Tag Archives: adulthoodriteofpassage

Peer pressure, proving oneself, and new tools for that

       While most of our societies no longer need adults capable of hunting to ensure our protein supply, we clearly still have a burning need to find ways to prove ourselves, especially when we are young.  NPR reported on a nationwide problem, recently: teenagers are vandalizing school property for the attention on social media.  Somehow, the very human need to prove oneself is being channeled into a means of seeking approval that actually does damage to the infrastructure that was built to help those same kids move forward in life.  Clearly, something is missing.  Is it that we don’t seek buy-in from our young people about the ways we try to prepare them for life, or is it that we lack ways of allowing all of them to gain healthy attention, apart from empty participation trophies?

   The new rite of passage I imagined some years ago may be a tool that can help us use that peer pressure and need to prove ourselves, turning into a benefit for all of society, and maybe for the benefit of us all?

 

Action Questions:

1.) What, if you wish to share, was a defining moment of self-proof that made a difference in your life?

2.) How would having a new way of showing what each person can do affect the role of teenagers and coming of age in our society, do you imagine?

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 -one can add Stayed on Freedom’s Call via  GoodReads,

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

the year 2021 CE =  12021 HE

Stayed on Freedom’s Call
(free: 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.

 

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

Wondering Wednesdays, Baby Acres, Chapter 3 section II

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

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

And  once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter will transition to a chapter (2-5) for each phase, showing what Phases I-IV could look like as part of a possible roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

Chapter Three:

Chapter 3:

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

II. A (430/300 wds).

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

 .

II. B(415/300).

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

II. C (358/300wds).

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

II.  D (418/300wd).

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

II. E (412/300wds).

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

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

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

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

Last week’s installment of this series…

Action Items:

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

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

3.) Write a story, post or tweet that uses those sources and your thoughts.

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

Support our key #PublicDomainInfrastructure  & #StopSmoking at LEAST for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button: Stayed on Freedom's Call: Cooperation Between Jewish And African-American Communities In Washington, DC,

Vote, Teach and Learn (PDF Lesson Plans offline)

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:  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 3 section I

This post starts section I of the rough draft of  Chapter 3, of my non-fiction WiP, Baby Acres.  

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

And  once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter will transition to a chapter (2-5) for each phase, showing what Phases I-IV could look like as part of a possible roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

Chapter Three:

Chapter 3:

I. (1500 wds):  What Adulthood Challenge prerequisites could look like in the early years of the second phase of this project:

 

I. A (425/300 wds).

The set of prerequisites required, if any are in fact required finally, before admission to attempt the Adulthood Challenge, the core of the Adulthood Rite of Passage, may be in a great deal of flux, at the start of Phase II.  This second phase of our vision for a safer and kinder world for all of us must never lose site of the ultimate end goal, toward which all of the four phases must move us: a world in which each and every human being benefits fully from the Four Freedoms outlined by president FDR.  Building on the work just completed, but never entirely finished, of Phase I, library conference rooms could be set aside on certain days, should the community decide so, for Adulthood prerequisite confirmation work.  Aside from the most obvious work of meeting to decide whether a given candidate has met the designated prerequisites, such days can also be used for local Adulthood Challenge volunteer committees to meet and decide on issues such as how to make decisions on what prerequisites are appropriate for that particular community, and how to add, remove, or change their regional or community prerequisites, and how those requirements are defined, or whether they are even codified as guidelines or suggestions.  Local committees may also decide to move the meeting of such requirements to the beginning of a longer process, or deffer them to the end of the Challenge, depending on the needs of the local area.  Local volunteers should define both when various prerequisites should be met, and why those requirements are made mandatory, or as guidelines, taking into account local geography, etc, and the needs and abilities of the candidate in question, as well.  Adjustments to the process could even go so far as to decide whether any candidate should be asked to meet a set of prerequisites.  Given that every culture in human history has had some form of initiation timing, before which only the business of being a child is required, it seems reasonable to put some sort of qualifier upon the ability to attempt the Adulthood Challenge rite of passage tests.  Since needs and conditions differ from location to location, those criteria, and the reasons for them, should be clearly noted someplace where all prospective candidates or committee volunteers can easily access and offer constructive comment on them.  The question of exactly/precisely who makes these decisions leads us to a set of key questions that will only be clarified with the passing of a bit of time, and trial and error, to be addressed shortly.

