Wondering Wednesdays, Baby Acres, Chapter 3 section II

This post shows section II of the rough draft of  Chapter 3, of my non-fiction WiP, Baby Acres, completing chapter 3.  

Since this is a rough draft, and I am very keen to hear suggestions if they improve the ideas presented here, as they are still in flux, please do share your thoughts per the Action Items at the bottom of this post.

And  once again, by way of disclaimer, 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 Three:

Chapter 3:

II. (1500 wds):  Later years of Phase II -What The Adulthood Challenge could look like:

II. A (430/300 wds).

We should be able to begin the later years or stages of Phase II with a sense of a more maturely developed Rite of Passage, and a small core group of dedicated volunteers helping to shape the Adulthood Challenge.  That group can work to enlarge our definition of the word “community” as the adulthood rite of passage challenge prerequisites sharpen and become more consistent across communities and regions.  There is also a danger that the process, from prerequisites to finish, may become entrenched or difficult to change.  Coming to see all people as human beings, and thus worthy and part of our own in-group or tribe, by enlarging our way of looking at community, is a step in the direction of preventing such fossilization of this new system.  Another key part of keeping the rite of passage system adaptable is the question of who is allowed or encouraged to suggest additions, changes, or even removal to the set of Challenge prerequisites.  It is important to know who gets to help set the agenda, and to be sure that each and every member of society has a real voice in setting that agenda, and in getting to help decide who actually does decide, and what gets decided on, as a truly consensual group.  Such widening of access may initially complicate the process, but by the end of Phase II, most people should be accustomed to the process of good faith questioning and negotiation of this new idea, and thus the widened access should help prevent stagnation of the process, over the long term.  A wider set of eyes on the process, and on those undergoing the process, should also help ensuring that a set of rigorous standards forAdulthood is proven to be met consistently, across regions, time periods, and groups of people, such that all can have confidence in the Challenge as a useful addition to our culture.  Finally, the questions of where and when any ceremonies or rituals to signal acceptance of that proof that all the needed requirements have been met, and to bestow the status ofAdult upon the candidate(s) must also be decided with the input not only of all those to be involved in such ceremonies or rituals, but also with full buy-in from the people who live in or near the region where such finales will take place.  Such needs as swimming, statistics, navigation, emotional, physical and financial self-defense will take time to flesh out, but the end goal of those initial specifications is to ensure the safety, respect, and well-being of all communities and people.


II. B(415/300).

By the end stages of Phase II, the process of declaring candidate intention to attempt the Adulthood Challenge should be fully fleshed out, and stabilized across communities and regions.  A person of 50 years old, for example, should be able to declare a firm intention to meet the Challenge, presuming that the community in which the candidate wishes to qualify forAdulthood allows it, in any manner from an online forum to an in-person community Assembly.  Such community assemblies of committee Adulthood Challenge volunteers (who could, in fact, actually be paid for their service in a locally issued community-based complementary currency) would likely find it in the best interests of the community to examine the good faith declaration of the potential candidate, assuming that every member of the committee is a person who has taken the pledge to do such work for the long term benefit of all of humankind.  Much like the Pledge to stand up for Human Rights, circulated by the UN HCHR in May, 2021, such a pledge would be rooted in the honor system, and rely upon the trust of fellow committee members in the sense of honor of each participating fellow member.  The full community assembly may wish to meet with the prospective candidate to discuss the benefits, risk, consequences of passing or of failure, and the desired and expected outcomes with the potential candidate, before accepting a declaration of intent to undergo the Adulthood Challenge by a candidate.  Some communities may even find it more appropriate to refer potential candidates to other more apt communities.  Initially, there may exist risks that could seem to outweigh the benefits, even at the close of Phase II, as preparation begins to start building the new governance tools and policy proposals of Phase III, but it is, above all, the intention of candidates, committee members, and community assemblies to embark upon a journey of change for the good of all, that matters most.  Hence, questions in the minds of community members like how has the potential candidate served in the past, or would the proposed candidate serve both willingly and gladly now, for the well-being of all, are important questions to ask.  Prior accomplishment, of course, of some set of prerequisite learning and actions would constitute an initial proof of serious intent on the part of the potential candidate, to undergo the Challenge, for the right to help build progress in the most serious matters of the community, and to take on the greatest responsibilities in the future.

II. C (358/300wds).

Returning to the question of why would a new adulthood rite of passage be helpful for building new tools to improve governance processes and policy crafting, we must look at the question from both an individual and a communal point of view.  To be frank, in the first years of Phase II, and even in the first years of Phase III, quite likely, there will be little tangle benefit, from a material perspective, for the individualAdulthood candidate who succeeds in passing the Adulthood Challenge.  Even up through much of Phase IV, it is likely that those passing the Challenge will need to be focused on bringing a new world into view, which other members of society can see will be beneficial to all of humankind, and pull together to make that happen.  Thus, the building of a core group of Adults who have proven their intellectual flexibility and long term commitment to building a new cultural paradigm that will drive the well-being of all people is paramount.  This dedicated group of people, committed to moving the world forward though new governance tools, must be able to create those tools, share them, and teach others both the utility of the new tools, and how to use them.  Hence the importance of learning how to learn, and learning how to teach, and eventually, learning how to teach others to learn and teach, in their own turn.  Through this new rite of passage, such a dedicated core group will have shown their ability to set goals, take risks, share, cooperate, teach, and most of all, to build empathy, personally and in others.  Those abilities will be key to developing  new governance tools and processes, and then sharing and teaching the use of those new tools, as well, most importantly, of mentoring other people who will continue to build on that work into the future, with the benefit of all humankind constantly in mind.  This commitment to training the next generation of innovative cooperators has the potential to lead us all to greater global well-being, given the necessary cultural changes, which this new rite of passage has the potential to encourage.

