Category Archives: Public Schools

Will Mississippi Supreme Court Allow Privately-Operated Charter Schools to Keep Seizing Public Funds from Public Schools?

A high-level court case is currently underway in Mississippi to decide if privately-operated charter schools can keep siphoning local property taxes from public schools.

Presently, Mississippi’s charter school law unconstitutionally diverts millions of dollars in local property tax money (ad valorem taxes) away from local public school districts to privately-operated charter schools.

Defenders of public schools and the public interest rightly note that privately-operated charter schools are harming public schools by draining money away from them and that opening more charter schools will only make things worse. They say that if privately-run charter schools are going to operate in Mississippi, they should find another source of funding.

Charter schools are not public schools in the proper sense of the word, therefore they have no valid or legitimate claim to public funds. Privately-operated charter schools differ legally, philosophically, organizationally, and operationally from public schools. To treat both types of schools as public and entitled to public funds is erroneous, misleading, and dishonest.

In Mississippi and other states, only public schools under local control by publicly elected individuals can receive local tax dollars raised by residents of the district. Charter schools are run by unelected bodies that are not answerable to the community. Charter schools do not operate under a local school district and are not under the control of the residents of public school districts, which means residents have no say over the charter schools that are siphoning their money. It is a form of taxation without representation.

Putting aside the poor academic performance of thousands of nonprofit and for-profit charter schools across the country, why should the public tax dollars of residents go to charter schools that are privately-governed, do not follow many public laws, and are not accountable to the community? Why should local property tax dollars go to schools exempt from local supervision? Why should a school district be required to share its maintenance tax levy with other school districts, let alone privately-operated charter schools?

In Mississippi, privately-operated charter schools receive public funding even though they are exempt from the oversight of the state Board of Education, the Mississippi Department of Education, and local boards of education. Low accountability and scant transparency have plagued the segregated and deunionized charter school sector for more than 27 years.

It is also important to stress that local public funds, as well as state and federal public funds, belong to schools, not students per se. The public funding of public schools is an issue that goes well beyond individual students. Public funds do not simply fund isolated free-floating individual students; they fund schools, their infrastructure, their employees, their programs, their future, the community, and more. Individual students are not the only ones benefiting from local property taxes.

Charter school advocates in Mississippi are trying desperately to arbitrarily change the meaning of many words to maintain their illegitimate ability to siphon millions of public dollars every year from public schools. They are eager to change the legal definition, identity, and relations that have long shaped and governed public schools in America. This may be one of the most under-reported and unexamined coups of the public by wealthy private interests in a while.

Mississippi passed its charter school law in 2013 and currently has only a handful of privately-operated charter schools.

Mississippi Supreme Court justices are expected to issue a ruling in the three-year-old case “in due course.” Given the current neoliberal context, more courts are abandoning the public interest and ruling on the basis of neoliberal ideology. Thus, there is a good chance that the Mississippi Supreme court will rule to allow millions of public dollars to keep flowing to privately-operated charter schools.

Household Income, or Higher Planes of Consciousness?*

We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.

Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909

The hubris, the lack of ground truthing, the faux academic natures, the overlord mentality, the star chamber blathering, and the oh so tight with capitalism persuasions of elites like Nick Hanauer, Founder of the public-policy incubator Civic Ventures, billionaire, Charter School aficionado, and one of those not-so-rare money grubbers who has so much to say about how we, the 80 percent, should live our lives in their strangling economic hell.

Allen, Gates, Bezos, Buffet, Walton, Nick, and on and on, the number of elites who are lecturing governors, policy makers, citizens, and business opportunists on what we, their poor trickled down subjects, should do to survive in their sacrifice zones of hellish capitalism.

Here’s Nick’s piece in that faux magazine, The Atlantic — Better Schools Won’t Fix America  — “Like many rich Americans, I used to think educational investment could heal the country’s ills—but I was wrong. Fighting inequality must come first.”

Long ago, I was captivated by a seductively intuitive idea, one many of my wealthy friends still subscribe to: that both poverty and rising inequality are largely consequences of America’s failing education system. Fix that, I believed, and we could cure much of what ails America.

This belief system, which I have come to think of as “educationism,” is grounded in a familiar story about cause and effect: Once upon a time, America created a public-education system that was the envy of the modern world. No nation produced more or better-educated high-school and college graduates, and thus the great American middle class was built. But then, sometime around the 1970s, America lost its way. We allowed our schools to crumble, and our test scores and graduation rates to fall. School systems that once churned out well-paid factory workers failed to keep pace with the rising educational demands of the new knowledge economy. As America’s public-school systems foundered, so did the earning power of the American middle class. And as inequality increased, so did political polarization, cynicism, and anger, threatening to undermine American democracy itself.

Taken with this story line, I embraced education as both a philanthropic cause and a civic mission. I co-founded the League of Education Voters, a nonprofit dedicated to improving public education. I joined Bill Gates, Alice Walton, and Paul Allen in giving more than $1 million each to an effort to pass a ballot measure that established Washington State’s first charter schools. All told, I have devoted countless hours and millions of dollars to the simple idea that if we improved our schools—if we modernized our curricula and our teaching methods, substantially increased school funding, rooted out bad teachers, and opened enough charter schools—American children, especially those in low-income and working-class communities, would start learning again. Graduation rates and wages would increase, poverty and inequality would decrease, and public commitment to democracy would be restored.

— Nick Hanauer

It goes downhill from there, which one would expect as the magazine gives this fellow broadsheet exposure as he lumbers along in an attempt to revamp his earlier theses about how education is the salvation for our society, our economy (sic) and in bringing people out of poverty.

You see, these billionaires play with words and ideas, and he comes off as all anti-trickle down, pro-bridging the gap in this New Gilded Age.

He sounds like a duck, quacks like a quack, though. No mention of taking capitalism down to its knees, at least. No mention of a decent single payer health care bill, no mention of a social security system paid for through the rich and not-so-rich paying above their $120,000 cap on wages that currently sets as the gold (rust) standard for taking out SS on wages. No discussion of ending the war economy, stopping rich entrepreneurs from moving technology from its current state of extinction event after extinction event into the isolation bunkers we put nuclear energy’s waste stream.

Like all good capitalists, Nick’s invested in making money from the “middle class” as it’s forced into a frantic hamster wheel services-goods-consumer-unnecessary-and-polluting-junk society which is a race to the bottom, for sure. Ramping up riderless cars, 200 mph exclusive trains, drone-delivered crap, and I am sure people-killing Artificial Intelligence and Machine Learning devices — that’s their MOS. Starbucks on Mars. Netflix on the Moon. That’s their wet dreams.

Here’s his many times repeated foundation tooted throughout his piece:

By distracting us from these truths, educationism is part of the problem.

Whenever I talk with my wealthy friends about the dangers of rising economic inequality, those who don’t stare down at their shoes invariably push back with something about the woeful state of our public schools. This belief is so entrenched among the philanthropic elite that of America’s 50 largest family foundations—a clique that manages $144 billion in tax-exempt charitable assets—40 declare education as a key issue. Only one mentions anything about the plight of working people, economic inequality, or wages. And because the richest Americans are so politically powerful, the consequences of their beliefs go far beyond philanthropy.

A major theme in the educationist narrative involves the “skills gap”—the notion that decades of wage stagnation are largely a consequence of workers not having the education and skills to fill new high-wage jobs. If we improve our public schools, the thinking goes, and we increase the percentage of students attaining higher levels of education, particularly in the STEM subjects—science, technology, engineering, and math—the skills gap will shrink, wages will rise, and income inequality will fall.

Oh, god, so all my decades teaching in so many venues, even now, PK12, are worthless since I am a journeyman, ground truther, not in some academic elite group of book writers, or in the know with these elites who are the rich and the famous and the leeches who will spin multi-billions of our hard-earned money to play with educational curriculum.

Fact is, the jobs are pure crap, the unemployment rate is higher than the economists and their followers say, the type of jobs we have in the USA are asinine and foolishly tied to hyper consumption and hyper eating and hyper entertaining and hyper disposable (not) income based.

Old Nick goes on and on about how we need to bring people out of poverty and to pay more for those Walmart and Burger King jobs. He talks about the big job growth in low-wage jobs (low wage because we do not value bedpan cleaners, home health care workers, people that pick up the trash, do the social work, aid the teachers, teach, and do the work of paving roads, building day care centers, staffing day care centers, and on and on).

Our infrastructure in the USA is D- from the civil and other engineering societies’ POVs. We have people paying 250K dollars to be a doctor or veterinarian. We have student loan debt in the $1.5 trillion category. We have students who are homeless, part-time faculty who sleep in their cars (houseless) and millions upon millions of people with degrees from college making squat. Nick thinks the schools are great, that we are turning out highly educated folk from the colleges yet, however, we have so many jobs now that demand zero college but can’t be filled to assist the billionaires making more billions.

You know, warehouse jobs, food processing, delivery, etc. A true capitalist like Nick would never ever say we need BETTER schools, PK12, where the youth get real history on the crimes of the wealthy, the crimes of capitalism, the crimes of their own country. Never give young people ways to monkey wrench the oppressive systems that capitalism naturally invents and props up and hires militaries for to keep workers down and the rich up.

Our schools are crap, and the Chromebooks and standardized curriculum and the flat earth people around the South who hold sway on what is taught and what is read, well, we are an embarrassment. The students are losing their IQs every five years, and what is done in schools is an assault of the senses, antithetical to learning, and contrary to what we need to be teaching and having youth embrace so they can have the tools and collective wisdom and force to take Mr. Nick’s billions and take his messed up ideas and put themselves in the driver’s seat.

This addictive screen society, and the meaningless content delivered on line, and the anorexic history, and the childish stuff even in college, all of that, and more, demonstrate a true skills gap.  We need a moratorium on student debt, a jubilee, and we need major moratoriums on the power of capital and their Gilded Age masters.

He’s shocked that over the past 40 years there has been such a huge gap in the wealth of middle class people and the rich. Hmm, nothing about millions in investments making exponentially more than what most Americans consider big bucks with a few thousand in the bank. Interest rates down in the toilet for the investor class. Fee after fine after levy after penalty after tax after toll after add-on after compounded interest rate, sure, try that on $50 k a year. The cost of insurance on the vehicles, all that money stolen buying a house with more scum scoopers in the Real Estate Mafia, all those municipal and county and state government agencies adding more and more onto fees to pay for the business of democracy.

Because guys like Nick sound like a liberal, sound like a benefactor of the middle class, well, they get play in the Mainstream Mass Suicide Media like a rag such as the Atlantic. But get under the skin of this guy’s article and we find a plastic world of not-very-original ideas that are so divorced from what it takes to be a teacher and a staff and a student and a parent and a citizen of the public school system.

