your host Albert K. Lu. Coming up on the program: Today’s competitive and global job market has many parents struggling to put their children in any and every competitive advantage, at times forcing them into a rigorous and taxing schedule of supplemental learning. But do the benefits outweigh the costs? And what are the costs?
Isaac Morehouse, the CEO of Praxis, and author and former teacher Richard Maybury discuss this trend. You’re listening to The Economy, for Friday, March 20.
The topic today is education. In particular I want to talk about an article I saw talking about the benefits of putting your kids in music lessons. [It was] basically saying that the benefit outweighs the cost in the sense that a lot of kids are put into these music lessons against their wishes, screaming and the whole. The tone of the article was that this is all worth it because of the benefits that accrue later on. I have two fantastic guests on to discuss this story. Isaac Morehouse, the founder of Praxis. Richard Maybury, who is a former teacher, and author as well, on to talk about whether or not this makes sense.
Isaac Morehouse is the founder of Praxis, the ten-month intensive work study alternative to traditional school. He joins me from South Carolina. Isaac, how are you?
Isaac: Doing wonderful, Albert. It is a lovely day down here so I’m quite happy.
Albert: Wonderful, thanks for joining me again. I thought of you when I came across this article on my Facebook newsfeed or status updates. Let’s start with that. The article was basically talking about how some parents force their children to participate in music lessons. The conclusion of the article was that those parents were right in doing so. I thought it was funny because I threw that out there and this was on one of my friend’s Facebook walls or status updates. And I thought that the general attitude toward this, from what I could tell, was very supportive, among people I know anyway. Of basically forcing your kids to do this because in the end the ends justify the means. So I thought we’d talk about today all of the things that we do to our children. We both are parents of young children. What do you think about this?
Isaac: I think there are two things that are absent from this article. One is the cost side of the equation. So say hey if you force your kids to learn how to weld here are ten reasons why it’s good for them. Or you know, learn how to be power lifters. Here are ten reasons it’s good for them. These are the benefits. You can say that about almost anything. There’s a cost side of that equation. And I don’t just mean the financial cost of piano lessons. That’s miniscule. But forcing your kid to do anything, you know, as a parent, there’s a huge cost to that in terms of your relationship with them. In terms of their own short-term happiness which is not inconsequential. I don’t think anyone would believe, “Well, as long as my kid is making good money when they’re forty no matter how much they hate their life until then it’s all worth it, right? So, there’s a point in which we want childhood to be happy as well as adulthood.
So there’s a lot of costs. What are you making them give up and making them endure and is that worth it? You can’t say here’s why doing piano lessons is worth it because this is the benefit side of the equation. Right? You’re a financial guy. That’s just bad accounting. So that’s the first part.
The second part is this notion that parents know what’s better for their kids. It assumes that we know the ultimate purpose for that child’s life. We don’t even know the ultimate purpose for our own lives usually. That’s kind of the whole part of life’s journey. We end up being, you know, a philosopher, a critical-thinking person. What is a good life to me? And that’s part of the journey, trying to figure that out and discover it. And assuming we know what the good life will be for our child someday in the future. Even if I can prove that at a small psychological cost to them, my kids can learn piano and therefore have better spatial awareness skills and math skills, I have no idea if those are valuable skills for them in terms of leading a happy life—for them to be happy and fulfilled may not require that at all. I don’t have particularly good math skills and I’ve never been once sorry about that. I’m happy with the skills that I do have. And I’m glad I wasn’t forced to gain the know so. There’s a huge missing part of the article.
Albert: That’s a very Austrian answer. I really appreciate that not only is there the use of force, which is really an uphill battle, right, as you know, when you’re trying to persuade or force a child to do something they don’t want to. It’s all uphill. But [also] the other thing is the value substitution as you mentioned. How do you know what the child is going to want? It’s very difficult and all you know is that they don’t want to do it now. You see the same thing in sports, for example. Parents putting a lot of pressure on kids to participate in sports—not only participate but [also] to excel. Somehow I can’t help but think that this is basically the parents’ aim to realize their own goals through the efforts of their children. Have you encountered this at all yourself?
