Tag Archives: AdulthoodChallengeProjectGrids

Day 34/67 of GED in Five Months, circles, and flu

 Adulting is also about understanding how history and science fit together, just as circles and triangles fit together, and impact us today.  This and last year’s Covid-19 pandemic is not so different from the 1918-1920 wrongly-named Spanish Flu pandemic.

Middle of week 9/18
Lesson plan, Day 34, Wk 9
Grammar: semicolons and colons
How to find the height of a triangle
Math: Circles and Pi
See Computer Model with today’s Science reading: Flu pandemic…

Day 34 Exit Tix

(Day 33Day 35)

Action Items:

1.) What do you think is the level of importance of history, vs. science, and how might both help, if you think they do, with Adulting?

2.) Share your  thoughts with us, and why you think them, and

3.) Write a book, story, blog post or tweet that uses those thoughts, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

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 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 GR 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.

Wondering Wednesdays, Baby Acres, Chapter 1, part II A: Adulthood

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 II A.

I think I’ve finally managed to stay within my word count guideline for this section, with 288 words for a 250 plan!  🙂

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 One, section II A:

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

(section I. D. was last week…)

II. A.  rough draft:

The Adulthood Challenge, or Phase II, of this project, comes after our #PublicDomainInfrastructure phase, because Adulthood is a process of growing from looking at oneself to seeing the larger set of needs and possibilities in the world.  Travel, developed as one tool during this stage for all young people, rich or poor, leads to growth and builds more democratic thinking, particularly if a wide range of interchanges is facilitated through the learning of different dialects and languages.  Obviously such travel would need to first be made possible through a much larger, safer, and more financially accessible rail network, as developed during the first stage of this project.  International travel can broaden the mind even further, as seen in the example of how Malcolm X became Malcolm Shabazz, growing to understand more through his experience of traveling on the Haj.  Indeed, travel as part of a quest for knowledge has long been understood as a crucial part of coming of age, as navigating new places and solving new problems force growth in unexpected and life-changing ways.

 

  Meeting and interacting with other cultures from a living and working point of view also provides a vastly different experience from that of tourism, and facilitates freedom of thought, freedom of worship, and new ideas for fuller interaction in governance mechanisms at all levels, by challenging received ideas.  Seeing other ways of living and doing things can do this, and more, can facilitate a greater appreciation for all life on this planet, by seeing how many other cultures appreciate life in ways that our culture does not, yet.  This second stage and some of the tools available or in development to help building new cultural norms will be fully discussed in chapter 3.

— (Next section: Chapter 1, II B …)

I’m continuing to work on wording, obviously, and some ideas for phases III and IV are still not quite  fixed in my mind, 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 how having the ability to travel, for all of us, could help our society move forward in 45 to 60 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 Plans offline) 

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 2021 CE =  12021 HE

(Lesson plans for: 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.

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.

French Fridays becomes Adulting Education (in French!)

I am still (!) calling the need for Pro Bono Legal Aid and general on-going Financial and Legal education at the local level by the name of Adulting Ed. The below is in French, but was posted a few days ago in English

Est-ce que je suis une adulte ? Partie 1 : La Définition

( ENGLISH :  from this past Tuesday)

Mes critères pour être adulte sont au nombre de six :
D’abord, chaque enfant doit être capable

1. de nager, autant que faire se peut
2. de se défendre (émotionnellement et physiquement), autant que faire se peut
3. de penser et bâtir des arguments
4. de comprendre des statistiques
5. de conduire les voiture à boîte de vitesses manuelle (ou monter à vélo, à cheval, naviguer…)
6. (Tout ça implique :) la responsabilité de réfléchir et d’accepter des responsabilités pour ses actes.

J’ai passé assez de temps en étudiant toutes ces choses et aussi en pensant sûr mes propres principes.

En terminant, je crois que la dernière preuve pour être reconnu-e comme adulte est le fait d’enseigner à une personne une habilité critique. Par exemple, nager ou écrire. Réfléchir fait aussi partie des points 3 et 6 , comme disait Dr. Viktor Frankl. Cette épreuve ferait partie du Défi pour être Adulte.

À suivre : Est-ce que je suis adulte ? Partie 2 : Moi…

(Originally Posted on …)

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

Support our key #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write

Stayed on Freedom's Call: Cooperation Between Jewish And African-American Communities In Washington, DC, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

ShiraDest

Preptober for NaNoWriMo 2020 CE

October, 2020 CE = 12020 HE

(The previous lesson plan since this post, and the most recent lesson plan…)

Turkish Tuesdays becomes Adulting Education, but who’s an adult? The 4 Fredoms Project: Phase II

I am now calling the need for Pro Bono Legal Aid and general on-going Financial and Legal Education at the local level by the name of Adulting Ed. This concept of Adulthood is part of Phase II of the Four Freedom’s Project, currently in Phase I.

How do we define who is recognized as an Adult, and why?

Previously, I used 6 criteria to define adulthood.  Each prospective adult must be able to:

1. swim,
2. defend herself both emotionally and physically (and financially as well),
3. think critically and build logical arguments,
4. understand statistics,
5. drive manual (stick-shift) cars. (Also, knowing how to ride bicycles and horses can be useful survival skills.)

