Wondering Wednesdays, Baby Acres, Chapter 1, part 1B: Cultural Change

This post continues the rough draft of  Chapter 1 of my non-fiction WiP, Baby Acres.  This is the next outline section, chapter 1, section IB.

I am posting the 392 words, which was meant to be 250 words, for this section along with some thoughts on the overall chapter outlining process for the book as a whole.

Again, as previously stated, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter will transition to a chapter (2-5) for each phase, showing what Phases I-IV could look like as part of a possible roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

Chapter One, section IB:

Phase II with respect to Phase I and to the entire project:

(section IA was last week…)

IB:

Phase II will be about moving our societal culture from one of corrosively assigning blame to cooperatively solving problems. Phase I must set the stage for such cultural change by putting enough of the shared infrastructure in place to allow the breathing room for that  cultural change to begin. Then, those cultural changes can make the space needed to allow  further progress in our society that will facilitate and drive the desperately needed increasing global cooperation moving forward.

First, the building up of our PublicDomainInfrastrcture leads to a growing Each One Teach One mindset, through on-going adult learning. Normalization of constant adult learning will inevitably show the gaps in public education, and thus the need for better educational foundations in several areas. In particular, the pre-requisite knowledge requirements for the Adulthood Rite of Passage Challenge already point up the lack that many adults face in legal, financial, and emotional, not to mention physical, self defense techniques. Those needs, in an environment of increasing access to free community safe spaces and on-going legal and financial education, can in turn help push for better access to the Commons for all, and a growing sense  of public service and solidarity. Better libraries, health care, transit and education across all communities in the United States could then also begin to build, as Phase II progresses and more adults step up to the Each One Teach One challenge, an increasing thirst to help improve other communities outside of our country as well. Yet, we have much to do first, to clean up our own house.

As the infrastructure building work of Phase I begins to solidify into solid educational benefits during Phase II, both freedom of speech and freedom of association begin to widen, as fear of lack of accessibility starts to loosen its grip. As learning spreads, for instance, regarding state Statutes of Limitations on medical debt, for instance, fewer people will suffer the fear of harassment or default judgments from predatory debt collectors. As more upper and middle class citizens use public transportation, greater safety and reliability of access to places of learning and public gathering can encourage curiosity and cooperative ventures. Chapter 3 will show what Phase II’s increasingly cooperative learning could look like in greater detail, while Chapter 8 will lay out some steps for how we might get there from Phase I.

.

— (Next section: Chapter 1, IC…)

I’m continuing to update the outline for chapter 6, and finally figured out what was nagging me about that chapter, and the 4 chapters to follow it: Metrics!!  I need metrics, some way to measure progress, to mark the goal for each phase, and to figure out how to answer the question “Are We There, Yet?” -and I’ll clearly have to do a better, more cooperative job than I did when I created the metrics (methodology) for my thesis

Last week was the eighth installment of this series…

 

Action Items:

1.) Consider some ideas you may have on how having really good shared infrastructure (Libraries, Mass Transit, free legal and financial workshops, and Health Care) could help society move forward in 15 years,

2.) Share them with us in the comments, here, please, and

3.) Write a story, post or tweet that uses those sources and your thoughts.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind?

Support our key #PublicDomainInfrastructure  & #StopSmoking at LEAST for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button: Stayed on Freedom's Call: Cooperation Between Jewish And African-American Communities In Washington, DC,

Vote, Teach and Learn (PDF Lesson Plan Book)

and
my Babylon 5 review posts, if you like Science Fiction,
and
a proposed Vision on Wondering Wednesdays: for a kinder world…
   

Shira Destinie A. Jones, MPhil

our year 2020 CE =  12020 HE

(Day 1Day 5)

Stayed on Freedom’s Call
(free copies at: https://archive.org/details/StayedOnF…)
includes two ‘imagination-rich’ walking tours, with songs, of Washington, DC. New interviews and research are woven into stories of old struggles shared by both the Jewish and African-American communities in the capital city.

Shared histories are explored from a new perspective of cultural parallels and parallel institution-building which brought the two communities together culturally and historically.

Please leave a review, if you can, on the GoodReads page.

16 thoughts on “Wondering Wednesdays, Baby Acres, Chapter 1, part 1B: Cultural Change

  1. My favorite part is the very first sentence of this Chapter 1 Section IB, about moving from a culture of assigning blame to a culture of solving problems. I feel like “blame assigning culture” describes our present society so well, and to me, this is so key to what your book is doing differently.
    The metrics idea is a good one!

    Liked by 2 people

    1. Double coolness!! Thank you, JYP!
      I was searching, for a long time, for a way to place the Adulthood Challenge in this Vision, since it felt really necessary, but I just couldn’t see how to related it to an actual larger process until I realized that finding solutions is actually linked to seeking to find scapegoats: the less we do of one, the more we can finally do of the other, and I think it was working on my Stayed on Freedom’s Call edit that helped me see that -both Jews and Blacks (ok, generally the free Black folks, aka Free Colored people, as in the Snow Riots of 1835) were used as scapegoats, and that prevented alot of progress, even up to this very day.

      Metrics hit me at about 2am as I tried to get to sleep, and kept wondering why my thesis was nagging me in relation to this idea, and what a former mentor from Monmouth U, as an economics prof, would ask, which was, how do we measure this?

      So, when one has a bit of time to reflect, things do start to come together, but sometimes it take alot longer than we’d have liked.

      Thank you again, JYP!!
      -Shira

      Liked by 2 people

  2. I believe it all begins with education. Education as we know it in the US begins with the tax base. The better the neighborhood, the more property taxes generated, therefore, better schools. These communities can afford to hire the best teachers. In most European models, all teachers are put in a pool and randomly assigned to schools. This is more fair I believe. Children of all socioeconomic levels can have a better chance at a better education. I believe in a free market system, but when it comes to education it should be level among everyone. In a great country such as ours, there is no excuse for illiteracy, leading to hopelessness which then leads to racism, violence and intolerance.

    Liked by 2 people

    1. Very well said, Sir, thank you!

      “…all teachers are put in a pool and randomly assigned to schools. This is more fair I believe.”

      This sounds like a far more equitable system, and seems to work well there, but the difficulty here is the State-based education systems, although this rotation could certainly still be done immediately on a state-wide basis. When I lived in NH, around 2001, there was a big ‘donor-town’ vs. ‘poor town’ controversy, as the state supreme court had just ordered schools in poor towns to be subsidized by taxes from rich towns, and the entire state was up in arms over it. Rotating teachers from one part of the state to another would make a difference, perhaps even forcing upgrades in security, transportation and library infrastructure, and even housing, in poorer areas, hopefully. But teacher pay and benefits would have to be greatly upgraded, first, for this to work, I believe.

      Liked by 1 person

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