Isaac: I was just talking to a young guy today and he said, “Yeah I used to play football in high school. And I was the quarterback [but] I quit my senior year because I really love playing but every coach I had after age twelve was basically a jerk.” He said I remember in particular I ran and picked up a first down. I had four or five defenders coming at me. I was kind of a skinny guy so I ran out of bounds. And the coach berated me. You need to be like Tim Tebow fighting for those extra yards. I just thought to myself. Our school had won one game and we weren’t good to begin with. None of us is going to go on to low level college let alone make a career out of football. There’s literally no benefit to pick up five extra yards and get a brutal blow to the head at age sixteen. And here are the coach and even the parents. You’ve got to just devote your entire being to this thing otherwise you’re a failure. There’s no scope for casual enjoyment of recreational activities. And more than enjoyment. The role of exploration of testing things out to see if you like them, trying them out. Maybe you fail. Maybe you succeed. Maybe it’s fun. Maybe it’s not. That’s the way you discover what you like. When everything becomes so formalized and so serious, those who may be interested in testing it out are afraid to because it’s like you’re either all in or you’re not. And those who even do enjoy it, they walk away because you’re not really allowed to do it for fun.
Albert: Yeah, and then, so sports, is another example. There’s also a lot of pressure to participate in after school so in addition to the regular curricula after school tune-up situations. We struggle with this. We’re homeschooling parents. How much should they be doing? And at this age the kids like to play. They like to do all kinds of stuff. I take my daughter to mini golf and to the arcade sometimes. I’ll be honest at times I really enjoy. At times I’m conflicted because they’re not exactly training the next participants of the junior physics Olympics at these places. It’s purely recreation and that’s it. You can argue that there’s some reflexes involved but it’s purely recreational.
But then on the other hand, we’ll walk by one of these after-school places in the summer or after school. You know like Mathnasium-type places and if you want to see a bunch of depressed kids, the kids walking into these places. The life is just completely sucked out of them. They’re just bent over. They’re walking in. This is supposed to be exercise for your brain. But it doesn’t seem to work that way. So there’s a fine balance. What’s your approach to that yourself as a parent?
Isaac: Most programs structured after-school activities, for one what they have as a goal is something I think has become completely obsolete and almost worthless as a goal. And that is the acquisition of essentially factual knowledge. No one needs to know facts anymore. It’s a huge waste of brain space. That’s what Google is for. You can find the answer. You don’t need to retain in your head what maritime route do I take from Greenland to Boston. There’s just so many things, even mathematical things, where you don’t need to retain facts anymore. And so what you gain knowledge of factual information is of very little value. Because you can obtain [that information] without all that time. What you lose is really important and that is you lose the ability to plan your own time and the ability to be alone with your thoughts and to be able to handle that kind of situation.
Albert: You wrote something very interesting in a book targeted on this subject. About how basically one of the roles or perhaps the role of education is to turn these young children who are basically just consumers of things. To turn them eventually into consumer-producers. I thought it was a very nice description of what happens. Do you think that is the goal of education?
Isaac: I feel really uncomfortable claiming a goal for education as a whole. [For example, I could ask] what is the goal of learning badminton? Well, I don’t know. I mean, there is no overall goal for everyone. So education is just a process of learning, of acquiring skills and knowledge of various things. I think the goal is really up to the individual learner. In a very abstract way, that goal is always to find a way to have a happy, fulfilled life. As I mentioned before, the good life.
