Creating Learning Communities

by Author Anna Jahns – ICPA.org:learning

“If our earth is to survive, we need to take responsibility for what we do. Taking control of our education is the first step.” —Heidi Priesnetz

Thomas starts the day just like any other child who sets the pace for his own learning. He wakes up with a grin on his face, eager to greet the day that stretches out before him—relatively unscheduled, yet full of learning opportunities just waiting to be discovered. Before he has even rubbed the sleep from his eyes, he is curiously inspecting the progress of the chemistry experiment he stayed up till late in the night concocting, then wanders into the kitchen to meet his family for a relaxed shared breakfast. They all pitch in to finish the chores around the home and garden they have created together, before Thomas and his mother head down to their local resources library to research the solar panel system the family is constructing, and to prepare for his science study group in the afternoon.

Children like Thomas, who are learning naturally outside of the confines of the traditional schooling system, are an emerging group drawing a great deal of interest from those seeking answers to society’s problems. These young people learn to interact with the whole world as their classroom, their parents and others serving as chosen guides, mentors and facilitators. Research proves that these children grow up to be independent thinkers who perform academically ahead of their schooled peers, and have a solid sense of self esteem. A large percentage of them go on to be self-employed, leading fulfilling lives actively involved in their community. Some choose to attend OTEN (Open Training & Education Network) for their higher education, or enroll in university later in life; others prefer to just get on with following their interests into their chosen careers. The lives they go on to lead are as diverse as the learning paths they have chosen to take them there, but one thing they all have in common is a passion for lifelong learning.

With thought processes unfettered by seeking out only the predetermined “right” answers, and free of the fear of being monitored, judged and tested, self-directed learners are free to explore creative ways of problem-solving and of finding information to answer the questions that are meaningful and relevant to their own lives. Parents of self-led learners discover time and again that children really don’t need to be taught in order to learn; learning is a self-actuated process of creating skills, discovering knowledge and satisfying one’s own natural curiosity. As a way of learning, it is built on—and teaches—the inherent right and responsibility of every individual to set her own standards and to live accordingly. As a way of thinking, it instills and fosters respect for the dignity of each individual.

 

Education Shapes Our Future

When we imagine the kind of future in which we’d like our children and their children to live, most often we imagine one in which we have finally found ways to further the viability of our biosphere and to live in harmony with each other in a sustainable way. A crucial step for this to happen as a global society is that we must collectively learn to think in new ways, or we will not be able to transcend the interrelated set of problems facing us today. In this age of information, an era of increasing unpredictability and accelerating change, learning how to learn, and how to fluidly adapt and transfer knowledge and skills to novel situations, will become critical. The ability to process and source information is a far more important skill to be honing than rote memorization of outdated facts and theories. More important, perhaps, is the ability to interact with other human beings with an implicit understanding and respect for our diversity, and to co-create sustainable possibilities for our evolving global society.

Our fundamental assumption—that learning is something that can only happen in schools—is “like confusing spirituality with religious institutions, or wellness with hospitals,” says Priesnitz. The fact is that children do not need to be taught in order to learn.

Most sociologists seem to agree that schooling plays a primary role in reinforcing the social and economic tone of a society. So what tone is being set by our schools today? In her book Challenging Assumptions in Education, Wendy Priesnitz illustrates that the system of education our children are being indoctrinated into today is fundamentally the same as it was 100 years ago, when it was designed to prepare factory workers for an industrial culture oriented toward manufacturing consumer goods and winning political and economic wars. Through competition, self-repression, standardization, and strict obedience to the clock, it teaches authoritarianism and unquestioned faith in the experts. It’s a billion-dollar industry in and of itself, which by all accounts is ineffective, outdated, disempowering to the individual, and unable even to produce a fully literate population after years of compulsory schooling.