The teachers do not cross pollinate, and to be honest, so teachers never co-teach or cover a variety of subjects as a team. I’d say 70 percent of the people I teach with should not be teachers, though that might be hard to ferret out since I believe all PK12 education should be hands on, experiential, tied to community projects, with tons of book reading, outdoor gardening, real science in the fields and heavens, raising animals, doing arts and crafts that sell to the community, building, thinking entering the community as parachutists for day care, elderly care, animal care, park care.

School should be the end all for a community, and with national health care, a decent chance at some income at 62, with safety nets built in for illness, accident, mental health breakdown, and with housing that is built by the community, and affordable beyond affordable, tied to public transportation, tied to community farms, community civics, community art and music and democracy schools, all wrapped up in a big fat bow of retooling people to think like a tribe but act like a 21st century survivor of climate catastrophe.

Imagine taking all the additives and chemicals and toxins out of food, water, air and activities of daily living for our youth, from inception to college, and we’d be saving trillions on health care and worker depression and crime and suicide.

Yes, taking technology away, sending it to the dustbin of the waste storage facilities of the nuclear age, the chemical age, the bio-toxin age.

Nick can never ever criticize the War Machine, the Fossil Energy Machine, the Pharma Machine, the AI Machine, the Legal Machine, the Real Estate Machine, the Retail Machine, the Prison Machine, the Health Care Machine, and the other Machines that keep capitalism going strong like those gas chambers we have so much read about tied to WWII.

The Age of Dumb has morphed into the Age of Stupid, into the Age of Distraction and morphed further into the Age of Passionless Existence . . .  and then into the Age of Screen . . . and then further into the Age of I Wanna Be a You Tuber Star to this juncture,  into the Age of Fascism.

Old Nick, I am sure, loves them all — Boeing, Whole Foods, Amazon, Microsoft, Google, and a thousand other enterprises of the sick and famous.

Yes, we have a huge skills gap. The skills necessary to defend a community from toxins and Air B & B’s. A skills set to stop the cops murdering, and stop the school to prison pipeline. We lack the Pk12 skills to teach youth to question ALL authority, question ALL big businesses, question ALL governments, question ALL of the so-called Nicks of the world.

The entire systems created by the cancer of capitalism need to be scrapped, or chemo-therapied out of existence.

Here, John Steppling:

But…Mark Morford, a columnist for the S.F. Gate, talked to a high school teacher friend of his in Oakland….

But most of all, he simply observes his students, year to year, noting all the obvious evidence of teens’ decreasing abilities when confronted with even the most basic intellectual tasks, from understanding simple history to working through moderately complex ideas to even (in a couple recent examples that particularly distressed him) being able to define the words “agriculture,” or even “democracy.” Not a single student could do it. It gets worse. My friend cites the fact that, of the 6,000 high school students he estimates he’s taught over the span of his career, only a small fraction now make it to his grade with a functioning understanding of written English. They do not know how to form a sentence. They cannot write an intelligible paragraph.

Mark Morford, S.F. Gate, 2018

So this is not about measuring intelligence. IQ tests are, as I say, biased in dozens of ways. But I don’t think you can find a high school or university teacher who would not agree with the general decline in reading and writing skills. And I have noted, personally, a horrifying decline in curiosity. I rarely ever have found students curious enough to go look things up for themselves. The reasons for this are complex and beyond the scope of this article. (I have written about the evolution of visual processing and the creation of an ideal observer, on my blog. Jonathan Crary and Jonathan Beller both have profound books out on subjects inextricably linked to media and cognitive development, or lack thereof). The point here is that this loss of curiosity and literacy is not the result of a single simple thing. Nor is it a moral argument about values or some shit that Bill Bennett might have come up with. It is about a system of hegemonic control that has encouraged a surplus populace to a life spent on screens, distracted and stupified. And how this is tied into western capital and its insistence on social control and domination.

Yes, John brings in the “heavyweights” with their tomes and bibliographies and data-driven theses about media and cognitive slippage; however, again, the ground truthers have it, know it, say it, but we never are brought to the table to illuminate the elite and the powerhouse writers and thinkers to give them a real sense of the problem and the causation and the deeper issues tied to mental health slippage, physical deterioration, learning disabilities increasing, lower and lower bars for ethics, family ties, mentoring, love and respectfulness.

The bottom line is too few people have too much money, too much power, too much authority, too much control, too much say, too much ability to shape and reshape our communities. And just because everyone is doing it — oh, damn, that could be one of a thousand things consumer citizens and consumer workers and consumer neighbors are doing, but the bottom line is that many would be doing things so differently if we had agency and no overlords dictating every waking, sleeping, working, recreating, fornicating, eating, shitting, dying second — doesn’t mean it’s right or even what we want.

If Nick could just walk away from the Atlantic. If the Atlantic would just begin real journalism and real ground truthers writing vigorously and profanely and profoundly, each and every issue.

* The Six Planes of Higher Consciousness

1. Transcendence
2. Serene Knowledge
3. Universal Abundance
4. Your Vast Self
5. Integration
6. Creative Mind

Your journey through the stages of the heart, as it grows from the dark state to the clean, has been described in Stages of Mental/Emotional Awakening. It’s very important to keep these stages of mental/emotional awakening in mind as reliable guideposts of your voyage. However, it’s also very important to know the following levels of awareness which you will likely experience as you come home to your higher consciousness and become enabled to live in it as a new person.

Signing off with John Taylor Gatto:

First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don’t let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there’s no telling what your own kids could do. After a long life, and thirty years in the public school trenches, I’ve concluded that genius is as common as dirt. We suppress our genius only because we haven’t yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

Joe Biden Supports Privately-Operated Charter Schools

Joe Biden is one of about two dozen 2020 democratic candidates running for President of the United States. This is not his first presidential campaign.

Biden served under President Barack Obama as Vice President for eight years. Obama became well-known for many antisocial policies in many spheres, especially education, including the aggressive promotion of privately-operated charter schools that siphon enormous sums of money from over-tested, under-funded, and constantly-demonized public schools. Obama also supported the widely-rejected Race to the Top law, the much-hated Common Core, and the heavily-loathed No Child Left Behind Act (NCLB). In 2015, Obama replaced NCLB with a worse law: the Every Student Succeeds Act. The education record of Obama and Biden is terrible.

During a recent two-day swing through Texas, Biden said the following at an event with teachers: “I do not support any federal money … for for-profit charter schools — period. The bottom line is it siphons off money from public schools, which are already in enough trouble.”1

But with the exception of millionaires, billionaires, and their retinue, who isn’t opposed to for-profit K-12 schools? Such “schools” have always been poor quality, corrupt, and immoral; they were established mainly to further enrich the wealthy few at the expense of young people.

It should be noted that for-profit charter schools actually make up a larger portion of the unstable and unaccountable charter school sector than many are reporting.

It is also important to appreciate that Biden, like Presidential democratic candidates Elizabeth Warren and Bernie Sanders, is not addressing the fact that nonprofit charter schools are just as destructive, if not more harmful, than for-profit charter schools. The “for-profit/nonprofit” dichotomy is largely a distinction without a difference. It does not mean that much. In various ways nonprofit charter schools often get away with more than for-profit schools. Nonprofit charter schools are engaged in many ways with for-profit entities and organizations. Wealthy private interests have had no trouble using the nonprofit status to enrich themselves.

Biden’s conscious refusal to oppose charter schools is most evident in his simple statement that, “There are some charter schools that work.”2

Clearly, Biden thinks there is a place in society for privately-operated charter schools.

This is all charter school promoters need to hear. This is music to the ears of charter school boosters. Charter school advocates can now rest easy knowing that Biden, like Obama and the vast majority of 2020 democratic presidential hopefuls, is no threat to charter schools.

Biden’s assertion that “There are some charter schools that work” is nothing more than another expression of the erroneous and confused idea that, somehow, charter schools really are, or can be, valid, legitimate, responsible, productive, and much-needed arrangements in society.

In reality, pay-the-rich schemes like privately-operated contract schools that parasitically drain socially-produced wealth from schools and society are the opposite of what society needs. Pay-the-rich schemes undermine the economy and the national interest as well.

Interestingly, Biden conveniently fails to mention charter schools on his official campaign website; he sidesteps the issue, thereby revealing again his implicit support for such deunionized and segregated schools rife with fraud and racketeering. At least Bernie Sanders’ official education platform mentions charter schools openly and frequently.

It is also worth pointing out that Joe Biden’s brother, Frank Biden, has been heavily involved in the charter school sector for years.3

At the end of the day, it does not matter that much if charter schools are for-profit or nonprofit: they are still privately-operated, deregulated, segregated, poorly-supervised, deunionized, low-transparency, scandal-ridden contract schools that drain much-needed funds from demonized public schools. Nonprofit and for-profit charter schools also engage in extensive fraud, have high employee turnover rates, frequently perform poorly, and typically over-pay administrators.

Society can do well without charter schools.

  1. Svitek, P. Biden makes first Texas trip as a 2020 presidential candidate, pitching new education plan, 2019, May 28, The Texas Tribune.
  2. Klein, R.  Joe Biden criticizes charter schools for taking money from other public schools, May 29, 2019,  HuffPost.
  3. Mercedes Schneider’s Blog, “Frank Biden, his for-profit charter chain, Mavericks in education, and more“, April 28, 2019.

Finding Space Between Despair and Validation

There is nothing very remarkable about being immortal; with the exception of mankind, all creatures are immortal, for they know nothing of death. What is divine, terrible, and incomprehensible is to know oneself immortal.
— Borges, “The Immortal”, IV, in The Aleph (1949)

All that happens to us, including our humiliations, our misfortunes, our embarrassments, all is given to us as raw material, as clay, so that we may shape our art.
— Jorge Luis Borges

I knew it would come at me sooner or later, that feeling of dread that I had steeled myself against . . . staving off that realization that the books are so cooked that every level of societal organization in the USA (elsewhere, too, as in the UK, take, for example, the excellent movie, I, Daniel Blake) is rotting from the inside-out, outside-in. I’ve kept that juggling inside my mental space for a long time, but the blood-brain barrier has been pretty much intact, cloistering away intellectual realization from emotional acceptance; i.e., vulnerability.  It’s this inoculation many of us in the middle of the muck — radical journalism, even more radical social services, and, for this article, beyond radical education —  have to succumb to and for which we have to continue to ramify our emotional ‘scapes with boosters to make it through a day or week or month of travails.

