Category Archives: Education

Charter Schools Haunt More Election Races

The intensely controversial nature of nonprofit and for-profit charter schools in the U.S., due in no small part to endless news about the infinite problems plaguing them, is increasingly a major issue in local, state, and federal election campaigns. It is hard to find a political race today where a candidate, especially a school board candidate, is not expected to have some position, hopefully well-worked out, but usually not, on charter schools. Tens of millions of dollars are being spent in some places based almost entirely on whether a candidate supports or opposes charter schools (e.g., California recently). This point is especially critical to appreciate as the tide against charter schools steadily rises. The last thing charter school advocates want is to open the door to disciplined investigation and serious discussion on charter schools. For them, disinformation and propaganda must have the upper hand. Informed, conscious, and oriented people do not serve their agenda.

Currently, more than a dozen individuals are vying for the position of Mayor of Chicago, a powerful position in one of the country’s largest cities, not to mention home to about 125 charter schools and the place from whence education privatizer and former U.S. Secretary of Education, Arne Duncan, sprung. Elections will be held on February 26, 2019. Incumbent Mayor, Rahm Emanuel, is not seeking reelection.

A December 28, 2018 Chicago Sun-Times article titled, “Where 14 candidates for mayor stand on charter schools — their full responses,” exposes the extreme confusion that has traumatized the public and distorted the “great charter school debate” for decades.

The first paragraph of the Chicago Sun-Times article reads: “Fourteen of the candidates for mayor responded to our question about the future of charter schools in Chicago. We asked: What is the appropriate role of charter schools within the Chicago Public Schools system?”

Revealing its bias, the Chicago Sun-Times automatically assumes that charter schools not only have a role, but an  “appropriate role,” and one “within the Chicago Public Schools system.” The newspaper could just have easily asked something like: “is there any justification for the existence of charter schools?” But it cannot do this because this is not its reference point, this is not its starting point for discussion. The paper thus begins with the acceptance of charter schools.

Predictably, candidates who support charter schools—the vast majority—tend to rely on the outdated ideologies of choice, consumerism, individualism, and competition to express their support for charter schools. This is often accompanied by the self-serving misuse of the concept of “parent power” to “justify” charter schools. The conclusion that education is a basic human right that cannot be given or taken away and that government must provide such a right with a guarantee in practice, is nowhere to be found in the discourse of charter school supporters. From their narrow perspective, everyone simply fends for themselves when it comes to getting into a good school, while hoping that the “free market” will not fail them as it has in every other sphere of life. Education is nothing more than a commodity. This old outlook also steadfastly maintains a no-facts, no-analysis, and no-discussion orientation when it comes to investigating and exposing why the rich and their state actively mandate school failure, particularly in urban communities, in the first place.

Supporters and Opponents

It is clear from the breakdown of supporters and opponents of charter schools (see below) that the corporate school reformers have the upper hand in Chicago and are determined to continue to ravage the third largest public school system in the country.

Students, teachers, parents, and others defending the public interest have their work cut out for them and will have to step up their efforts to combat the onslaught of disinformation coming from charter school supporters and their wealthy backers (e.g., the Walton family). Only one candidate appears to be reliably opposed to charter schools.

Mayoral candidates who support charter schools: Lori Lightfoot, Dorothy Brown, John Kenneth Kozlar, Paul Vallas, Gery Chico, La Shawn Ford, Jerry Joyce, Susana Mendoza, Bob Fioretti, Bill Daley, and Garry McCarthy.

Mayoral candidates who oppose charter schools: Toni Preckwinkle.

Mayoral candidate Amara Enyia provided perhaps one of the more useful critiques of charter schools but did not openly state whether she supports or opposes them. Another candidate,  Willie Wilson, also failed to clarify his position on charter schools. Candidates who fit this profile usually do not oppose charter schools firmly and unequivocally. Like many in the charter school supporter column, they will offer some convoluted, fence-riding, “balanced view” that, in effect, represents concrete support for charter schools; they just don’t wish to appear too unabashed and raw in their support of charter schools so that they appear to be “measured” in their comments on charter schools.

Taking Up Our Social Responsibility

Charter schools are on the agenda in the U.S. like never before, and they will continue to come to the fore in more forceful ways in the months ahead, thereby expanding the space for opponents of privatization and supporters of social responsibility to reverse the destructive neoliberal direction of education and society. People no longer want to see their public schools looted by wealthy private interests concerned only with building their private empires at any cost to society.

People are increasingly realizing that those in power have no solutions and are unfit to govern. They are depriving society and its members of solutions to major problems, causing misery for millions. Experience repeatedly confirms that relying on the politicians and experts doesn’t work, and that if things are going to move in a pro-social human-centered direction, then it is up to the people alone to independently forge a path of progress free of illusions, amnesia, disinformation, and a brutal financial oligarchy that will do anything to satisfy its unlimited greed.

People have more power than they realize. It is a power that oftentimes lies latent, waiting to be activated in order to usher in exciting progress for humanity and an end to the devastation wrought by the rich and their outdated economic system.

Common Schools and the Nationalistic Aims of Public Education in the U.S.

This article is part of a project that critically analyzes the historical and present day purposes of U.S. public education. Related articles focus on the history of Secondary Education, the undemocratic nature of Local Control and the finacialization of education via Impact InvestingSocial Impact Bonds and Personalized Learning. The point of this project is to further expose the underlying social control function of U.S. public education and the interests it has consistently served over time, which cannot be extracted from the undemocratic nation-state it was designed  – and continually redesigned – to preserve. 

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Over the past forty-years education reform policies intended to marketize, privatize and ultimately financialize the U.S. education system have spurred significant resistance across the political spectrum. Often galvanized by claims that reform policies undermine public education as a vital institution of U.S. democracy, many progressive public education advocates call to “save our schools” and return them to their original common good design. Within this “good ole days” or “Make America Great Again” narrative, romanticized notions of the original Horace Mann Common School movement are often referenced. This storyline is premised on the belief that the current attack on public education is therefore an attack on American democracy, which presupposes that the United States was founded as a democracy and struggled to remain so thereafter. While the National Education Association and the American Federation of Teachers often reproduce this storyline as they collude with education reformers, many individuals and groups who actively oppose education reform policies also disseminate this tale.

In a 2014 interview with Bill Moyers, education historian Diane Ravitch advanced this storyline when expressing her concerns about the future of public education by claiming, “I believe it is one of the foundation stones of our democracy: So an attack on public education is an attack on democracy.” In a 2013 blog posting, Jeff Bryant of the Education Opportunity Network claimed, “the earliest advocates for public schools – Thomas Jefferson, George Washington, Horace Mann – all agreed that democratic citizenship was a primary function of education.” In 2016 the National Education Policy Center’s Gene V. Glass rhetorically asked if Horace Mann were alive today, “would he be lobbying Congress or Albany or Sacramento to secure big contracts for some corporation?” Glass answered his own question by affirming, “I think he would be alarmed by what is happening in this country to our public education system.”

Those who are compelled to resist 21st century education “reforms” understandably do so because they believe these policies are harming children, families, communities and education workers. Yet, it is also vitally important for those of us who seek substantive social change to critically examine our history so as to not reproduce myths about the origins of universal public education in the United States. Doing so also allows us to disrupt insidious myths about American democracy. In fact, when we take a critical look at the true objectives of Mann’s Common Schools and the “equalizing” and “education for democracy” narratives attached to them, we discover they have more in common with the objectives and rhetoric of today’s corporate education reformers than many would like to admit.

The nationalistic origins of universal public education

In the U.S. and Europe, compulsory mass education was born out of the marriage between nationalism and industrialization with regard to the utility of instilling a common cultural and national identity within the citizenry and workforce of the ever expanding U.S. empire. The American Revolution spawned an ideological creed that affixed human value to Protestant and free-market notions of individual self-sufficiency and individual merit, enacted by patriotic commitments to strive for moral improvement through one’s labor power. In the first decades of the 19th century, this edict, along with the solidification of modern political parties, industrialization, increasing immigration and the expansion of universal white male suffrage led large numbers of industrialists, state legislators, clergy and civic leaders to recognize the utility of a basic education for the white masses. The nation’s founding “minority of the opulent” had already foreseen the necessity of state supported schools for the purpose of building and maintaining their envisioned social order as the nation’s borders expanded and its population increased. These beliefs and concerns would soon culminate into efforts to establish a mass education system that was universal (common), publicly funded, state mandated, standardized and staffed by trained and disciplined teachers.

Within industrialized nations, compulsory mass education serves as an essential instrument in cultivating dutiful citizen subjects who will consent to (or champion) the demands and interests of those in power. Citizenship is therefore attached to duties and expectations relating to the maintenance, success and preservation of the nation-state in both domestic and international affairs. As a principal instrument of nationalism, mass education instills in children, as future citizens, a homogenous national identity and unequivocal loyalty to the nation-state – as an idealized and hallowed homeland – often attached to a transcendental authority. Essentially, it equips embryonic citizen subjects with the skills and worldview that enables them to eagerly participate in, or passively acquiesce, to a nation’s sources of cultural, political and economic power.

In the U.S., a state supported mass educational system was constructed as a means to transform white settler-colonists into citizens (yet restricting suffrage rights of white women) based on the ideological and legal dictates of white supremacy, capitalism, heteropatriarchy and Christian doctrine. To safeguard these undemocratic structures, citizenship in the U.S. was attached to a mythical belief that all citizens are endowed with a legal right of parity of participation in most aspects of political, economic and civic life. Foundationally, this duplicitous project required the construction of a uniform and standardized system of schooling in order to produce a common fidelity to the nationalistic aims of the opulent white elite. Schooling would thus deeply ingrain those aims as cultural scripts, disseminated as unequivocal beliefs and attitudes that are attached to awe inspiring symbols related to the polity. While the U.S. Constitution left education to be a responsibility of individual states, an intention to imbue state supported education with nationalism was clearly transmitted in the writings of the founders in their expansionist Land Ordinances and subsequent land grants, and in some cases through efforts in their home states (see Jefferson).

Instituting this immense top down project presented significant ideological and logistical barriers in the decades following the American Revolution. To begin with, citizen rights in the U.S. – in practice and as an idea – were attached to one’s individual sovereignty and autonomy; as the imperialist project of nation building was chaotically unfolding. The former was soon tempered by the institutionalization of schooling, wielded over subjugated and disenfranchised groups through Protestant orthodoxy. As for the latter (according to Michael Mann) the establishment of the logistical technique of compulsory mass education could only proceed after other infrastructure projects were firmly established, including law and order through state and municipal governments, systems of transportation and communication, commercial activity, cultural and civil life; and basic schooling customs initiated by federally granted lands. Only once these essential logistical techniques of social control by an infrastructurally powerful federal government radiated outward in common cause with state and municipal governments, could influential Protestant social reformers, businessmen and government officials take steps to impose mass public education on the children of poor white citizen subjects.

