This post is the rough draft of Chapter 9, section II B, giving 2/4 Map for the early years of Phase III of my (now published) non-fiction book for communities: Do Better, fka Baby Floors. This part of chapter 9 will introduce the early years of mapping out a path to get there for Phase III.
The overall objective remains that of putting a floor on poverty so that each and every baby born can have a safe childhood.
Outlines for chapter 9 will attempt to match with each section, at the bottom of early years posts.
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 is part of showing what Phases I-IV could look like as potential 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 9, section II. A. was last week)
II. B (1179/1k wds). Early years of Phase III, Free Uni or VoTech for all
1 (291/250 wds).
Education and advocacy for the Three Universals, during the earliest stages of Phase III, some 30-40 years since the start of this overall project, may take on separate tasks forces for each of the Three Universals Plus. If this turns out to be the case, the group of volunteers leading the task force for free university or vocational technical training for all must remember that while advocating for free education related to critical thinking, creating new tools, and free hands on training for the trades is important, it is the education for Human Rights, first and foremost, that is the key. As pointed out by Diane R., Finland and other countries, particularly in northern Europe, consider education a human right to the point that all education up to the highest levels is entirely free. To get to that point as a general sentiment in the US, will take, even after the work of the first two phases has been accomplished, a strong push from a new generation of creative thinking problem solvers working together to coordinate various sets of educational and advocacy campaigns. From moving the E1T1 groups started during the earlier phase from tutoring, to providing help and creating groups for decision-making around whether to attend college or VoTech training, to providing counseling on how to create more such groups, to decision-making around new strategies and tactics for implementing those strategies connecting free university, vocational and trade training, and other forms of education with better understanding of public health education, the newAdults recognized recently should now be preparing to take the reins of this movement. This advocacy for universal education must connect up with a general movement for independent learning and sharing personal learning techniques with the larger public.
2 (271/250 wds).
Milestones for the early years of this part of Phase III, and the measurements to decide on whether communities are on track to meet those milestones, may need to be created in ways that can measure both one on one or grassroots, level teaching and learning as part of this movement, and top down progress toward establishment at the federal level of full funding to ensure free attendance at universities and VoTechs across the country. A movement for independent learning should lead to every person getting personal help in learning as much as possible, as quickly and as deeply as that person is capable of and interested in learning, in every discipline. This movement will help both individuals and society in general, obviously. Assuming that they still exist at this point, free and comprehensive standardized testing preparation tools must be made equally available and accessible, in reality, for the SAT, GRE, LSAT, etc, for those wishing to pursue higher education, and they must have the resources both to prepare and to pursue those studies. Free test preparation tools online, in groups, and for independent study should be subsidized, whether on the basis of later service or of a grant from some other donor, paths must be cleared by volunteers to make equal access to such studies possible for all hard-working aspirants. The Open Textbook project may be one model to follow for such test taking tools to be developed and shared, much like open source and free software, more tools for creating unlimited numbers of free practice tests for all standardized entrance exams should also be created to ensure equitable accessibility.
3 (296/250 wds).
The tools and 1-minute activities developed in earlier years for infrastructure advocacy and for the new rite of passage will likely need adapting for this part of Phase III’s work on building support for free university and free vocational and technical training. Volunteers will be needed to find, build, share, and teach others how to use and update new tools, including tools attuned to visual, auditory, and kinesthetic learners, at the very least, of Gardner’s multiple learning styles. New activities and tools based on such projects as the Gutenberg project, for putting books now out of copyright or otherwise in the public domain online and making them accessible to all internet users, should be expanded to help making up to date educational materials more available to all potential learners. Obviously this also means that devices and wifi must also be available to all potential learners. Projects like the LibriVox project in multiple language for the hard of hearing, and for those who prefer to be able to listen to books that are in the public domain, and also to auditory learning materials, should also be made fully accessible, again also including the hardware and any internet access needed for this to be reasonably useful to all potential learners. Likewise, The Internet Archive is another resource for finding and for storing freely available materials, although the quality of those materials must carefully be checked before advocating their use in any sort of educational setting. Activities like walking classes, and even campaigns for “classrooms on the walk” might be ways of emphasizing the different learning styles and ways of molding lesson plans to the needs of individual students, so that every type of learner can best meet their strongest learning styles, and contribute most fully to our society.
4 (289/250 wds).
The clear practical uses of both university and vocational or technical training for job market purposes have no need to be explained, but education for citizenship, perhaps, may need some explaining. Education for citizenship, and for freedom, is far more than merely learning how to apply logic to solve work related problems. Education for citizenship is learning how to think critically and apply logic to solve parts of the social problems plaguing our society, and education for freedom is learning how to think flexibly in order to help contribute pieces of solutions to the many problems plaguing our planet. On a symbolic level, education is what makes one truly free, because education is what allows one to think more broadly, and to see more than what one is mired in, to see beyond what is currently happening, currently available, or currently even possible. Education is what allows us as human beings to take that which we can imagine, and apply logic to that creation until a design begins to appear. Education then allows us to focus and continue to refine that design until it forms a full solution, capable of being applied to new problems, and education allows us to share those new solutions with our fellow human beings on the other side of the globe, helping to solve problems that may not even appear to be related to one another, at first glance. Education shows us how to look beyond that first glance. But one can only do that if and when one has the freedom from the stress of survival level problems in order to reflect upon the greater problems we face as a society. That is where a UBI comes in, which we will discuss next.
— (Next Wednesday: Chapter 9, section II. C. )
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 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). In tribute to both Dr.s Cahn, one born Jewish, and the other Jewish by choice, today, April 20th, 2022, will be the 4th day of the Omer, the 18th of Nisan 5782. I am counting the fist week as Empathy, and this day as Ending Poverty via Free Consumer and Debt Related Legal Education.
While many consider Skinner’s writing to be stilted, 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: clearly part of Non-fiction.
Maybe also: System Change, Causes, maybe even Inspirational, but I doubt it.
1.) Consider sharing some ideas you may have on how our society can solve homelessness and child abuse, starting right now,
2.) 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?
Please leave a review, if you can, and please do let us know here that you’ve reviewed it there! 🙂
Chapter 9, both sections II and III B. outlines
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