Tag Archives: adulthoodriteofpassage

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.

Thoughtful Thursdays, emotional and financial self-defense, and Phase II: Adulthood

Adults are expected to be able to take care of themselves, and to accept responsibilities that we associate with adulthood.  One of these responsibilities is voting, which is meant to give each citizen a voice on decision-making for the common good.  Another such responsibility is paying one’s bills, avoiding scams, and honoring contracts, including the payment of debts contracted legally.  The problem is that many people reach the age of adult citizenship without knowing all of the implications of agreeing to various types of contracts.  Often they are manipulated into contracting debts which they then do not know how to manage, and become entangled in legal maneuvers that they are unprepared to deal with effectively. 

The notion of the common good, or the general welfare, is based on the supposition of equality of power between citizens, and the ability of each person to keep himself safe, emotionally, and fiscally.   The common good also implies some level of empathy between and for all citizens, and therefore might benefit, in a more fully inclusive society, from a new secular adulthood Democratic Rite of Passage which allows each person to demonstrate a certain level of knowledge and attention: that required to keep herself and those she may encounter safe on multiple levels.  Meaning, as discussed near the end of this post, should also, in my humble opinion, be included, somewhere, in that concept of safety.

Following are some thoughts I had on this issue a while ago, which I am still refining:

  • Elaborating on where Phase II (The Adulthood Challenge and a new CCC…) began:

What we need our children to prove, for 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 person, from level 0, how to do something that is both difficult and absolutely necessary in our society today. By requiring our pre-adults to teach some other person a needed life skill, over the course of at least a year, that pre-adult shows persistence, perseverance, discernment, and of course, the skill in question.

Thus we provide an esteem building exercise and respect building accomplishment which we then reward with full adult status, whatever the age of the pre-adult in question. This obviously assumes that the person has had opportunity to prove his or her good judgement in other ways as well, prior to seeking adulthood 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 humankind to rise above our instincts, and learn to cooperate.  Certain pre-requisites should apply: knowledge of emotional, financial and physical self-defense.

Tying into emotional challenges like PTSD, pre-adults must learn how to communicate non-violently, manage their own emotions and prevent emotional manipulation, which eases the recognition and treatment of difficult past traumatic disorders.   Homelessness and debt both relate to issues of financial self-defense,  which means the ability not only to balance a check book and write up a home budget, but also to avoid falling victim to scams of all sorts, as well as the ability to plan for long-range problems like job-loss, or illness, etc.

Now, I would add that swimming, or knowing how to float, and possibly also finding water, if one lives in or near a desert, are part of physical self-defense. 

  More than ever, I continue to believe that we need a new rite of passage in which every person wishing to be recognized as an Adult (in a society where only Adults are granted certain responsibilities, such as governmental service),  must teach someone, from start to finish, a usable, important, and difficult 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 learning the counting numbers through multiplication, or from writing a sentence to writing an essay, or from no English to conversational or passable workplace English in the United States.

   A useful side effect of this idea is that it could effectively increase 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.

  This needs to be a challenge, with the danger of failing: an initiation.  As such, it must  require a serious investment of time (preferably meeting for several hours each day) for at least 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 :

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

2.)  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.

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

To break down some possible prerequisites to require before attempting to start the Challenge, here are some things that every member of society ought to know:

I have six criteria for being an adult. Each prospective adult must be able to:

1. swim, (or inland: find potable water)
2. defend him or herself both emotionally and physically,
3. think critically and build logical arguments,
4. understand statistics,
5. drive and make emergency repairs to manual (stick-shift) cars, or know how to ride and care for bicycles or horses, or otherwise show ability to navigate safely.

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.

This implies that every Adult must have not only considered what gives life meaning, as
Dr. Viktor Frankl described, but must also have pondered those principles upon which that meaning is base,  and must have therefore decided what gives life meaning.  I think that this process 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.

The ideas of both financial/emotional self-defense, and of meaning, as part of Adulthood, are things that I do not see being addressed in our general society as part of basic education.  For a variety of reasons, both the different types of self-defense (financial, emotional, and physical), as well as the concept of meaning in life, or something greater than oneself that ties back to one’s own link to society and one’s role in that society, need to be addressed as part of becoming an Adult.

Action Items:

1.) Search for two different sources related to the 4 types of debt, and statutes of limitations for each debt type, in your state.

2.) Share your thoughts on connections between debt and emotional manipulation.