Revisioning the Common School Movement

Between the 1820s and 1840s, as the federal government waged a genocidal war against Native peoples and the constitutionally protected structure of chattel slavery thrived, social and labor unrest was also prevalent due to growing wealth disparities and social and economic hardship for the naturalized and immigrant white working-class. Wealthy and middle-class Protestants – who associated poverty with moral decay, non-English-speaking and Catholic immigrants as cultural threats and labor solidarity as insurrection – began to unite to save souls and foster social cohesion through the advancement of civic nationalism (a concept that would later be referred to as “democratic citizenship”). Intent on creating a common culture within the republic, many members of this elite class advocated for common schools as an efficient means to provide a “moral education” for future generations of the labor force in order to instill “character, discipline, virtue, and good habits.” Basic literacy skills fit into this plan, yet “analytical ability” and “knowledge of the world” did not. This righteous calling required an autocratic apparatus, one that could pacify and instill loyalty in its subjects while disciplining their minds and controlling their bodies. It also had to be vested in, and capable of, executing social and cultural reproduction. Common schools were set up to become that instrument: a compulsory mass education system with the nationalistic aim of shaping future workers, whether “native or foreign born, rural or urban” into a God fearing, capable and loyal industrial citizenry.

As these efforts were gaining traction in the North and Midwest, the South’s economy was tied to plantation agriculture, chattel slavery and subsistence farming for poor whites. According to Weingast, during the first half of the 19th century, tensions were intensifying between southern states and the federal government and northern states over trade policy, economic determinism, slavery’s expansion into new territories, states rights and abolitionism. According to education scholar Carl Kaestle, mounting divisions resulted in many southern states establishing a uniform system of schooling separate from mass education movements and motivations in the North. Overall, the South resisted the infusion of mass public education until Reconstruction, when Jim Crow laws constructed intensely segregated public education systems. White supremacy as a fundamental structure of the founders’ social order also guaranteed separate and unequal schooling for Black and Brown children throughout the nation.

The Protestants fueling the mass schooling agenda in the North were often sympathetic to the abolition of slavery and were leaders of the Second Great Awakening, a mass evangelical revival that infused itself into the public arena during the 1830’s. They were typically Anglo-American and were a mixture of businessmen, clergy, philanthropists, professionals and politicians who saw themselves as social reformers; which according to Kaestle explains how their common views “provided the ideological context for the creation of state school systems” that were “centered on republicanism, Protestantism, and capitalism, three sources of social belief that were intertwined and mutually supporting.” Kaestle goes on to describe the cultural scripts these affluent white men intended to advance through a system of compulsory education:

…the sacredness and fragility of the republican polity (including ideas about individualism, liberty, and virtue); the importance of individual character in fostering social morality; the central role of personal industry in defining rectitude and merit; the delineation of a highly respected but limited domestic role for women; the importance for character building of familial and social environment (within certain racial and ethnic limitations); the sanctity and social virtues of property; the equality and abundance of economic opportunity in the US; the superiority of American Protestant culture; the grandeur of America’s destiny; and the necessity of a determined public effort to unify America’s polyglot population.

These inspired social reformers, while conceptually clear about what the nation needed, began to look beyond their national borders for a model of mass schooling that would be compatible with their vision of the republic. Unfolding events in Prussia were shaping a national system of education that looked promising to many American social reformers. After Napoleon’s conquest of Prussia in 1806, the Prussian monarchy began to systematically restructure and modernize its military, state and economy along industrial lines. This was all part of a developing nationalist effort to unify long conquered and splintered Germanic states along cultural and economic lines. At the core of this project were major education reforms that synthesized into one of the first compulsory public education systems in the world. In the decades after Prussia helped to defeat Napoleon at Waterloo in 1815, its highly efficient and standardized industrial education system, staffed by a cadre of disciplined professional teachers, became the model to be replicated by industrializing nations the world over (Mann, Franciosi, Ramirez & Boli).

The Prussian primary education system introduced a free and compulsory graded system of schooling that involved an eight-year course of primary education for both girls and boys, including kindergarten. It mandated a prescribed national curriculum for each grade, which focused on teaching the technical skills – reading, writing, math, science, technology – needed to modernize the Prussian state and economy. It also required national testing to determine students’ vocational aptitudes. Prussian primary schools also provided music (mostly singing) and religious education that were important in transmitting a common culture and national identity with a strict ethos of duty, discipline and temperance. For its teachers, the Prussian state required advanced professional training by specialized private seminaries, state certification and national oversight of instruction through ongoing supervision. The state recognized teaching as a profession, which included a basic salary (Barkin, Franciosi, McEvoy, Rothbard).

Many education innovators in the United States and elsewhere became enamored with Prussia’s primary, secondary and higher education systems. The 1834 publication titled “Report on the State of Public Education in Prussia,” further compelled U.S. educators and some state legislatures to replicate the Prussian model.  When constructing its state constitution in 1835, Michigan used the Prussian model to design its primary, secondary and university system.

Horace Mann, a Protestant moralist, member of the pro-business Whig Party and a phrenologist (a form of scientific racism), served as a Massachusetts State Senator, the first Secretary of the Massachusetts Board of Education and in the U.S. House of Representatives. As other American education leaders were doing at the time, Mann traveled to Prussia in 1843 to study its primary education system and its teacher education seminaries (normal schools). With the Prussian emphasis on social cohesion, Mann was particularly interested in how they were using their primary public schools to unify the German people (Franciosi, Gutek).

Upon his return to Massachusetts, Mann was even more determined to attach his elite and pious vision of society to a statewide public education system. Understanding that lasting social reforms must begin with children, Mann took up the mantra “Men are cast-iron, but children are wax,” to advance his “Americanized Prussian model” of schooling. Mann’s lobbying efforts for its adoption in Massachusetts persuaded enough of his political allies in the private sector and the state government to support a statewide compulsory system of public primary schools (or common schools), modeled after the Prussian system. Mann’s efforts led to the enactment of a compulsory primary school attendance law in 1852, which was the first in the nation. Mann’s critics, according to law professor Glenn Reynolds, “accused him of wanting to establish a ‘Prussian-style tyranny’ in the schools, arguing that the Prussian model was based on a presumption that government was wiser than the citizenry, while in America the presumption was the reverse.”

In line with this model, Mann worked to advance more “objective” methods of assessing teaching and learning, which led the state of Massachusetts to adopt formal written standardized tests in place of the traditional, and more subjective, oral exams. In his pursuit of greater efficiency in education, Mann’s tests quantitatively assessed students’ rote knowledge to determine the effectiveness of teaching and learning in the burgeoning state’s public schools. The test results allowed district and state authorities to then monitor and compare teachers and schools, to classify students, to streamline pedagogical practices; and to insure that there was a uniform curriculum that fostered civic nationalism (Feuer, Gallagher). According to assessment and evaluation specialist Ralph Tyler (see Norton):

At a time when…universal education was developed, the testing movement furnished both an ideological and an instrumental basis for the practice of schools and colleges in sorting students rather than educating them … it promoted the simplistic notion that important outcomes of schooling could be adequately appraised by achievement tests…

Mann is most often remembered as a principled education and social reformer who was authentically motivated in all of his roles by well meaning, albeit religious, convictions. According to Mann’s Annual Reports during his first four years as the Secretary of the Massachusetts Board of Education, he generally presented himself as being such a broker. Yet in his Fifth Annual Report in 1841, Mann made a case for how the value of a common school system would largely be based on the economic interests of the Boston business elite. In this report, Mann was explicit about his views of the hegemonic function of schooling:

Finally, in regard to those who possess the largest shares in the stock of worldly goods, could there, in your opinion, be any police so vigilant and effective, for the protection of all the rights of person, property and character, as such a sound and comprehensive education and training as our system of common schools could be made to impart…Would not the payment of a sufficient tax to make such training universal, be the cheapest means of self-protection and insurance?

In 1845 a prominent group of businessmen praised Mann for his achievements by declaring, “You have demonstrated that the arm of industry is served, and the wealth of the country is augmented, in proportion to the diffusion of knowledge, so that each humble schools-house is to be regarded, not only as a nursery of souls, but a mine of riches.” In 1863, an eminent educator named John D. Philbirck reminisced about how Mann’s Fifth Annual Report had “probably done more than all other publications written within the past twenty-five years to convince capitalists of the value of elementary instruction as a means of increasing the value of labor.”

Mann’s standing in the larger Whig Party influenced many of his fellow education reformers to adopt his common school model of primary education (along with normal schools) in their states (Groen). Ultimately, the Prussian model and Mann’s common schools went on to serve as a standard by which rural and urban public education systems were organized throughout the nation. This led to a uniform network of public school districts piloted by municipalities, but centrally controlled by state governments, and influenced through federal funds. The model of schooling that Mann and others constructed was intentionally organized within an industrial model of efficiency and standardized in terms of graded classrooms, common curriculum and instruction, methods of assessment (written and multiple choice tests attached to letter grades) and uniform schedules and built environments. Mann’s “Americanized Prussian model” also laid the foundation for formalized teacher education and credentialing across the nation .

Conclusion

At the turn of the 20th century settler-colonialism had triumphed and imperialistic priorities of industrial capitalism were growing within an era steeped in perpetual economic crisis, intense racial inequity and violence, pervasive economic inequality and ongoing gender subjugation. As organized resistance to this social order intensified, the nation’s white political and industrial elite turned their attention to developing even more extensive and efficient mechanisms of social control (“social cohesion”). As part of this, the expansion of the common school model into secondary education was prioritized. Accordingly, universal primary and secondary public education in the 20th century went on to fuel the tenets of nationalism, social efficiency and eugenics; whereby schooling served the function of social reproduction and the perpetuation of cultural scripts that bolster an inherently unequal and deceptively undemocratic American “democracy.”

Capitalist Society Under the One Party of Tweedle Dee and Tweedle Dum

The delay of the socialist revolution engenders the indubitable phenomena of barbarism — chronic unemployment, pauperization of the petty bourgeoisie, fascism, finally wars of extermination which do not open up any new road.