So I don’t think there’s any one goal. The goal of education is to create literacy. Why? That might not matter to some people. It probably will in this world. But I think the goal is up to the individual learner themselves. But that being let me find a way to have a fulfilling life, you essentially have to know how to produce and exchange with others. No one really wants to be Robinson Crusoe, living off on their own sweat alone and not in any kind of community with anyone. Making that transition from essentially dependent to and independent person. From a consumer to producer-consumer. To someone who’s creating things and producing and exchanging with others. I think that’s really integral and to the extent that we set up artificial environments as ways to help people to learn those things they should always be geared to that.
Albert: If we talk instead of education, [but] particularly about school. A lot of people go there with the goal of basically being employable after. It just doesn’t seem to be working out these days. Not everywhere. But particularly in certain disciplines. If you exclude the hard sciences, [individuals in other professions,] even lawyers, have trouble getting work. But with a few exceptions it seems like schools have not been doing or meeting the objectives of the students.
When you started Praxis I thought you had a very good philosophy there. First, the intensity of it, the ten months. But also the work-study aspect of it, where people are actually working as they go through this program, which can be done online. I thought it was really good. There are two [groups of] people I can think [of] who would really benefit from this. People who are say students recently or about to graduate from high school and don’t know yet exactly what they want to do. That have several interests but they just don’t. I mean, if you know you want to be a doctor or an engineer college is great actually if you can afford it. But if you can’t afford it or you don’t know and it’s going to be a huge burden on you to come up with the tuition and go through this four-year program, I think that Praxis works really well in that situation. Ten months you get a job, you get experience, and then if you want to you can go to college after. And then of course the other side: People who have gone through college and maybe picked the wrong thing or picked something that’s left them unemployable and they want to gain skills and they’re ready to refocus themselves again. The ten-month program is perfect.
Isaac: There’s this huge missing question of the why. Most of the schooling apparatus is essentially geared toward getting people into college and then college [is] geared [toward] getting people a job, more or less. There’s this huge why question. I speak to a lot of high school students and I’ll ask them who’s planning to go to college and everybody raises their hand and I ask them why. I’ve really gotten no answer that differs from essentially “Because I have to. Because I want to get a job. Because I don’t want to be poor. Essentially I have to do this to get a job.” Then I ask them, “Well, what do you want to do?” And none of them know. That’s okay when you’re sixteen and seventeen [years old]. But I find it to be a really odd formula.
If you said, “I want to go somewhere but I have no idea where. I don’t know if I like deserts, mountains, or lakes. I have no experience with these things.” And I said to you, “It doesn’t matter. Just go the airport and buy a ticket. It doesn’t matter how much it costs. It doesn’t matter where it’s going. Just get on an airplane.” It’s a very strange formula. If you don’t even know what you want to go do, how is going to college going to help you achieve that—where your goal is essentially question mark? And so you’re going somewhere and you don’t even know if it’s going to lead you there.
I often encourage young people to go and get a variety of experiences and then if you see that hey, I’m really interested in engineering or accounting. Then there’s a lot of value I can gain if I go to this school and study that.
Or “Hey, I want to be an entrepreneur or a computer programmer in which there’s almost no value to college for those particular interests. Instead I’ll go do the following. It’s just sort of one of those questions no one asks. It’s just assumed that it’s going to be universally valuable. But then you get graduates who are like, “Okay, I spent four years and a lot of money and I’m really no closer to either knowing what I want to do or having the skills to do it.” There’s a lot of questions that I think need to be asked by the individual learner themselves and not deferred to society to answer for them. Society loves to give really general answers. [For instance,] [h]ome ownership is always a good idea. Or, a college degree is always a good idea. It’s highly contextual.
Albert: And much more complicated. We’re running out of time but before I let you go I want to mention to the listeners that you have a free e-book. It’s called The Future of School: Here’s What Higher Education Should Look Like 10 Years From Now. I really enjoyed this book, especially the middle chapter where you talk about your own personal journey being homeschooled and then private schooled and then basically getting sort of frustrated, just quitting and going straight into community college despite the criticisms or warnings of your teacher.