“Let’s face it,” Priesnitz writes, “the majority of the problems facing society today—pollution, unethical politicians, poverty, unsafe cars…the list goes on—have been created or overseen by the best traditional college graduates. Whether these problems were created by design or accident, we cannot fix them by continuing the status quo. We need to create a society that chooses action over consumption, that favors relating to others over developing new weapons, that encourages conservation over production. And this just won’t happen unless we de-institutionalize learning.”

 

Challenging the Assumptions

Priesnitz explores the main basic assumptions in education that must be challenged if we are to envision a more sustainable approach to learning and living. Our fundamental assumption— that learning is something that can only happen in schools—is “like confusing spirituality with religious institutions, or wellness with hospitals.” The fact is that children do not need to be taught in order to learn.

Priesnetz goes on to describe how institutionalized schooling shapes young people’s attitudes toward themselves and the world they live in. “From kindergarten, young people are robbed of their basic human rights and treated as legally minor. They are forced to attend an often unfriendly—sometimes threatening— place, where they are obliged to dismiss their own experiences, thoughts and opinions, substituting the opinions of a textbook author. They may learn about human rights in their social science classes, but are not allowed to experience—let alone practice— these vital components of good citizenship.” Their experience is instead one of disempowerment, with teachers allowed to exercise a kind of power over their students that we only see matched in jails.

Schools then measure a student’s ability to regurgitate a prefabricated curriculum on an increasingly standardized scale, with no consideration given to the individual’s aptitudes or developmental readiness. At the end of the school assembly line, with a large part of their lives already spent being processed for a life as producers and consumers, students with little authentic knowledge are bumped out into the adult world and suddenly expected to make mature decisions based on the distorted, disassociated information they have been drilled and indoctrinated with, largely from textbooks and TV. Through this very process, we lose the power to think for ourselves. “Maybe that’s why so few of us challenge the premises of nursing homes, television, day-care centers, schools and the global economy,” suggests Priesnitz. “These things are received ideas, not the result of individuals thinking about what would make their own lives—and those of their families and communities—better on a day-to-day basis.” The solution to this crisis of learning is to put learning back into the hands of the learner—and to put the learner back into the community where he or she lives.

Priesnitz echoes the voices of countless other education revisionists and deschooling pioneers, from John Holt to Ivan Illich, in proposing that a more relevant public education system should be diverse enough to accommodate learners of all ages, interests, abilities and styles. It would put individuals in charge of their own learning agendas, beginning by identifying interests and providing the means to develop them. Communitybased databases could connect those who want to share their knowledge and skills (with or without university degrees) with those who want to learn. Our communities are already rich with people whose skills, knowledge and talents could be shared.

The same databases could be used to coordinate volunteers and apprenticeships for community services and learning desired skills. Young Canadian entrepreneur Heidi Priesnitz (daughter of Wendy) describes the function of MAX, the Mentor Apprentice Exchange she initiated in 1994. “The apprentice offers hands-on assistance in exchange for the mentor’s skills and wisdom, which is an exciting and inexpensive way to learn. This barter can take place in any field of activity, between two people of any age. It’s a holistic approach that allows for greater integration of business, education and community.”

Libraries are already ready-made learning centers that could expand and prosper. With a few modifications, they could provide the usual services of a library as well as those of a meeting space, office space, music hall, youth center, arts center and free school, all rolled into one. People would continue to come and go at will, whenever they find it necessary, all day long. They would use computers to access information, reference resource publications or simply relax and read. Perhaps they would access points of view not carried by mainstream corporate media. The learning centers could host meetings, classes and guest speakers, or participate in or patronize art shows, craft sales and exhibits.
In fact, every aspect of the community can be involved—as it already is—as a real-life part of the self-learning program: museums, parks, health clubs, shops, banks, businesses, town offices, farms, factories and even the streets and the environment itself. Learning becomes a service to the community as future citizens become locally involved, taking part in all kinds of community activities that are meaningful and relevant to their learning process. In the words of homeschooling advocate and author Beverley Paine, “Self-directed learning builds community from the center out, by nurturing the individual, the family and the community, and thus the world.”