— Leon Trotsky, In Defense of Marxism

While the citizens of the rich world are protected from harm, the poor, the vulnerable and the hungry are exposed to the harsh reality of climate change in their everyday lives…. We are drifting into a world of ‘adaptation apartheid.

— South African Archbishop Desmond Tutu, United Nations Human Development Report 2007-2008

That puking up barbarism phenomena in this enclave of genocide and perpetual war, resource theft and global toxification come in a coat of many colors. In the simplest terms I see it daily in my job as underpaid and spat upon social worker jiggering with the penury, punishment and putrefying systems of bureaucratic hell and legal rape exemplified in the schizophrenic American version of capitalism.

In no way am I ever NOT entertained by the magical thinking and retrograde beliefs of those I serve – homeless veterans who in some cases decry welfare for the masses while picking up their welfare checks and benefits from the Veterans Administration. On top of that, they feel entitled because they ended up in the economic draft of the US Military Industrial Complex. These are not the ones who saw “battle” overseas, but the ones who were snookered into thinking a tour here or there, in a non-combatant role would get them somewhere in life.

Broken people come to the military, and the military breaks them again, and, the gift that keeps on giving are the systems of oppression and criminalization of living life in Trump’s “MAGA, MAGA über alles, über alles in der Welt.”

Reality is that this thing called America, united snakes one in all, was running on that manifest destruction at the moment those Puritanical misanthropes ended up on the east coast with their fears, dark perversions, warped criminal religiosity and white DNA primed for a taking, eminent domain and killings far and wide.

On the one hand, my clients with mental strains beyond repair and hobbled with a truck-load of PTSD, and another container ship full of physical ailments believe their “service” was honorable, somehow divorced from the huge welfare trough that is the military-private contractor complex, and more so, suspended from the reality that their own kind — fellow soldiers ranging from the likes of a Private Gomer Pyle to Gen Schwarzkopf — screwed them in every which way possible inside the human frame of exploitation and downright pathological assault on every front.

Screwed them with shitty equipment, shittier intel, rampant rotten orders, and a million environmental assaults that have rendered millions of men and women who individually barely served a few years into the walking-wheelchaired-vegetative state wounded.

There have been a million battles and skirmishes that were set up as suicide assaults.

Then on the other hand, some of the clients who are self-declared  deplorables — who believe in Trump as something more than a rotten, lying, wimp of a man with his self-anointed Six Star General’s Bully Epaulets and Bone Spurs Yellow Streak Academy Jumpsuit — are not limited to a bunch of uneducated cretins, but also those who thought time served would be a touchstone in their lives.

Constantly, I have to wrestle with my clients’ reprobate ideas that anything about the government sucks and everything about private capital shines. It’s a reverse ideology of anti-Americanism: against teachers, against librarians, against the postman, against scientists and doctors and others from the so-called Great American Democracy as products of state schools, state governments, municipalities, and the like. They’ll root for these pathetic sports teams, both college and the pros, rendering stupid their concept of where those facilities are and where the billionaire owners get their sports gladiators.

Delusional, really, as my clients shudder with spiritual epiphany at those millionaire preachers like the Billy-Frank Graham Klan and hyper-millionaires running the retail show and all those attendant systems of destruction in the Big Pharma-Big Prison-Big Energy-Big Mining-Big Ag-Big Construction Complex they so often defend as the Defenders of Democracy in Private enterprise.

Here’s a common link to the duality of systems of oppression, that structural violence that leads communities and entire classes and races of people into more and more dungeons of despair and destruction:

One fellow, 62, homeless because the apartment management tossed him out as the maintenance man, with the free apartment in the mix. Out of a job and no longer making the dough to pay rent, he was forced to squat for a while before the iron jaws of the sheriff department came in and served him eviction papers.

Lapsed car insurance, lapsed driver’s license, and, alas, a speeding ticket in a school zone. And, now, 8 years later after eight years on the road and homeless, this little shithole town of King City has him in their vise for $1700. The original ticket was $700 with the add on’s of court fees, administrative costs and other highway robbery checks and balances. So, this fellow is in need of a driver’s license, but these cities have been colonized by those PRIVATIZERS – in this case some multi-millionaire outfit out of Gig Harbor, Washington, which takes on the collections. Imagine, we want to set up a payment plan, even though this fine has passed the statute of limitations. But the City of King City, OR, puts a hold on releasing licenses until every red-blooded Yankee cent is paid off.

We can only imagine what the cut is for this Little Eichmann outfit collecting fines from hundreds of cities, maybe thousands. The interest of a thousand bucks might be waived, but still, the $700 is probably only pennies on the dollar for the city as the Collection Agency (AKA mob in MBA clothing) racks up the largess of the original out of wack fine as profit running their boiler rooms of collection workers.

Punishment, boomerang retribution. Name one place and one job where a personal vehicle can easily be pushed aside as part of the work routine, discounted as a necessity of getting to and from work, or the fact that blue collar work never requires a driver’s license for using company vehicles. Right! A driver’s license is a right, not a privilege, in this bunkered society!

The great American rah-rah, fighting for one’s country, fighting for these evil punks like a Trump, just doesn’t cut it when the ex-soldiers start adding up the contradictions and outright lies of the elite class, which a Trump and his cronies signify and exemplify.

The core of these systems of pain and recurring punishment generates hate, fear, resentment, anger and violence – of the mind, violence of the soul and possible violence exacted on the innocents and not so innocents around them.

These characters I work with mostly never look at the concurrency of pathological serial shooters and these racist, homophobic anti-tolerance military experience, or how these synagogue attackers were subliminally and overtly recruited into the Armed Services with the true blue Yankee Doodle Dandy and Johnny Comes Marching Home Again glee perpetrated again by the neo-fascist army of Republicans and Trump Lagoon Monsters, all of which the Democrats simultaneously hide from and deal with.

Colonized With Hive and Mob Mentalities Simultaneously

I’ve signed permission passes (we force adults to sign and ask for permission to leave a homeless facility!) for overnight stays away from the shelter where I work for people who have brokered this idea of “anomie” into their very existence, a lack of meaningful and structuralized social life in return for Black Friday, the height of meaningless self-gratification at the expense of not only the planet but the faceless and nameless people charged with running this engine of Retailapithecus restlessness. As Émile Durkheim the sociologist stated, we are a modern culture where the individual follows an increasingly “restless movement, a planless self-development, an aim of living which has no criterion of value and in which happiness lies always in the future, and never in the present achievement.”

More and more of the clients I work with have as their end goal individualized happiness, their 40 acres and a mule dream, for me myself and I. They come from a hive of military brainwashing and propaganda, one where leaders are followed and hated at the same time, one where the broken system of war, empire, manifest destiny, nation invasions and nation building (sic) is their ultimate plan of self-gratification – I joined to protect the flag, our way of life and to protect our borders from savages and invaders. Except the borders, as anyone knowing the history of these here United Snakes of America, is all about Norte Americanos encroaching and breaking the borders of others.

As Roxanne Dunbar-Ortiz states in the Boston Review:

Even during the Civil War, both the Union and Confederate armies continued to war against the nations of the Diné and Apache, the Cheyenne and the Dakota, inflicting hideous massacres upon civilians and forcing their relocations. Yet when considering the history of U.S. imperialism and militarism, few historians trace their genesis to this period of internal empire-building. They should. The origin of the United States in settler colonialism—as an empire born from the violent acquisition of indigenous lands and the ruthless devaluation of indigenous lives—lends the country unique characteristics that matter when considering questions of how to unhitch its future from its violent DNA.

So, when I speak to the veterans and their families I work with on this matter of America’s soul wrapped in the banner of decimating other peoples who were here first, there is bloviating, knee-jerk proclamations that the victors enjoy the spoils, and that there is a god-given right to the American (white) ideal of moving the world toward His image.

This calculus I deploy for the homeless, those who have been screwed-blued-and-tattooed by the systems of oppression, by those debt collectors, those police and sheriff departments, by the judges and lawyers, top and bottom feeders all: I remind them that the so-called victors in their America are the One percent, including cretins from Hollywood, all the way to former generals/lobbyists/ contractors, and to include their sacred religious snake oil men like Graham. I remind them the wars they maybe have participated in were wars of oppression and wars of profits, completely tied to the ideals of screwing and stealing from your neighbor. That karmic doozy comes boomeranging back in the form of the victors on Wall Street, in the Boardrooms, and at the corporate tables of the Military-Pharma-Med-Prison-Education-Real Estate-Chemical-IT-Retail Complex. These too are the American ideals they supposedly signed up to protect with their lives in someone else’s country.

Again, what are we fighting for, sir?

This country’s leaders have always been Bill-Barak-Donald; Bezos-Adelson-Walton; CNN-FOX-Breitbart. “Money talks and money rules” is not some new Mar-a-Lago printed saying on Trump Condoms! As I continually told my 32-year military veteran father, his “work” in Korea, Vietnam, Saudi Arabia, Germany, France, Japan, et al was work for-by-and-because of the elites, the ones making two-bit Tin Soldiers jump through burning buildings and forced marches up another Pork Chop-Hamburger-Gizzard Hill. Marching orders by these bastions of money power and debt dread have been the history of these Un-united States.

Of course, the soldiers who are of color rarely jump on this Sherman Tank towed “bandwagon,” but to be sure, we talk about their own dire circumstances enveloped in the same sort of so-called “The Victors Enjoying the Spoils” mentality. The spoils include a complete but suppressed history of theft, lynchings, treaty breaking, incarcerations, land despoilments, eminent domain.

Black men and women fighting against black men and women from their mothership — Africa. AFRICOM. Imagine, a Black Alliance for Peace, and a movement to stop US military involvement in Africa, and again these disruptions of the narrative of white supremacy get flummoxed, and the irony of brown and black and red soldiers fighting for what, who knows, but definitely part of the system of oppression of their own people.

So, again, I go for the jugular, the fact that my old man and I argued much about the military’s legitimacy while on the same hand he agreed in my pursuit of journalism, writing, teaching, and education:

Not only does there need to be a mass movement in the U.S. to shut down AFRICOM, this mass movement needs to become inseparably bound with the movement that has swept this country to end murderous police brutality against Black and Brown people. The whole world must begin to see AFRICOM and the militarization of police departments as counterparts.

 Netfa Freeman, of Pan-African Community Action (PACA) and the Institute for Policy Studies (IPS). Freeman represents PACA, a BAP member organization, on BAP’s Coordinating Committee.