3.) Share your thoughts on how understanding emotional and financial self-defense might help, or hinder, inclusive thinking,

4.) Write a book, blog post or tweet that uses an alternate calendar, tells a good story, and makes a difference. I’m working on that through my historical fantasy #WiP, #WhoByFireIWill. If you write a book, once published, please consider donating to your local public library.

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:

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

ShiraDest

December, 2020 CE = December 12020 HE

(The previous lesson 2/67 published since this post, and the most recent lesson 3/67…)

Creative Commons License
Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Turkish Tuesdays, biases, and Adulting

When I lived in Istanbul, I was told by many people that I was too “Utopian,” and that my thinking was simply wrong. By the time I’d moved down to Izmir, I was beginning to believe them. I caught myself thinking a thought that I knew I disagreed with on principle, yet had at first instant thought, “yes, of course.”

As I considered it further, I found myself angry for letting myself be biased.

Take responsibility to reflect upon how our attitudes and actions affect the rest of the world, aka Adulting, is part of the Four Freedoms movement .

We will never stop having biases, but we can certainly train ourselves, as  to prevent or at least recognize our prejudices, and stop short of acting senselessly on them.
I think that the Quakers have a good point, when they say that ‘an un-examined life is a life half led’ or to that effect (oops, looked it up: apparently my Quaker friend got it mostly a bit differently from Socrates…): we cannot live as fully aware human beings, taking advantage of our faculties for human thought (as opposed to basic survival and fear thoughts, which are lizard-brain!) until we learn to check our knee-jerk reactions before they translate into action and then into habit (and then into a mitzvah (commanded deed), as the Jewish saying goes…).

Side Mitzvah Note: I often thing of my own knee-jerk reactions as aveira (sin) for myself, given that I have always had a quick temper, and always have to stop myself short and think.

What do you think, Dear Readers?

  Görüşürüz!    

Action Items in support of reflection that you can take right now:

1.) Search for two different sources to translate the word “reflect” into Turkish.

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

3.) Write a book, blog post or tweet that uses that word, tells a good story, and makes 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.

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

NaNoWriMo 2020 CE

November, 2020 CE = 12020 HE

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

French Fridays, et Adulte ?

English

Chers Amis voici une autre idée pour vous :

Un nouveau rite de passage .

On a besoin d’un nouveau rite de passage dont chaque adolescent doit de son plein gré enseigner quelqu’un, de commencement, une capacité utile et importante . Elle doit être une capacité dont la personne a besoin dans le monde réele, par exemple depuis l’alphabet jusque a la posiblité de lire des livres simples, ou de calculer jusque aux tables de multiplication , ou d’écrire une simple phrase au un essai, ou de pas d’anglais jusque au l’anglais passable dans les états-Unis.

Ce projet doit exiger un investissement sérieux de temps (de préférence deux ou trois heures par jour) pour au moins un an . Ainsi le jeune peut être fier d’avoir accompli quelque chôse de dificil et peut réclamer son statut mérité d’adulte.

Un même temps, plusieurs problèmes dans notre société peuvent être résolu :

-Cela diminuerait le manque d’auto-discipline, de courtoise et de respect pour la connaissance parmi les jeunes.

-Le manque d’enseignants et le manque de budget dans le plupart des états seront un peu plus suportable. Cela augmenterait le nombre d’éleves qui ont besoin de terminer leur “Projet d’être-Adulte” au numéro des aides de salle et des bénévoles.

-Le besoin pour les défis et pour se prouver pendant l’age adolescent de la vie est laissé irréalisée par la définition excessivement arbitraire d’être un « adulte » dans la société moderne.

Je propose que le mise en route de telle idée doive commencer par l’engagement de la communauté locale. D’abord, l’adolescent (ou le “pré-adulte”) doit présenter une personne qui connait la communauté pour montre le but du processus de l’apprentissage. Après avoir atteint l’objective, le « pre-adulte » et l’apprenti retourneront voir la communauté pour évaluer l’efficacité des efforts et pour donner au « pre-adulte » son statut d’Adulte, avec tous les droits et responsabilités attendu d’un adulte, compris les normes culturelles comme la civilité, la courtoisie, et même la gracieuseté.