 

Evolving Movement

Around the world, self-directed learning movements are spontaneously self-organizing with exciting innovations in the possibilities for creating learning communities. The Coalition for Self-Learning is an ad hoc group of writers, innovative educators, homeschoolers, autodidacts and educational pioneers with a common interest in the future of learning. The coalition is giving voice to the enormous potential of these experimental models, through its book, Creating Learning Communities (available free online at the coalition’s website, creatinglearningcommunities.org).

In the beginning, only a couple of decades ago, self-directed learners were homeschooled in autonomous family units, each one setting its own curriculum and providing its own supplies and services. Homeschooling alone evolved into homeschoolers getting together to exchange information and provide support to one another through informal get-togethers or organized activities. These meetings give kids a chance to meet other homeschoolers, and to join into study projects together. Groups started newsletters publicizing activities and exchanging books, equipment and other materials; home-based curriculums and materials began being developed, along with organizations to help homeschoolers with legal and legislative matters.

Closely associated with the homeschooling movement are a broad variety of alternative schools that are moving in the direction of child-centered education. From the original Montessori and Steiner schools to free schools like those based on the Summerhill and Sudbury models, the explorations and experiments with alternative forms of education have taken as many diverse turns as the people who have forged them. Some innovative educators have demonstrated that when we shed conventional assumptions, schools can become dynamic, exciting places of learning that are responsive to students, families and communities. Some have explored different ways of implementing school-based community learning centers. Still others have explored learning in other community settings, such as the emerging virtual world of the Internet.

 

Learning Centers

An exciting new phase of homeschooling and self-learning has started to emerge in the U.S. and the U.K. in the last few years, as local homeschooling networks and self-learners have started providing themselves with new forms of support programs. The Coalition for Self-Learning is taking an active interest in developing these models, which are being called “cooperative community lifelong learning centers”—places where learning is respected as an act of self-volition, which is integrated into community activities.

Occasionally the center brings in outside instructors to teach specific classes based on the children’s interests. Elective classes include things like papier-mâché, nutrition, math games, newspaper, paper-making and drawing.

These learning centers are cooperatively organized by the member families. Parents pool their talents, resources and expertise, often providing mentoring as well as classes and workshops, using all aspects of the community for education opportunities. Learning communities as diverse as the Pathfinder Learning Center in Amherst, Massachusetts, for homeschooling teenagers, and the Community School in Camden, Maine, whose “relational education” approach has demonstrated striking results with socially challenged individuals, are presenting sustainable models for viable alternatives to institutionalized schooling.

The North Star School & Homeschool Resource Center outside Seattle is just one model of a democratically governed homeschool resource center. The center provides a place for families to meet, share ideas and study together, with a food buying co-op and babysitting exchange available. Although there is an abundant supply of high-quality games, manipulatives and art supplies, the core belief is that the basics are best covered by the homeschooling parents and their children individually. Occasionally the center brings in outside instructors to teach specific classes based on the children’s interests. Elective classes include things like papier-mâché, nutrition, math games, newspaper, paper-making and drawing. By popular request, the center also offers chemistry, geology, theme unit studies, writers’ workshops, drama and community service projects, which appeal to older students.

Some of the coalition writers believe that community learning centers could replace schools as the primary educational agency in a truly democratic, collaborative, sustainable society. More specifically, many believe that diverse expressions of openended, evolving, community-based education are replacing fixed and hierarchical school systems. CSL spokesperson Ron Miller asserts that authentic communities are able to enhance their own development while at the same time enhancing that of each individual in the community, thereby promoting both freedom of personal choice and a sense of responsibility for the whole.

Article originally posted at ICPA.org.

Non-intervention is Comprehensive

submitted by jwithrow.non-intervention

Journal of a Wayward Philosopher
Non-intervention is Comprehensive

February 27, 2015
Hot Springs, VA

The S&P opened at $2,110 today. Gold is checking in at $1,216 per ounce. Oil is floating around $49 per barrel. Bitcoin is up to $253 per BTC, and the 10-year Treasury rate opened at 2.02% today.