These all imply the most important criterion:

6. accepting responsibility to think independently,
taking responsibility for one’s actions and for preventing exploitation.

Personally, I have spent a good deal of time studying each of
the above items, and also reflecting on my own principles. I
believe this reflection to be part of both #3 and #6, as each
adult must know the basis of his or her life principles, if he or
she is to live a fulfilling and stable life. Not only meaning, as
Dr. Viktor Frankl described, but pondered one’s
principles and deciding what gives life meaning, is crucial.

Thus, I believe that the final test for being recognized as an
adult should be to teach someone else a necessary life skill.

For example, swimming, or writing. While across various cultures and societies, adulthood may have to be defined in ways that suit that society, it is also important, in this globalised and highly mobile world, for every adult to be equally able to manage the sorts of transport demanded of him or her. That means that women must be given equal access to cars in parts of Africa where the men are allowed and expected to drive, and vehicles must be available, adapted for various levels of ‘ableism,’ or preferably driverless, where infrastructure permits.

It is not that women who cannot swim or drive are not women, as they are clearly defined as women using other criteria, in their own societies. The problem is that to be capable of meeting the challenges that a mobile society demands of adults, and I mean all around the globe, it is neither safe nor fair to lower the expectations, and thus the actual capabilities, of women in, say, Africa. Or under the Taliban -girls are deliberately prevented from becoming full adults by the denial of education, skills that would save their lives (such as Kuwaiti women driving during the Gulf War, or the many women who drowned disproportionately to men in the Indonesian Tsunami in 2006).

This is not a definition of current adulthood, persay. These points, 1-6, are not meant to define who is NOW an adult, but rather, who should be able to claim the title of adulthood in an equal (yes, IDEAListic) world. This is meant to define an adult in a world where we all have the same opportunities and expectations. Persons with physical handicaps have been able to drive with specially adapted vehicles. Why is this not universally available?

As with food, water, shelter, and solar energy, all of the knowledge and skills available in the Developed World must be shared with the Developing world on an even-handed basis. Then, and only then, can we all consider ourselves adults.

This Adulthood Challenge is described in an earlier post.

This Challenge is meant to be a good bit more than just a project, or even a few hundred hours of volunteering. The idea is to provide a significant challenge that will last long enough for the pre-adult to feel justifiably proud of the accomplishment. An accomplishment that defines the person as a worthy adult.

So, it turns out that …  More on my continuing striving with Adulting next week, friends:

Yassas,   γεια σας!    Salût !  Nos vemos!  Görüşürüz!     ! שָׁלוֹם

Action Items in support of literacy and hope that you can take right now:

1.) Imagine two different reasons that you would consider yourself to be (or not to be) an adult.

2.) Share them with us in the comments, here, if you don’t mind.

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

Support our key #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write

Stayed on Freedom's Call: Cooperation Between Jewish And African-American Communities In Washington, DC, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

ShiraDest

Preptober for NaNoWriMo 2020 CE

October, 2020 CE = 12020 HE

(The previous lesson plan since this post, and the most recent lesson plan…)

Moody Mondays idea: Fully Inclusive Equality via The Four Freedoms Movement

How can we get to a world in which every human being is safe: fed, clothed, sheltered, educated and cared for so that every person can contribute the most fully to Humanity?

per Covey: starting with The Eventual End Goals of The Four Freedoms Movement (allowing each person to contribute fully):

Phase IV

(With 40-60 years of steps in between…)

1. Each child, at birth, receives half a hectare of land, non-alienable. The person may rent, lend or swap the land, but always remains the owner of the land or the swapped parcel. Where ever the location, it should have a well and be arable. (This way, at a minimum, every person on the planet will own at least 1/2hectare of land, free and clear, with no way to lose it…)

2. Beans, Rice, local Greens, and enough fresh drinking/cooking water, and fresh or filtered salt water for bathing for every individual person;

3. Free Bedsit or Tiny House for each individual person, accessible from the time a child can safely (independently) cook an egg;


4. Each family should have a book in the local public library, containing the autobiography of every adult in the family (which means that each person needs free time and the means to write his or her autobiography).

5. Each ADULT is both:

  1. trained to serve in the national protection forces (police or military), and
  2. prepared to rotate, if called upon, into a limited time term of either Jury Duty, city, state, or federal level government duty as a local/state or federal Representative or Senator, Governor, or cabinet member. A system of sortition could gradually replace elections for the House of Representatives and state assembly lower chambers, followed by the upper chambers and executive level elected positions via IRV/Ranked Choice Voting, as the national educational system evens up in quality across the country.

Getting there from … some point in the future:

Phase III: The Three Universals:

Free access to all levels of

1.) universal higher or trade-craft education,

2.) universal basic income, which the use of local currencies may help with,

3.) and full universal health care, for every person, are the three key parts of Phase III, which comes after:

Phase II, which is: taking the Adulthood Challenge

  1. Each person, as a child, must learn to swim (or at least float).
  2. Each child must learn emotional/psychological self-defense and physical self-defense to the greatest extent possible, in a Gandhian context, as well as financial self-defense.
    (1 and 2 are part of the pre-Adulthood pre-requisite criteria:)
  3. Then, each child may decide to remain a Pre-Adult, having all basic human needs met, but being barred from undertaking Phase IV adult roles, such as serving in protective or governmental positions.
  4. After passing prerequisites 1 and 2, and deciding to test for Adulthood, any Pre-Adult may choose to attempt The Adulthood Challenge, of teaching some person a needed and difficult skill, such as speaking a language from 0 words, or teaching someone to read, beginning with the alphabet. A task, in other words, that ordinarily averages 2-3 years in the classroom setting.