I have to insert a full disclaimer: I know I am not living in Guatemala, San Salvador, Bangladesh, Syria, Yemen, Libya, Somalia or Palestine. Things — basic living conditions — are so-so grotesque in other countries where capitalism and despotic fascism have ensconced those places with the plague of Little Eichmann’s and narcissistic racists who do the bidding of the moneyed classes (sic). Millions of babies are dying of gut diseases a year because of shitty water systems or none at all . . . because of Capitalism; the plague of misogyny is destroying the futures of women and girls in places like Saudi Arabia or a thousand other nations . . .  because of religion; resources are continually being polluted, tainted or collapsing  . . . because of Western Culture’s rapacious appetites, all flowing out of the sewage drain that defines Capitalism. All of that to the 10th power in so-called “third world” societies compared to “our” dragging lives, and, mine, sure (since I maybe enlightened, but too I am pressed into the strata of the death system . . .  USA capitalism), so, sure, how can I complain. Anything the rest of the non-Western world has to go through daily overshadows even the hard times many of “our” people in “our” country face with this old time religion of corporate-government fascism.

Good stuff daily at Dissident Voice, as in:

It is strange to watch the sleepy drama of airports, in which a bourgeoisie and a working class effortlessly intermingle, both seemingly inured to the routines of capitalist life. Something soulless inhabits the pace of capitalist life. One observes it here in the deadened gaze of the wage workers, watching their lives tick away in [airport] terminal jobs; but also in the ceaseless arrivals and departures of businessmen charging off to another sales conference; and in the harried rush of families to make it on their annual holiday junket. One wonders if any of these classes, more the workers than the professional caste, might ever revolt against the system that keeps them ensnared in their drudgery.

— Jason Hirthler, “The Curious Malaise of the Middle Class

We’ll be getting to that soulless rendering of Capitalist lives soon. For now, I’m not talking about a complete blow-out of my emotions here, but I knew that through teaching, yet again, in a PK12 system out here on the Oregon Coast, as a hired gun substitute teacher, I’d open myself up to that sinking feeling not so much of despair, but validation that the entire country has been sold down the river with a super majority of its people colonized by the thinking, or lack thereof, created by the taker class, the destroyer species, so more victims by the thousands in their cribs are created for the elite to chew up every so much and completely every day.

Then millions daily in our public schools, chewed up and spit out. But still marks for a society of Mafiosi-PayPal-PayDay loan sharks that profit in pain, dissolution, human toil, poverty, struggle, economic hell, emotional insanity, and ethical dissuasion.

I knew going into this research project — to discover out how to wrap up my concept for a short book on The Good, Bad and Ugly of American Ed — it would be rough sailing on the edges of this strange continent since I am working in a rural county with high poverty rates, high parental drug use,  homelessness and consistent precarity in the economic realm, with parents working 12-hour gigs or four jobs to a family, and a class of people who have shuttered themselves with beach-combing, Pinot Gris-loving, tourist junkets to Mexico, la Provence in France and ski resorts and mud cleansing camps in Montana. Plus, it’s Oregon, on the coast, a very racist place/history of sundown laws (not to say New York City or Chicago or LA aren’t racist super max militarized black man/woman/Latinix hating police mafia), where the rare sane and giver tribes person is a diamond yet to be found.

Inoculation for me is that I might find personal fortitude from all my many years geriatrically speaking and many more experiences living on the planet dredging up all the detritus deposited in the process of bearing witness to the failure that is America —  the Prison Complex, America — the Warring Complex, America — the Enemy of All Good People Complex, America — the Vapidity Complex, America — the All Polluting Complex. One can still hold out hope for some semblance of solidarity from cohorts and like-minded individuals within my geographical region.

The truth is that while the national media, and the national news and national academics blather on and on about, sure, important issues such as USA Democrats and Republicans parsing out why locking up whistle blowers or jailing journalists like Assange is good/bad, or how the USA ended up bombing thousands of civilians in Raqqa, or, say, the story about Claudia Patricia Gomez Gonzalez’s family suing the Border Patrol for $100 million after the Guatemalan was murdered by an agent last year on the Texas border, the work to be done at the local level, even within a fifth grade classroom, is monumental, almost impossible in this murderous carnival of capitalism gone rogue. Wave after wave of spasms after viewing or hearing any number of stories pumped out on the ticker-tape voyeurism that is Bing or Yahoo or Fox or CNN “news” (sic) feeds is interesting in an ironic way — as a student of journalism-media-public opinion trends.

But the toll on communities, on individual children, is so-so deep and grave and beyond the abilities of a Melinda Gates or Michelle Obama or Elon Musk to even begin to comprehend, let alone beyond their capabilities to just sit down and honorably and truthfully engage in healing, or dialogue.

Witnessing the absurdity that is American and Capitalistic exceptionalism, in real time, during work, while trying to accomplish  something worthy, like teaching youth six years to 18 years old, puts a heavy toll on some of us when we many times confront the injustice and insanity of it all, head on. It’s a toll tied to our personal activities of daily living in a colonized world, where, no kidding, someone like me (and I have very few friends or acquaintances who would agree with me on the following spot on quote half a century old, and counting) can’t remove what has become a default fine print disclaimer that should be plastered on anything coming out of America, and American-drenched marketing campaigns of the murderers who run Corporations, large and small:

If America is the culmination of Western white civilization, as everyone from the Left to the Right declares, then there must be something terribly wrong with Western white civilization. This is a painful truth; few of us want to go that far…. 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.

— Susan Sontag, Partisan Review, Vol. 34 No. 1 1967.

This is no flippant thing I’m expressing here, yet so many people have attacked this critique, Sontag’s, that is, and my ascribing it, so deeply, and they rebuff even considering it with so much contrarianism filled with paranoia, or that disease of white guilt, or exceptionalism, or something more, something really nefarious.

The bottom line, a fourth grade thinker like Trump and his coterie of asinine, ignorant, rich, degraded, full-on psychopathic followers, in and out of his administration, hate my students. These students who are 30 to a class. Students who have four or five bullies in each class. Students who have driveling principals who are afraid of their own shadows. Students who are 576 to one counselor on hand. Students who have Chromebooks and giant caterpillar math games in seventh grade. Students who are fed the entrails of fast food and the most dangerous food for lunch that it just makes a grown person cry. Students who are forced in classrooms with bachelor degreed teachers, mostly all with their hearts in the right place, but floundering under the weight of shitty wages and economies that take up more than half our income to just make rent.

Students with local beaches that have Memorial Day warnings of fecal matter in the tides. Students with clear cuts peppered all around them and the follow up aerial spraying of Agent Orange like derivatives to keep the invasives down. Students who have no parks to speak of, no museums, no trolley services to help them get from one beach to the next. Students who are forced to listen to military recruiters, and students bred in the faux patriotism that calls all boys and girls to seriously consider the all-volunteer military (economic draft, that is)  as a gateway to college, when the majority of youth see no end in sight in school.

We hate these kids, if one were to look at our education policies run by an Amway sales person, Betsy DeVos, and if we look at all the other cabinet level people, all those heads of our supposed government agencies for, by and because of the people, and listen to what they want in terms of tearing down every economic, environmental, educational, retirement, housing, health, energy, conservation, community development safety net, how in god’s name (sic) can any thinking adult believe that this administration or any of them really cares about the 80 percent of the country, the majority, our youth, our babies, our teens, our future?

Therein lies the catalyzing moment Friday that spurred me to write this angst-leveling piece — I again, after dozens of gigs, got from the horse’s mouth — the students — that the schools are bullying enterprises, where many in these classes call young girls and boys “fat jelly rolls, fatsos, stupid, sissies, retards, fags,” and alas, nothing is being done to rectify this. Nothing at the administration level, at the classroom level, at the parental level, at the assembly level, nothing.

And so one of these counselors, one in the school, just displayed so many levels of malpractice, stupidity, telling me, a substitute, that unless I heard the boys yelling these things, and even if the girls and boys that are the victims say that happened, are crying, are withdrawn, there is nothing he can do.

Then this ignoramous spewed some platitude about, “I told Mary to not let those boys take her power away . . . to not give them her power.” This is the state of retarded adult thinking, pure reckless operating procedures.

Then, students tell me to not be so worried that the class is going bonkers or is disruptive, or that student x and y are being not only idiots, but disrespectful of me, an elder, in some sense. That this goes on with the regular teacher, and that the students have complained about x and y bully, but to no avail.

I ask them how they even learn with all the disruptions, all the students x and y getting pulled from the classroom, or all the bells and breaks and idiotic things that supposedly have been built into the curriculum because the powers that be believe young minds can’t stick to a problem or a topic for more than 10 minutes, and anything beyond 10 minutes has to be programmed into some Chromebook moving cartoon or video game.

Teachers in middle schools who tell students, “go figure it out yourself,” when confronted with a math problem. Teachers who look like they just spent a day in Yemen under Saudi-USA bombardment after a day’s teaching.

This system for the most part is ruinous of human celebration, ruinous of honoring and stewarding young minds and bodies.

Alas, yes, fixing education is easy, but not under capitalism, not under the weight of the core curriculum or shackled by No Child Left Behind or through all the degrading junk that is shoveled down young people’s throats. Nothing in the classroom is mattering, and fixing the education system again, is what the book I am about to launch is all about.

I guess what triggered me was all the bullying, all the poor ass kids who must have demons for parents, because the amount of disrespect for teachers and peers and visitors is deafening. I am not saying all the youth are like that, or even half like those bullies, but if you get six out of 30 in a class who control the message, control the chemistry of the group dynamics, who are always vying for warped levels of attention and disruptive shenanigans, then the learning experiment begins to wither on the vine.

Add to that significant numbers of youth with behavioral plans and learning plans, youth with reading issues, with intellectual disabilities, or psychological disabilities. Youth with chronic illness. Youth from broken families. Youth with some family member in jail and with an addiction. Youth with no sense of community. Entire elementary schools, middle schools and high schools that hardly ever have anyone from the community come in to facilitate learning, let alone cadres of visiting local and regional experts in biology or other fields, or artists or just plain wise elders from tribes.

This in and of itself shows that Trump and all the suits and skirts backing him HATE America, and the way they are making America great again with untold numbers of more and more victims, beaten down by the forces of oppression and repression and suppression at earlier and earlier ages, that’s his MAGA, Trump’s army of deplorables.

Again, though, “the principal never does anything to these bullies . . . he just tells them that he will give them something if they stop bullying us . . . but they don’t stop . . . there are no consequences . . . and we just have to take it.”

Now, take that to the heart of your soul dear reading and really begin to think how we are going to get out of all the colluding and colliding messes we face in this destructive warring society when we are creating more and more causalities at younger and younger ages who will never ever be able to be part of the solution.

Truly, when the school administration knows/does diddle squat, and when some goofy counselor tells students that “getting upset about a bully is like your kryptonite . . .  letting the bullies bother you is handing them your power,” a grown man not only wants to cry, but he wants to smack that puke of a person from here to kingdom come.