I thought it was a great story. And then you end by talking about seven indispensable elements of a person’s maturation. I want to mention that to everyone. You can go to the resource page I’m creating: PowerandMarket.com/education. Pick up that free e-book from Isaac.
Isaac, thank you so much for coming on the show. I’ve got Richard Maybury coming on next. He’s going to be talking about the same topic actually. You mentioned in the pre-interview that you actually have some experience with his Uncle Eric books. I thought that was cool.
Isaac: Yes, I taught a homeschool class several years ago using one of them. It was Ancient Rome: How It Affects You Today. Great book. And as well as Whatever Happened to Penny Candy? Excellent, excellent book. One of the few people who’s applying a higher-level economic analysis directly to a personal- or individual-like financial and business techniques or tips advice. Really like his stuff. It’s cool that he’s coming on.
Albert: That penny-candy book is one of my favorites. Hope you’ll come on again. Really enjoyed speaking with you. Thank you so much.
Isaac: I would love to, Albert. Will talk soon.
Richard Maybury Transcript
Albert: I’m joined now by Richard Maybury, who is the publisher of U.S. & World Early Warning Report. Richard, so glad to talk to you again. How are you?
Rick: I’m great. Thanks for having me on, Albert. You do a great job with these things. I think you ought to be patted on the back. You are a doing a really fine job and a service to people.
Albert: Well, thank you so much. I really appreciate it. You’ve been so generous with your time. I just had Isaac Morehouse of Praxis on and we were talking about the general theme: the things we do to our children. Isaac and I are both parents of young children. I started the topic by talking about this article I saw about parents who force their children to study music. Basically, the tone of the article was we scientists have determined all of these mental benefits of studying music when you’re young. I can’t enumerate them for you here but there are quite a few benefits. The tone of the article was basically, “Well, tough luck, kids. Your parents were right in forcing you to do that.” I thought that was funny. I think I’m in the minority in disagreeing with that. What’s your take on that?
Rick: Well, one of the concepts that teachers used to be taught when they [would] go through teacher training—I don’t know if they still are or not [because] I went through [it] back in the seventies—is readiness. Readiness, that key to having a child learn something, is to teach the child when the child is ready. If you try to teach the child before or after their readiness period occurs, it’s very difficult and may actually turn the child off to the subject so that they never go near it again.
Now schools are mass-production operations and so they can’t deal with readiness. The teachers are taught this and they quickly forget it because they can’t use it. They just have to go through the mass-production process that they’re forced into. But on things that [are] taught to the child outside the school, [for instance,] where the math production parameters aren’t forced onto everybody—I think you have to be aware of that. That a child will learn something when they’re ready. One of the main jobs, in my opinion, of a parent is to be watching for the readiness of the child in any given subject. I would think that music would fall into that. At some point in that child’s life, he or she will just get interested in music. And, boy, you’ve got to be ready to strike right at that time. Then the child will absorb it very readily and with great joy and will hang on to it for the rest of their lives.
But if you force it on to the child, then I think—I often think back to, for instance, my own experience when I was in high school with Shakespeare. I didn’t have any interest in Shakespeare at that time in my life. I hated every minute of it. It was awful to me. I have never been able to get interested in Shakespeare since then. I know I ought to be and I have tried. But I have this horrible revulsion of that [laughs] from having it forced onto me when I was young. I think that probably happened in a great number of ways. The parent just decides okay, you’re going to learn this now. The child then will go through that routine. The child will then walk away from it and will never go near it again.
Albert: Those are such perceptive statements there, Richard. I suffered the same thing, not necessarily with Shakespeare, although possibly, but with learning French. We were forced to learn French in Canada, and I think I would be fluent in French had I not been forced to study it when I was in school because later I moved to eastern Canada where they actually do speak French. I had these antibodies. [laughter] I would refuse to pick any of it up, which is a horrible shame. I understand completely what you’re saying.