Phase II is about both a new rite of passage into a new form of adulthood, and also about forming a culture in which “each one teach one” is taken seriously as a duty to humankind.

The current stage is Phase I:

Phase I involves both a preparation period for the coming stages as well as an on-going process of empathy-building, while actively building full support for our key publicdomaininfrastructure.

Action Items in support of literacy and inclusivity that you can take right now:

1.) Download two differently sourced documents about sortition,

2.) Read a page,

3.) Share your thoughts on that page,

4.) Write a novel that imagines a safer and kinder world than we have now, and tells a good story, that might make a difference. I’m working on that through my historical fantasy #WiP, #WhoByFireIWill. Once published, donate one or more copies to your local public library, as I intend to do.

Let’s #EndPoverty, #EndHomelessness, & #EndMoneyBail and support these four key parts of our #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #libraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write, Ranked Choice Voting and Housing for ALL!!!!, Walk !

ShiraDest

September, 12020 HE

Adult Goals: Bring back the Civilian Conservation Corps to help protect children, and protect us All

I have a vision, for which many have called me a hopeless dreamer, of one possible way our society could look, maybe in 40 years, or maybe even sooner, if we all wanted it to happen.  It involves four main phases, broken down into smaller goals, with the ultimate hope being to build a world as safe and free for creative human endeavor as possible.  For every human being on this planet.  This post is mostly about a small part of Phase I, but other posts have begun, and will continue, to explain the remaining phases and the overall idea.

The first phase involves building empathy, and bringing each one of us to see each one of our fellow human beings as … a human being.  Each one meriting humane treatment, and human dignity.

That empathy building phase was Phase 0 (yes, I’m a computer scientist by first training, so I start with 0…).  Phase I is meant to go from the years 2015 to 2030, building a movement to strengthen some of our most crucial and obviously key pieces of our social infrastructure, which are in the public domain.  During this period, one of the ways that we can both build conceptual support and also literally build our physical infrastructure that needs support, is by borrowing an idea from President Franklin D. Roosevelt, which worked during the Great Depression to create jobs while educating young (white) men at the same time.  What we want to do now, is to educate, facilitate service, and build a community-service frame of reference, while also upgrading our public infrastructure, just as FDR did in the 1930’s via his program.

Bringing back an updated version of FDR’s Civilian Conservation Corps (CCC), or Roosevelt’s Tree Army, as it was popularly known, could provide a stepping stone between the empathy-building work that must always be on-going, and the support-building work of bringing our society to a consensus on the needed support for the most basic of our public social infrastructure institutions, like Public Libraries, Public Transportation, Public Education (especially in the financial and legal areas, where so many consumers fall prey to financial predators, and end up in debt due to lack of knowledge), and Public Health.  These four systems under gird our entire societal structure, and need support perhaps the most urgently, in return for which we potentially get the most payback for all members of society.  While we do the difficult work of building the necessary consensus to get there from here, a simpler step might be to bring back some form of the CCC, updated to be far more inclusive, and used as both a means of providing employment to young people, and also to educate them, much like the Gap Year in Europe.  But instead of having our new high school graduates backpack around the country, they could be sent to work in urban public library branches, light-rail and subway/Metro stations, local urban public schools, or inner city health clinics.  As they rotate from one part of the country to another, say, monthly, they learn first-hand of the conditions in places they are not from and have not lived, while serving communities they have never met, working alongside peers from different walks of life, and seeing a side of their native land that they did not grow up with.  In short, learning the realities, and different perspectives, of this large and diverse nation of ours.

The rest of the ideas are here, with a warning that they will be rearranged and better explained in future posts: (My hope, in 2014, was that the precautions/programs described below, particularly the TinyHouse/Bedsit on an acre/person, would prevent child abuse, by giving all human beings at any age once capable of reaching the stove and cooking an egg, permission and power to get the hell out of Dodge if necessary…)

The Adulthood Challenge  is Phase II of a four phase program of Equality and Health for All, which I’ve been modifying since 2014.

Action Items:

1.)   Look up the CCC, preferably finding two different sources;

2.)   Share your findings with two friends on FaceBook;

3.)    Find your Senator’s local office address;

4.)    Write a letter to your Senator, email it, and then snail-mail it to the local office;

5.)    Share your letter on FaceBook, and treat yourself to a healthy reward!! 🙂

6.)   Accept the thanks of all of us who work for kindness and safety, Sibling in Arms.

Gratefully,

Let’s #EndPoverty, #EndHomelessness, & #EndMoneyBail and support these four key parts of our #PublicDomainInfrastructure  & #StopSmoking for CCOVID-19:
1. #libraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write, Ranked Choice Voting and Housing for ALL!!!!, Walk !