It cost $267 million to fund AFRICOM in 2018. Probably a lot more in dark money and secret budgets; let alone the billions coming from the Economic Hit Men:

That money is stolen from Africans/Black people in the U.S. to terrorize and steal resources from our sisters and brothers on the African continent. Instead, that money should be put toward meeting our human needs in the U.S. and toward reparations for people in every African nation affected by U.S. imperialism.

—  Vanessa Beck, BAP research team lead and Coordinating Committee member.

So, them’s fighting words, as the white damaged veterans reach for words, epithets, rejoinders, and false dichotomies in the form of, Might Makes Right. There is a greater good in what us mere mortals see. Money Talks, of course, as many of them believe this irreligious, woman thumper, chubby bully, inconceivably smut-riddled man is THEIR commander in chief.

This ground truthing isn’t a hot commodity on the lefty or progressive or socialist web sites, for sure, where their own respective tidy thinking is vaunted over messy shit coming from the mouths of people scratching for a living doing this dirty work of counseling assuredly lost, wounded, broken and in many cases, mean as cuss souls.

That 35,000-foot Noam Chomsky view is heralded over the gutter view, and it’s no deep search for meaning to understand the hive and the mob mentality colonizing those Democratic Socialists of America folk, those pro-Israel-at-any-cost Bernie folk, those Pried from My Cold Dead Hand NRA folk. You got the Godfather Cuomo in Albany getting some robed lion of repression judge to legally change his name to Mario Amazon Direct Cuomo, with all the dildos and vibrators free for life!

Trump or Biden, Adelson or Soros, Chris Wallace or Rachel Maddow, Daryl Hannah or Caitlyn Jenner. Charmin or Cottenelle. Coke or Pepsi. Prozac or Zoloft. Raytheon or Northrup Grumman. Mad dog Mattis or Old Blood and Guts Patton. Steelers or Florida State. A Star is Born or Bohemian Rhapsody.

The trenches are rarely delineated or written about, just these huge “investigative research white papers” on the power of the elite to powerfully corrupt all systems that were supposed to be set up to help-aid-assist-protect-empower-develop we the people’s communities. However, there are no more communities, just chaos (controlled chaos), disruptive technologies-economies-structural systems of repressions. Just Madison Avenue, Just Manufactured Narratives, Just Fallen Anti-Heroes, Just Entertainment.

Feeding the dopamine hits as the marketers of disaster-demented-demolition capitalism control all markets, all psychologies, all media, all armies.

The fact that millions of people share the same vices does not make these vices virtues, the fact that they share so many errors does not make the errors to be truths, and the fact that millions of people share the same forms of mental pathology does not make these people sane.

— Eric Fromm, The Sane Society

Come the (Green) Revolution, Please!

The Green Party of England and Wales is extraordinary. Whilst I’ve no idea whether it’s very different to other Green Parties around the world, it is totally different to any other large political organisation in Britain. Full disclosure: I’m a member of the Greens, so obviously I have some partisan interest. Nevertheless, I think I can prove beyond reasonable doubt that it is extraordinary.

Arguably the single most important extraordinary feature about it, compared with other large political parties in Britain, is that it has a written set of guiding principles, together with a multitude of written policies that it claims it would implement in the event of a Green government coming to power. This body of work, titled “Policies for a Sustainable Society” (PSS), is wholly controlled by the membership, and cannot be altered on the whim of its leaders. This alone sets the party aside from the Labour Party, for example, which has the biggest membership in the country, but no equivalent of the Greens’ PSS.

I couldn’t believe this when I was briefly a member of Labour – the fact that it has no written core principles. All it has is whatever the last election manifesto was. The shallowness of this situation is obvious: Labour “principles” are determined by a handful of people just prior to an election, and are wholly dependent on those few people. That’s why its leaders often refer to it as a “broad church”, suggesting that no matter what your political beliefs are, Labour will welcome you with open arms. It’s also why two people as ideologically far apart as Tony Blair and Jeremy Corbyn, for example, can somehow lead the same party – and preside over the preparation of two totally different election manifestos, and hence two totally different, and opposing sets of principles.

So the mere existence of the Greens’ PSS, making the party fairly impervious to the weaknesses and fallibility of leaders, is truly exceptional. It creates a party where written verifiable ideology trumps vague and vulnerable personality cults. But that’s just the start. The actual contents of the PSS are nothing short of breathtaking.

I recently completed a short summary of the PSS. It’s about twenty thousand words long, and I reckon it has only about 10% of the detail. I did it because the PSS is such a large piece of work that I’m sure most GP members probably haven’t read it, and therefore possibly don’t understand the full extent of the beauty of their own party. And “beauty” is the right word for it, because what it describes is a world that’s so completely different to the one we know, and so infinitely better, that it is indeed a beautiful creation. Far from being something of an ordeal to pore over a detailed political ideology, I found myself savouring what I was doing, frequently smiling, feeling uplifted, and thinking this is exactly the sort of world I want to live in.

The PSS opens with two short sections that in my summary I’ve called the “key facts”. The very first words state that:

The Green Party isn’t just another political party. Green politics is a new and radical kind of politics.

Ten Core Principles follow, summarising the Greens’ commitment to rescuing our dying planet, pacifism, economic justice for all, and constitutional reform based on direct democracy.

Next comes a slightly longer section about the Greens’ Philosophical Basis, which obviously supports their Core Principles, but with a little more detail, such as:

A system based on inequality and exploitation is threatening the future of the planet on which we depend, and encouraging reckless and environmentally damaging consumerism. A world based on cooperation and democracy would prioritise the many, not the few, and would not risk the planet’s future with environmental destruction and unsustainable consumption.

It’s interesting to note that the slogan the Labour Party used so successfully in last year’s elections, “For the many, not the few”, is remarkably similar to what the Greens have been saying for many years.

Those ten Core Principles, and the couple of dozen points in the Philosophical Basis, run like a golden thread linking every one of the hundreds of sections that comprise the full PSS.

Constitutional Reform

Arguably the most significant section of the Greens’ policies are those around constitutional reform, because what the Greens propose is not just a change of actors performing the same play on the same stage – which is the only purpose of most general elections – but a major reformation of the way politics works in Britain. Take, for example, two of the opening principles in the section on Public Administration and Government:

Britain still has many of the elements of its feudal past, including some remnants of the royal prerogative. We believe that the basic principle of Government should be the reverse of this, that is that power flows upwards from the people, and from their most local levels of Government to the higher levels…

All decision-making and action throughout all levels of government, including international government, shall be governed by the principle of subsidiarity: namely that nothing should be done centrally if it can be done equally well, or better, locally…

The highest form of democracy is direct participation.

To help achieve this the Greens further propose:

The basis for a decentralised society and the establishment of a Bill of Rights must be laid out in a clear and accessible written constitution.

This is no trivial point for a country that has never had a written constitution, and a country which, although no longer the global power it once was, is still a significant player on the world stage. But the Greens are not proposing just any old constitution that just perpetuates the ancient and very corrupt status quo:

A written constitution will describe a new system of government based on direct democracy and Green values…

Elections will be decided by proportional representation…

The City of London Corporation to be abolished, together with its institutions and all the special rights and privileges it has, to be replaced by administration similar to the rest of London…

Monarchy shall cease to be an office of government, and hereditary peers will not have hereditary rights to sit in Parliament…

The Church of England shall be disestablished and will have no role in the government of the UK…

Those few words propose unbelievably seismic changes for Britain. If they were carried out Britain would cease to be controlled by the corrupt and tyrannical elites that have not only oppressed British people for centuries, but also hundreds of millions of people around the world. For the first time in its history Britain would become a real democracy. But that’s just the start.

The Greens do not yet have, in my view, very strong policies regarding public information services, and this issue would have to be addressed in any written constitution. Good and trustworthy information is absolutely essential to the proper functioning of direct democracy; and it should be the responsibility of, firstly, the education system, and secondly, a state public information service to ensure good information is provided.

Green Britain

The Greens are, first and foremost, about protecting and improving the environment, and rescuing and restoring to full health our planet’s fragile and rapidly dying ecosystems. This principle underpins, explains and justifies every one of the hundreds of policies that comprise the PSS. In other words, there isn’t a separate section about “The Environment”; the whole thing is about the environment and the planet’s non-humans, and the way human beings could and should interact with them. Take, for example, the section on Animal Rights:

The prevailing assumption that animals can be used for any purpose that benefits humankind is not acceptable in a Green society…

To eliminate the wholesale exploitation of other species, foster understanding of our inter-relationship in the web of life and protect and promote natural habitat…

Other sections are designed with the environment at heart. Take the section on Transport, for example, which includes:

The Green Party believes that some of the greatest damage to local communities and the environment has been done by the transfer of freight carriage from water and rail to road and air, and the increasing size of road vehicles used. The Green Party’s aim will be to reverse this trend by:

(a)  Reducing the need for freight movement by the implementation of policies to alter the current culture of over consumption.

(b)  Promoting the provision of products from local sources;

(c)  Using financial incentives to bring large-scale freight carriage back onto water and rail.

(d)  Local or regional authorities planning freight movement within their areas on the principle of small-scale delivery vehicles servicing from rail and waterside depots.

(e)  Establish facilities for inter-modal freight movement, such as rail depots and waterside wharves.

Or Housing…

Building regulations to be changed to reflect the needs of a green society and green economy. Local authorities to have the means to properly police the regulations…

Or Education…

All schools to provide environmental education through academic and practical work. Schools to practice high standards of environmental welfare…

Or Industry…

The development of a sustainable zero carbon industrial infrastructure as a basis for a sustainable zero carbon society. This will free the UK economy from a reliance on endless growth in the production of commodities and financial transactions…

The Green Economy

One of the most important (and longest) sections in the PSS is The Economy. Unsurprisingly, the health of the environment assumes primary importance:

To conserve natural planetary resources and to maintain the integrity of natural life-sustaining cycles; to regenerate areas made waste and take steps to avoid further ecological disaster; to reduce demand for energy and raw materials; to favour low energy non-polluting processes based on renewable resources…

British Greens are sometimes referred to as watermelons – green on the outside, and red in the middle. A quick glance through The Economy section soon explains why:

To devolve economic power to the lowest appropriate level, thereby rendering participants in the economy at all levels less vulnerable to the damaging effects of economic decisions made elsewhere and over which they have no control…

To liberate and empower all sections of society to meet their needs as far as possible from their own resources through activities which are socially enhancing; to encourage all to contribute to society according to their abilities, recognising as they do so, responsibility for themselves, for others, for future generations and for the planet…

Appropriate national public expenditure will be necessary for the regeneration of the supply side of the economy to achieve the green objectives. Extensive investment is required to repair the damaged natural environment; to restore infrastructure; and to develop re-skilling and retraining in socially and environmentally-friendly production and services…

As for the big and very obvious question: where would all the money come from? The Greens have some fine answers. Obviously, given the scandalous tax evasion by the super-rich that’s been going on for centuries, there is need for considerable tax reform, and Green taxation policies do propose doing that. However, of far greater importance is a total overhaul of monetary policy, and that section in the PSS is several times larger than the section on taxation. For example:

The existing banking system has failed and is no longer fit for purpose. The Green Party believes that the power to create money must be removed from private banks. The supply of our national currency must be fully restored to democratic and public control so that it can be issued free of debt and directed to environmentally and socially beneficial areas such as renewable energy, social housing, or support for community businesses…

Of course, you have to allow for slight inaccuracies – like in the above wording, “our national currency must be fully restored to democratic and public control” – which obviously wrongly suggests that at some time in the past our currency once had democratic and public control. But such small slips aside, this is a proposal that’s every bit as seismic to the British economy as scrapping the monarchy, hereditary peers in the House of Lords, and political power of the Church of England is to the so-called English constitution.