Children, it’s not really a mystery [to read them]. They’ll tell you if they’re not ready by saying, “Daddy, I hate this. I just don’t want to do this. Why are you making me do this?” The things they love they just can’t seem to get enough of. So I think it’s very easy to read if the parent is perceptive and open to allowing the child to pursue their own interests.
Rick: Yeah, I got very fortunate in this. On the one hand, you’re speaking of French. That happened to me too with Latin. I know that I should‘ve learned a lot of Latin. I can see today as a writer how important that would be. But by forcing it on to me, they created antibodies and I never went through it again. But I did get lucky in the sense of learning math. The schools forced [math] onto me when I wasn’t ready and I hated it. I became a mental dropout in all of my math schools. I was [so] successful at being a mental dropout that math disappeared from my life entirely. I didn’t develop those antibodies.
Years later, five years later, I came across a section of a Popular Science magazine. It was about math tricks, things you can do to do math problems that are short cuts. I absorbed that completely and it got me interested in math. And so I became pretty good at math. I think it’s not entirely lost if the child is inoculated against learning something. It could be that later on in life the child will pick it up again as I did with math. But I didn’t with Latin or with Shakespeare or you also had that experience with French. It’s hard to say.
I’m naturally a libertarian. If somebody forces something on to me, I’m not going to accept [it]. There’s no way. No matter how good it is for me, I will not accept it if it’s forced onto me. I think an awful lot of people are like that. When I was a teacher, in fact, some of the very smartest kids I knew got terrible grades and didn’t learn very much in school. They learned other things outside of school, just like I did when I was a kid. I learned all kinds of things outside of school, science especially. The science that was not taught in the school I would go off and do my own thing in science.
This idea of forcing something onto a person, I think that is so dangerous. Fascinating thing about children is that it can, in my opinion, in most cases, it’s not necessary to force it onto them. Because if you watch children play [you’ll find that] what a child’s play is is copying adults. Little girls play with dolls, and little boys play with trucks and fire engines and things. All of this child’s play is the copying of adult behaviors that a child sees. Adults are behaving a certain way. A child wants to be an adult and tries to copy them. I think that’s your mechanism for learning. The child will get interested in practically anything he sees adults doing and that creates the readiness.
Albert: So true. My little boy, he’s only a year and a half old. He tries to copy everything that we do. He even copies me when I sneeze. He’s mimicking everything he sees. It’s so true what you said.
The other thing that’s very interesting about your point—and you’re making my job really easy because it provides the perfect segue way—is your complete and utter rejection of mathematics is sort of the opposite of what happened to me. Math and sciences were the only [subjects] that interested me because I perceived an objectiveness in it that even the teachers couldn’t ruin, to put it that way. [Laughter] However, one thing that I did completely reject were my history and geography lessons. They didn’t interest me at all because it was purely raw memorization and regurgitation. I had the same experience that you did with math, but for me it was in history.
The interesting thing is my brain was so good at rejecting it, as you said, that I didn’t develop this hatred for it. It was just basically not on the radar for me. Then later on, I also came across a couple of books. But my books were the Uncle Eric books, which is interesting because you are the author of those books. And that’s what sparked my interest in history. I saw how it was relevant to what’s going on now. Isaac Morehouse just told me he had used one of your books, Ancient Rome: How It Affects You Today, in a homeschooling class. Tell me a little about those books. There are many of them. Tell me. What was the origin of these books? Where did the idea come from, and who do you think would stand to benefit from them the most?
Rick: Well, the origin of them [goes back to me growing] up believing everything I was taught in school. And in the movies. And on TV. And all [that I was taught] about geopolitics, especially about WWII. After I became an adult, I got drafted into the U.S. Air Force and I wound up in a special operations squadron. I was actually participating in the federal government’s foreign policy in other countries. I began to realize that everything I’d been taught or led to believe as a child about this wonderful U.S. government that goes around the world like a superhero rescuing people was a lot of bull.
