I. (1250 wds) : What Phase III could look like in the early years:
I. A (340/250 wds).
The starting year of Phase III will be 31 years into the full project. These prior thirty years will have been spent building up both physical public infrastructure and cultural infrastructure, so that by this point, libraries will be hosting regular public health workshops, perhaps given by doctors and nurses sent from local neighborhood health clinics on a rotating basis. The new cadre ofAdults who began building their cohort 15 years prior will also now be available to give free workshops telling of their own personal emotional and financial self-defense learning, which ties in directly to the emotional health of the entire community, as they give referral information to local health clinics even while sharing tools, like Tai Chi in the libraries or parks. As local health clinics provide and push for the ability to provide more and longer preventative and mental health care tools, like nutrition classes, or podiatry services, or various types of therapy, they can also continue to offer updating education classes regularly in library conference rooms. Each of these sets of workshops can be opportunities to show the benefits of a dignified and fully accessible system of essential basic health services fully available to all residents, and how such a system, properly funded and prepared, can act to prevent the spread of public health emergencies, such as Hepatitis A, or Covid-19 outbreaks. Multi-media, arts, pamphlets and other forms of popular communication can be used, during this period, to start a “doing your part to keep yourself healthy helps us all” campaign, similar to and connected with the American Lung Association’s stop smoking campaigns, with links to the connection between individual responsibility and action, and better outcomes for all of society’s public health situationsNeedBetterWordHere. As we start to move into the later stages of this third phase, a strong public education and media campaign should be well under way to end the demand for all smoked products, whether tobacco or other particulate-producing items, and to show alternatives to and the benefits for moving away from all mood-altering chemicals, prescription or otherwise. .
The same time period, 30 years after the initial opening of this project, should see the opening introductions and arguments on a wider level in favor of a universal basic income, as we educate ourselves on the benefits of seeing that the basic needs of every resident are met so that each of us can contribute fully to society. Building on earlier campaigns by those like A. Yang, and others, a fuller examination of what it means to provide a universal benefit to all members of society, without means testing or questioning, and how this saves much time and effort on the part of every level of government, individuals, and communities, can begin. That such provided benefit would be basic is already clear, given the propensity that we all have, as Americans, toward austerity. Any universal benefit would be given at a level which is basic enough to be minimal, and allow subsistence, but not so much as to be a burden upon society’s resources. For comparison, studies should be cited which have determined minimum levels of expenditures necessary to maintain a basic living arrangement, such as a studio apartment, with enough funds to purchase an adequate level of nutritious food, and to pay for basic clothing and public transportation, which, by this point, will have had 30 years of development into a system used by all classes of society, including the middle and upper classes, on a daily basis. That this is an income means that it is neither a tax credit, nor a loan, nor a grant, nor a benefit, but an income given to each individual as a human right. Additional income aside, those who do not need this income should, upon their honor, choose to use that surplus to help others attain their worthy goals, in the service of humanity. Examples of a limited experiment in basic income, such as that of Stockton, CA in 2020, and others which have been conducted around the world, like Finland and other places, can be used as a starting point for developing this concept, and making it work in the context of all 50 states. As we move from the early stages into the later stages of Phase III, the universal basic income will become known, discussed, and decided upon within each community, nationwide. Specific ways in which this can happen will be discussed in further detail in chapter 9.
I. C (350/250wds).
The third Universal, universal free education, builds on the existing public education system already in place. In 2021, President Biden began to build support for his proposal for free education from preschool through Community College, or at least the Associate’s Degree, for all Americans. This start will be added to, in Phase III, by advocating and educating for a fully free public education system, from preschool through and including the PhD level for research education, and vocational or trade school education for the manual or craft trades and arts. Finland and other countries offer entirely free education to their citizens as a Human Right, according to Diane Ravitch, and if they can, so ought the United States be able to do for American society. Starting from an ‘Each One Teach One’ level of one on one tutoring and tool sharing, every person can help every other person find and triage information, going back through the third, second, and first hand sources to verify information and judge data and statistical conclusions based on that data. From these vital citizenship skills, individuals can decide whether a college preparatory path, or a vocational technical trade, or even an apprenticeship in a trade or art is most apt for that person, which also helps society. Likewise, the newAdults recognized in Phase II can now help to find, build, and share new tools based in the VAK mode, widening out to sharing tools based on all of the multiple learning styles. Other tools like Project Gutenberg, LibriVox.org, The Archive, and more new tools will certainly be developed to help propagate access to free information in the public domain. As we move into the later stages of Phase III, this movement for independent and shared learning can expand, showing us how all students can get help with their preparation for SAT, or GRE, or LSAT and other entrance exams via free test preparation tools, the Open Textbook movement, and people willing to share their time and expertise to help each individual realize the human potential that also helps all of society to successfully move forward.