 

 

I. B(325/300).

The next step of concern for the volunteer committee handling this new rite of passage would likely be knowing who is earnestly interested in attempting the process.  A declaration of intent to attempt the Challenge would probably be a useful thing, with several steps along the way.  First, a set of guidelines or questions could be created, suggesting how a candidate might decide whether to venture a try, outlining details of the process in the specific community where the candidate would like to test, along with notes of interest, contact information for the person or persons needing the declaration of intent, and probably also a set of risks, benefits, expectations or responsibilities, and expected outcomes for both the individual and for the wider community resulting from this declaration of candidacy.  Local committees can designate any manner of ways, as well as either a point person, contact subcommittee, or even the entire community, if desired, for the candidate to declare an intention to take up The Challenge.  Whether by private message, published newspaper banns, or smoke-signals and carrier pigeons, the committee must justify the need and manner of declaration of intent, and even perhaps show why one might wish to undergo public initiation, rather than some variety of self initiation, if such could be an option in a local community.  Committees should also take care to detail whether an examination of the candidate’s declaration of intent may be requested, and if so, whether some type of justification, from an essay to an object, could be included to show firmness of intention, with the initial contact information sent by the candidate.  This is meant to ensure transparency in the widest possible way, again, should a local community decide that an examination of intent by the candidate to accept the Adulthood Challenge in good faith, and for the benefit of all of humankind, is even necessary for the given community in which that volunteer committee is handling candidates.

 

 

 

I. C (518/300wds).

One can certainly ask ‘why bother’ with this work of a new rite of passage, especially before Phase IV, when more of the updated infrastructure and governance systems will be in place, allowing for newly recognized Adults to take part in more meaningful roles, as our governance systems open up to and need more participation from ordinary citizens -the answer is that without the cultural changes facilitated though a new manner of recognizing adults as both capable, because they have been thoroughly educated and prepared for a changing world, and responsible for taking an active hand in shaping our changing world for the better, those governance system updates may very well not actually take place.  While the initial “benefits” of Adulthood may seem to be more troublesome than they are useful, especially in the early years of Phase II, it will be necessary for an intrepid group of volunteers to lead the way in showing the importance of having a cadre of willing workers on our future (yes, a new form of WWOOFing!!) who are prepared to educate themselves and others with creativity, compassion, and the later generations of humanity in mind.  While it is true that, in the first few years of this project, the consequences of failure to pass the Adulthood Challenge could include a relatively major loss of face and time, with little material reason to make the attempt at all, that fairly high level of risk with little to nothing to gain may be the best argument in favor of making the attempt.  Only a fully committed group of volunteers will have the will and the stamina to keep finding solutions to seemingly intractable problems, and to turn those solutions into tools that can then be shared with a wider public, who must then learn both the value of those tools, and how to use them.  One example is RCV/IRV, which has been passed in NYC, but slowly implemented due to objections regarding education of populations unused to anything other than first-past-the-post style voting.Adulthood as a commitment to all of humanity, and an agreement that our skills, talents, and even our very lives, are to be laid at the feet of service to Humankind, is the purpose of this new rite of passage, especially in the beginning of Phase II.  Forming a core group willing to make this commitment may be vastly facilitated by The Challenge, at the start, and in later stages, spreading a commitment to new ways of educating all of us may take the innovative sorts of thinking that The Challenge is intended to inspire.  Thus, Adulthood is both a commitment to long term thinking, teaching, and tool-building for all of humanity, regardless of personal cost.  This type of commitment will be needed, especially during the early stages of Phase II, but will also benefit toward the end of Phase II, with the formation of a core group of Adults pledged to the cause of Humanity, and learned enough to help create and share new tools for building a more equitable, just, safe, and kind world for all of us.

 

 

I.  D (321/300wd).

Moving to some details of the Rite of Passage ritual itself, the first steps, in the early years of Phase II, may have multiple iterations of trial and error.  Creating a new rite of passage into adulthood that provides a simultaneously satisfying and useful initiation for our modern society is not likely to be either an easy, nor an immediate process.  The so-called “Teaching Terror” test first envisioned back in 2011 involved teaching a difficult, significant, and absolutely needed life skill to a person from scratch.  This idea was intended to build both empathy and problem-solving skills with creativity and out-of-the-box thinking.  Some local communities, however, may not find this a useful means of attaining that objective, and so may choose to dispense with or update the Teaching part of the Adulthood Challenge, in favor of some other way of meeting those objectives.  Any task, or set of tasks, involving challenge, daring, perseverance, empathy, and at least a little bit of courage, while demonstrating the skills needed by every adult in modern society, could be substituted for the first part of the Challenge.  Local communities may also decide that a second part of the challenge may or may not be appropriate, depending on specific situations.  As long as some proof of ability to learn and teach cooperation, empathy, critical thinking, and long term planning can be shown by a given candidate, along with the ability to navigate all of the obstacles the modern world may throw at one, a local committee could decide to award recognition of Adulthood, at community discretion.  What is certain and immutable is the need to show that any person being recognized as an Adult has proven the ability and will to build innovative solutions as tools, to share those tools and teach others how to use them, and to share the talents and skills that person has in the service of Humanity, with honor and empathy.