I was in the job of helping hurt thousands of innocent people. I realized that the schools had really done a brainwashing on me in regard to history and things related to it. When I got out there in the real world and saw it with my own eyes, I was horrified. It was very easy for me to understand why so many people in so many other countries hate America. I came out of the air force being extremely skeptical about everything I’d been taught as a child about politics and things related to it. And I began to realize when I was in college after I got out of the air force that it was the same darn thing. That colleges were just promulgating these attitudes, that the government is a wonderful superhero and has the answers to all of our problems. I had seen with my own eyes that that’s just not right. That’s not true. It does harm to millions of innocent people.
That led me to the study of what’s called Austrian economics, which is the opposite of what’s taught in the colleges, which is Keynesian economics. Austrian economics, in my opinion, sees the world in a much more realistic fashion. I began to realize that throughout our educations in the government-controlled schools—and that’s the thing to keep in mind—all of the schools are owned or controlled by government agencies. There’s this chilling effect, everything it censors in the schools. Far more than would have been the case in Nazi Germany or the Soviet Union. What is taught in schools is censored. We all come through the schools not learning huge numbers of things. We are taught mostly facts but we’re only taught facts that reflect what the government wants us to believe. So huge numbers of facts are left out. We get a skewed view of how the world works. I began to realize that parents need some way to fill in the facts, which the kids aren’t getting in school, so that the kids don’t grow up being helpless and just following along according to whatever propaganda they’re fed.
I started writing the Uncle Eric books. They are about law and history and especially economics and they’re written in a fashion that enables a twelve-year-old or a fourteen-year-old to be able to absorb very simply. They’re in the form of letters from an economist to his niece or nephew. The niece or nephew asks questions and the economist answers the questions. Believe it or not, even though they’re written on that very simple level [so] that anybody can absorb very easily, most of the readers are adults because they find it so easy to absorb these facts that they never got when they were kids. And that’s what the books are all about. Just give either a child or an adult what you didn’t get in school.
Albert: I have to agree. I did first come across these as an adult. I can see why people have been flocking to these. You have a natural avuncular quality about you, Richard. Where did you get the idea for Uncle Eric?
Rick: I had read a few books [written in that style] when I was a teenager. One of them, as I remember, was called The Screwtape Letters. They were very clever, in a form of the devil writing letters to someone on the earth, telling someone on the earth that this is how I do things. This is how I convince people to do bad things. They were written in that epistolary style, letter-writing style. They were very easy to absorb. That idea kind of just stuck with me: A series of letters from someone who knows to someone who’s asking questions would be a very good way to present things. I just started using it for the Uncle Eric books and people just love them. The kids take to them not knowing that there’s anything special about them. Somebody just gives them the book and they read and I’ve got it.
But adults generally realize that this is a very clever way to get across very complicated concepts in a way that’s fun, that’s conversational and comprehensible. You can have the feeling that you’re sitting on this sofa in your living room, having coffee with Uncle Eric and he’s explaining things to you.
Albert: There’s really no substitute for that. We’re running out of time so I want to move on. The other thing, obviously, that you’re known for is your newsletter U.S. & World Early Warning Report. You’ve got an issue coming out. I can’t wait to receive it. Can you give me a preview? What are you going to be talking about?
Rick: In the April issue, we have some investment updates. The usual sort of thing about investments we recommend. There’s also a very helpful article about Obamacare, how to cope with it. How to make it work for you instead of against you. As you know I’ve been writing a series of articles about that. Obamacare is just wrecking the medical industry. I was told a few days ago that since Obamacare has come in, the suicide [rate] among doctors has been going up. That’s no surprise to me. I warned my subscribers a long time ago that when this [Obamacare] happens it’s going to make life hell for doctors and nurses and other medical people. That’s what happened. This article explains more of what that does to the patient and how the patient should behave in order to try to counter these negative influences that are coming now. All this politics that’s injected into medical care is just horrible.