II.  D (418/300wd).

Looking at the ritual itself, by the later stages of Phase II, there should be a better practical understanding of how this updated rite of passage into adulthood can be handled among communities and regions.  the objective of this process, it should always be kept in mind, is the formation of modernAdults equipped to take a leading role in remaking our world into one in which each and every human being can safely reach the full creative potential that contributes to all of humankind.  If the Teaching Terror remains a part of this process, then that year to two-year long period of one-on-one teaching would be the first part of the Adulthood Challenge process, apart from any prerequisites that communities might require of potential candidates before admitting them to the Challenge, of course.  The second part of the AC process should be some sort of physical challenge, set up to demonstrate both mastery of the needs of the modern world, and also to show the candidate’s ability to pass on essential skills to other people.  A physical object that can also act as a keepsake would be even better suited to this process.  Looking at rituals from around the world, initiation rituals always involve some sort of physical challenge, generally with an intellectual or learning demonstration component.  From vision quests, to walkabout, to hunting or sewing enough quilts to fill a Hope Chest, Viva Voce thesis defense, the creation of some physical and useful item, whether by building, or walking and finding some key item, climbing to discover a symbol, or even copying or completing a major work of literature or art representative of some key facet of both that individual’s personal story, combined with the story that moves that community forward, some physical act has always been part of initiating a new person into a new stage of life or or the community.  Today’s equivalents might be building a Tiny House, a Ropes Course type crossing, or even hand-copying a manuscript of the Constitution, or the UN Declaration of Human Rights.   One possibility for ritual completion is that the candidate could present the person whom that candidate taught the crucial life skill, and then present the object which the candidate found or made, with appropriate explanations and answers to questions or objections from members of the community.  The end goal remains to show newAdults committed to and capable of leading the way to building a safer, kinder world together with and for all human beings.

II. E (412/300wds).

Finally, in the last years of Phase II, recognition of the new status ofAdult in this context should begin to have more solidity and meaning beyond the core group of people working on the new Rite of Passage.  Each community of committed volunteers should then have set tester and testing criteria and even training for the testers, centered around empathetic and innovative forms of teaching, and around cooperation.  After completing the one to two year Teaching Terror process, or whatever form a given community chooses to have the candidate demonstrate those same skill sets, the testing committee can choose to add requirements as needed, suited to the various circumstances of that particular community’s needs in a leader.  Since these later years should now allow for expanded ability to travel for all, given the improvements in public transportation made during Phase I, this part of Phase II could also include a travel requirement similar to the Gap Year widely practiced in Europe, but with a stronger learning component, alongside the Teaching Terror or other tool-teaching requirement of the Adulthood Challenge, as it is fitted for the particular community.  As we prepare to move into Phase III, with the passage of the final physical requirement by the candidate, the community giving recognition may designate a specific location for the ritual of recognition, which should be accessible by all members of the community, as well as all others allowed by the community to attend the ritual, via public transportation.  Assuming that a friendly examination of the person whom the candidate taught is done first, this may require a two-stage ceremony, or a change of locations.  One suggested ritual phrase to encapsulate the prior two years of the Challenge could be expressed by one or more (a chorus?) of the testers: “Oh, candidate for Adulthood, what did you teach, and what did you learn in the teaching of your student?”  A similar phrase, should communities find it appropriate, might be the touchstone of the recognition ritual, as the candidate shows how all requirements have been met, and receives the new status of Adult in the community, leaving it up to other communities and regions to decide whether to accept the decision of any particular community for itself as well.  In the last year of Phase II, we should thus have a dedicated core group of leaders committed to creating tools and teaching other people how to build and use new governance tools and policies for phase III, which we come to now.

I’m considering this Rough Draft as the block of clay from which my book will eventually emerge, obviously, and some ideas for phases III and IV are still becoming more  fixed in my mind as I write, so the final version will likely look pretty different from this Rough Draft, and will need updating once I get to the very end.

And once again, yeayyy( !!)with regard to audience, I may have at least a couple of comps:  Walden Two meets The War on Poverty: A Civilian Perspective (by Dr.s Jean and Edgar Cahn, 1964).  I know that lots of people consider Skinner’s writing to be stilted, but I like the tilt of most reviewers, in that the idea is that a community should keep trying policies that members agree upon until they find what works for all of them.

As for genre, I’m still wondering:  Non-fiction,   System Change, Causes, maybe even Inspirational, but I doubt it.

Last week’s installment of this series…

Action Items:

1.) Consider some ideas you may have on whether our society could use a new rite of passage,

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 Plans offline)

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

Shira Destinie A. Jones, MPhil

our year 2021 CE =  12021 HE

(Lesson plans:  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.

15 thoughts on “Wondering Wednesdays, Baby Acres, Chapter 3 section II

  1. I can’t remember if I’ve said so previously but Otto Laske has made significant contributions in adult learning, you find him on LinkedIn, his work is developed from that of Roy Bhasker and critical realism. I would suggest that some mention of the economic rational, for example, the principle of transitivity and prioritisation maybe useful at some stage in the narrative. Great read Shira, when I get access to the kit I need to go through this properly I will (currently I only have an old mob phone)

    Liked by 3 people

    1. Thank you, JYP. I went into more detail in later chapters, but given that this phase is so long-term, it will need updating by those actually dealing with the governance issues at that time, most likely. I’m just trying to outline a framework that will help it along, hopefully.

      Liked by 1 person

        1. Thank you! 🙂
          I’m also trying to provide a bit of foreshadowing, if that term applies in non fiction, so that readers can anticipate more in later chapters, and hopefully also come up with some ideas.

          Liked by 1 person

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