Yesterday we discussed the merits of the non-intervention philosophy specifically as it relates to natural childbirth. We realized what is true about non-intervention in childbirth is just a true about non-intervention in the rest of health care. Non-intervention is just as applicable to the fields of personal finance, economics, education, and the role of government as well. Let’s examine this in a little more detail today.

To start with, think long and hard about what you value in this life. Clear your mind and think about what’s important to you.

Notice the clutter and the conflict?

We are constantly assaulted with polarized messages on a daily basis competing for our support. Every single advertisement you see or read is designed by very skilled people to convince you that you want that particular product or service. The corporate media constantly inundates you with messages designed to drum up your support for a particular idea, policy, or position. The various institutions you are a part of (school/work/church/community service/political party/etc.) all convey different expectations for how you should live and what you should spend your time doing.

When we accept and identify with these external expectations we shift away from self-reference and end up with a piecemeal system of values and a hodgepodge of beliefs. Then we say things like:

-This religion is absolutely right and that religion is absolutely evil.

-People should spend their time doing these things but they shouldn’t be allowed to do those other things.

-Government should force everyone to comply with these policies and it should stop people from engaging in alternatives.

Why do we say these things? Because that’s what our institutions say; we substitute our own values for the values of our chosen institutions when we identify with external expectations.

The non-intervention philosophy is about getting back to what’s best for you. It’s about a self-referential reawakening. Modern society tells us that self-reference is selfish but nothing could be further from the truth. If we look within and decide it is acceptable to stand on our own values and pursue our own wants regardless of what modern culture says then we necessarily recognize that others are free to do the same. This understanding sparks a respect for non-aggression and tolerance in a world that has seemingly forgotten these ideals.

”Do unto others as you would have them do unto you.” “Love thy neighbor as thyself.” “Hurt not others.” “Live and let live.” “Laissez-faire.” Moral thinkers have come and gone throughout history and they each arrived at some variation of this same message. Let’s apply this message to our world today.

Non-intervention in personal finance is about thinking a lot but doing very little. Contrast this with mainstream personal finance which is frantic and disorganized. Jim Cramer epitomizes this on his television show where he runs around screaming “buy, buy, buy” or “sell, sell, sell”. We are sold the idea that a sophisticated financial portfolio involves moving in and out of the right stocks and that this is the key to reaching a retirement “number”. If we don’t want to do the stock picking for ourselves then we can purchase target date mutual funds that are actively managed by professionals who move in and out of stocks for us.

All of this buying and selling churns up commissions and fees and, if we follow mainstream analysis, likely gets us into stocks when they are popular and expensive and out of stocks when they are unpopular and cheap. That is to say we buy high and sell low. The rationale behind this is simple – if a stock is popular enough to warrant coverage on CNBC or in the Wall Street Journal then it is popular enough to draw a lot of attention. It would be far better to buy the stock when it is obscure, hated, and cheap then sell it to someone else if it becomes popular enough for mainstream financial publications.

When it comes to investing in equities, studies suggest it is the beta – the big picture idea – that is more important than the alpha – the individual security. In other words identifying sectors that have been beaten up but are beginning to trend higher, buying those sectors while they are cheap, and then sitting on your hands until the trend changes is the application of non-intervention in personal finance. Of course, stocks should only make up a small percentage of your asset allocation model as we have touched on numerous times here at Zenconomics.

We have also harped on the importance of non-intervention in economics on many occasions. The ‘free market’ is an incredibly complex web of exchanges created by individuals who, by acting of their own free will, engage in production and commerce. The free market sets price levels based on individual activity and these prices fluctuate in response to continued individual activity. This economic system is self-regulating and to intervene in any capacity is to distort the entire free market system.