 

 

I. E (378/300wds).

Finally, the most visible part of any rite of passage is the recognition, usually in some form of a public ceremony, of the newly granted status, in this case, of being an Adult by the standards of a new society, which does not yet exist, but which these new Adults can, in great measure, help to bring into existence.  The first years of Phase II may see few volunteers or Adults to grant recognition to new Adults, so by necessity, Adulthood Challenge committees will be made up of some who are not yet recognized as adults in our new sense of this word.  Nevertheless, volunteers should come to such committees from all walks of life, in this author’s opinion, in order, in later years and epochs, to prevent Adulthood from becoming another elite, chosen only be themselves.  Every member of society, if given a voice in the process of this new rite of passage, and allowed to see the workings of the process, as transparency should always allow, must have buy-in, and be able to choose to opt-in, to opt-out, and to also be able to help shape a process that may one day have a great effect on shaping our society.  Thus it can be argued that Adulthood Challenge committees should always have members, perhaps even a majority of members, who are not recognized as Adults, and perhaps do not even aspire to be.  Every committee member must serve the community in good faith, intending only to help recognize Adults fully committed to serving humanity in empathy, non-violence, and cooperative problem-solving, but not every committee member needs to have passed the rigorous requirements of the rite of passage Challenge.  Committees will define both “community,” whether geographical, community of interest, or other form of community, and the test criteria for testing eachAdulthood candidate.  What remains immutable is the commitment to serving humankind for the long term equitable good of all of us.  Other details can be updated to suit the needs of the time, area, and/or persons involved, as circumstances require.  We can now move on to look at what a new rite of passage could look like in later stages of Phase II, as trial and error transitions into a more mature set of processes.

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

 

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

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

Last week’s installment of this series…

 

Action Items:

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

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

3.) Write a story, post or tweet that uses those sources and your thoughts.

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

Support our key #PublicDomainInfrastructure  & #StopSmoking at LEAST for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button: Stayed on Freedom's Call: Cooperation Between Jewish And African-American Communities In Washington, DC,

Vote, Teach and Learn (PDF Lesson Plans offline)

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:  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 3 introduction

This post starts the rough draft of  Chapter 3, of my non-fiction WiP, Baby Acres.  

Note that I’m sharing my outlines for JYP,

(chapter 3 outlines… chptr3Outlines )

as this is a rough draft, and I am very keen to hear suggestions if they improve the ideas presented here, as they are still in flux.

And  once again, by way of disclaimer, the overall goal is now to explain why we need both equ. + justice, & why in 4 phases.  This chapter will transition to a chapter (2-5) for each phase, showing what Phases I-IV could look like as part of a possible roadmap for a fully inclusive society for all of us.  This vision is laid out in the hope that All HumanKind  will eventually have each person’s basic needs  met, without taking anything from anyone, and without violence, intimidation, nor coercion of any kind. 

Chapter Three:

Chapter 3: (abt 3500 wds) What Phase II looks like, sooner, and later

 

Chpter 3 Introduction (abt 630/500 wds): How Phase II helps win 3 of the 4 Freedoms

 

A(320/250).

As Phase I’s pro-bono legal and financial continuous learning helps increase freedom of speech, by making space for room to breathe for the most vulnerable among us, new rituals may help us transition, as a society, to a world potentially more free to associate, free to worship, and free from fear.  But, why do we need a new rite of passage for that, and who decides, if, what kind, and how?  Should there be a set of pre-requisites to meet before one is allowed to attempt such a rite of passage, and what would be the added benefits of such pre-requisites?  Would some sort of formal, or informal, notification be a good idea before or during the rite, and who ought to be notified, beyond those taking direct part in the rite, such as family of the candidate, community members not directly affected, local residents, other interested parties, local government officials?  What are the benefits and risks of such a new rite of passage, and would it really, as proposed, facilitate an ever-widening culture of critical thinking and tool creation and sharing that paves the way for innovation in governance and policy practices/crafting/procedures/creation?  If not, then the cultural change needed to prepare for the next phase may not be answered by such a new rite of passage.  But, if the Each One Teach One paradigm can be expanded into a culture of Teach For All By All, such that our culture does begin to measurably open up, broadening into a culture of problem-solving and tool sharing at all levels, then this new rite will provide passage not only for individuals into Adulthood, but also for our whole society into a place of preparedness for more.  It will then remain to find some means of recognition, at a visceral if not formal level, by the community, of the status of newly minted Adults, and for such recognition processes to evolve as needed.