There are a few other economic policies which at first glance might seem quite trivial, but which are, in fact, highly significant, such as:

The Green Party would replace conventional [economic] indicators with those that measure progress towards sustainability, equity and devolution…

This is, once again, revolutionary stuff. The global economic system is based entirely on a system of measurements designed by, and for, the super-rich. It’s interested only in profits for the super-rich. The costs of those profits in terms of human misery, animal suffering, and environmental catastrophe, are entirely irrelevant. Changing the way economies are measured to not only take those factors into account but to prioritise them above the profits of the super-rich is Earth-shaking stuff.

The Bigger Picture

There’s only so much a country can do by itself. Sooner or later it has to co-operate with others in order to achieve mutually desirable results. Even if the Green Party managed to turn Britain into the greenest, happiest, and most self-sufficient country in the world it would be pretty ineffective if the rest of the planet continued along its man-made road to disaster. So the Greens are also committed internationalists, striving to help other countries make the essential changes they’re also going to need in the very near future.

To this end the PSS spells out its policies in its International section, and in the section on Peace and Defence. Unsurprisingly, some of these policies are nothing less than revolutionary:

The Green vision also involves a fundamental restructuring of the global economy to reverse the unsustainable trend of globalisation (i.e. ever increasing trade between ever distant nations with the primary goal of maximising profit) and a democratisation of the systems of global governance…

The United Nations should be reformed and democratised. The current national basis for membership should be extended to include regional (sub-national) representation and all representatives should be democratically selected. The WTO, International Monetary Fund, World Bank and similar bodies should also be reformed, democratised, or replaced…

To support the establishment and maintenance of ecologically sustainable and democratic communities throughout the world, and progress towards a world in which all people are equal in both their economic potential and their political rights…

The nature of conflict in the twenty-first century is highly complex, involving state and non-state participants at every level. Much international conflict today arises directly or indirectly from the abuse of power by rich Northern nations…

The United Kingdom has not been under significant threat of armed invasion since 1941 and such an event is unlikely to occur in the foreseeable future…

“Defence” is the protection of homeland against attack and does not justify pre-emptive strikes against nations and organisations. Military intervention for peacekeeping or conflict prevention cannot be justified unilaterally. It is irrational and immoral [and often illegal] to continue activities that exacerbate threats to international and local security…

The defence budget needs to be adequate to ensure security, but no more so…

The Green Party is committed to pursuing immediate and unconditional nuclear disarmament…

Green defence policy will be consistent with international law and the UN Charter.

The (vegan) buttering of parsnips

There’s an old saying that goes “fine words butter no parsnips”. This makes the vital point that there’s a world of difference between words and deeds. The history of politics is nothing if not a very long and depressing saga of false hopes and broken promises. It’s one thing for the Green Party to have all these wonderful world-changing ideas, making them reality is something else entirely.

To me, the answer is very simple. Write a draft constitution based almost entirely on the Greens’ PSS, and from then on, in every single election campaign, promise to pass that constitution into law within the first six months of a Green government coming to power. (Failure to do so would constitute a breach of promise to the electorate and require the Greens to quit office.) Ensure that the constitution is the supreme law which supersedes all other laws and renders invalid any conflicting law. Build into the constitution the sovereignty of the people, so that only the people can change the constitution – not some new and reactionary future government. Concern that such an action would be undemocratic is groundless: if the Greens openly campaigned for constitutional change and won a general election on the basis of that campaign, it would obviously be the democratic choice of the people to implement it.

I do not see any realistic alternative to this method. If the Greens were to try to introduce their policies piecemeal and individually they would either be quickly defeated by their rich and powerful opponents; or the partial changes would not be able to function alongside existing systems, and hence render them apparent failures; or they would simply run out of time. We are living through the sixth mass extinction of species – unique amongst previous extinctions in that this one was entirely man-made and was largely preventable. We are long past the point of “doing something before it’s too late”. Too late came and went some years ago; we’re now in the business of crisis control and damage limitation. The time is not very far away when no matter what we do it will be in vain. Like Easter Island, our fragile planet is rapidly becoming uninhabitable, solely because of human beings.

As an anarchist I’m not much of a fan of political parties. But what should an anarchist do if a political party comes along which promotes anarchist values? I’ve waded through almost every one of the Green Party’s hundreds of policies. There are some that I’m pretty indifferent to – like Citizen’s Income, for example – but not a single one that I strongly disagree with. Individual anarchists are not going to change the world for the better, but the Green Party just might.

Creative Education and the Flowering of Goodness

Education is potentially the most powerful means of bringing about a major shift in consciousness, within the individual and by extension society; a movement away from narrow ideas of self that feed selfishness, division and material greed, to an inclusive view of life rooted in the recognition that humanity is one. We are forever brothers and sisters of one humanity, and from the realization of this essential fact flows all that is good: sharing, social justice, collective responsibility, freedom and peace. These are transitional times and the early signs of such a transformation can be seen animating many people around the world, particularly the young, who are commonly in the vanguard of change.

Such a shift is essential if the various interconnected crises facing humanity are to be overcome and a true sense of self is to be established. A sense of being that is not limited or defined by the constraints of psychological-sociological conditioning in its various forms. Dismantling such conditioning and creating space in which an unmediated relationship, or atonement with one’s self can take place should sit at the heart of all areas of education.

It is from this unconditioned center of being that the blueprints of the age will be unearthed; ideas that are crucial in designing and building structures and institutions rooted in social justice and unity.

Education and conformity

Society, whether large or small, is not an abstraction: it is a collective reflection of the consciousness of the individuals living within it. For there to be fundamental social change, we, individually, must become consciously aware of the way our lives are habitually lived; choice-less awareness of one’s psychological, emotional and physiological patterns, awareness of how we think, speak and act, what our motives are, whether we are honest and sincere, or manipulative and hypocritical.

Education, particularly creative education, has a fundamental role to play in cultivating environments in which such awareness can naturally take place. In fact, this should be a central aim of all educational work: it could be said that true education is the understanding of oneself, the discovery of who and what we are and the creative expression of That.

The greatest single obstacle to the establishment of an undistorted relationship with oneself is fear. It is a debilitating poison that sits at the core of a plethora of inhibiting, suffocating conditions. Hard to unearth, entwined with desire and attachment, fear is inevitable where comparison, collective discontent and perpetual longing is agitated. The pervasive socio-economic system is dependent for its survival upon all of these, and encourages behavior consistent with its requirements.

Within education systems rooted in the Mechanics of the Market conformity and competition are widespread, creative self-expression becomes very difficult, individuality is curtailed and the pressure to ‘achieve’ is immense. Such an approach does not liberate intelligence and encourage creative living; on the contrary, it inhibits and frustrates a person, as J. Krishnamurti described in Education and the Significance of Life, “instead of awakening the integrated intelligence of the individual, education is encouraging him to conform to a pattern and so is hindering his comprehension of himself as a total process.” This methodology of competition and conformity is frustrating teachers, sucking creativity out of school and university, and fuelling increasing levels of mental illness amongst young people, leading in some cases to self-harm and suicide.

There are wonderful teachers working in schools and colleges throughout the world who reject this reductive approach, but all too often they are handicapped by ill-thought out education policies designed by politicians who are more concerned with training compliant workers than educating young people to be free. As the then UK Secretary of State for Education, Nick Gibb, put it in 2015, education is “about the practical business of ensuring that young people receive the preparation they need to secure a good job and a fulfilling career.” Such ideologically driven politicians view schools and colleges as little more than feeding grounds for employment and camps of social conditioning; the world is regarded as a battleground in which nations and regions are in perpetual economic competition with one another; men and  women are cast as combatants battling to succeed in a global market place. The result of this crude approach to education is the creation of what Krishnamurti described as “a type of human being whose chief interest is to find security, to become somebody important, or to have a good time with as little thought as possible.”

It is an outdated, ideologically driven view of education that is failing young people and needs to be consigned to the past. Education policy should be taken out of the hands of politicians; they do not understand education and repeatedly fail to listen to those who do; i.e., teachers, head teachers and the students themselves.

The clutter in the garden

The fundamental purpose of education is a great deal more significant and subtle than the aims championed by politicians; it underlies all other goals, is concerned with being rather than becoming something, and might be described as facilitating the understanding of oneself and the fulfillment of innate potential, or as Krishnamurti put it, the “flowering of goodness”. He maintained that the purpose of education “is not to produce mere scholars, technicians and job hunters, but integrated men and women who are free of fear; for only between such human beings can there be enduring peace.”

In order to achieve these aims the factors that trigger psychological fear need to be identified and removed: competition, reward and punishment, conformity and all forms of social/psychological conditioning are the principle impediments. These constitute what we might call ‘the clutter in the garden’; they feed fear, deny or distort relationship with oneself, hinder creativity and stunt intelligence. Clear the garden and that which is ever present will naturally radiate, impress, and express, itself. In this regard education is in effect a work of negation; the seed of intelligence and creativity already exists, when the obstacles are removed and an environment of enquiry and trust is created a spontaneous flowering can take place. Herein lies the source also of true individuality and hope.

Non-judgmental spaces are essential to such a movement; an educational atmosphere that is free from the pressure to achieve in any way or conform to any specific image; a neutral environment that encourages individuality and promotes creative independent thinking. This requires the inculcation of creativity in all areas of learning; the arts – visual and performing – are crucial in this work.