Seriously.

I finish off after talking today to several people about the state of youth, the state of our schools, the state of our young people’s lack of critical thinking skills. So many civilians, or citizens, think they know what’s wrong with education, or what’s up with parents, or why millennials or those in this generation are broken. Yet, adults, so many of them, have zero tolerance for creativity, outside the box thinking, and investing in REAL education, REAL outdoor schools, REAL schools where youth are building solar panels, living in tepees, growing vegetables, planting permaculture gardens, raising chickens, collecting eggs, doing art, making instruments from which to make music, doing community film projects on the old timers, going to old folks homes and reading and performing, or bringing in homeless people to feed and clothe.

Real work, real learning, real systems thinking teaching.

Imagine hundreds or thousands of students working on drive-by photography shoots, telling neighborhood history projects, building wheelchair ramps for the handicapped, getting into real businesses and learning how to be entrepreneurs,  having bio-diesel bus trips to the state capitals weekly.

We know how to lead and follow, teach and learn, share and provide. But the systems of oppression in Capitalism make it virtually impossible to do any good with not only our young but our old, or those with disabilities, or those just out of prison, or those who are traumatized by the most brutal parents and neighborhoods.

Take the following to the bank. Yes, John wrote this decades ago, and, yes, he believed we could do wonders with schooling at home and within the communities. He did not anticipate the powers of Capitalism to generate more and more finely grained sacrifice zones at the census track level, regionally wide, entire states succumbing to an un-United States. He did not anticipate the dog-eat-dog nature of capitalism, nor did he really delve into the murderous powers that have harnessed all economic models and all business plans that the USA produces. Trillions spent on war, billions spent on propagandizing this rotten economic system, billions spent on policing and jailing, billions spent on entrapping more and more people into the madness of screens and phones and idle self-aggrandizement and narcissism.

Community schools, and schools inside the companies, and forcing bosses to give time off for workers to tend to the schools. Of course, we need to own our schools, and we need Pearson Publishing and the thousands of other leeches and bottom feeders in educational publishing and curriculum design and management and testing and computerization of learning and on-line madness to be sent to the dung heap.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Children learn what they live. Put kids in a class and they will live out their lives in an invisible cage, isolated from their chance at community; interrupt kids with bells and horns all the time and they will learn that nothing is important or worth finishing; ridicule them and they will retreat from human association; shame them and they will find a hundred ways to get even. The habits taught in large-scale organizations are deadly.

Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.”

What’s gotten in the way of education in the United States is a theory of social engineering that says there is ONE RIGHT WAY to proceed with growing up.

― John Taylor Gattoo, Dumbing us Down: The Hidden Curriculum of Compulsory Schooling, February 1, 2002

“High-Quality” Charter Schools Versus “Low-Quality” Charter Schools

Charter school promoters want the public, especially poor, low-income, and vulnerable minority families who have long been exploited by the rich and their state, to believe that when it comes to nonprofit and for-profit charter schools the issue is really “high-quality” charter schools versus “low-quality” charter schools. We are told that we need more of the former and fewer of the latter.

Charter school advocates do not want anyone to believe that both the concept and the practice of charter schools are flawed and harm education, society, the economy, and the national interest. They do not want anyone asking why we have charter schools in the first place. Nor do they want people defending public schools. That bothers them. Charter schools are simply “here to stay.” Presumably, we are stuck with them and there is little we can do about them. We are to largely remain hapless victims of charter schools that increase each year.

Charter boosters want people to think that even though charter schools are plagued by endless problems and scandals, somehow their existence is legitimate, valid, and positive, and all that we have to do is make sure we are replicating “high-quality” charter schools while letting the so-called “free market” eliminate thousands of “low quality” charter schools. This will supposedly give rise to the “best of all worlds” for everyone. The fact that there are so many “low-quality” charter schools year after year is often casually glossed over or conveniently trivialized.

Both the rate and amount of failure in the charter school sector have been high for decades. There are thousands of low-quality charter schools out there. News reports on a broad range of unscrupulous and shocking activities in the charter school sector, which is tiny compared to the American public school system serving most youth, appear every few hours. A surreal atmosphere prevails in the charter school sector. The absence of a politics of social responsibility can be sharply felt.

All of this has necessarily left a bad taste in the mouths of many and tarnished the reputation of privately-operated schools that siphon billions of dollars each year from over-tested and under-funded public schools that are scapegoated, shamed, and demonized by the monopoly-controlled media every day.

Charter Schools take school funding from the bedrock of US public education.

Charter school promoters are very sensitive to criticism of charter schools and know that there are thousands of rotten charter schools across the nation, which is why they think they can fool the gullible by stressing the disinformation that what is really important and decisive is promoting “high-quality” charter schools and getting rid of “low-quality” charter schools.

The deliberate and concerted focus on the descriptor “high-quality” before the phrase “charter schools” is a sideshow designed to divert people’s attention away from the fact that there is no justification for the existence, let alone expansion, of any charter schools in the United States (or anywhere else for that matter). Just because the rich have been able to impose thousands of these segregated and deunionized “schools” on society since the early 1990s does not mean they are legitimate, socially responsible, have to be tolerated, or cannot be phased out over time. Charter schools are mainly pay-the-rich schemes that parasitically drain socially-produced wealth from the economy, society, and education.

There is no compelling reason for society to support privately-operated contract schools that choose parents and students (not the other way around), drain public coffers, perpetuate high employee turnover rates, under-enroll students with disabilities, are mired in fraud and corruption, and regularly deliver poor results.

Other false or misleading dichotomies in the “Great Charter School Debate” include:

  1. regulated verses unregulated charter schools
  2. for-profit verses nonprofit charter schools
  3. independent verses CMO/EMO charter schools
  4. online verses face-to-face/in-person charter schools

Such dichotomies are dangerous and detrimental because they distort reality and undermine the ability of people to see charter schools for what they are. They produce a debased and counterfeit consciousness by focusing on form while covering up the internal content and essence of charter schools as privately-operated contract schools. These and other dichotomies prevent people from analyzing and discussing charter schools in a serious way and reaching warranted conclusions. More often than not, the pressure is to just resort to shooting from the hip, talking off the cuff, or casually spouting off one-liners and knee-jerk assertions about charter schools—all of which are anti-analysis and do nothing to advance social consciousness and the public interest.

The main issue is the “publicness/privateness” of charter schools. There is no such thing as a public charter school. Charter schools are nonprofit and for-profit organizations that differ in fundamental ways from public schools as we know them. Among other things, nonprofit and for-profit charter schools are exempt from hundreds of public laws, rules, and regulations governing public schools. Moreover, unlike public schools, charter schools cannot levy taxes, usually lack unions, and are not governed by publicly elected and publicly accountable individuals. Many other profound differences could be listed.

Charter schools came into being nearly 30 years ago on the basis of usurping and pillaging public school systems that have been around for more than 150 years. They have always lacked most of the features of public schools and are mired in deeper controversy with each passing day.

Just as nonprofit and for-profit charter schools hurt education, society, the economy, and the national interest, so too do “high-quality” charter schools and “low-quality” charter schools.

The necessity today is for the development of a fully-funded, world-class, locally-governed system of public education available for free to anyone, at all times, in every neighborhood and every zip code. No one should be reduced to a consumer who fends-for-themselves like an animal and “shops” for a school that they may or may not get into and that may or may not be high quality. A society based on large-scale industrial production that has to meet the diverse needs of millions of people cannot leave a modern social responsibility like education to chance or the private choices of “rugged individuals” fending for themselves in a dog-eat-dog world.

No More Charter Schools in New York State

With a straight face, many millionaires, some media outlets, and Governor Andrew Cuomo are once again righteously demanding an increase in the number of privately-run but publicly-funded charter schools permitted in the State, specifically in New York City where these deregulated schools have run amuck. And again, instead of holding the neoliberal State accountable for over-testing students and not fully funding public schools, the media and charter school promoters are exploiting vulnerable low-income minority parents to “make a case” for their self-serving agenda to increase charter schools that close frequently.

The current State limit on these poorly-supervised schools is 460. New York City has reached its limit with 235 charter schools which collectively enroll 123,000 students. The rest of the State (“Upstate”) still has 99 charter school slots open. Some extra greedy charter school operators want a few of these “slots” shifted “Downstate” to New York City. Against the public will, the State raised the statewide charter school cap in 2007 and again in 2010.

This most recent big push by egocentric millionaires and their State for more non-transparent charter schools that siphon billions of dollars from under-funded, over-tested, over-surveilled, and constantly demonized public schools comes at a time when rejection and criticism of charter schools nationwide is becoming more mainstream and widespread. Today, few people exhibit a knee-jerk embrace of charter schools. People no longer blindly accept charter schools. Most instinctively do not trust them. And more than 95% of teacher education candidates want to teach in public schools, not charter schools. More people, especially public school boards and teachers and their unions, are beginning to really see and appreciate more deeply the many long-standing profound problems with charter schools. Naturally, they are joining with others to say no to charter schools and are calling on all to vigorously defend public schools which have served 90% of the nation’s youth for more than a century.

While charter schools have always made rich people even richer, they are plagued by racketeering and have high student, teacher, and principal turnover rates; they are notoriously unstable. Nonprofit and for-profit charter schools are also largely deunionized, increase segregation, avoid transparency, often perform poorly, and abuse words like “choice” to mislead vulnerable minority families. Hundreds of nonprofit and for-profit charter schools close each year—sometimes with no warning—leaving thousands of families out in the cold and feeling violated and betrayed. Virtual charter schools, in particular, have an even more appalling track record in every area.

It is time for everyone to join the growing tide of opposition to the privatization of education and defend public education and the right of the people, not owners of capital and their media, to make all major decisions in education and society.

Chaos, Anarchy, and Violence in the Charter School Sector

Chaos, anarchy, and violence are inherent features of the free market.1 Instability, uncertainty, disequilibrium, unevenness, imbalance, volatility, turmoil, impulsiveness, alienation, greed, anxiety, jealousy, risk, irrational behavior, and “animal spirits” are fellow-travelers of advanced commodity production and exchange, especially in the final and highest stage of capitalism.

The free market abhors security, predictability, certainty, stability, and harmony—the very things modern humans need in today’s complex and evolving society. Hourly fluctuations and dislocations in the economy and society are considered good, desirable, and normal by free market fundamentalists. Such disruptions are not seen as a problem or something that belongs to a bygone era.

The “invisible leviathan” also guarantees winners and losers, hierarchies and inequalities, rewards and punishments. In addition, it constantly “innovates” more exotic and toxic forms of financial parasitism and decay that further enrich the top one percent while wreaking havoc in the productive sector and broader society.

