> We're teaching that individual rights are more important than the greater
> good.
The founding fathers knew how many in Britain had been imprisoned for "the
common good" as it was perceived by the the upper and middle classses. The
writers of the Constitution wrote to protect the individual, the rebel, (or
patriot -- same thing) and the uninfranchised as much as any one else.
Individuals must make their own decison as to what sacrifices to make to the
common good. Individuals must ultimately make all decisions. "The common
good" is merely a refication., a nebulous and non-specific generalization.
The Uni-bomber was for "the common good. SO was Mother Theresa and The Son
of Sam. Any time any one says "it would be better if . . ." they open
discussion in the domain of "the common good"
In a militaristic regime the leader may decide who is to be sacrificed to
the needs of a common good as it is perceived by the leader. If the
sacrificial troops are volunteer enlistees or mercenaries their choice has
been made. And at one point at least made by them , by individuals. If the
troops are conscripts or slaves they are simply meaningless sacrifices.
The "common good" and the individual are, first of all different qualities.
On one hand the "idea" quality "good" has precedence on the other no
abstract quality supercedes the flesh and blood real individual. You don't
unhinge real peoples lives on the basis of a theoretical platonic ideal. We
have to choose. The Greeks went with the individual. The Romans went with
the empire.
> We're teaching our students that litigation is more important than
> communication.
Good. Or that litigation is a superior form of communication. Litigation is
a refining process a defining process based on the purest most technical
forms of rhetoric and logic. Reason heated to a boil by emotion.
> We're teaching intolerence for any ideas that oppose our own.
Or vice versa. The ideas of the "common good" are very likely to oppose
those of some individuals. Probably those seeking help from the ACLU.
> We're definitly teaching...but what will the outcome be?
Always the question. Predictions are rarely on the money. It depends what
the pie chart looks like over a given time period leading up to the Omega
point defined as "Outcome."