Whilst teachers and parents are often well aware of the intrinsic value of arts education in its various forms, it is commonly undervalued by governments, and when financial cuts are made the arts are habitually the first to be targeted. This is a mistake: far from being regarded as a luxury item, an add-on, art education should be seen as the inspiring thread that runs through a student’s schooling/college life; it is, or ought to be, an area in which young people are allowed to express themselves freely without constraint, are encouraged to collaborate with others, to work on group projects and collective creative enterprises.

Arts education has a range of positive impacts; it can stimulate creative thinking, reveal and undo conditioning, build self-belief/confidence, and illuminate the ways of the self. Creativity is not limited to the arts, of course, but the arts have a crucial role to play in stimulating creative thinking, which can then be applied to all areas of education, and indeed life in the broadest sense. The creative process is a liberating journey, revealing and breaking down barriers; it frees the mind allowing intelligence to function – a free mind, we could say, is a mind that is not constrained by any particular ideology or desire for reward of any kind. Such a mind is needed if we are to meet the intense challenges of the time, for, as professor emeritus Sir Ken Robinson states, “the challenges we currently face are without precedent…and we’re going to need every ounce of ingenuity, imagination, and creativity to confront these problems.”

The cause of many of our problems, and the interconnected obstacles to change are systematic and ideological; many people around the world recognise this and are demanding a different approach. Resistance to change is great, but life moves ever towards harmony and the divisive status quo cannot be maintained indefinitely, it must give way to the new; to new ideals rooted in perennial principles of goodness leading to the creation of structures and institutions that will facilitate the creation of a just and peaceful world. From the font of creativity that sits within the heart of each and every one of us the ideas of the time will reveal themselves and the answers to the myriad issues facing humanity will emerge.

Homelessness, Corporate Welfare and Priorities

The homelessness issue has been a source of controversy at the local, state and national levels for some time now. There has been some limited progress, but this problem has certainly not been resolved humanely. Sometimes lost in the debate about this issue is that the homeless are fellow human beings, including families with children, and most of them really don’t want to be without homes.

Many of these people were and are hard working people who suffered some event, whether it was due to the predatory financial crisis ten years ago, a health crisis, a loss of a good-paying job, an accident, a severe weather-related event, the opioid crisis or other drug addiction, etc. A disproportionately large number are military veterans who suffer from PTSD or other injuries that prevent them from maintaining employment. Many of us could also become homeless if we were faced with something that disrupted our income source.

Despite the valiant efforts of lots of smart and compassionate people, the conditions faced by the homeless in the U.S. are, in general, a disgrace. I had the good fortune to have lived in Western Europe for two years in the 1980s and saw very few homeless people there. Most of these nations had good safety net programs that were a right. Unlike the U.S., self-described as the world’s greatest nation, these Western European nations valued and provided human rights including, for example, the rights to health care, housing and food, rights that don’t exist here.

Much of the lack of progress regarding homelessness in the U.S. is due to a shortage of public funds to deal adequately with the issue. Unfortunately, we accept this shortage instead of questioning why it exists.

An examination of the US budget reveals that over 60% of the discretionary spending goes to funding the military, including expensive weapons that help fuel an arms race. Other nations without an empire spend far less on their militaries. For example, our military budget is greater than the combined total of the seven nations with the next largest military budgets. Note that much of this money does not go for our national security but, instead, is corporate welfare. The military, including our naval fleets and air force as well as the over 800 military bases around the world, is used, among other things, to protect overseas investments of banks and other transnational corporations. More corporate welfare goes to the weapons manufacturers for weapons that often don’t work, are grossly over budget, and/or are unnecessary.

Our political leaders have also greatly increased homelessness in Gaza, Afghanistan, Iraq, Libya, Syria and Yemen, areas or countries we have attacked or where we supported our allies’ attacks.  Shamefully, we almost never consider these people.

One might ask how we have arrived at this situation where our nation doesn’t value human rights of our people or of the others. Instead U.S. leaders sacrifice our rights to the protection of a banking and corporate empire that enriches the already wealthy at the expense of the rest of us and the environment.

A partial answer to the above question is that we have a political system influenced/controlled by money. Our lightly-regulated capitalist system allows the accumulation of vast amounts of money that translate into political power. Laws are then created to further rig the system to benefit the wealthy. Our economic system allows no room for compassion for the other, a system in which looking out for number one and excessive greed rule the day. This neo-liberal economic system stands in stark contrast to the professed teachings of most religions including Christianity.

Unless we change our political and economic systems, we won’t have a government of, by and for the people. Instead we will continue to have a budget that protects and expands the wealth of those in power instead of protecting our true human rights (including the right to shelter) and the right to a clean, safe and sustainable environment. Therefore we require a fundamental change in the U.S. political/economic system. Otherwise, continuing on our current path is likely to result in either a nuclear conflict or worsening climate chaos, both of which threaten human survival.

Opposing Charter Schools Without Really Opposing Them

Many individuals, groups, newspapers, and organizations claim that they oppose charter schools. But, revealing ongoing confusion, they also say, often in the same breath, that “there are some good charter schools out there,” that “not all charter schools are rotten,” that “charter schools are not a ‘panacea’ but can be part of the solution,” that “charter schools may provide a good alternative for at least some students,” or that “charter schools should be given a chance” (even though they have been around for more than 25 years). Such contradictory statements are not uncommon, keep many intellectually disoriented, and undermine social progress.

Typically, such forces effectively describe several damning and indicting problems inherent to charter schools, usually enough for the average rational person to rapidly conclude that charter schools should be eliminated immediately, but then instantly equivocate and insert some statement directly or indirectly supporting charter schools. This normalized indecisiveness has been haunting people for years because the analysis, outlook, and consciousness behind it are limited and outmoded.

Even though there is no justification for the existence, let alone expansion, of nonprofit and for-profit charter schools in America, it is nearly impossible to find forces who resolutely answer the call of history to oppose the entire neoliberal concept and practice of charter schools from beginning to end. Instead of defending public schools unequivocally and rejecting all attempts to loot them, we get hedging and ambivalence; lots of fence-riding, often cast as a “balanced view” or “reasonable position.”

Objectively speaking, pay-the-rich neoliberal schemes like charter schools will continue to harm thousands of public schools in many ways, especially as they continue to multiply freely. They will continue to damage society and the economy as well, mainly due to widespread crimes, scandals, waste, fraud, corruption, and racketeering. Charter schools will also continue to under-perform, practice discriminatory enrollment, fight unions, remain unaccountable, operate with impunity, practice authoritarian student discipline codes, dodge endless public governance standards, offer fewer services than public schools, and force many poorly-paid, overworked, and deunionized teachers to quit their job within the first five years of work, ensuring instability, discontinuity, and anarchy in a profession that needs the opposite. Hundreds of nonprofit and for-profit charter schools will continue to close each year, often suddenly and spontaneously, leaving thousands of families disillusioned, abandoned, angry, stressed, and victimized—and with no ability to seek real redress for the harm inflicted on them by charter schools. So much for “choice” and “parental power.”

A culture that is capital-centered, anti-investigation, and constantly reinforces anticonsciousness, individualism, narcissism, and consumerism prevents the brain from perceiving phenomena correctly and making connections in an intelligible way so as to form a coherent, integrated, human-centered, pro-social perspective on what is actually unfolding. The result is contradictory, confusing, choppy, and disorienting statements about charter schools that keep funneling billions of public dollars to private interests. This does not serve the public interest in any way.

Charter schools are part of the multi-faceted neoliberal agenda of the rich launched in the late 1970s. There is nothing grass-roots, pro-social, or progressive about them. For more than 25 years they have proved to be a textbook expression of the financial parasitism inherent to the final and highest stage of capitalism. They are a regressive phenomenon effectively contributing to the further concentration in fewer private hands of social wealth. Prettifying them will not change this fact.

The endless problems with these privatized marketized schools highlights the necessity for a new human-centered direction and outlook in education and society. “Market reform” has done nothing but deny people their rights while producing fabulous profit for the wealthy few.

A fresh new human-centered direction cannot be established by the rich and their political and media apparatus. They are part of the old and outdated. Narrow private interests and their representatives are not concerned about the needs and well-being of the people. They are incapable of humanizing the natural and social environment. Only organized pro-public grass-roots forces can take up the social responsibility to bring into being through their own independent analyses, actions, and practical politics the kind of education system needed by modern society in the 21st century.

Housing Crisis, Mental Health Collective Breakdown, 9 am to 5 am Work!

The essential American soul is hard, isolate, stoic, and a killer. It has never yet melted.

― D.H. Lawrence, Studies in Classic American Literature

He who does not travel, who does not read,
who does not listen to music,
who does not find grace in himself,
she who does not find grace in herself,
dies slowly.

— Brazilian poet Martha Medieros

I work at a homeless veterans (and their families, and some have their emotional support animals here) transitional housing facility in Oregon. We get our money from a huge non-profit religious organization and from the federal government in the form of VA per diem payouts.

The job is tough, rewarding, never with a dull moment, and a microcosm of the disaster that capitalism pushes into every fiber of the American fabric of false adoration of a class dividing and racially scaled society.

Mostly after two-and three-year hitches in the Army, Navy, Marines and Air Force, these men and women are broken on many levels, but serve as emblematic examples of the masses of broken people this country’s top 19 or 20 percent make a killing on. The Point Zero Zero One Percent, the One Percenters and the 19 Percenters live off the 80 percent of us who have toiled for these masters of the capitalist universe and these Little Eichmanns and highly paid bureaucrats and middle managers and top brass in every industry possible (two-income earners making money in higher education, medicine, the law, pharmaceuticals, high tech, military industrial complex, judicial and criminal justice, and all the flimflam that is the retail and consumption class).

I have clients who never saw out-of-country battlefields, but these same veterans hands down have applied and sometimes have received service connected disability claims, from tinnitus to shin splits, bad discs in the back to Parkinson’s, from skin diseases to anxiety disorders, from PTSD to depression, and many, many more.

The problems abound, because these folk are virtually broken and spiritually disconnected, brainwashed by some mythological past, flooded with inertia, possibly never able to get their lives back. We can look at them in their section eight apartments, see them at the free meal joints for veterans, and we can listen to their complaints and then respond by throwing all our fury and recrimination onto them, admonishing them to get off their butts and work. Sounds good from a parasitic, penury capitalistic society of me-myself-and-I thinking, but in reality, these younger and older veterans are strafed with anxiety disorders, co-occurring mental health challenges, post-addiction disorders, and brains that have been calcified by many, many aspects of being in the military; then discharged, and then the entire landmine field of epigenetic realities anchored to what many of them call “broken and bloodied” family lives before hitching up.