ShiraDest

September, 12020 HE

…  More:

The Goals (allowing each person to contribute fully)for Pre-Adulthood, Adults, and a new Rite of Passage to bridge the two:

2. Each person, as a Pre-Adult, must learn to swim, or to find water, if in the desert,
3. Each Pre-Adult must learn self-defense (emotional, physical, and financial self-defense),

4.  Map and compass-based navigation, and thus reading, writing, and mathematics up to trigonometry, should be taught, in spite of GPS, so that each person is at least familiar with them.

1. Every infant, world-wide, at birth receives half a hectare of land, non-alienable. He or she may rent, lend or swap the land, but always remains the owner. Where ever the location, it should have a well or a spring on the parcel of land, and be arable (to grow luxury fruits to supplement the free basic beans, rice & greens rations).
4. Fresh water for ever person (free!)
5. Each family should have a book in the local public library, containing the autobiography of every person in the family (which means that each person needs free time and the means to write his or her autobiography).

—-

A New Rite of Passage

We need a new rite of passage in which every teenager must voluntarily teach someone, from start to finish, a usable and important skill. It must be a skill which the person has to use in the real world, such as moving from the alphabet to reading chapter books, or from counting numbers up to multiplication tables, or from writing a sentence to writing an essay, or from no English to conversational or passable workplace English in the United States.

This needs to be a project which requires a serious investment of time (preferably meeting for two or three hours each weekday) for about one year. That way the young person can look back with pride on a serious accomplishment and justifiably claim his or her status as an adult. Along the way, several problems in our modern society can be solved at the same time :

-The increasing lack of self-discipline, civility and respect for learning among the young.

-The shortage of teachers combined with the budgetary shortfalls in most states would be somewhat mitigated by adding the numbers of teenage students needing to finish their “Adulthood Project” to the number of classroom aides and volunteers.

-The need for challenges and self-testing during the adolescent stage of life which is left unfulfilled by modern society´s unsatisfyingly arbirary definition of adulthood.

I would propose that implementing such an idea should begin with involving the local community by having the adolescent (or if still in his/her 20´s, the “pre-adult”) bring a person to meet with the community to show the starting point of the teaching process. After the learning objective has been attained, the pre-adult and the learner would return to meet again with the community to assess the effectiveness of teaching and to award the pre-adult his or her status as an Adult, with the full rights and responsibilities expected of an adult, including such cultural norms as civility, courtesy, and even graciousness.

In this way we may move from a society where rudeness is the norm to one in which graciousness is valued. For example, a friend tells of an incident where a lady´s dog snarled at her, and the lady apologized, which was the civil thing to do, and then even offered to call a cab for her, which was the gracious thing to do. A society in which graciousness is valued will be both a more compassionate society and a more creative one. I leave these thoughts for contemplation, debate, and action.

Perhaps these precautions would prevent child sexual abuse?

Partial translation, to be re-written, my apologies, time is lacking:

Un programa de Igualdad y Salud para Todos

Las Metas (para que todos pueden contribuir lo mejor):

1. Cada quien, de niño, debe aprender nadar
2. Que cada quien de niño aprende defenderse
3. Que cada bebe, al nacer, recibe .5 hectarios de terreno, que

nunca se puede desprender. Se lo puede alquilar o prestar,

pero siempre sigue esta persona como dueño o dueña del

terreno. Que sea donde sea, será con un poso de agua y

capaz de agricolar.
4. Agua potable para cada persona
5. Que cada familia tenga un libro en la biblioteca publica,

con resumen del autobiografía de cada persona de la familia

(eso quiere decir que cada quien tenga el tiempo libre y los

recursos para escribir su autobiografia)

#languagelearn

Read, Write, Run, Teach !

Un programa de Igualdad y Salud para Todos

Perhaps these precautions would prevent child sexual abuse?

New book on Community Cooperation to Share
Mar. 24th, 2014 03:57 pm
“At the turn of the century, both communities developed similar ways of evading White discrimination. Both communities built their own institutions, … ” which “… deepens the connection between them. Cooperation in other areas built ties that would eventually lead to the well-known actions of the later Civil Rights era in the 1960´s.”

–Excerpt : (p. 17, 18) of “Stayed on Freedom’s Call: Cooperation Between Jewish And African-American Communities In Washington, DC” is a contribution to the shared history of Black and Jewish Washington, DC that should be shared among all communities, in every city. This story of cooperation is the story of humanity, which shows that Dr. King’s Dream, Gandhi’s ideals, and our potential, indeed can overcome.

La Coopération pour la guerre à la guerre avec Le Corps Civil de Protection de l’Environnement
Mar. 17th, 2014 03:59 pm
meowdate: (Default)
Pourquoi nous avons besoin, aux États-Unis, de reconstituer le Civilian Conservation Corps (CCC, Corps Civil de Protection de l’Environnement) ?

Parce que nous avons besoin de défis. Bien-sûr, notre société a beaucoup de défis. La guerre semble être le plus grand pourvoyeur de défis. Mais la guerre est évitable si nous choisissons trouver les moyens de coopérer les uns avec les autres.
William James a dit, dans son essai de 1910 L’équivalent Moral de la Guerre que : « La guerre à la guerre ne sera pas une partie de plaisir. »

Il avait raison bien-sûr. Albert Einstein était d’accord. Son « Plan de deux pour-cents » admet que ce n’est pas facile à convaincre ne serait-ce que deux pour-cents de militaires à jeter les armes. Mais un ersatz pour ce besoin de défis pour notre société pourrait venir d’ailleurs, comme nous l’avons vu au cours de la Grande Dépression : que des gens ordinaires travaillant ensemble aient une discipline militaire.