The free market has been revealed time and again to be an anachronistic and damaging way of organizing society and the economy. It has failed millions for generations and simply does not meet the needs of the present or the future.

It is comical and tragic to hear and read the views of free market ideologues like former long-time chair of the U.S. Federal Reserve, Alan Greenspan, regarding how their free market worldview was shattered by the Wall Street-engineered economic collapse of 2008 that no one went to jail for—a fiasco that continues to stunt growth, degrade economies worldwide, and confuse economists and “leaders.” All major free market ideologues have long been members of the know-nothing club, which is why they have never been able to find a way to extricate the outmoded economic system from recurring crises that always leave millions unemployed, underemployed, impoverished, indebted, miserable, and insecure. No “policy,” “regulation,” or “reform” has stopped the tendency for the rich to get richer and the poor poorer. Few laws, if any, have actually empowered those who produce society’s wealth.

Free market ideology and categories have long distorted social consciousness, and now, once again, both stand discredited and lack any explanatory power. The main role of free market ideology is to apologize for the status quo which privileges a tiny elite and marginalizes the majority. People are supposed to believe that the free market is supernatural and stands above society, the human factor, and social consciousness. The free market is allegedly a mystery that does not lend itself to comprehension and control.

Charter school supporters and promoters have long gone out of their way to parade their free market loyalties, commitments, and credentials. Their perception and cognition are objectively conditioned by a capital-centered outlook, not a human-centered perspective. Consequently, they are unable and unwilling to cognize and understand that the free market is precisely what is wreaking havoc in education, society, and the economy.

Charter school supporters and promoters come undone every time someone exposes the basic truth that charter schools exist mainly to enrich a handful of individuals who self-servingly claim to “value choice” and “care about the kids.” Charter school boosters would rather have people believe that the free market magically (invisibly) gives rise to the best of all worlds for “the kids” and that nothing sinister or nefarious is ever going on.

It is worth noting here that none of the highest-performing nations in the world have charter schools. And in late 2017, the government of New Zealand launched an organized effort to rollback its relatively new charter school program because it is harmful and ineffective. Many in New Zealand oppose school privatization and do not want schools treated as commodities that enrich a handful of wealthy individuals at the expense of “the kids.” In the U.S., six states still have no laws enabling the creation of charter schools. Charter schools remain largely a U.S. phenomenon. No other nation comes close.

The idea of “here-one-day-gone-the-next” is one of many that appears natural and normal—even healthy—to those influenced by free market ideology. Charter school supporters and promoters claim that under-performing charter schools (and there are many of them) should not only be closed (in the name of “accountability”), but that they should be “closed ruthlessly” so as to quickly enable another “entrepreneur” to scramble in and launch a new, more “innovate” and more “successful” charter school to serve “consumers”—the same way one shoe store quickly replaces another out-of-business shoe store at the mall. Schools, in this antisocial view, are nothing more than commodities; they are a business, just like any other business preoccupied with maximizing profit as fast as possible.

For privatizers, neoliberals, and corporate school “reformers,” education as an organized collective social responsibility and basic right free of the corrosive effects of competition is an alien idea.

It is no accident that more than 1,000 charter schools have closed over the last five years. The free market, as noted earlier, is inherently unstable and destructive—the opposite of what modern humans need. Well over 3,500 charter schools have closed in 28 years. Currently, about 200-250 nonprofit and for-profit charter schools close each year, leaving thousands of families feeling stressed, angry, and violated. This is stunning in its own right, but it is extra striking given that there are currently only 7,000 charter schools across the country. Charter schools have always had a high rate of failure and closure; they have never been the panacea that its advocates have regularly claimed they are. Closely related problems like endless scandals, low transparency, persistently high student turnover rates, and underpaid, overworked, deunionized teachers across the charter school sector are topics for another article.

This relentless normalized churn, wrecking, and upheaval in the deregulated, non-transparent, deunionized, poorly supervised, segregated charter school sector is deemed acceptable, even a virtue, because this is how the free market “works”—through chaos, anarchy, and violence. It is “natural,” in other words, that schools, which are meant to be a large-scale socially-organized human responsibility, should close and open like any store at the mall.

And the free market is great because it supposedly works so well in other spheres of life. Regular economic booms and busts, many recessions and depressions, and the endless failures and crimes of thousands of corporations are apparently not part of the normal daily functioning of the free market and should be ignored.

The wrecking activity and callousness in the charter school sector are so severe that it is not uncommon for nonprofit and for-profit charter schools, even ones that have been around for years, to close abruptly and with little or no advance notice to parents, leaving them shocked, appalled, and betrayed. So much for “empowering parents” and giving them “better alternatives.” Besides being rife with fraud, racketeering, and waste, charter schools have been disempowering parents every year of their existence. And they have kept thousands of others on a never-ending roller-coaster of hope and despair in other ways. In New Orleans, parents do not even have the option of sending their child to a public school because all schools in that city of 400,000 residents are now charter schools. “Choice” becomes a form of coercion in this context.

It is no surprise that unprecedented public school and charter school teacher strikes that have been sweeping the nation for many months have consciously and deliberately targeted charter schools. People are openly rejecting privatized education arrangements that annually siphon billions of public dollars from public schools that serve 90% of the nation’s youth. Equally unsurprising is the large number of parents, students, women, activists, and workers from other sectors who have stood shoulder to shoulder with striking teachers to affirm their rights and to oppose the fleecing of public schools by wealthy private interests. People are increasingly combatting loud and incessant charter school disinformation. They do not want millionaires, billionaires, and their retinue to decide and control educational affairs. People want to control their own institutions without the influence of extremely wealthy cartels and monopolies who act in the narrowest, most retrogressive, and most self-serving fashion.

A modern society based on mass industrial production must provide its members with world-class, fully-funded, locally-controlled public schools open to all, at all times. No one should have to worry about receiving a great education in a society drowning in an overabundance of wealth and resources.

Education is a right and should never be based on geography, competition, consumerism, performance, the ability to pay, or the narrow aims of major owners of capital. As a basic human social responsibility, education cannot be left to the chaos, anarchy, and violence of the free market. It can and must be organized in a collective responsible manner to meet the needs of individuals, the economy, society, and life.

If charter schools wish to exist, so be it. But they must never receive any kind or any amount of public property, wealth, funds, resources, facilities, assets, or authority. They have no legitimate claim to public property.

By definition, public property belongs only to the public and no one else.

Public and private are antonyms. They do not mean the same thing and should not be mixed up. Charter schools are not public schools, no matter how often privatizers, neoliberals, and corporate school “reformers” ignorantly, belligerently, and self-servingly claim they are. Something does not become public just because someone calls it public over and over again. Nor does something become public just because it receives public funds or is allegedly “tuition-free.” Being public requires much more.

Legally, politically, economically, and educationally charter schools differ fundamentally from public schools that have been around for more than 150 years. Deliberately misequating antonyms like “public” and “private” is itself a long-standing feature of the irrationalism, chaos, and wrecking within the Wild West charter school sector.

The very idea of public schools and charter schools competing for funds and students is one that people 50 years from now will find obscene, backward, and bizarre. Many already recognize how irrational and detrimental this is. They reject the commodification of education and the view that parents and students are mainly consumers and shoppers who may or may not “get into” a “good school.”

There is a pro-social alternative to this outmoded irrational state of affairs. It begins with consciously and repeatedly rejecting the current antisocial direction and working with others to reorganize society on a human-centered pro-social basis, free of the influence of owners of capital.

This means intentionally discarding a capital-centered outlook and taking responsibility for investigating society, the economy, and education. It means engaging in a conscious act of finding out so that one does not end up being a hapless victim of disinformation all the time. Such inquiry has to be serious, disciplined, deep, and uninterrupted. It cannot end.

Patient and focused study and analysis are needed to cut through the thick fog created by an anachronistic capital-centered outlook. Skim reading and digitally-induced literacy styles are useless here. They will not contribute to coherence and enlightenment. Shooting from the hip or talking off the cuff also fail to develop consciousness. Quick and clever one-liners or blind repetition of isolated facts are also unhelpful. None of these approaches will shed light on what is going on. None of these approaches help people to reject the false solutions put forward by the rich, their politicians, their cheerleaders, and their media.

With the massive never-ending onslaught of disinformation coming from those with class privilege and power, a conscious life-long commitment to questioning and investigating phenomena so as to avoid confusion and serve human-centered interests is an urgent necessity. The natural instinct to reject anything that comes from the rich needs to evolve into a full-fledged well-fortified social consciousness that further unleashes the human factor to usher in changes that favor the general interests of society.

  1. The “free market” has long been monopolized by large corporations, monopolies,  and oligopolies; it has been far from “free” for more than 150 years. Markets are rigged in endless ways. “Pure competition” has largely been a fantasy. Furthermore, college economics courses routinely present the capitalist “free market” in its most abstract and prettified form, divorced from its harsh realities.

Charter Schools Just Bad Policy?

It is no secret that charter schools coast to coast are rife with fraud, waste, corruption, and racketeering. This is closely related to the fact that charter schools annually siphon billions of public dollars from public schools that serve 90% of the nation’s youth, thereby undermining the ability of public schools to educate millions of poor and low-income minority students.

Thousands of investigative reports, news articles,  blogs, and scholarly books and articles have over-documented this relentless assault on public education, the economy, society, and the national interest by charter schools. No other sector or institution comes close to the financial malfeasance plaguing nonprofit and for-profit charter schools.

Charter schools are also riddled with many other well-documented problems, including very high teacher, student, and principal turnover rates; poor academic performance on a broad scale; union-busting; limited transparency; a tendency to increase segregation; and a long-running propensity to cherry-pick students, to name just a few other problems.

Oftentimes, however, it is argued that “bad charter schools” are essentially the result of “bad policy.” And since “bad policy” is what allows so many charter schools to be so rotten, the implication is that if policy were just better, more intelligent, more thoughtful, more humane, more technically sound, more enlightened, more rational, better crafted, and less bad, then charter schools would be great and all would be well. Such a view also uncritically presumes that the existence of charter schools is legitimate to begin with and that there is nothing inherently problematic about charter schools: we just need “good charter schools” that are the result of “good policy” made by “good people.”

The core problem with this ahistorical view that renders “good” as a meaningless universal abstraction, is that it does not recognize that “bad policy” is conscious and deliberate class policy—class war, to be precise.

Policy is never neutral or apolitical. Policy-making never takes place outside class relations. Policy is seldom produced by people without political and economic interests.

“Bad policies” represent, embody, and promote the narrow political and economic interests of major owners of capital. The rich are constantly crafting and imposing policies that serve them well but violate the public interest. The rich are not going to establish policies that undermine their narrow interests. Policy today is not human-centered and pro-social because the working class and people remain politically marginalized and disempowered in society; they do not decide the affairs of society or control the economy.