Ainsi nous irions d’une société oû l’impolitesse est la norme vers une dont la gracieuseté est valorisée. Par exemple, une amie raconte un incident dont un chien la’a grognée. La propriétaire s’etait excusée tout de suite. C’était la chose civil à faire. Ensuite elle avait même offert de l’appeler un taxi, et c’était la chose gracieuse à faire. Une société oû la gracieuseté est valorisée serait une société plus compatissante et plus créative.

Je laisse ces pensées pour réflexion, débât et action.

À l’amour, la Paix, et … la Coopération Communautaire !!!

Shira Destinie

Mars,12015 ÈH

Salût ! 

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

NaNoWriMo 2020 CE

November, 2020 CE = 12020 HE

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

Thoughtful Thursdays and building an Adult Freedoms movement to stop child abuse (trigger warnings)

A friend told me that each person, especially one who has withstood particularly vicious childhood traumas, should share one’s story. She gave similar reasons to why each person should write a book

–The argument is that one can protect others by telling one’s own Story, thereby breaking the Silence-Shame-Intimidation-Exploitation cycle.

How? I suppose that as one progresses, and learns how to overcome, those lessons learned along the way can help prevent that same harm from befalling other vulnerable people. But, again: how?

-Well,

  1.  If the first childhood memory is one of sad anger, of loss, the green Caddy driving to NYC may impede, for a lifetime, that love of large cars and of the Big Apple that so many Americans seem to boast. If that memory is tied to a borough where the kids rejected you, and your next memory was of being locked in a room, at 4 years of age, hearing your mothers screams as furniture fell and things broke in the living room, as her boyfriend beat her, how do you use this to protect others?

By coming up with a plan for teaching children to protect themselves from silence, from shame, intimidation and from exploitation, via:

                                 A New Adult Rite of Passage.

2.  If one survived CSA at 6, and was told by one’s mother not to tell, how do we protect children from parents who can protect neither their children nor themselves? -Teach kids that Silence = Death, because silence can lead to suicide, after a few years.  Do this via a set of

         Prerequisites to Adulthood.

3. If one took refuge from bullies by running and retreating, how to undo that shame? -Teach kids that we ALL have aright to our personal boundaries, to equal bodily respect, and to equal human dignity. And, teach all kids various types of self-defense, starting with an appropriate martial art.

4. If one was refused self-defense because “young ladies don’t fight” but came home in bruises that were ignored, how does one learn to stand up to intimidation? -Teach kids that it is ok to stand up and defend oneself (did I mention age and size appropriate martial arts?).

5. If one was again abused as a teenager, how to learn not to exploit nor be exploited? -teach the words “I Refuse” and (did I mention martial arts?), for the bleak necessity, that it is better to be bruised or broken on the outside, than broken on the inside.

So, it seems that one’s story can be more productive than just talk therapy.   Perhaps one story can help many people. 

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

1.) Think of two things you can do to help build more empathy into our culture.

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

3.) Share your thoughts on how those two actions or ideas would eventually help build a safer and kinder world for all people

4.) Write a blog post about it, and share that link for us to re-share, please.

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

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

NaNoWriMo 2020 CE

November, 2020 CE = 12020 HE

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

Çok Merci Cumhuriyet -Thank you, Cumhuriyet

Teşşekurler Laicité  ve basın özgürlüğü destek  için.

Thank you for supporting the Separation of Church and State, and freedom of the Press.

Hepimiz henuz Charlie mi? Demokrasy için çalışmak de “Adulting” değil mi?  (Hem de bana göre Charlie Hebdo çirkin bir gazetidir!)

Are we all still Charlie?  Is defending democracy not also part of taking the responsibility to be an Adult?  (Even if I did dislike the periodical Charlie Hebdo, as it is gross!)

ShiraDestinie -“Ben de Charlie”

                              -“Je Suis Charlie”    -“I am Charlie”

14 Ocak 2015 Çarşamba == 14 January 2015 Wednesday == 14 janvier 2015 mercredi == 14 Jan. 12015 Samedi/Saturday 12015 HE (Human Era)

http://www.cumhuriyet.com.tr/video/video/184541/Cumhuriyet_Gazetesi_onunde_guvenlik_onlemi.html

Action Items in support of adulthood and democracy that you can take right now:

1.) Search for two different sources to translate the word “news” into Turkish.

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

3.) Share your thoughts on how you feel about each of the sources you found,

4.) Write a blog post or tweet that uses a Turkish word, tells a good story, and makes 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.

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, Ranked Choice Voting and Housing for ALL!!, Teach and Learn (Lesson Plans)!