« Nous devons créer de nouvelles énergies pour canaliser la virilité à laquelle l’esprit militaire s’accroche si fidèlement. Les vertus martiales doivent être le ciment durable, l’intrépidité, la faculté de vivre de manière spartiate, l’abandon de l’intérêt privé, l’obéissance à … »

Une nouvelle conscription pour le CCC permettrait de d’offrir un tel débouché. Le défi, la discipline, la coopération et l’infrastructure pour résoudre les problèmes profonds et de division qui conduisent à la guerre.

Families learn and teach Languages, respect, and cooperation for cultural change

It takes an entire extended family to raise a child, as both families, of Nazli, and of Niko, from popular Turkish-Greek show Yabanci Damat, shows.

Learning several languages is imperative in most countries, as in both Turkey and in Greece, but #languagelearning is not a skill needed in only ‘other’ countries, but especially in the USA.

Learning several new languages should make it easier for most people to respect the difficult work that teachers do. This would probably be made less difficult if our children and adults understood what it takes to teach a person a useful and neccesary skill, from start to finish. Hence my proposal for a modern universal Rite of Passage. What we need our children to prove, upon recognition of adulthood, is not their prowess in battle or the hunt, not their virility, not their adeptness at social maneuvering, but their ability to contribute meaningfully to society by teaching another member of the community, from level 0, how to do something that is both difficult and absolutely necessary in our society today. By requiring our children to teach some other person, child or adult, a needed life skill, over the course of about a year, this pre-adult shows persistence, perseverance, discernment, and of course, the key skill in question. A useful side effect of this is also that it would effectively increase (dramatically) the number of available tutors, and also lead to every adult in our society coming away with an understanding of the challenges involved in teaching anyone anything non-trivial. Thus we provide an esteem building exercise and respect building accomplishment all in one go, which we then reward with full adult status, whatever the age of the adolescent in question. This obviously assumes that the kid has had opportunity to prove his or her good judgment in other ways as well, prior to seeking said recognition. This might help as one step of a series of steps implemented by and through local communities which could lead to more long-term thinking in society at large, given a critical mass and good faith in the ability of human kind to rise above our instincts, and learn to cooperate.

Action items:
1.) Teach someone how to find the online borrowing website for their nearest public library,
2.) Teach someone how to say “Hello, how are you?” in both Turkish and in Greek,
Your suggestions?

Let’s #EndPoverty , #EndHomelessness, & #EndMoneyBail starting by improving these four parts of our good #PublicDomainInfrastructure 4:
1. #libraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write, Ranked Choice Voting and Housing for ALL!!!!, Walk !


#PublicDomainInfrastructure #StopSmoking for CCOVID-19
ShiraDest

August, 12020 HE

The Goal: protecting children, protecting us All

Adulthood Challenge Vision

The Adulthood Challenge Vision: A program of Equality and Health for All

The Goals (allowing each person to contribute fully):

1. Each person, as a child, must learn to swim
2. Each child must learn self-defense (emotional and physical)
3. Each child, at birth, receives half a hectare of land, non-

alienable. He or she may rent, lend or swap the land, but

always remains the owner. Where ever the location, it should

have a well and be arable.
4. Fresh water for ever person (free!)
5. Each family should have a book in the local public library,

containing the autobiography of every person in the family

(which means that each person needs free time and the means

to write his or her autobiography).

—-
Un programa de Igualdad y Salud para Todos

Las Metas (para que todos pueden contribuir lo mejor):

1. Cada quien, de niño, debe aprender nadar
2. Que cada quien de niño aprende defenderse
3. Que cada bebe, al nacer, recibe .5 hectarios de terreno, que

nunca se puede desprender. Se lo puede alquilar o prestar,

pero siempre sigue esta persona como dueño o dueña del

terreno. Que sea donde sea, será con un poso de agua y

capaz de agricolar.
4. Agua potable para cada persona
5. Que cada familia tenga un libro en la biblioteca publica,

con resumen del autobiografía de cada persona de la familia

(eso quiere decir que cada quien tenga el tiempo libre y los

recursos para escribir su autobiografia)

MEOW Date: 9 September 12014 H.E. (Holocene/Human Era)
see: THe MEOW CC Blog: https://network23.org/communitycoop/

And: Everyone should write:

CFoFNovellaBk1

#languagelearn

Read, Write, Run, Teach !

ShiraDest
18 jan, 12016 èH
12016 HE

The MEOW Vision: A bit like Herland, but more equal
Posted on 09/09/2014 by ShiraHoloceneEraDest

The ground-breaking novella Herland was a good start, but lacked a vision of fully inclusive equality. The MEOW Vision builds on Gilman’s ideas, with the aim of Fully Inclusive Equality.

The Goals (allowing each person to contribute fully):

1. Each person, as a child, must learn to swim
2. Each child must learn self-defense (emotional and physical)
3. Each child, at birth, receives half a hectare of land, non-alienable. He or she may rent, lend or swap the land, but always remains the owner. Where ever the location, it should have a well and be arable.
4. Fresh water for ever person (free!)
5. Each family should have a book in the local public library, containing the autobiography of every adult in the family (which means that each person needs free time and the means to write his or her autobiography).