Some of us know how to solve their homelessness problem, help with intensive healing, assist them in reintegrating into society: inter-generational communities, in micro-homes/tiny homes, with an intentional cooperative community housing set up with things to do . . . . Like growing food, working on construction projects, engaging in peer counseling, and coalescing around community engagement and co-op like business models.

How many plots of land exist in this PT Barnum Land? How many empty buildings are there in this Walmart Land? How many young and old would like to get off the hamster wheel and out of the machine to live a life worthy of spiritual and collective pacifism to grow a truly communitarian spirit.

Here we have this CryptoZionist VP Pence pledging to rebuild an Air Force base in Florida, Tyndall, for $1.5 billion and then spreading more hubris as we witness Pence and the Air Force brass (their felonious DNA locked into our corrupt military industrial complex) ask for more robbing of the tax till, when a hurricane we knew about weeks ahead of time, destroyed more than 17 Stealth aircraft worth (sic) $339 million each! No apologies, no public investigation, nothing!

You won’t hear on Democracy Now a strong case against building these jets in the first place, or a strong case for lopping off the heads of Generals and state senators, on down, for this Keystone Cop disaster. Up to $6 billion for these graft-ridden and spiritually empty examples (Stealth Baby and Old Man-Woman Killers) of America the Empire.

Daily, I struggle to get veterans accommodations for evictions or for property debts, as many have just failed to pay rents or mortgages because of the colluding forces of mental-physical-spiritual dysfunction created by what it is that makes broken people in general, but especially broken veterans who have some undeserved sense of entitlement. Daily, just attempting to get VA hospital treatment, or trying to have experts look at veterans’ amputated limbs and just getting appointments for prosthesis devices?

We are not in “new times” with a CryptoZionist brigade in office, or a filthy example of an individual as the leader of these follies. Nothing new in the New Gilded Age punishment caused by a small cabal of One Percenters who hold dominion over workers. Nothing new about the power of the media and entertainment game to brainwash compliant citizens. Nothing new about War Is a Racket principles (sic) driving our economy. Nothing new about white supremacy ruling Turtle Island. Nothing new about the Manifest Destiny Operating System ripping land, resources, people from indigenous homelands and other countries’ sovereignty. Nothing new in the great white hope tutoring other like-minded fellows in other countries on how to get one or two or a thousand “ups” on the powerless or disenfranchised peoples of their own countries.

Life for Third World (sic) peoples was bad under all the criminals we have voted into POTUS office for the past 250 years! Longer.

The big difference seems to be the passed on and learned helplessness, fear, bulwarking that has been seeded from generation to generation. The fact there are hyper Christians who support the hyper hedonistic, superficial, irreligious, criminally-minded, sexist, racist, loud mouth, intellectually challenged Trump may seem illogical. Oh, so much illogical braying in the world before the Trump seed spilled on this land. Imagine, Jews supporting white supremacists, anti-Semites. Imagine, Native Americans wrapping themselves in the US red-white-blue, and signing up for war-military in higher numbers than any other demographic group. No need to go apoplectic over women supporting Trump as if he is their daddy or Sugar Daddy. How many times in this country’s history have we had Women for Reagan, Women for Bush, Women for Clinton, Women for the Vietnam War?

Susan Sontag said it pretty clearly:

Of course, it’s hard to assess life on this planet from a genuinely world-historical perspective; the effort induces vertigo and seems like an invitation to suicide. But from a world-historical perspective, that local history that some young people are repudiating (with their fondness for dirty words, their peyote, their macrobiotic rice, their Dadaist art, etc.) looks a good deal less pleasing and less self-evidently worthy of perpetuation. The truth is that Mozart, Pascal, Boolean algebra, Shakespeare, parliamentary government, baroque churches, Newton, the emancipation of women, Kant, Marx, Balanchine ballets, et al., don’t redeem what this particular civilization has wrought upon the world. The white race is the cancer of human history; it is the white race and it alone — its ideologies and inventions — which eradicates autonomous civilizations wherever it spreads, which has upset the ecological balance of the planet, which now threatens the very existence of life itself. What the Mongol hordes threaten is far less frightening than the damage that western ‘Faustian’ man, with his idealism, his magnificent art, his sense of intellectual adventure, his world-devouring energies for conquest, has already done, and further threatens to do.

To be honest, the insanity of the white race is also what I am concerned with in Sontag’s (RIP) polemic. That pejorative “crazy” seems apropos for the white race, if one were to look at the way this country’s leaders and movers and shakers play the game and push their destructiveness on the rest of the world. They are all white!

Crazy watching the Kavanaugh hearings. Crazy reading the World Socialist Web Site hit after hit on any woman fighting the scourge of sexual harassment, sexual assault, rape!

This David Walsh gets it all wrong, deploying simplistic “blame the victim” mentality, and then using “witch hunts” accusations to buttress his absurd essay’s thesis. This article is an example of low level white writer crazy:

The ostensible aim of this ongoing movement is to combat sexual harassment and assault, i.e., to bring about some measure of social progress. However, the repressive, regressive means resorted to—including unsubstantiated and often anonymous denunciations and sustained attacks on the presumption of innocence and due process—give the lie to the campaign’s “progressive” claims. Such methods are the hallmark of an anti-democratic, authoritarian movement, and one, moreover, that deliberately seeks to divert attention from social inequality, attacks on the working class, the threat of war and the other great social and political issues of the day.

Instead of bringing about an improvement in conditions, in fact, the #MeToo movement has helped undermine democratic rights, created an atmosphere of intimidation and fear and destroyed the reputations and careers of a significant number of artists and others. It has taken its appropriate place in the Democratic Party strategy of opposing the Trump administration and the Republicans on a right-wing footing.

The sexual hysteria has centered in Hollywood and the media, areas not coincidentally where subjectivism, intense self-absorption and the craving to be in the limelight abound.

Comments back at the author’s “hysteria” analysis are not worthy of recrimination, for sure, but if you scroll down in the WSWS comments section for this piece, have at it: the continued craziness of white thought, white attitudes and white actions. It’s a long essay, and this man’s conclusions are all over the place, indicting anyone who aligns himself or herself with the #MeToo movement. Blames #MeToo (using current polls) for aiding and abetting an upsurge in misogynistic thinking, where these vaunted white man’s polls say more Americans one year later after #MeToo are skeptical in larger numbers about allegations of sexual harassment coming from anyone. Blame #MeToo, so-called socialist David.  Polls, oh those pollsters, oh Mr. Walsh states that #MeToo activists should be involved in other things, like the plight of working class men and women, or stopping the apocalyptic brinkmanship played out by Trump with toy nuclear weapons. Etc., etc.

It makes sense that we have silos in the social justice, criminal injustice, environmental-economic-equity movements. So much easier to tackle one bad bill or vote or crazy politician in your neck of the woods than to grasp the totality of how broken, mean, murderous, monstrous this country’s policies are! And, reality check – the white race is crazy. You see it in Nazi German, in Europe today, in Israel, in the USA, in Canada, in Australia.

Yet the broken systems, the insanity of even considering a series of social nets being frayed, chopped and burned by the One Percent’s minions in political office and finance – how insane is it that social security is on the chopping block, that there is no single payer health plan, that there is no public transportation, that the commons are being razed, raped and contaminated? How insane is it to “let” lead flow in public water system pipes (Flint, Portland, et al); or that pesticides rule the micro-world of future generations, where brain stems are permanently damaged; or how insane is it to allow a good chunk of young people to come into the world with diabetes, or riddled with on-the-spectrum diseases . . . or full of ticks and physical ailments in the name of Big Ag/Big Energy/Big Chem/Big Med/Big Tech ruling the land?

Insanity is a race that hawks chemicals of death, that inculcates punishments and fines and levies and taxes and penalties and surcharges and charges and fees and tolls and taxes and tickets and defaults and foreclosures and balloon rates and eminent domain decisions and impoundments and confiscations and seizures on their own people?

Daily, Portland (three counties, and then just north, Clark County, WA) is an example of this white insanity — unchecked growth, unchecked rent hikes, unchecked cost of living busting more and more people, unchecked home costs rising, unchecked traffic and bureaucratic gridlock, constant punishment for the downtrodden, homeless, poor. How insane is it to have students of nursing programs living in their cars while attending classes (Portland Community College, et al)? How insane is it that the Portland police bureau can charge non-profits thousands of dollars for public records, our own records?

The system is rigged, and it’s a white system of lawsuit after lawsuit! Death by a thousand fines and spiritual-mental-physical cuts!

Until the system is so broken you have millions of social workers like myself attempting to figure out how to save one life at a time, all broken lives products of the insane white culture, their own insane (crazy) leaders, family members, bosses and communities?

The Importance of Alternative Media

Social critic Neil Postman contrasted the futures predicted in Nineteen Eighty-Four and Brave New World in the foreword of his 1985 book Amusing Ourselves to Death: Public Discourse in an Age of Show Business (1985). He wrote:

What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give us so much that we would be reduced to passivity and egotism. Orwell feared that the truth would be concealed from us. Huxley feared the truth would be drowned in a sea of irrelevance.

Neil Postman’s book had its origins at the Frankfurt Book Fair, where he was invited to join a panel discussing George Orwell’s Nineteen Eighty-Four. Postman said that our present situation was better predicted by Huxley’s Brave New World. Today, he maintained it is not fear that bars us from truth. Instead, truth is drowned in distractions and the pursuit of pleasure, by the public’s addiction to amusement.

Postman sees television as the modern equivalent of Huxley’s pleasure-inducing drug, Soma, and he maintains that television, as a medium, is intrinsically superficial and unable to discuss serious issues. Looking at television as it is today, one must agree with him.

The wealth and power of the establishment

The media are a battleground where reformers struggle for attention, but are defeated with great regularity by the wealth and power of the establishment. This is a tragedy because today there is an urgent need to make public opinion aware of the serious problems facing civilization, and the steps that are needed to solve these problems. The mass media could potentially be a great force for public education, but in general their role is not only unhelpful – it is often negative. War and conflict are blatantly advertised by television and newspapers.

Newspapers and war

There is a true story about the powerful newspaper owner William Randolph Hearst that illustrates the relationship between the mass media and the institution of war: When an explosion sank the American warship USS Maine in the harbor of Havana, Hearst anticipated (and desired) that the incident would lead to war between the United States and Spain. He therefore sent his best illustrator, Fredrick Remington, to Havana to produce drawings of the scene. After a few days in Havana, Remington cabled to Hearst, “All’s quiet here. There will be no war.” Hearst cabled back, “You supply the pictures. I’ll supply the war.” Hearst was true to his words. His newspapers inflamed American public opinion to such an extent that the Spanish-American War became inevitable. During the course of the war, Hearst sold many newspapers, and Remington many drawings. From this story one might almost conclude that newspapers thrive on war, while war thrives on newspapers.