Charter schools, also known as contract schools, were conceived by the rich and their representatives before 1980 and were brought into being by the rich in the early 1990s. There has never been anything grass-roots or progressive about charter schools. Charter schools did not start out as humble, benign, accountable, transparent, empowering, teacher-centered, ethical “laboratories of innovation” that somehow unpredictably went bad years later—as many writers on the left, right, and center would have us believe. Charter schools had a problematic start from the very beginning. From the public’s perspective, charter schools were “bad policy” from the get-go.

The main undiscussed idea behind charter schools was to seize as much public funds and property from public schools in order to avert the inescapable law of the falling rate of profit under capitalism. In the context of a continually failing economy and discredited political system, charter schools would become pay-the-rich schemes by legally and politically depriving existing public schools of the “exclusive” right and authority to operate schools, specifically by making it possible to outsource education to private operators. This is how public education became deregulated, privatized, and marketized in the neoliberal period—and all under the banner of high ideals (e.g., “serving the kids,” “valuing choice,” “closing the achievement gap,” “empowering parents”).

For the rich, charter schools have always been “good policy” because they have successfully funneled tens of billions of public dollars to wealthy private interests determined to counter the inevitable law of the falling rate of profit.

But since policies that preserve and strengthen the dominance of wealthy private interests and their outdated system will never solve any problems or benefit the public, the working class and people have to collectively find creative ways to negate capital-centered thinking and assert their interests, demands, and needs. A good expression of this has been numerous teacher strikes that target charter schools and defend public education. It is not an accident that the last 12 months have seen an unprecedented number of public school teachers and charter school teachers go on strike to defend the right to education. People are fed up with the wrecking activity of charter schools and do not want a wild west scenario in an institution meant to consciously and thoughtfully plan for the education of the youth.

The fight to defend public education and oppose school privatization led by the rich is more than a matter of policy: it is a major front of class war.

Professor Pablo and Fourth Grade Enlightenment in Lincoln City

The shape of learning comes in all sizes, all forms. We know what not learning is — texting, emailing, You Tube videos, a world of Teletubbies, from birth to death.

I know what education planners are not — hedge fund billionaires, charter school profiteers, down home religious bigotry and stupidity ignoramuses, the lady from McDonald’s funding all these looped back and forth non-profits and shell NGOs and their two-year-in-the-making white papers after reports after white papers.

The fourth graders I taught Friday have a sponge for a brain, and they want something better than what they get — bells and announcements blaring throughout the day, rote memory assignments, the same old tired little book stories, little math problems, red-orange-yellow drills, lock-downs, health warnings, and on and on and on. They know that’s not real life, though — in compliant and nanny-state and rule-making America, hmm, maybe school is the launching pad.

They need mentors in the school, not just the poor flagging teachers who have taken these silly classes in college taught by even more silly professors who actually know squat about children struggling, and less about the roots of the struggle: mass culture which is mass incarceration set loose by the Capitalists, the very people who should be denigrated and egged daily (as in chicken ovum in their faces), everywhere and anywhere they pollute the world. They need schools that are of the world — beaches to clean up and learn from; corporations that spend more time nurturing humanity than maximizing profits; government officials that love them as opposed to hating them; parents who aren’t afraid of their own shadows; and revolutionary teachers.

This can only be done with the death of Capitalism. Only done with revolutionary acts daily, collectively. Only with calling a spade a spade.

You know, America and Western White Civilization stink to high heaven. I’ll get to what it is that allows me to survive without going Ted Kaczynski or Going Postal on the closest thing that deserves RIP justice.

Poetry.

But first, here, a comment from Joe from Merced, commenting on my previous post:

Yup! Source.

May I add that education should be something available to all age groups wishing to learn when they are ready to learn, whether that be at six years of age or thirty six years of age. Also the idea that the only place one can learn is in a designated school during designated hours is preposterous and itself a form of unexamined conformity and subservience to power. The fact that knowledge is only knowledge if it comes from, or is acknowledged by academia, is narcissistic and pathological in itself. For many education comes from tagging along and being exposed to some old timer with tons of experience and watching and doing as advised.

Maybe most importantly the quest for more knowledge and technological advancement itself is a progress trap that leads civilization into a box canyon to nowhere. Just because man can think it, doesn’t mean he should act on it. An example of that being the development of damned near every modern advancement in the fields of chemistry which has unleashed incredible pollution onto the environment. Nuclear energy development that has contaminated the whole world and is yet poised to complete the job of annihilation of the planet. The development of plastics that are killing the ocean sea life.

If education leads to life destructive products or customs, then maybe education ought to be about humility and self examination of outcomes rather than our current model of economic self fulfillment which never questions outcomes in its quest for profits. Maybe the best most simple idea for learning came from Gandhi and needs no tweaking, only adoption into modern curricula as the foundation of our educational system.

Wealth Without Work
Pleasure Without Conscience
Knowledge Without Character
Commerce (Business) Without Morality (Ethics)
Science Without Humanity
Religion Without Sacrifice
Politics Without Principle

He’s so right, and alas, the problem of weaker and more intellectually- challenged and physically- imperiled generation after generation produced by this perverted society is solved with real mettle, real individual change, family collective change, community change, national change.

Calling the spade a spade.

Yesterday, we looked at plastics in their lives, in their blood, in their hormone-disrupting growth cycles, inside a turtle’s nose, and wrapped around the necks of birds and sea lions.

We looked at Chris Jordan’s work on consumption — how many plastic straws are consumed each second on planet earth or the number of disposable cups thrown away just on airlines per hour.

They had just come back from lunch, and those without responsible parents and charges who made decent lunches had to eat in the cafeteria — deep fried potatoes, fatty meat, ketchup and ranch dressing on EVERYTHING, doughy pretzels, sugared canned peaches, chocolate milk, stringy cheese.

This is not even prison food, and the place I taught, on the outside, could have used a good coat of community (yes, Mayor and Council and Chamber) paint, a mural project for the outside, new playground equipment, and more more more to engender learning — goats, fish, yurts, greenhouses, apple trees, flowers, a hedge maze, and more more more.

I stay sane by recognizing the insanity and drill down into it. Here’s the real ugliness of capitalism. Below, this person, all white and female, all middle/upper middle class, all just right in her captured make-over photo, gives squat about the children of Oregon and Coos Bay. Yet, her life is to dispose of liquid natural (sic) gas through the black snake of Canadian extractive fossil fuel industries. Her life is about injecting as much CO2 into the atmosphere as her white female-loving excetionalist life can tolerate.

These people are evil, more evil than Pence or Trump or Pelosi or Hillary. Look at the woman’s white-white face, that death twinkle in her eyes. PR wizard (grim reaper for us) for a Canadian company ready to push a pipeline through Oregon to peddle more climate-warming LNG crap for China. Through Oregon:

Tasha Cadotte

Tasha Cadotte — Jordan Cove Guest Opinion/ Mar 15, 2019

Her job is to lie-lie-lie, like all PR flacks for corporations, governments and non-profits. The opinion piece shows her education, her k12 upbringing, her college cred. She is part of the devil’s brigade.

This woman probably has a degree in communications, in psychological management, institutional leadership, or some such. Her goal in life is to be The Sarah Huckabee Sanders of Pembina. Or Enbridge. Killers of ecosystems, people, cultures. She might have even gotten herself a college degree in un-Journalism.

Corp Watch Always do the corporation watch, every single one that comes into your community to spill death words and Orwellian cancer onto the land.

This Tasha has blood on her hands. Whale blood, bird blood, and the blood of future generations on her hands. Children’s blood. However, the sane people fight the insanity with one group at a time, up against multiple millions in bribe money from the companies this Tasha loves to represent.

But the fight is far from over. In 2017, not long after FERC denied the project a permit the year prior, Don Althoff, then-CEO of the parent company Veresen (now Pembina), met with President Donald Trump and the founding director of Trump’s National Economic Council, Gary Cohn, of Goldman Sachs.

Shortly thereafter, Cohn announced: “The first thing we’re going to do is we’re going to permit an LNG export facility in the Northwest.”

Support from the fossil fuel industry spans the length of the pipeline, from Colorado to Oregon. Pac/West, a major pro-fracking lobbying and communications firm active in Colorado has also been operating in Oregon. The firm has gone so far as to have Oregon state legislation proposed officially on its behalf, which would have blocked local governments from interfering with fossil fuel infrastructure projects, such as Jordan Cove.

This legislation was in response to a 2017 county “Community Bill of Rights” ballot initiative in Coos County, Oregon, the site of the proposed Jordan Cove LNG terminal. If passed, the local law would have outlawed industrial fossil fuel projects and established legally enforceable rights for local ecosystems. Jordan Cove LNG spent an unprecedented $596,155 in cash and in-kind contributions to help defeat measure, according to the Oregon Secretary of State website.

Murals opposing the Jordan Cove LNG terminal and Pacific Connector pipeline hang near the site of the Jackson County Department of State Lands hearing.

Murals opposing the Jordan Cove LNG terminal and Pacific Connector pipeline hang near the site of the Jackson County Department of State Lands hearing.

This woman makes how much for her Faustian Bargain, her Josef Goebbels lies?

She could be working for the plastics industry:

ourstory 1.jpg
She could move on and work for the pharmaceutical genocide leaders:

Image result for oxycontin side effects
OXYCONTIN MAKER QUIETLY WORKED TO WEAKEN LEGAL DOCTRINE THAT COULD LEAD TO JAIL TIME FOR EXECUTIVES

These Little-to-Big Eichmanns get big bucks for their lousy BA in communications degree: Around $95,494 to $136,893 . . . $150K a year? $164,000 annual base salary? Plus perks, plus stocks, plus travel. What’re the sins Gandhi stated which she is smack at the center of living and abiding by? In bold:

Wealth Without Work
Pleasure Without Conscience
Knowledge Without Character
Commerce (Business) Without Morality (Ethics)
Science Without Humanity
Religion Without Sacrifice
Politics Without Principle

Well, well, this is the result of a powerful un-education system, rigged for sinners, rigged by Little Eichmanns working for the rich as we all have had to read about the past week with the so-called scandal of the rich paying bribes for their little Johnny and Sally to get into Harvard or Yale or Stanford!


More of the white-white rich American, wanting a triple-rigged system. I bet this untalented millionaire actress has her own little stable of Little Eichmann’s like Ms. Tasha working to pollute Oregon! College scandals, or fossil fuel felons? Which is worse?