(the same Goals in Spanish:)
—-
Un programa de Igualdad y Salud para Todos

Las Metas (para que todos pueden contribuir lo mejor):

1. Cada quien, de niño, debe aprender nadar
2. Que cada quien de niño aprende defenderse
3. Que cada bebe, al nacer, recibe .5 hectarios de terreno, que nunca se puede desprender. Se lo puede alquilar o prestar, pero siempre sigue esta persona como dueño o dueña del terreno. Que sea donde sea, será con un poso de agua y capaz de agricolar.
4. Agua potable para cada persona
5. Que cada familia tenga un libro en la biblioteca publica, con resumen del autobiografía de cada persona de la familia (eso quiere decir que cada quien tenga el tiempo libre y los recursos para escribir su autobiografia)

Peace,

Gregorian Date: Tuesday, 9 September 2014
MEOW Date : Saturday, 9 September, 12014 H.E. (Holocene Era, aka Human Era)
About ShiraHoloceneEraDest
Shira Destinie Jones is a published poet and academic author, former Washington DC Tour Guide, founder of SHIR Tours Community Cooperation Tours, and freelance writer and educator. She has organized community events such as film discussions, multi-ethnic song events, and cooperative presentations. She now lives in France, and continues to work for community cooperation and health for all. She is on LinkedIn and on Academia.edu LinkedIn: http://www.linkedin.com/in/univhealthcareshirad and Academia.Edu: http://bath.academia.edu/ShiraDest
View all posts by ShiraHoloceneEraDest →
This entry was posted in Continuous Shared Learning, Economic Democracy, General and tagged AdultRiteOfPassage, Cooperation, LaCooperación, MEOWvision, multiplelearningstyles. Bookmark the permalink.
← Marriage and community: Dr. King showed us how marriage for all can keep us safe.
Shared Political Governance and Shared Monetary Governance: Two Sides of the Same Coin needing Campaign and Monetary Finance Reform? →
1 Response to The MEOW Vision: A bit like Herland, but more equal

A Survivor says:
11/09/2014 at 20:48

Perhaps these precautions would prevent child sexual abuse?
A Survivor
post Title: fight to help humanity, even if we may not win

Pre-Adulthood, Adults, and Rites of Passage…
Apr. 17th, 2014 03:54 pm
meowdate: (Default)
français

Dear Friends, here is another idea for your perusal.
A New Rite of Passage

We need a new rite of passage in which every teenager must voluntarily teach someone, from start to finish, a usable and important skill. It must be a skill which the person has to use in the real world, such as moving from the alphabet to reading chapter books, or from counting numbers up to multiplication tables, or from writing a sentence to writing an essay, or from no English to conversational or passable workplace English in the United States.

This needs to be a project which requires a serious investment of time (preferably meeting for two or three hours each weekday) for about one year. That way the young person can look back with pride on a serious accomplishment and justifiably claim his or her status as an adult. Along the way, several problems in our modern society can be solved at the same time :

-The increasing lack of self-discipline, civility and respect for learning among the young.

-The shortage of teachers combined with the budgetary shortfalls in most states would be somewhat mitigated by adding the numbers of teenage students needing to finish their “Adulthood Project” to the number of classroom aides and volunteers.

-The need for challenges and self-testing during the adolescent stage of life which is left unfulfilled by modern society´s unsatisfyingly arbirary definition of adulthood.

I would propose that implementing such an idea should begin with involving the local community by having the adolescent (or if still in his/her 20´s, the “pre-adult”) bring a person to meet with the community to show the starting point of the teaching process. After the learning objective has been attained, the pre-adult and the learner would return to meet again with the community to assess the effectiveness of teaching and to award the pre-adult his or her status as an Adult, with the full rights and responsibilities expected of an adult, including such cultural norms as civility, courtesy, and even graciousness.

In this way we may move from a society where rudeness is the norm to one in which graciousness is valued. For example, a friend tells of an incident where a lady´s dog snarled at her, and the lady apologized, which was the civil thing to do, and then even offered to call a cab for her, which was the gracious thing to do. A society in which graciousness is valued will be both a more compassionate society and a more creative one. I leave these thoughts for contemplation, debate, and action.

Love, Peace, and … Community Cooperation !!!
Shira Destinie
Gregorian dt.: Thursday, Apr 17, 2014
Meow Date : Monday, April 16, 12014 H.E. (Holocene Era)

https://network23.org/communitycoop/2014/04/17/pre-adulthood-adults-and-rites-of-passage/
Tags:

adultriteofpassage, continuous shared learning, meowdate, meowvision

Add Memory Share This Entry

Link 7 comments Reply

More Inclusive Calendars and Eras
Apr. 13th, 2014 03:55 pm
meowdate: (Default)
Posted on Meow Date Thursday, 12 April of the year 12,014 H.E.

At its inception, the United Nations proposed a more logical, easy to memorize and universal calendar which all the world could use. It was to be called The World Calendar. They did not then suggest it, but others did suggest moving the Epoch, or start date (year Zero), to a more inclusive time period.