I. D (330/250wd).
One of the most important tasks in the beginning years of this phase of our project will be to tell of old tools, and show their importance in solving the problems for which they were developed, as well as their utility, once updated, for solving the problems confronted by the current generation. During the Great Depression, as many will still remember from their studies, FDR formed the CCC, often known as “Roosevelt’s Tree Army,” which served a variety of functions, including job training, travel, and infrastructure cleaning. What many may not have heard of from that same era are local or community currencies, like the 1930‘s Stamp Scrip described by Loren Gatch (citeGreenMoneyTalkGrtrWashExchange29june2010). The many such locally issued currencies, thriving especially during the March 1933dlbChkYr Bank Holiday, were based heavily on community trust, and hence, partly also on empathy. A modern form of these local currencies, like Ithaca Hours, is an example of such an update to an old tool, just as a modern version of Roosevelt’s CCC will be shown to be a potentially valuable tool. Some other existing tools, like IRV or RCV, as adopted in Maine via the November 2020 general election, are already in use around the country and around the world, but will need further elucidation. More tools, like Participatory Budgeting, used in places as different as Puerto Alegro and Paris, should be discussed and updated to enhance citizen voice in local decision-making, while Citizen Juries, also used around the world, should be explained all across the United States, particularly by the cohort of newAdults recognized during Phase II, and now ready to take the lead in educating the public on these tools. Similarly, Youth Courts,like the DC Youth Court started by Edgar Cahn, also known as Teen or Peer Courts, are another tool used in parts of the US that have proven to be effective, when supported by local judicial and funding processes. They should also be given much more exposure, and adapted, where necessary, for current needs in each locality.
I. E (475/250wds).
By the beginning of Phase III, 30 years, half of the sixty years of this project, will have passed. Both the infrastructure improvements of Phase I, and the cultural innovations of Phase II, by this point, will have had time to make a good start in introducing and educating in favor of a paradigm shift: from that of blaming to that of solving, and from that of crushing critiques to that of creating tools. This new paradigm, over the next 15 years, could introduce some tools that seem new for the US, such as rotating teachers, first for example, within each state, as countries like Greece and France do, but are standard practice in many EU member states. Other tools, like a World Youth Parliament, already in use in places like Belgium, where the Belgian Youth Parliament issues serious resolutions, are quite familiar to many Americans in the form of a model UN. But such a new body could be designed to hold some level of actual responsibility and increasing authority in part or all of many communities, depending on the preparation and decisions of the entire community, from area to area. Such experience can also build education and generate new ideas for a proposed Constitutional Convention, allowing for the invitation of all citizens to submit proposals and vote, as other republics like France and Spain have done, on an updating of our primary national document to frame a system of laws, as in 1787, which can be more faithful to our ideals of the security and freedom of life, liberty, and equitable chance at the pursuit of happiness for all members of an equal US society. Such a set of proposals might include more processes involving Direct Democracy, including old tools like polling, and newer tools like instant minute referenda at the library, or pop-up votes in the park, to give more breadth to the random samples used by pollsters, and more say to all citizens. As this third phase moves into the middle and later years, from 30 toward 45 years of the project’s overall life span, education for direct democratic tools can also lead into a start for educating about the possibility of using, at least in lower chambers of state and even the Federal House of Representatives, a system of sortition, aka demarchy, first written of in the democracy of ancient Athens. To get there will require a fully equitable education system, excellent public transportation, a culture of active sharing of problem solving tools, and a tradition, which begins to be built right here, of civic engagement as a responsibility of honorable elevation of all members of society together. Such a cultural paradigm can progress through the work of the later stages of Phase III, the “Three Universals, Plus” phase of our vision for a kinder, safer, and fully equitable world for all.