Dangerous Child: FAQs

What is a Dangerous Child, anyway?

A dangerous child is someone who has discovered how to plot his own course in life, and who has acquired the life skills he needs to move steadily toward his goals.

Why do you call them “Dangerous Children?”

Dangerous Children learn skills considered dangerous by most educators and child specialists. They learn these dangerous skills at a considerably earlier age than is typically recommended by conventional child psychologists and psychiatrists.

Can you give some examples of these “dangerous skills?”

Of course. Dangerous children will learn to use power tools, machine shop tools, welding equipment, and construction equipment — including earth-moving equipment, hoists, cranes, and systems of concrete placing. They will learn to operate and navigate in a wide range of transportation vehicles for travel on land, water, and in the air. They will become competent in most of these skills by age 12 and virtually all of them by age 18. There are other types of dangerous skills that students will learn, as well.

Sounds like fun for a lot of boys. Do you expect girls to learn the same dangerous skills as boys?

For the most part. The level of proficiency in each skill will vary according to the interest and aptitude of individual students. Some students will master particular skills, while other students may merely achieve a basic competency. Most team projects in the real world involve various types of hierarchy, with hierarchies of skill levels involved.

What other types of dangerous skills will Dangerous Children learn?

Dangerous children will learn to defend themselves against a wide range of threats — physical, emotional, economic, and institutional. Defence against physical threats will require competency in situational awareness, escape and evasion, and methods of both individual and group defence against superior numbers.

Are there any other reasons why you call them “Dangerous Children?”

Yes. Even more dangerous than their physical skills are their thinking skills. Trained to see through the logical fallacies, the appeals to cognitive biases — and other targeted strategies of government, media, educational, and other types of propaganda — Dangerous Children cannot be led to support cultish political figures, or counter-productive popular causes. They are trained to strike back — physically, philosophically, and in most other ways, when necessary — for maximum impact.

Are you trying to breed some kind of “superman” to take over the world?

The concept of “taking over the world” is alien to the Dangerous Child philosophy, for many reasons. The main purpose of Dangerous Child training is to create solid nuclei of competent individuals and groups around which a more competent and moral society can emerge.

What is the attitude of Dangerous Children toward governments?

Dangerous Children may well come to work for various governments from time to time. But in general, Dangerous Children will tend to minimise contact with government agencies as far as possible. The ideal would be for groups of Dangerous Children to be capable of independence if necessary, but to be generally interdependent with other groups of Dangerous Children or similarly competent and moral groups.

What do you mean by the word “moral?”

The basic moral code of The Dangerous Child philosophy will resemble the ideas laid out in Henry Hazlitt’s “Foundations of Morality.” It is a secular morality which is compatible with a wide range of religions as well as secular philosophies. The core idea is to avoid closed ideologies and tautological belief systems, but to maintain a workable ethical system for interpersonal behaviours at different scales.

Do you intend to try to convert large numbers of educators, psychologists, intellectuals, and government policy-makers to your point of view, or will you “work from the shadows?”

We will be keeping a relatively low profile for the present.

The general approach will be to “hide in plain sight” when laying out the basic framework, as well as when sketching general strategies and tactics. Specific projects for particular locations are likely to remain relatively confidential, from the standpoint of the Foundation.

I expect that a lot of people will feel that you are full of shit. How do you feel about that?

We’re counting on it. In the early stages of development, only a relatively small number of interested persons will be needed. The early approach will necessarily be theoretical and somewhat abstract. As the ideas grow more practical, workable, and proven, more competent persons who share many of our concerns will find their way to the electronic workshop.

This article will be expanded as more questions are posed.

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5 Responses to Dangerous Child: FAQs

  1. Alan Mimms says:

    This is an amplification of the idea that led to the creation of the Society of Jesus (Jesuits) in ancient times. Dangerous Children are simply people who have been allowed to mature to the point that they are sentient, individually powerful, able human beings who are ideal for the society I – for one – would love to live in. Thank you for stating this so succinctly.

  2. alfin2101 says:

    An interesting comparison, thanks. The Jesuits seem to be at their best when educating, although many of the lazier sort of student may have reason for complaint.

  3. zhai2nan2 says:

    How many dangerous children are known to exist in reality?

    I recently heard of a homeschooled child, Grace Bush, who finished high school and college in the same week.


    Would she qualify as a dangerous child?

  4. alfin2101 says:

    The educational timeline is consistent with The Dangerous Child Method of allowing children to follow their talents at their own pace.

    Grace Bush is to be admired for her discipline and achievement. It is uncertain whether she would be considered a Dangerous Child, however, since TDCM (The Dangerous Child Method) involves accelerated development over a wide range of talents and skills — besides mere academics.

    The children of Arthur Robinson provide another example of accelerated learning, with the addition of significant practical skills learning which academics could not provide. Even so, the Robinson children could not be considered Dangerous Children due to the apparent omission of entrepreneurial skills, defence skills, and specific trainings that are almost entirely unique to TDCM.

  5. Reblogged this on Philosophies of a Disenchanted Scholar and commented:
    A psych shouldn’t be telling a parent what to do, it overrides laws. Some will, but only a fool would listen. Follow the child’s curiosity, I say, let them set the speed.

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