The MEOW Community Cooperation Blog’s ‘MEOW Date‘ uses a dating system which combines The World Calendar and The Holocene Calendar:

The World Calendar Association

On the Hololcene Era:
A very complete page via The WayBack Machine on HE
and MMeade on HE

http://en.wikipedia.org/wiki/Holocene_calendar
Gregorian (and other) calendar to The World Calendar converters:

Well-explained with the daily date in JavaScript

Many Calendars Converted for any day you give…
Perl converter

https://network23.org/communitycoop/2014/04/13/more-inclusive-calendars-and-eras/
Tags:

continuous shared learning, holoceneera, humanera, meowdate, theworldcalendar

Add Memory Share This Entry

Link Reply

New book on Community Cooperation to Share
Mar. 24th, 2014 03:57 pm
meowdate: (Default)
“At the turn of the century, both communities developed similar ways of evading White discrimination. Both communities built their own institutions, … ” which “… deepens the connection between them. Cooperation in other areas built ties that would eventually lead to the well-known actions of the later Civil Rights era in the 1960´s.”

–Excerpt : (p. 17, 18) of “Stayed on Freedom’s Call: Cooperation Between Jewish And African-American Communities In Washington, DC” is a contribution to the shared history of Black and Jewish Washington, DC that should be shared among all communities, in every city. This story of cooperation is the story of humanity, which shows that Dr. King’s Dream, Gandhi’s ideals, and our potential, indeed can overcome.

Check the book out -read it online for free at The Open Library:

https://openlibrary.org/books/OL25439796M/Stayed_on_Freedom%27s_Call

Posted on Meow Date 22 March, 12014 H.E.

https://network23.org/communitycoop/2014/03/24/new-book-on-community-cooperation-to-share/
Tags:

continuous shared learning, cooperation, gandhi, gruniversalcalendarcommunitycoop, martinlutherking, stayedonfreedomscall, the open library project of internet arc, walkingtours

Add Memory Share This Entry

Link Reply

La Coopération pour la guerre à la guerre avec Le Corps Civil de Protection de l’Environnement
Mar. 17th, 2014 03:59 pm
meowdate: (Default)
Pourquoi nous avons besoin, aux États-Unis, de reconstituer le Civilian Conservation Corps (CCC, Corps Civil de Protection de l’Environnement) ?

Parce que nous avons besoin de défis. Bien-sûr, notre société a beaucoup de défis. La guerre semble être le plus grand pourvoyeur de défis. Mais la guerre est évitable si nous choisissons trouver les moyens de coopérer les uns avec les autres.
William James a dit, dans son essai de 1910 L’équivalent Moral de la Guerre que : « La guerre à la guerre ne sera pas une partie de plaisir. »

Il avait raison bien-sûr. Albert Einstein était d’accord. Son « Plan de deux pour-cents » admet que ce n’est pas facile à convaincre ne serait-ce que deux pour-cents de militaires à jeter les armes. Mais un ersatz pour ce besoin de défis pour notre société pourrait venir d’ailleurs, comme nous l’avons vu au cours de la Grande Dépression : que des gens ordinaires travaillant ensemble aient une discipline militaire.

« Nous devons créer de nouvelles énergies pour canaliser la virilité à laquelle l’esprit militaire s’accroche si fidèlement. Les vertus martiales doivent être le ciment durable, l’intrépidité, la faculté de vivre de manière spartiate, l’abandon de l’intérêt privé, l’obéissance à … »

Une nouvelle conscription pour le CCC permettrait de d’offrir un tel débouché. Le défi, la discipline, la coopération et l’infrastructure pour résoudre les problèmes profonds et de division qui conduisent à la guerre.

Acre per, Adulthood, Languages: was Gatekeepers, Quipus and land for all

Given the crying need for global cooperation we see sorely lacking during this current pandemic, I am adding #languagelearn to my list of tags related to my proposal for a new rite of passage and set of prerequisites for Adulthood. To manage even an acre of one’s own land, and to manage the responsibilities and rights of citizenship as an Adult in our modern worldwide society, each person needs to be able to learn independently, and to teach some needed life skill to another person, in short: to #cooperate.

Winning glory on today’s battlefield: The Modern Mind

Aug. 30th, 2014 02:56 pm
WilliamJamesMEOWdate: (see link to his MEOW below…)

Renault’s excellent book The Persian Boy shows the difficulty of learning, and of teaching. Both would probably be easier if our society understood what it takes to teach a person a useful and necessary skill from start to finish. Hence my proposal for a modern universal
Adult Rite of Passage. What we need our children to prove, upon recognition of adulthood, is not their prowess in battle or the hunt, not their virility, not their adeptness at social maneuvering, but their ability to contribute meaningfully to society by teaching another member of the community, from level 0, how to do something that is both difficult and absolutely neccessary in our society today. By requiring our children to teach some other person, child or adult, a needed life skill, over the course of about a year, this pre-adult shows persistence, perseverence, discernment, and of course, the key skill in question. A useful side effect of this is also that it would effectively increase (dramatically) the number of available tutors, and also lead to every adult in our society coming away with an understanding of the challenges involved in teaching anyone anything non-trivial. Thus we provide an esteem building excercise and respect building accomplishment all in one go. We then reward that accomplishment with full adult status, whatever the age of the pre-adult in question. This obviously assumes that the pre-adult has had opportunity to prove his or her good judgement in other ways as well, prior to seeking said recognition. This might help as one step of a series of steps implemented by and through local communities which could lead to more long-term thinking in society at large, given a critical mass and good faith in the ability of human kind to rise above our instincts, and learn to cooperate. In other words (from Lenier in Bablylon 5): to be better than we are.

