2] Shouts out to my folk at Just Kiss N make-up for giving me the Kreative Blogger award.
I hate to do this but I am gonna leave the pestilence of politics for a moment to dive into an area I love greatly, well two really, history and math. I was reading someone’s blog yesterday and I am sorry I cannot provide the link. But in essence they were talking about the incarceration rates in NYC. I was taken back by their conclusion for although true, they were some what fatuous in their implications. In addition, they seemed to just be thrown out into the blogosphere for no other reason than that (my opinion) but it was a good read.
Without a firm historical presentation, the numbers in social research seem to, really often end up meaning nothing. For me, through the Euclidian structure of how I visualize thought, it is possible to decussate axioms of outcomes, both in time and practice. And I use Euclidian for it references the understanding of relationships with respect to distance (history) and angles in both planes and space. This is constant regardless of geography, region or time if space is seen as the constant. For this it says that prison and slavery are one in the same.
In the blog post, the author seemed amazed. But one should not be if a descent purview of history and thought is held in command. The Spanish government for example started out with the prohibition of having to many male slaves and in 1503, around the start of the Spanish Caribbean Empire, they enacted by philosophy and math a design that would approximate one slave for every three free white men. This was under the reign of Emperor Charles V. Other countries desired an even higher ration of white me (one African slave for every four free white men).
These actions tended to dictate not only population and how slave institutions (including prisons) functioned numerically, but also the philosophical beliefs that would maintain such disparities as evinced currently with prison populations. From David Hume, the supposedly noted philosopher to Thomas Jefferson, we can see how such transpired. Especially if you read Hume’s essay “Of National Character” (1754) or Jefferson’s “Notes on
Moreover, such has been manifest by views as the previous to the extent that the belief in natural inferiority and dimness of Africans obviously would mean that education would be impossible and that a system of education, based on the liberal arts (European culture and history) would result in what I wrote in a blog post in February 2006:
If more than 50% of students drop out from high school generally, speaking, how many do you think will be coming from our schools in our neighborhoods? Take it a step farther, if 80 percent of high school drop outs end up in prison and 40 percent of all inmates are darker people, yet these people make only 13 percent of the population, what kind of educated populous will remain to do battle, represent and demand that what we put in we should get back?
There will be none for they will be enslaved, this time in prison. In actuality, I astonished myself at how simplistic the trigonometry regarding these angles connect. So in summary, this is why we see the numbers we do regarding black males in prison; this is why we should not be astonished; this is why we should not be amazed when we see more of us in prison than graduating high schools or attending college. These unfortunately are the contours of a tragedy from a Euclidian perspective, for prison is the higher education in many respects in the