Simply put, free markets require absolute non-intervention by definition. The moment you intervene is the moment the market ceases to be free. Somehow, however, we have accepted the idea that Ivy League graduates should be pulling strings and pushing levers to manage the economy. We put these “experts” in front of expensive computers in big government buildings and tell them to keep unemployment low and prices stable as if the economy were a simple child’s game of connect the dots. And we pretend like this is still a capitalist system.

I suspect we put up with intervention in our economy largely because our educational system conditions us to accept intervention every step of the way. Public education in the United States very clearly emphasizes invasive authoritarianism. Instead of allowing children to learn naturally by pursuing their interests, discovering their passions, and cooperating with one another, the public school system segregates children by age and lumps them into a classroom where they are told to be quiet and listen to the teacher. In school students are told what they will learn, when they will learn it, and they are permitted very little free time during the day. Then they are loaded with homework that eats up their free time after school and prevents them from pursuing their own interests. Their textbooks are homogenous, boring, and designed to be read and memorized unquestioningly. The textbooks have also been scrubbed by the Department of Education to ensure no politically incorrect material can be found on the pages. In this environment learning is seen as something to be forced on students – such is the interventionist approach.

Intervention in education promotes group-think and dependency. Non-intervention promotes self-education and self-responsibility. There is a reason why many wise and ‘successful’ people prior to the 20th century never went to school at all and it is the same reason that numerous prominent people since the 20th century dropped out of school before becoming ‘successful’ in their own way. Even Albert Einstein loathed the interventionist approach to education: ”Education is what remains after one has forgotten everything he learned in school”, said he.

Which brings us to the role of government. Regulatory democracy works hand in hand with coerced collectivism to convince people that government is some type of benevolent service organization. People have been sold the notion that the U.S. government should take care of everyone from cradle to grave, regulate all aspects of the economy, prohibit immoral or unhealthy behavior, maintain a military empire with 300 bases in 170 countries, and fight wars on poverty, drugs, and terror.

Government is more than happy to oblige by intervening in virtually every aspect of your life and the lives of those living in foreign nations that become a “strategic interest” for the military-industrial complex. The corporate news stations (CNN, MSNBC, Fox News) work diligently to promote public support for all of this government intervention and their success is nothing short of amazing. The corporate media’s marketing genius is the promotion of the left-right paradigm. These stations divide the public into a “blue” team and a “red” team and they promote the idea that the other team is the enemy. The fact is each “team” supports government intervention on a massive scale; they differ only in the prescription and distribution of this intervention.

The predictable result of all this government intervention is poverty and misery as the economy is wrecked and the currency is destroyed. F.A. Hayek pointed this out way back in 1944 in ”The Road to Serfdom” as central planning and government intervention really began to rise in popularity.

How different is this from that which is truly American? The American vision was a divergence from the mercantilist statism and bureaucratic despotism of the ancien régime. The best of the American revolutionaries envisioned a society free from politics and indeed free from any visible signs of government. They called this Liberty.

“Government is not reason; it is not eloquent; it is force”, said Washington. “Like fire, it is a dangerous servant and a fearful master.”

Sure the American experiment wasn’t perfect – there were prejudices and inconsistencies – but there was a vibrant and healthy respect for non-intervention. We would be wise to rekindle this understanding and respect.

More to come,

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Joe Withrow
Wayward Philosopher

For more of Joe’s thoughts on the “Great Reset” and the paradigm shift underway please read “The Individual is Rising” which is available at http://www.theindividualisrising.com/. The book is also available on Amazon in both paperback and Kindle editions.

On the National Debt

submitted by jwithrow.National Debt

Journal of a Wayward Philosopher
On the National Debt

October 7, 2014
Hot Springs, VA

The S&P is down to $1,953, gold is up to $1,212, oil is up to $89, bitcoin is up to $330, and the 10-year is down to 2.38%.

Looks like the 10-year Treasury rate is still well-corralled for the moment. And gold is still on sale.

Yesterday we examined a few of the traps cleverly hidden for infants coming into the world at this time – prompted by wife Rachel and my expectations of a little girl named Madison set to begin her journey here on Earth within the next few days or weeks.  Today let’s look at the overt trap that boldly claims the right to little Madison’s future earnings: the national debt.