 

B (295/250 wds).

Before any sort of recognition, informal or otherwise, can be given, a working definition of “community” must be forged by those volunteers willing to take on the task of shaping a rite of passage in an evolving cultural milieu with ambiguous benefits, to start off with, in the earliest years especially.  Those initial intrepid candidates willing to risk failure in an endeavor that has not yet even begun to prove itself, one way or the other, must probably find ways and those to whom, even, to declare their intention, once firm, of embarking upon the challenge that may lead to completing a new adulthood rite of passage, even as it changes during their journey.  And as the rite of passage evolves in response to emerging and discovered needs of community and society, so will the benefits, risks, and even the objectives, of the new rite of passage, thus requiring adaptation and flexibility of all parties involved in the process.  While we begin this process with a set form of “Each one Teach one,” adding a Teach plus Travel requirement for completion of the Challenge before the final ordeal of this new rite of passage can be created to confirm completion and then affirm the attainment ofAdulthood, changes will undoubtedly be made along the way.  As it should be.  Then the final questions will remain of who gives recognition of the new status, or failure in the attempt to gain status, of anAdult, how that recognition is granted, both procedurally and in symbolic representation via some form of ritual, ceremony, document or other tangible form of acknowledgment,  and how these questions will be answered in updated form be successive generations as the needs of each generation change, decade by decade and on into the farther future.

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

 

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

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

Last week’s installment of this series…

 

Action Items:

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

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

3.) Write a story, post or tweet that uses those sources and your thoughts.

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

Support our key #PublicDomainInfrastructure  & #StopSmoking at LEAST for CCOVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button: Stayed on Freedom's Call: Cooperation Between Jewish And African-American Communities In Washington, DC,

Vote, Teach and Learn (PDF Lesson Plans offline)

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:  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.

Minbari Mondays, Legacies, and Gifts to Community

This is the continuation of our fictional letter (reviewing each film and episode of Babylon 5) that I receive each week from Ranger Mayann.

Here is her 19th report:

Nih sakh sh’lekk, sleem wa, Greetings from Tuzanor:

In this report, in your Earth year 2258, it is just past the middle of the second year of operation of the station. Satai DeLenn has spoken of how we Minbari believe that a gift, or gifts, should be used for the benefit of the community, which makes sure that the needs of the person are met, so that that person may use those gifts to the benefit of all. The diversity of gifts among you Humans led even the great Warrior Neroon, long before he became Religious caste, to admit that “perhaps there was some small wisdom in letting your species live.”

Perhaps it was true, given that Sinclair’s wisdom was eventually correct: “The future in exchange for the past…very workable.”

From the city of  Tuzanor, on Minbar

Earth year 2278,

Anla’Shok Mayann

  Addendum to Ranger Mayann’s report, by Shira: This will be the start of a very Russian friendship, I’m afraid, for Talia and Ivanova, as she loses gracefully to the Minbari, and a Human telepath comes to adulthood in a very different place from where she began.

That was part of Ranger Mayann’s letter on the history of the Babylon Project.  

-Shira Destinie

Action Items:

1.)  Share your thoughts on the many means of Service.

2.) Share your thoughts on how we Human Beings might start to build a more fully inclusive society for all of us, and how this episode of Babylon 5 could help that process.

3.) Write a story, post or tweet that uses these 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 for COVID-19:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
ReadWrite, Vote, Teach and Learn (Lesson Plans offline) 

Nih sakh sh’lekk, sleem wa. 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, BsC, MAT, MPhil

our year 2021 CE =  12021 HE

(GED lesson plans: Day 1 … Day 5)

Stayed on Freedom’s Call
(free copies athttps://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.

-one can add Stayed on Freedom’s Call via this GoodReads button: ,  Please leave a review, if you can make a bit of time, on the GoodReads page.