ShiraDest

NaNoWriMo 2020 CE

November, 2020 CE = 12020 HE

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

French Fridays becomes contemplating honor in the modern day as part of Adulthood

I used to say that we ought to bring back dueling, with every single person trained and armed for both foil and sabre. Then I changed my mind. Now, well, let me show you how I came back upon this line of thinking today:

Here is a comment on honor from an earlier lifetime:

 

Originally posted 06/28/2008 17:26:00
on my old LJ:
thoughts about honor as part of becoming an Adult…

I was just thinking back on how Joe suggested to me a few years ago that I should write a book on my personal ideas on honor, since they’re not based on religion and many people are seeking a non-theistic moral framework. I’m still not sure that i am the best person to write such a book, but I did write up some ideas and a whimsical set of my own ‘10 commandments‘ a while ago. I’ll have to find the link to that post sometime.

Anyway, I was reflecting on one book I read back when I was at the Naval Academy (I think all the plebes in 2nd co. were ordered to read it, certainly our youngsters talked about it with us, but I think the 2nd classmen, class of ’90, were the ones who were really big on the book for some reason. I think that the book was published in ’86, which is when they would have started plebe summer…). I told my manager at BBN (lady named C. I think -had some cool coworkers at BBN, products of the 60’s like B. I think, too…) that there was nothing for me to learn from the USNA experience and she told me to think about it some more. Well, I see that she was right. But it’s only just coming into being, this lesson. It needs to finish germinating but I can already see the seed of an idea, the lessons to be learned. Amazing that it can take 20 years almost to learn these lessons. My own sense of honor back at that time demanded that I stand up to upperclassmen telling me to be gung-ho about unneccessry killing and singing cadences about napalm sticking to kids. The upperclassman decided that I was too squeamish to be in ‘his’ navy.
Sorry for this ramble.
anyway, thinking on this book I read back then, “A Sense of Honor” brought me to some comments about honor, and this one was particularly interesting. He feels honor is a ‘better’ man’s morality, but I see that as a bit snobbish personally. I prefer to see honor as a way of living that upholds the dignity of all.

Anyway, my flatmate is back, and I’ve bought us donuts to eat before Dr. Who comes on.
with love to all good people,
Peace,
Shir.

 

So, it turns out that all those psych tests we took on Induction Day should indeed have been turned over to us, at some point. I suppose I could do a FOIA request, but you’d think that I’d have been sent the results of my own testing, when I got my DD214, perhaps?  And as for having a sense of honor, when we were expected to glorify death and destruction merely for its own sake, yet not consider the legality of the orders we would be passing on to our subordinates, I think that having a personal sense of honor is crucial.  The lessons of Nuremberg seem to have been ignored or forgotten, and now, even the lessons of the Holocaust seem to be undone, as I watch many of my fellow Americans demand that our most sacred right, that of having our votes counted, be denied. I feel more disappointed now than I did at the Naval Academy. I’d thought that we were better than this, but from Hurricane Katrina to now, I see that we still have much more work to do, to see each other as human beings, and to build a collective sense of honor, based on the dignity of each person having been formed in the image of our possibly non-existent but still very much needed creator. To, in short, actually be adults.

More on my continuing striving with adulthood next time, friends:

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

Action Items in support of hope for Honor that you can take right now:

1.) Search for two different ways to explain how you define the word Honor.

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

3.) Write a blog post or tweet that uses the word Honor, tells a good story, and makes 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.

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

NaNoWriMo 2020 CE

November, 2020 CE = 12020 HE

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

French Fridays and Adulting ed, Part II of The Adulthood Challenge

Part I

So, now for Part II of the Adulthood Challenge, after one has met the six prerequisites:

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
 12014 H.E. (Holocene Era)

So, it turns out that education, particularly the ability to think critically, sift information in more than one sitting, and to dig for the sources and motives behind that information, especially local legal (can anyone say, county elections commissions and Federal observation rules requiring both major party reps present at all vote counting since, forever…) and financial laws. Knowing how to find and keep up with changes in state and local level laws is a part of upholding adult responsibility (or “Adulting,” as the Millenials call it now) that seems especially neglected lately.  More on my continuing striving with adult education next time, friends:

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

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

1.) Search for two different sources of your local state legal code.

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

 

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

NaNoWriMo 2020 CE

November, 2020 CE = 12020 HE

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

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…)