It is popular today for politicians to speak out against the national debt and boldly claim that ‘we’ (they love this ‘we’ business) need to balance the government’s budget and begin to pay the debt down.  This sounds great and people will vote for you for making such a statement, but there are two problems this leaves unaddressed – one based in economics and one based in morality.

First, the economic problem: the national debt is not $17.75 trillion as advertised.  The national debt is actually closer to $200 trillion if you calculate it according to generally accepted accounting principles (GAAP) which require you to record all future liabilities on your balance sheet.  Most of these future liabilities that are not included in the official debt figure are Social Security and Medicare commitments.  These future commitments are completely unfunded which means there exists no underlying revenue support and no asset backing.  The only way these future commitments can be met is if enough money comes into the Social Security and Medicare programs versus going out.  Demographics tell us that 10,000 Baby Boomers will retire EVERY SINGLE DAY for the next ten years, however, which suggests that a huge number of people are going to move from being contributors to these programs to recipients.

Oh, and both Social Security and Medicare already run annual deficits.

These politicians must be expecting quite a bit from my little Madison if they plan to balance the budget and pay down the debt with her future earnings.

But they don’t actually plan to balance the budget and pay down the debt.  The simple fact is it can’t honestly be done without defaulting on the existing commitments in some capacity.  There’s just too much debt and not enough production.  Which leads us to the moral problem: this system is incredibly, unbelievably immoral.

Why should anyone be taxed and forced to pay for anything against their will?  What kind of system assigns debt to infants from the moment they draw their first breath in this world?  What kind of system incentivizes debt, dishonesty, consumption, and exploitation while punishing honesty and production?

My answer: a really bad one.

So did the economic problem lead to the moral problem or vice versa?  I am not sure but history does suggest that dishonest fiat money seems to always undermine the morality and stability of society.

I will have more thoughts on that in a later entry.  In the meantime be sure to order a copy of The Individual is Rising for a more in depth look at these economic problems, some financial strategies to prepare for the Great Reset, and more.

Focusing our attention back on the debt-trap: how best to prepare Maddie for life in a society that plans to confiscate her future earnings to pay for the immorality of earlier generations?

It is a shame that I have to spend any time at all on this question here in what is supposed to be the “Land of the Free”.  The more I think about it, the more I become convinced that education is the key to preparing our children for the world that awaits them.

Not education of the public kind, however.  It looks to me like the public schools are setting children up to be victims of the immoral System.  The public school system fosters a herd mentality and requires students to subordinate themselves to “authority” at all times.  Such an environment is not going to stimulate the creativity and self-confidence necessary to thrive in a society that expects the next generation to pay the debts of the previous.  Instead, this method of education is going to condition students to happily embrace their servitude to the System as it pillages the fruits of their labor in the name of the “common good”.

Far better to create an individualized educational experience tailored to Madison’s unique skills and interests.  Instead of forcing subjects upon her, why not let her guide her own education?  Rachel and I will probably need to do most of the guiding in the early years, but I suspect Madison will be plenty capable of determining her own path as she grows and matures.  Enabling self-education in this manner will certainly do a better job of preparing her for adult-hood than the government school system that conditions students to always seek guidance and permission from “experts” instead of trusting their own abilities.

Of course this self-education will need to be blended with social activities as well.  Fortunately, one can find all manner of groups, clubs, and activities using a simple internet search these days so I don’t see this being much of a problem.  What will Madison like to do?  Dance?  Aikido?  Art?  Music?  Softball?  All of the above?

The world will be her oyster…

More to come,

Signature

 

 

 

 

 

Joe Withrow
Wayward Philosopher

 

For more of Joe’s thoughts on the Great Reset and regaining individual sovereignty please read “The Individual is Rising” which is available at http://www.theindividualisrising.com.  The book is also available on Amazon in both paperback and Kindle editions.