Benevolent Determinism:  Page nine
	A child lies on their back until one day, they roll over.  When a child becomes confident in their ability to roll over, they will attempt sitting.  When a child masters sitting, they will attempt to stand.  When a child is secure in their ability to stand, they will attempt to walk.  When this child is certain of their ability to walk, they will run.  When the pre-requisites for an experience have been met, the child will attempt to achieve the next developmental level.  No child wants to be left behind.  Listen to those words: left behind; left behind; left behind.  Can you feel the terror?  The pain?  The isolation and loneliness?  Can you feel the anguish of those words?  No child wants to be a failure.  Listen to those words: a failure; a failure; a failure.  Can you imagine even a tenth of what a child feels when they hear those words, whether spoken by a trusted caregiver or spoken by each day’s experience?  Each day’s struggle?  Each day’s striving?  Each day’s attempt to reach for that which is so, so, so far beyond their ability, their preparedness, their hopes?  Do you remember when you were that child?  I do, and it still hurts. When a task is demanded and a child does not perform that task, the free-will paradigm applies the willful concepts of, stubborn, lazy, contrary, delinquent and obstinent.  The Parentalistic paradigm applies the concept:  There is a legitimate reason why the child is not performing the task and therefore there is something more important than the task which needs to be addressed.  If a child is ready for the task, they will at least attempt the task.  The desire to please is embedded within each and every child.  If the presence of this desire is undetectable in a child, it is because life has beaten it out of the child.  At this point, our aloof agendas must become secondary and the re-establishment of confidence in the child’s grown-up caregivers must take precedence.  Academics are a fourth tier developmental need.  The first, second, and third tiers are physical, emotional, and social security.  When these are a shambles, addressing the carnage is the primary need. The possible pre-requisites are myriad.  Having a profound knowledge of the child is essential if the number of pre-requisites are to be trimmed down to a manageable number.  In a classroom the dynamics are determined by the prevailing social mentality about taxes.  What teacher has the depth of knowledge much less the time to understand, accept and Love each priceless child under their care?  Johnny, or Suzy, is not doing the task that has been set before them.  Or, Billy, or maybe Jane, threw sand in the faces of their classmates at recess.  Or possibly, Mary, or is it Albert, won’t go to the resource room like he is suppose to.  There are reasons why each child is behaving as they are.  Each child’s behavior is legitimate to their experience.  Not having a fully developed brain, each child is demonstrating in the only way they are capable they have priority needs that have not been met.  But, who has time to treat them like individuals, especially if the school is to attain their AYP; adequate yearly progress. Thanks to our allegiance to the free-will model, we are citizens of a horrifically addicted world society.  In quick summary:  Addictions are emotional pain driven behaviors which use addictive substances to deaden the pain; this pain driven behavior supersedes and therefore compromises wholesome behavior, demanding more and more of the addictive substance to placate the root pain.  One of our society’s countless addictions is technology.  Our society is structured to maintain this addiction.  Whether our children are ready and able to function within our data driven educational system, they will be driven like so many head of cattle through the system so as to maintain our addictive dependencies.  Our children are sacrificed on a sheep skin alter to a godless whore…   Back in the classroom:  It’s Johnny, Suzy, Billy, Jane, Mary and Albert who are not being responsible.  Yeah!  Right!  Even if free-will’s concept of responsibility existed, it is not the children who are found lacking.  Need I state the obvious?
		There are legitimate reasons why the children are behaving as they are behaving.  There are legitimate reasons why society is acting as it is acting.  Parentalism acknowledges the existence of these legitimate reasons within a guiltless context, thus removing the culpability stigma, allowing society to own its dysfunction without recrimination; allowing society to finally fess up to the fact, our Emperor does not have a stitch of clothing covering its naked body.  Once that is out in the open, healing can begin. Because it is founded in the dynamic of pure equality and a total absence of culpability, hard determinism provides an understanding, amniotic environment conducive to treating society’s gangrenous wounds with the unconditional Love and Acceptance necessary for a prognosis that society will survive.  With free-will clutched defensively to our chests, society’s prognosis is not good.  As a species, our hope does not lie in violent efforts to eradicate the bad-guy.  In most cases, we are the bad-guy.  Let time take care of the bad-guys.  We must end the production of bad-guys.  As with all species, our hope lies in the quality care we afford our children.  This quality care is not measured in internationally recognized math and science scores or by how many times we have landed on Mars.  It is measured by the quality of our Love.  Society’s children are society’s hope, and for anyone claiming to be a bonafide Adult, this hope is worth whatever price is demanded.
				Benevolent Determinism:  Page ten