Community Cooperation Shira,
Gregorian Date: Saturday, August 30, 2014
MEOW Date : Wednesday, August 29, 12014 H.E. (Holocene Era, aka Human Era)
William James: The Moral Equivalent of War

(ShiraD.livejournal.com Subject was: “Generating more respect for teachers requires cultural change” … )

https://network23.org/communitycoop/2014/08/30/winning-glory-on-todays-battlefield-the-modern-mind/
Tags:

adultriteofpassage, b5, babylon5, continuous shared learning, cooperation, saraho

Add Memory Share This Entry

Link 1 comment Reply

Do gatekeepers enslave human potential?
Aug. 28th, 2014 03:28 pm
meowdate: (Default)
In Journal of a Residence on a Georgian Plantation 1838-1839 Frances Ann Kemble points to the reactions of slave owners and overseers in the capacity of gatekeepers, preventing the voices of slaves from being heard.

More generally and in the same vein, Voices of Dissent’s C. Heifetz and Sarah Ariste (magazine article from abt. 2006 now unfindable…), ask in “Voices Without Authority” whether our gatekeepers are preventing us from living up to our values as a society.

I further that question:
Are our gatekeepers, and particularly, those who choose the gatekeepers, preventing humanity from reaching its full potential? For, if we fail to live up to the values we profess as a society, such as freedom for all, or equality before the law, then are we not also limiting the potential contributions of some, and thus failing to achieve all that we could, as a whole?

I realize the need, in certain situations, for gatekeepers. However, when the gatekeepers act on the basis of priviledge or perception, rather than on the actual needs of the given situation, they can be counter-productive. They can artificially prevent access, resulting in uneven or misleading outcomes, or in simple outright injustice. This reduces our effectiveness as a society in providing each person the opportunity to contribute fully to the creativity and productivity of the human race, and that, is a shame for all of us.

Gregorian Date: Thursday, August 28, 2014
MEOW Date : Monday, August 27, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/08/28/do-gatekeepers-enslave-human-potential/
Tags:

economic democracy, gatekeepers

Add Memory Share This Entry

Link Reply

Gatekeepers and Quipu (Khipu) Democracy; Los guardias y la Democracia del os quipus
Aug. 28th, 2014 03:25 pm
meowdate: (Default)
In Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad, Tobin and Dobard point to what is essentially a Quipu made of fabric. The question is whether the gatekeepers of today will allow our modern quipus, ‘memoriathon’ quilts and oral histories to make a difference.

Quipu for Peru’s dead; Un Quipu por los muertos de Peru

A quipu made from stories collected and added as a knot for each story representing a victim in the ‘memoriathon’ to prevent the Final Report of the Truth and Reconciliation Commission from August 2003.

from PeacebyPeace magazine, p. 16-17 published by Fr

Click to access F0R_PbyP_jan2007.pdf

As an aside, which was posted back in 2007 on LiveJournal, I wonder (given that we know trade routes existed before the Spanish Conquest) if the art of making or interpreting the quipu was known up in north america, outside of the Incan

empire?

No pude encontrar traduccion de este articulo, pero se describe mas sobre el Khipu aqui:

http://es.wikipedia.org/wiki/Quipu

Me pregunto si se puede saber (ya que sabemos que habia rutas de intercambio entre el sur y el norte de America antes del conquista de los espanyoles) si el arte del quipu fue conocido al norte del emperio Inca?

Paz
“Cancion para Pablo Neruda” – Atahualpa Yupanqi.

Shira Destinie Jones Landrac

Gregorian Date: Thursday, August 28, 2014
MEOW Date : Monday, August 27, 12014 H.E. (Holocene Era, aka Human Era
Tags:

quipu

Add Memory Share This Entry

Link Reply

Harry Quebert: friend, liar, or both?
Aug. 27th, 2014 03:32 pm
meowdate: (Default)
Love and friendship are entwined with community.

In Joel Dicker’s book , Harry makes one think about all three:

Common committment to the idea of community: open communication, positive action, pro-active,consensus-oriented. That is the type of community I have hoped to help build.

I used to believe that, despite my own personal feelings about a given person, the fact that that person is a member of my community entitles that person to something from me: my acceptance, my patience, my invitation to a community event; some acknowlegement that we are in the same boat, and that like him or not, as long as he accepts my personal boundaries, I cannot exclude him simply on the basis of arbitrary personal dislike or taste.

Now, I no longer know.

In Service to Community,
Shira

Gregorian Date: Wednesday, August 27, 2014
MEOW Date : Sunday, August 26, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/08/27/harry-quebert-friend-liar-or-both/

updated during self-isolation:
Let’s #EndPoverty , #EndHomelessness ,& #EndMoneyBail starting by improving these four parts of our #PublicDomainInfrastructure 4: (
1. #libraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare , and
4. good #publictransport )
Read, Write, Ranked Choice Voting and Housing for ALL!!!!, Walk !

#PublicDomainInfrastructure
ShiraDest

March, 12020 HE