III. C (1106/1000 wds). Why undergo The Challenge, in the later years of Phase II?
The last 5-7 years of Phase II, where the many reasons for attempting the Challenge are concerned, will tie together the education around our society’s very attitudes toward education, advocacy for greater cooperation in education, earlier tools, and lobbying for more flexible long term thinking in a variety of areas, education included. First, by the middle to ending years of Phase II, one out come of the discussion around why to consider a new adulthood rite of passage ought to have generated increasing amounts, and hopefully also quality, of discussion among the larger public around education. By considering the question, and proposing a marker, so to speak, of who is an adult, and what constitutes adulthood, this project hopes, by the 20 to 25 years that will have passed since the inception of Phase I by this point in time, to have generated both advocacy and public debate on the issues of early childhood education, emancipated minors and their needs, and child abuse and ways to prevent it from the all sources. This will also be the time to check on whether, in consultation with the entire community, to change the initial time for this phase from 15 to up to 20 years, depending on the needs of each particular community. Lobbying for increased support for all types of education, and especially for help for abused and vulnerable children, should be stepped up at this point. By the end of this phase, we should see a new generation of “Adults” beginning to take the lead in this issues.
The sets of measurement tools, and the milestones for the later stages for Phase II, for decision-making around new governance tools, adulthood, and adjustment of the time line by each community in this project, should have input from all concerned parties, especially the new “Adults” in every community. Each community should set, if necessary, new milestones, and consider additional ways to help measure progress toward those milestones, as they adjust the time line for this phase based on progress made thus far, in coordination with the rest of their community committees for other parts of this phase. New governance tools, from RCV/irv, to PB, to sortition for the community assemblies and committees, should be used as an example, and to work out the kinks in these tools before proposing their use on a wider scale. New tools for direct democracy, for setting agendas, and ways of allowing every person to contribute their voice and have a say in both these processes, and in our wider societal governance processes, should be used and fine tuned starting at this time. Showing the numbers of new Adults helping in this process of education and advocacy for old tools, and developing new tools, may be one way of measuring the effect of this new rite of passage within each community. Other ways of measuring the effects of this process on the local community and on the wider public should also be actively created and developed as well, remembering that this process, this new rite of passage, this phase, and indeed, this entire project, are meant to benefit the Human Rights of all people.
Again, in the last years of Phase II, the tools and some of the 1-minute activities developed earlier for this phase can continue to provide reasons for the entire larger public to support communities who choose to engage in the task of creating this new rite of passage. These tools, activities, campaigns, and even legal activity around what was once seen as the coming of age of a person, can help making this new rite of passage more meaningful for all of society, while introducing new governance ideas, tools, and processes. At this stage of the second phase of our overall project, about 27 years or so will have passed since the start of the entire work, and this Challenge, in particular, over the past 5 to 7 of those years, should have generated a good level of discussion and engagement, at least among those who were involved in the work of Phase I. Development of new tools will now start to fall to those who have more recently joined this project, as older members continue to mentor, but begin to move into the background, making way for the next generation as it comes up to speed and begins to create more and more new processes using those new tools. New activities should allow every person, including those still having to work three jobs, take care of children and parents, and wait for the bus in the cold rain, to meaningfully participate in this process in some way. New legal campaigns on behalf of the safety of all children and vulnerable people should be launched at this time, as well. Finally, this point in the process should be used to set up ways to work for and build more flexible thinking in the wider society and new governance paradigms.
The purpose, both practical and symbolic, of the work of creating a new adulthood rite of passage, and in deliberately making it a Challenge, should have become evident by this point in the project for both the individuals involved in the process, for the communities creating the process, and for society via the new cohort of volunteers trained to work together in building new systems as cooperators. The practical uses of tools like irv/RCV, PB, etc, should have now been shown to be useful to the larger public, likely through the use of these tools within the communities engaged in this project, via their published minutes and discussions. This new rite of passage can be a symbol of new ways of moving forward as a society, and indeed, as an entire world, if we all only choose to make this happen. The new “adults” who have proven themselves to be committed to the service of Humankind, with Human Rights first and foremost in that mindset, are now nearly all prepared, or should be, to begin taking the reigns of these processes and moving forward, with the older members staying on as guides, while providing the stability and continuity of that of an elder statesman, in the way that former President Jimmy Carter has done. These new adults have also proven, through this new rite of passage, their abilities to solve complex problems with empathy and cooperative courage. This new cohort of “Adults,” therefore, represents renewed hope for all of humanity.