From Democracy Now: Journalist Anand Giridharadas, author of Winners Take All: The Elite Charade of Changing the World. His book examines how the so-called elite class of America have worked the system to maintain and consolidate power and wealth, even while claiming to help people and “change the world” through charity. On Wednesday, Giridharadas tweeted: “The college bribery scam is not a college bribery scam. It is a master class in how America—governed by a cheater, ruled by rule breakers, managed by a class that confuses its privilege for merit—functions.”

And what we learned is, as you cover on this show, America is, in many ways, rigged for the wealthy and powerful. And we know that. We have a tax code that is rigged for the wealthy and powerful. We have anti-trust enforcement that’s rigged for the wealthy and powerful. We fund public education according to property taxes, so the nicer mommy or daddy’s house, the better the school you get. America is already rigged for rich people.

The problem is, for some rich people, all that rigging that I just described is shared equally among rich people. Right? You have the same first-class seat on the commercial jet that everybody—all the other rich people have. And what we found in this case was, some rich people are not satisfied with the generalized rigging that they have to share with everybody else. They want special, private, bespoke, bottle-service rigging over and above the standard rigging that rich people receive.

And I read the indictment. This Rick Singer guy is a great character, and he really understood the psychology of these rich people. People like him in that kind role, who are service providers, often do. And he says, “You know, the people I work for, they don’t want to do a million-dollar check and then hope their kid gets a second look. The people I work for, the wealthiest families in America, they want a guarantee. They want this thing done,” he said.

And so, I think this is a phenomenal glimpse, because what—as someone who’s been writing about this plutocracy for a few years, what these folks say when they hear critics like me is, “Don’t be negative. Don’t be zero-sum. We can empower the least among us. We can fight for the poor. And we can benefit and get rich. Right? It’s not zero-sum.” And you know what really is actually zero-sum? When there is one college seat, and a hard-working kid from a poor neighborhood, whose family has never sent anybody to college, but now they have a shot at that seat—they’ve worked hard, their parents took many buses to many jobs, they might be eligible for that seat—and they don’t get that seat, because someone like Bill McGlashan, private equity baron, impact investing impresario, who had a $2 billion impact fund with Bono, has locked up that seat for his son.

So, daily, I try to instill into youth — aged 6 to 18 — to begin loving the fight, and to learn how to be IN the fight, with self-sacrifice as the underpinning of their lives; to instill in them they are the answer, that they themselves hold the key to happiness, and, contrary to capitalist thinking, happiness cannot be gained on the backs of hundreds of millions, or several billion, toiling for the rich countries; that happiness is not what they should be seeking but rather social justice/economic justice/environmental justice. Which is not all fun and games to undertake, and could be a life of poverty and recriminations from every corner, especially from family members. To the contrary as we all looked at Jordan’s film Albatross there are no happy endings if that’s all one seeks — pleasure, wealth, superficiality, pop culture, consumerism, exceptionalism in the way of America’s mythology.

ourstory+5.jpg
The kids want something more. They just can’t get it, because America is about feeding the rich and powerful. America is about shining the spotlight on the rich and powerful. America is about hating the poor and future generations and loving the rich and powerful.

I hope not one child I teach comes out the educational grinder even with a sliver of the propaganda plague the Tasha’s of the world possess.

Poetry, man, poetry, we also talked about. How the 62 year old substitute, who they called “Professor Pablo” is really about embracing that child, that youth, that young man. Inner child and those around me.

So, at the same age, more or less, 7th grade, here I was in Tucson, running through the desert barefooted, wrestling, tripping to Mexico and diving. Cutting down billboards and burning down development model homes.

And, taking in the spirit cells of poets, the voices deep outside the human capacity to kill, maim, incarcerate, exploit. Maybe that’s the answer to insanity of Western Culture. Poetry!

In any case, my tribute to W.S Merwin, age 91, gone, supreme anti-Vietnam War activist, and activist against the continual desecration of Hawaii by consumerism and pollution.

Just getting young people to think like a poet, draw like a scientist, believe like a sage, and work in the world like a water protector or Thoreau, we as keepers of a new and back-to-the-simple civilization, this is our course in life. Mine at least.

Now that’s the work no PR flak could ever understand in her or his colonized mind! PR firms spin America into war, spin coups, spin Americans to feed toxins to their children, and PR firms are the Faustian Bargain of the rich-rich wanting total control of all humanity, from cradle to grave, from brain to stem cell.

Scrawled Lightness of Remembrance

upon the death of W.S. Merwin (9/30/1927—3/15/2019)

those bucket bearers
word carriers bees lifting barrels
he sent benediction into boy’s
blood Sonora riot recounting
Bob Dylan Stafford Peter Gabriel
WS Merwin busted knees from
blasting Suzuki into
desert realms dogeared
Carrier of Ladders old US
Army rucksack — Neruda, Borges,
Marquez, Octovio Paz
“for the anniversary of my death”

his poem I prophesied
nineteen with sister
slain on road from Kamloops
to Tucson sideswiped
Harley skidded-over
now his death silent “tireless
traveler”

juxtapositions made
his words boy to man
reckless wrestling burning
billboards boy’s own music
treble cleft of poet Merwin
until my 20th birthday
tall man there Tucson
reading to whispering
crowd turtle neck dashing
really nothing like my dread-locks
hard sun skin at 20
yet he sang to me treble and bass
no tribal Yusef Komunyakaa drum

Merwin’s vines stilled anger
touched thin bone near heart
my rage bullets into Mexican night
turned to free-tail bats
famous poet sickened with
full force of Vietnam War
tucked inside my rucksack
next to .44 magnum

WS Merwin me with tumbler
of whiskey 1977
he said something like
“stay concealed in
your hate
of wars in our name
stay hard with sinew
for love of desert
ecosystems”

poet refused laurels
Pulitzer Vietnam war like acid
on his tongue

Now this —
We are the shadow of Sirius
There is the other side of
as we talk to each other we see the light
and we see these faces
but we know that behind that
there’s the other side
which we never know

those falling embers
once rockets to Sirius
coal black ash to soil
I touch living poet
“tireless traveler
like beam of a lightless star”
Merwin’s shape whale spray
I now seize in Oregon

death is no glowing dove
nothing bright moving as shapes
above WS Merwin like
all tribes from each book
travel with me
Merwin me that is for
sure even whiskey tequila
the shape of his eyes
setting upon me thirty
years his junior
but my brother
his words coffin bearers over
and over starting with a dead sister:

Then I will no longer
Find myself in life as in a strange garment
Surprised at the earth
And the love of one woman
And the shamelessness of men
As today writing after three days of rain
Hearing the wren sing and the falling cease
And bowing not knowing to what

Note: “For the Anniversary of My Death,” by Merwin.

Psychopathology of Not Teaching, Not Feeding, Not Embracing Our Youth

Education is not preparation for life; education is life itself.

We do not learn from experience… we learn from reflecting on experience.

Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.

Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

We only think when confronted with a problem.

John Dewey, 1938, Experience and Education (Vol. no. 10). New York: The Macmillan Company &  1933, How We Think. Boston, MA: D. C. Heath and Co

Image result for outdoor education

There’s a lot of magical thinking going on in the world, largely laid at the feet of the marketers, arbiters of propaganda, the flim-flam of Capitalism and Consumerism.

Finding solace in the next President’s Day sale or Black Friday.

Except every day in America is a Black Friday. Fire sale for the social services, for all the safety nets, for the bedrock of a democracy – education, power of the people to hold the commons and to control the benefits of the community’s needs over some punk like Musk or Sir Richard or Zuckerberg or Trump-Clinton-Obama, all same sides of the one-sided coin.

More and more people I engage with are lost, really, pushing their little broom and lifting their little dustbin to attempt to clean up the smashed walls and halls and schoolhouses and hallowed things of the people.

Image result for outdoor education

Feudalism is back in style, and for each community – city block or city border or urban growth boundary – the endless brooming and dust-binning will never make a dent in what must be done: the cancer must be removed.

Oh, I know, the pacifists want the arc of social justice to come catapulting back and somehow laying bare and rendering impotent the millions of bad hombres who control the purse strings, who control the black ditches of polluting industries, who control the daily trillion loads of toxins and carcinogens and structural violence bombs put upon the majority.

The chaos and fluency of their penetration of pain on all levels of society and in all societies is amazing those rotten-to-the-core billionaires and multinational thugs who have the sociopath’s luxury of being extremely effective, especially in predatory-parasitic-extractive-casino Capitalism, where the burdens of externalities and the millions upon millions of negative and costly outgrowths of Capitalism are the burden of the masses while the extreme comforts/power bases/economic controls are privatized to a very small swath of humankind.

Image result for outdoor education

These traits are the characterizations of the typical CEO, typical of the boardroom winners, so typical of the so-called powerful:

  • Contemptuous of those who seek to understand them
  • Does not perceive that anything is wrong with them
  • Authoritarian
  • Secretive
  • Paranoid
  • Only rarely in difficulty with the law, but seeks out situations where their tyrannical behavior will be tolerated, condoned, or admired
  • Conventional appearance
  • Goal of enslavement of their victim (s)
  • Exercises despotic control over every aspect of the victim’s life
  • Has an emotional need to justify their crimes and therefore needs their victim’s affirmation (respect, gratitude and love)
  • Ultimate goal is the creation of a willing victim
  • Incapable of real human attachment to another
  • Unable to feel remorse or guilt
  • Extreme narcissism and grandiose
  • May state readily that their goal is to rule the world

Variations on a theme. Just put in a powerful and famous/infamous person’s name, and the fifteen traits above get checked off pretty easily and readily.

Erik Prince or Betsy Devos, or the Democratic Party honchos or the boot-licking Republican reprobates. Now, we are in a world where the sociopath and psychopath and self-aggrandizing are foisted upon the stage and klieg lights pointed at them so all of us in this barbarous spectacle have to be exposed to not only their felonious and pathological deeds and beliefs daily, but we now have to subvert our own humanness and life by their rules . . . all the while paying to follow their rules.

Unfortunately, most people are not crippled with a malignant personality disorder, yet the young and the disposed/dispossessed and the struggling and the downtrodden in a capitalist society have very few shields or antibodies to avert from these pathological souls who have infected all levels of the corporation, the legal system, the education system, the military industrial complex, government, national politics, religion:

These people are mentally ill and extremely dangerous! We can take many precautions to protect us from the destructive acts of which they are capable.

First, to recognize them, keep the following guidelines in mind.

(1) They are habitual liars. They seem incapable of either knowing or telling the truth about anything.
(2) They are egotistical to the point of narcissism. They really believe they are set apart from the rest of humanity by some special grace.
(3) They scapegoat; they are incapable of either having the insight or willingness to accept responsibility for anything they do. Whatever the problem, it is always someone else’s fault.
(4) They are remorselessly vindictive when thwarted or exposed.
(5) Genuine religious, moral, or other values play no part in their lives.