Then there’s another article about the attempt to stampede Americans into another war in the Mideast. The latest statistics show that 62 percent of Americans now favor putting American ground troops in the war against the Islamic State. The article explains that this just insane. Those religious groups over there have been fighting with each other for centuries. There’s nothing we can do about it. There’s nothing new about the Islamic State. This is just the sort of thing that’s been going on in that part of the world for more than a thousand years. That you don’t want these power seekers in Washington, [D.C.] to stampede you into another war. At some point there’s going to be a draft.
Albert: Some very serious topics. I look forward to reading those articles and having you back on to talk about them. In the meantime, listeners, you can check out a free sample of Richard’s newsletters at PowerandMarket.com/Maybury. We’ve have actually two free sample up there for you and if you’re interested in the Uncle Eric books. Richard, where can people get the Uncle Eric books?
Rick: Well, you can call 1-800-509-5400. That’s our company and it does sell those books. We don’t publish them but we do sell them. They’re also available on the Internet at RichardMaybury.com. I suggest people just start with the very first one and go through them in the order that is suggested on the Internet. I make everybody this guarantee. You absolutely will after you read the first three books—which will take you about three hours—you absolutely will have a totally different view of how the world works. You will understand things that you thought were not understandable.
Albert: You can buy them piecemeal. But if you’re like me what’s going to happen is you’re going to quickly buy them all and give them away like crazy. So you might want to save yourself some time. Go ahead and get them all.
My guest has been Richard Maybury. He is the publisher of U.S. & World Early Warning Report and the Uncle Eric books. He is, in my opinion, America’s uncle. Richard, thank you so much for joining me again. I can’t wait to have you on again real soon. We can talk about that April newsletter.
Rick: Thank you, Albert. Again, you’re doing a wonderful job. You’re putting out information that very few people are and I congratulate you for it.
This transcript is edited for clarity and readability.
They examine the repercussions of using force in education, with insight gleaned from their own personal and professional experiences. They argue in favor of more effective methods that are in line with our children’s pursuit of happiness.
Isaac Morehouse approaches parenting and education from an economics perspective. He explains:
- How parents’ use of force is a costly approach in more ways than one
- Why the role of exploration is so critical in education
- How the goals of most after-school programs are obsolete
- Why our focus should be on helping children go from consumers to producer-consumers
Richard Maybury talks about the importance of a child’s readiness to learn a subject. He discusses:
- How public schools’ mass-production approach forces children to “learn”
- How child’s play shows that force is unnecessary
- How his U.S. Air Force experience revealed the truth about his own education
- Why he decided to write his Uncle Eric books and why he thinks they’ve been so immensely popular, especially among adults
- What you’ll find in the upcoming April issue of his U.S. & World Early Warning Report
“The key to having a child learn something is to teach the child when the child is ready. –Richard Maybury”
References & Links We Talked About
- Article About Music Lessons
- Isaac Morehouse free e-book
- Richard Maybury’s U.S. & World Early Warning Report, free samples
- Richard Maybury, phone 1-800-509-5400
WB Wealth Management: An independent registered investment adviser
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Thanks again to Isaac Morehouse and Richard Maybury for joining us on the show! They’ve provided us with insight on education and schooling and their value in this country.
About Albert K. Lu
Whether you’ve been in the investing game for decades or are just starting to plot out your financial strategy, you’ll find host Albert’s insights and big-picture awareness of breaking news essential to sound investing. Albert gathers big guns at the top of their games around his virtual roundtable for a refreshing talk about financial success and investing acumen. Whether they are professional athletes, economists, restaurateurs, or top doers from another walk of life, guests engage with Albert, who provides the perfect sounding board for an intelligent discussion about entrepreneurship and real-life application of economic principles to current events and market forces.
Albert’s money-management approach focuses on wealth preservation under the umbrella of Austrian economics principles. In addition to The Economy, he is the host of The Power & Market Report. If you want to learn about the true foundation to sound investing and successful entrepreneurship, Albert’s podcasts are a good place to start.
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