Before the advent of widely-read newspapers, European wars tended to be fought by mercenary soldiers, recruited from the lowest ranks of society, and motivated by financial considerations. The emotions of the population were not aroused by such limited and decorous wars. However, the French Revolution and the power of newspapers changed this situation, and war became a total phenomenon that involved emotions. The media were able to mobilize on a huge scale the communal defense mechanism that Konrad Lorenz called “militant enthusiasm” – self-sacrifice for the defense of the tribe. It did not escape the notice of politicians that control of the media is the key to political power in the modern world. For example, Hitler was extremely conscious of the force of propaganda, and it became one of his favorite instruments for exerting power.

With the advent of radio and television, the influence of the mass media became still greater. Today, state-controlled or money-controlled newspapers, radio and television are widely used by the power elite to manipulate public opinion. This is true in most countries of the world, even in those that pride themselves on allowing freedom of speech. For example, during the US-led invasion of Iraq in 2003, the official version of events was broadcast by CNN, and criticism of the invasion was almost absent from their transmissions

The mass media and our present crisis

Today we are faced with the task of creating a new global ethic in which loyalty to family, religion and nation will be supplemented by a higher loyalty to humanity as a whole. In case of conflicts, loyalty to humanity as a whole must take precedence. In addition, our present culture of violence must be replaced by a culture of peace. To achieve these essential goals, we urgently need the cooperation of the mass media.

The predicament of humanity today has been called “a race between education and catastrophe”. Human emotions have not changed much during the last 40,000 years. Human nature still contains an element of tribalism to which nationalistic politicians successfully appeal. The completely sovereign nation-state is still the basis of our global political system. The danger in this situation is due to the fact that modern science has given the human race incredibly destructive weapons. Because of these weapons, the tribal tendencies in human nature and the politically fragmented structure of our world have both become dangerous anachronisms.

We have to learn to think in a new way. Will we learn this in time to prevent disaster? When we consider the almost miraculous power of our modern electronic media, we can be optimistic. Cannot our marvelous global communication network be used to change anachronistic ways of thought and anachronistic social and political institutions in time, so that the system will not self-destruct as science and technology revolutionize our world? If they were properly used, our instantaneous global communications could give us hope.

The success of our species is built on cultural evolution, the central element of which is cooperation. Thus human nature has two sides, tribal emotions are present, but they are balanced by the human genius for cooperation. The case of Scandinavia – once war-torn, now cooperative – shows that education is able to bring out either the kind and cooperative side of human nature, or the xenophobic and violent side. Which of these shall it be? It is up to our educational systems to decide, and the mass media are an extremely important part of education. Hence the great responsibility that is now in the hands of the media.

How do the mass media fulfill this life-or-death responsibility? Do they give us insight? No, they give us pop music. Do they give us an understanding of the sweep of evolution and history? No, they give us sport. Do they give us an understanding of need for strengthening the United Nations, and the ways that it could be strengthened? No, they give us sit-coms and soap operas. Do they give us unbiased news? No, they give us news that has been edited to conform with the interests of the military-industrial complex and other powerful lobbies. Do they present us with the need for a just system of international law that acts on individuals? On the whole, the subject is neglected. Do they tell of the essentially genocidal nature of nuclear weapons, and the urgent need for their complete abolition? No, they give us programs about gardening and making food.

A consumer who subscribes to the “package” of broadcasts sold by a cable company can often search through all 100 or so channels without finding a single program that offers insight into the various problems that are facing the world today. What the viewer finds instead is a mixture of pro-establishment propaganda and entertainment. Meanwhile the neglected global problems are becoming progressively more severe. In general, the mass media behave as though their role is to prevent the peoples of the world from joining hands and working to change the world and to save it from thermonuclear and environmental catastrophes. The television viewer sits slumped in a chair, passive, isolated, disempowered and stupefied. The future of the world hangs in the balance, the fate of children and grandchildren hang in the balance, but the television viewer feels no impulse to work actively to change the world or to save it. The Roman emperors gave their people bread and circuses to numb them into political inactivity. The modern mass media seem to be playing a similar role.

Our duty to future generations

The future of human civilization is endangered both by the threat of thermonuclear war and by the threat of catastrophic climate change. It is not only humans that are threatened, but also the other organisms with which we share the gift of life. We must also consider the threat of a global famine of extremely large proportions, when the end of the fossil fuel era, combined with the effects of climate change, reduce our ability to support a growing global population.

We live at a critical moment of history. Our duty to future generations is clear: We must achieve a steady-state economic system. We must restore democracy in our own countries when it has been replaced by oligarchy. We must decrease economic inequality both between nations and within nations. We must break the power of corporate greed. We must leave fossil fuels in the ground. We must stabilize and ultimately reduce the global population. We must eliminate the institution of war; and we must develop new ethics to match our advanced technology, ethics in which narrow selfishness, short-sightedness and nationalism will be replaced by loyalty to humanity as a whole, combined with respect for nature.

Inaction is not an option. We have to act with courage and dedication, even if the odds are against success, because the stakes are so high.

The mass media could mobilize us to action, but they have failed in their duty.

Our educational systems could also wake us up and make us act, but they too have failed us. The battle to save the earth from human greed and folly has to be fought in the alternative media.

The alternative media, and all who work with them, deserve both our gratitude and our financial support. They alone can correct the distorted and incomplete picture of the world that we obtain from the mass media. They alone can show us the path to a future in which our children, grandchildren, and all future generations can survive.

Author’s Note:

• A book discussing the importance of alternative media can be freely downloaded and circulated from this address:

• More freely downloadable books and articles on other global problems can be found here.

Political Graffiti Exposing Anti-Palestinian Racism

Supporters of a private Toronto school that publicly promotes racism against Palestinians, flies an Israeli flag and then complains of “anti-Semitism” when pro-Palestinian graffiti is scrawled on its walls should give their heads a shake.

The Centre for Israel and Jewish Affairs, Friends of Simon Wiesenthal Center and B’nai Brith labeled messages scrawled on Leo Baeck Day School “hateful” and “anti-Semitic”, but fair-minded individuals should be more concerned with the hatred taught inside the school.

Recently someone wrote “Free Palestine” and “Long Live Palestine” on the school’s sign and flagpole.  On a picture of a rally with Israeli flags at or near Leo Baeck (reports differ) someone wrote “Long Life [sic] to the Hamas.”

Saying it received a call to its “Anti-Hate Hotline”, B’nai Brith claimed the school was “defaced with antisemitic epithets”. FSWC and CIJA also put out statements denouncing “hatred”. A number of city councillors and MPs repeated their message with Mayor John Tory writing, “there is no place for hate” in Toronto.

But none of these groups or politicians mentioned the hate taught inside the school itself.

Leo Baeck is a bastion of indoctrination and activism that meets most of the criteria of anti-Palestinian racism, as defined by the UK’s Jewish Voice for Labour.

An Israeli flag flies in front of the school and its publicity says it “instills” a “love of Israel” and “a deep and meaningful connection to … the State of Israel” among students.The school has an Israel Engagement Committee and in 2012 it received United Jewish Appeal Toronto’s inaugural Israel Engagement Community Award. That same year the Israeli Consul General in Toronto, DJ Schneiweiss, attended the launch of a new campus at Leo Baeck.

A 2012 Canadian Jewish News article titled “Leo Baeck adopts more Israel-centric curriculum” quoted the head of the school saying “one of the reasons people choose our school is a commitment to the State of Israel.” But, principal Eric Petersie told the paper, graduates felt unprepared to respond to the Boycott, Divestment and Sanctions movement on university campuses so the school increased its Israeli teachings.

Leo Baeck was the first school to join UJA Federation Toronto’s shinshinim (emissary) program, which began in 2007. Partly funded by the Jewish Agency for Israel, the program sends young Israelis to interact with Canadian students and staff. Last year the school hosted Idan Aharon and Roni Alkalay for three days a week. According to the Canadian Jewish News, “one of the ways Leo Baeck and the Young Emissary Program ensure that students understand the realities of Israel is by re-introducing the previous year’s shinshinim to students by way of live video chat from their Israel Defence Forces barracks dressed in their military uniforms.”

The school promotes the Israeli military in other ways. Last year’s Grade 8 class organized a school-wide fundraiser to support Beit Halochem Canada/Aid to Disabled Veterans of Israel and a choir “paid tribute to Israel’s fallen heroes.”

In another crude form of anti-Palestinianism, Leo Baeck works with the explicitly racist Jewish National Fund, which excludes the 20-25% of non-Jewish Israelis from its vast landholdings mostly stolen from Palestinians in 1948. Some “students took  virtual walk across Israel in school thanks to JNF map and guidance”, noted a 2015 tweet.  But, the JNF map shown to the nine and ten-year-olds encompasses the illegally occupied West Bank and Gaza, effectively denying Palestinians the right to a state on even 22 percent of their historic homeland. In all likelihood, Leo Baeck works with JNF Canada’s Education Department, which has produced puzzles and board games to convince young minds of its colonialist worldview, and organizes celebrations of JNF day at Jewish schools.

While B’nai Brith, FSWC and CIJA’s statements on the graffiti present the school as sacrosanct, apolitical terrain, they didn’t object when a politician used it as a backdrop to express their anti-Palestinian bonafides. During a 2012 tour of Leo Baeck then Liberal  party leadership contender Justin Trudeau criticized Iran, celebrated Israel and distanced himself from his brother Alexandre’s support for Palestinians.

Over the past year the Canadian Jewish News has published at least three stories about the growing attention devoted to Israel education at Jewish schools. A 2017 cover story titled “What to teach Jewish students about Israel?” detailed the growing importance given to classes on Israel at Jewish day schools. While students have long been “taught from a young age to see Israel as the land of milk and honey”, in recent years Jewish day schools have ramped up their indoctrination in reaction to “anti-Israel student groups on campuses throughout North America.”

When a school engages in partisan political activity in support of a foreign country, when it supports racism and intolerance against an oppressed people, when it indoctrinates children in these views, surely it cannot be surprised that some would be upset, and might illustrate their displeasure.

One can debate the merits of writing political graffiti on school grounds, but what news reports described was certainly not anti-Semitic.