They have no empathy for others and are capable of violence. Under older psychological terminology, they fall into the category of psychopath or sociopath, but unlike the typical psychopath, their behavior is masked by a superficial social facade.

The psychopath’s world is one where the communal and cooperative laws of human interaction and also the more lofty laws of human emotion and interaction do not apply. It’s been said that psychopathy serves as a “reality” for a good portion of humanity. The hypothesis that one man in every 100 and one woman in every 300 are born a clinical psychopath is troubling, to be sure.

Some of the literature states that psychopathy is so common that each person reading this article knows one and then a significant proportion of readers are most likely psychopaths themselves.

Interesting, the age old battle of nature versus nurture, and vice versa!

I know this is beating a dead horse, but feminist and writer Susan Sontag, in a fit of lucidity, stated the obvious:

If America is the culmination of Western white civilization, as everyone from the Left to the Right declares, then there must be something terribly wrong with Western white civilization. This is a painful truth; few of us want to go that far…. 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.

Image result for outdoor education

So, who the hell knows about that 1 in 100/300 psychopathy in any given population. I might say, sure, for the white race, seems correct. Africa Source:

The pineal gland is responsible for the production of melatonin, a hormone that is secreted in response to darkness, and is also the site in the brain where the highest levels of Serotonin can be found (Sun et al, 2001). In the pineal, 5-HT (Serotonin) concentration displays a remarkable diurnal pattern, with day levels much higher than night levels. Serotonin plays an important role in sleep, perception, memory, cardiovascular activity, respiratory activity, motor output, sensory and neuroendocrine function.

Racial differences have been noted in the rate of pineal calcification as seen in plain skull radiographs. In Caucasians, calcified pineal is visualized in about 50% of adult skull radiographs after the age of 40 years (Wurtman et al, 1964); other scholars argue that Caucasians, in general, may have rates of pineal gland calcification as high as ­60-80% (King, 2001). Murphy (1968) reported a radiological pineal calcification rate of 2% from Uganda, while Daramola and Olowu (1972) in Lagos, Nigeria found a rate of 5%. Adeloye and Felson (1974) found that calcified pineal was twice as common in White Americans as in Blacks in the same city, strengthening a suspicion that there may be a true racial difference with respect to this apparatus. In India a frequency of 13.6% was found (Pande et al, 1984). Calcified pineal gland is a common finding in plain skull radiographs and its value in identifying the midline is still complementary to modern neuroradiological imaging.

Scholars believe the reduction in melatonin with age may be contributory to aging and the onset of age-related diseases. This theory is based on the observation that melatonin is the most potent hydroxyl radical scavenger thus far discovered (Reiter, 1995). Prominent theories of aging attributes the rate of aging to accumulated free radical damage (Proctor, 1989; Reiter, 1995), and as Caucasians have higher rates of pineal calcification, which produces melatonin which is a vital free radical scavenger, some suspect that people of European descent may actually age faster than those from other continents.

Pineal gland calcification has also been implicated in the onset of Multiple sclerosis. Multiple Sclerosis is an autoimmune disease that affects the central nervous system (CNS). The CNS consists of the brain, spinal cord, and the optic nerves. Neuroradiological research has shown the pineal gland to be involved in the pathophysiology of Multiple Sclerosis. In a 1991 study by Sandyk R, and Awerbuch G.I published in the “International Journal of Neuroscience”, it was shown that Pineal Calcification was found in 100 % of MS patients. The strikingly high prevalence of pineal calcification in Multiple sclerosis provides indirect support for an association between MS and abnormalities of the pineal gland (Sandyk and Awerbuch, 1991). Multiple Sclerosis tends to affect Caucasians disproportionately, and is nearly unheard of in Africa and is rare among African Americans. A high prevalence of pineal calcification has also been linked to bipolar disorder.

Now my article will boomerang back to my world directly – writing and teaching, this go-round inside the K12 arena; alas, the world of a teacher is a road strewn with broken-down trucks and scattered tailpipe assemblies and transmissions and oil slicks and sheared-off wheels.

The height of America now is the constant chatter and recriminations against the education system, against teachers, against students, against the entire project of working with the young to assist them in developing critical thinking skills.

Believe you me, I should be where Betsy DeVos is, but billionaires have no expertise, no 10,000 hours of practice to give them some level of mastery, whether it’s tennis, general scholarship, educating youth, doing anything worthy of a worthwhile society. Hence, the ones leading the so-called education debate, Gates or DeVos, have zilch experience in the classroom, zero experience working. You’ll never see a fellow like me at any table.

Image result for Native American outdoor education

The idea of my time on earth has always been being on the ground, and some people liken it to ground truthing, the realities of intellectual thought sewn in the fields of those areas where we as a people consider disciplines. What better way to understand what needs to be done to fix (sic) the US education than being in it, albeit like a hired gun going from school to school grade as a substitute teacher.

Hands down, after doing this educational ground truthing a large part of my life, since 1983 when I first started a teaching assistanceship at the University of Texas-El Paso, through to today, this society will never put me at the table, so to speak, of the policy wonks and political operatives. Do they want the real minds there, those of us who just might be able to inject reality and true systems thinking in how to solve the so-called “education problem.”

Image result for Native American teepees and public schools

I know it’s easy to see that anything associated with neoliberalism, libertarianism, the assault of communities large and small by the elite, the super-super minority, is part of the failings of education, and all parts of society, the so-called intellectual, spiritual, built environment, natural, community commons.

The reality is capitalism IS the failure, and CAPITALISM is the education PROBLEM, and my years parachuting into schools and into school districts have shown me there are many deficits, many shortcomings and many hurdles around our public schools.

A raft of problems can be rattled off and highlighted in white paper after special NPR report. The brain trust is the children, however, not Mark Cuban and his ilk. Certainly, the systems of oppression and structural violence and mob rule of the late stage consumer culture and forced acquiescence as a pound of flesh carved out for the elites, the marketers, the flimflam artists who have wrested control of all branches of government, the Fourth estate, the Shadow Government, the corporate heads with their sycophants and armies for hire HAVE done their deep-deep damage.

As if the cultural DNA has been stripped of any normalcy, these citizens — elementary, junior and high schoolers — they already have three strikes against them, yet somehow in the chaos and poorly delivered education there are standouts.

The problem is we need education for the children and for the adults, cooperative education and co-ops of learning, for all generations. How stupid is it to continue feeding mush to children? How stupid is it to have them penned up in classrooms? How ridiculous is it to have a few disruptive youth and inattentive students run wild in a classroom? How is it that the major industries and the business roundtable folk and the movers and shakers and the parents aren’t held to task for not getting truly involved in their futures? These young people’s futures?

Experiential learning, outside the box, far-far away from standardized teaching, common core, rote memorization.

Even in this onslaught of crass, creepy psychologically-damaging crap youth have to step through daily – a land mine field every day – we can still get back the narrative, and flip the script, so to speak.

I have been in 1st grade classes, and been teaching music to elementary aged students and science and math to high school students, and everything in between. The vast majority of youth feel and know and sense they have been sold a bill of goods, and lies, and they want leaders and mentors, people who can bring to them a sense of destiny, a sense of rebellion for the good of humankind, and a real set of educational tools to help them educate themselves for life.

It is not some hippie or alternative new age spasm to say that students need hands on reality – how to grow food, how to paint murals, how to build tables, how to construct solar panels for their homes, how to chart the stars, how to speak several languages, how to wire a short wave radio, how to set up and nurture a catfish pond, how to cut flowers and how to talk to old people and the disabled in situ.

We could be using our smarts and collective action and solving our rural communities’ issues and those of our cities; problem solved by having youth brigades with their mentors and their parents working daily to make the changes necessary for resiliency. The youth want to know why they can’t give me hugs or display hugs in the school yard, so we talk about the newer research on the skin and on touching people, daily, as a way of healing, of pushing melatonin in the body, as a way to heal inflamed arteries.

On the surface or to a passerby, the children might be lost causes, already colonized by Big Mac, Disneyland, Marvel Comics, glittery inept millionaire performers and fancy falling pixels in their next orgasmic video game.

They may already be too far gone to weather climate disruption, economic wars, the battlefields coming soon, because of their multiple issues tied to chronic diseases and mental disturbances.

Ah-ha, so wrong, so wrong!

I guarantee if a school house and school grounds were set up like great rendezvous points for artists, acrobats, farmers, trades people, international visitors, under the direction of First Nations elders; I guarantee if students were there with their parents part of the week learning about history, untold stories, about how to tell a story and film a documentary; I guarantee if we shifted ground by enforcing the philosophy that we are what we eat, what we read, what we do, what we think, what we believe, what we hope for, what we want, what we imagine, and that there are direct repercussions (negative) to the individual’s mental, intellectual and physical well being with the wrong stuff in, which leads to the wrong stuff out. . . . I guarantee the conversations will change, the enlightenments will spark, the involvement on every level of the community will increase, and the individual and collective narratives will move toward that arc of not only social justice, but humanity living within our means, and understanding the value of simplicity, small ecological footprints and smelling the roses and watching the stars through the flight patterns of owls, fireflies and moths.

What a silly set of idealistic ideas on how to re-form the education system.

The fact is that students are hungry for honesty, and hungry to see how it all connects, how one piece of the puzzle is actually the link to the whole, and how all things are related. They get it, and many times there are 10-year-old skeptics, grizzled in their thinking, scabbed over in their imaginations.

Everything in school, now, under the current models of suppression, then, is to learn 9 to 5, Monday through Friday enslavement.

Children and juveniles and late age teens want nothing of that enslavement, but they have no choice in a hobbling system of people like the Gates duo or the Betsy-Donald duo, coming up with insane and self-fulfilling concepts to keep kids so down that they will abide by anything the levelers and capitalists demand of them – demands (pistols to the heads, rather) in their communities, in their purchases, in their indebtedness, in their reading and eating material, in their subservience to the company or corporation or organization.

We need legions of nurses, social workers, teachers, solutions-driven people with their heads screwed on tight and their hearts alight in the shine of innocence lost and new innocence gained. We need a world of STEAM – daftly blended Sciences Technology Engineering Arts Math for more than capitalist survival, but rather for the impending systems of collapse we have wreaked havoc on the planet, on our own souls, and now on young souls not even given a chance to push out of chrysalis.

We know what must be done: rework all public schools. Add greenhouse, ponds, rows of corn, second and third floor ropes courses, commercial kitchens, husbandry stalls, more. Rip up the pavement, get the kids to use rickshaws, learn how to be entrepreneurial geniuses with coffee stands and juice stands run by parents and students. Outdoor education on our beaches, in our city parks, inside empty warehouses.

We know what to do! And we can do it. Again, cut away the cancer — destroy capitalism!

Image result for john dewey education