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

Wondering Wednesdays, Baby Acres, Chapter 1, end of part II: Adulthood and Vision

This post continues the rough draft of  Chapter 1 of my non-fiction WiP, Baby Acres.  This is the end of outline section, chapter 1, section II.

This section is fairly short, being 550 words, sections C and D together, so I am posting them together.

And still 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 C and D:

Phase II with respect to the rest of the project:

(section II B was last week…)

IIC and D rough draft:

Ch1 II. C.

 

The Adulthood Rite of Passage, aka the Adulthood Challenge, can be another important tool for increasing empathy and building a movement for fully equitable global Human Rights.  This leads into and builds a cultural platform for the third stage of this project, temporarily dubbed ‘The Three Universals’ stage, or simply Phase III.  As empathy grows through the work of Phase I and the one on one teaching involved in Phase II, that must inevitably lead to a greater level of shared empathy.  By this we mean both individual empathy and what is known as social empathy.

 

This combination of greater empathy and learning opens the way for a far greater understanding of the importance to society of the Public Health Service, and of universal access to at least a basic level of health care.  The Covid-19 global pandemic has thrown in to stark relief both the increasing levels of inequality world-wide, and the dangers that that inequality, particularly lack of access to basic health care and disease prevention via basic hygiene, pose to even the well-off in this world.  Universal access to at least some minimal level of health care acts as a safe-guard for all members of society.  In like fashion, the empathy built by traveling and seeing with one’s own eyes how other human beings share the potential for creating new tools, given the time and resources, should lead to the realization that all human beings need and deserve access to the basic tools for survival.  Only education and a basic income can provide that security at a local and regional level, which in turn generates increasing security at the global level.  A Universal Basic Income, similar to what Dr. King called for, and universal free education, much like what is available to citizens of many European Union member states today, make a start.  That start, toward shared tools and shared food security, energy security, and security of person, can move us forward to the ultimate goal: a world in which no human being need fear for life, or the basic necessities of life.

 

 

 

(200wds) II. D.

 

 

Phase II thus prepares a cultural space for the potential of new policies and even new forms of governance, by laying the groundwork for the initial sets of new policies in Phase III.  Shared learning never stops expanding.  That expansion of knowledge and of empathy necessarily lead to new understanding.  Some of that understanding includes the basic need for tools, which is what distinguishes Homo Sapiens from other animals, as we continually use our existing tools to develop new and more apt tools for the variety of tasks we face.  Naturally, it takes time to learn to use tools, and more time to develop new ones.  Given the time, and the basic resources, each and every human being can and should contribute to the security and growth of humankind.  But such contributions require basic security: food security, energy security, and security of life, limb and shelter.  The Community Confident Adults forged in Phase II will be equipped to help make that happen for all of us.  Secure and confident Adults realize that each person needs the time and the resources to contribute the energy needed to build new forms of governance, with buy in and consensus at all levels, from local to global.

 

— (Next section: Chapter 1, III …)

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 a modern secular Adult Rite of Passage that involves teaching as an initiation ritual, 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 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 B: Adulthood Rite of Passage

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 B.

I just realized that this section  definitely went over 250 words, but this is the key part of this stage, and maybe also the key to the entire Vision, project, quest, thing (thanks, Perigrine Took!).

And yet 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 B:

Phase II with respect to  the entire project:

(section II A was last week…)

IIB rough draft:

II. B.

 

The Goals for Phase II, facilitating a cultural change designed to encourage allowing each person to contribute fully, include guidelines for for Pre-Adulthood, Adults, and a new Rite of Passage to bridge the two:

 

1.  This stage, as the heart of the overall vision, aims to build a Community of Continuous Learners.  Such a community could help facilitate freer worship and respectful non-worship for all of us.

    Part of the pre-Adulthood criteria:

 

 

2. Each person, as a Pre-Adult, must learn to swim,or at least float, or to find water, if living near the desert,

3. Each Pre-Adult must learn self-defense (emotional/psychological self-defense, financial and legal self-defense, and physical, self-defense), preferablyin a Gandhian context, to the greatest extent possible for that person,

 

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.

 

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 at least two or three hours each weekday) 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.  The additional benefit is that every Adult would “grok” the difficulty of teaching.

 

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.  It is this new way of assuring and certifying Adult status that has the potential to drive real and sustainable cultural change.  More concrete steps toward getting there will be laid out in chapter 8.

 

 

 

 

— (Next section: Chapter 1, II C …)

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 a modern secular Adult Rite of Passage 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 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.

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…)

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