Category Archives: Public Schools

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

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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.

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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.

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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.

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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.

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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.”

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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!

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Musings on a Monday After Teaching High School Get You Down? Nope!

Hold those things that tell your history and protect them… The ability to have somebody to tell your story is so important. It says: ‘I was here’.

— Maya Angelou

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One of those splattering days — called to teach special education at one of the high schools in Lincoln City. Wonderful students, wonderful para-educators, wonderful teachers.

But not according to the powers that be in the world! How many students are thrown to the floor/ground and handcuffed by armed cops? How many schools are like prisons, with armed school personnel and local cops there to intimidate?

We are priming youth with these strip searches and forced drug tests and grillings about their allegiances outside the capitalist frame to be compliant adults, scared of their own shadows, frightened to death to take too many breathes of air.

No one can dispute a federal appellate court’s characterization of a strip-search as “demeaning, dehumanizing, undignified, humiliating, terrifying, unpleasant, embarrassing, [and] repulsive, signifying degradation and submission.” Even the Supreme Court has said that a search that intrusive “demand[s] its own specific suspicions.” The shock and humiliation suffered by persons subjected to such arrests and searches is aggravated by the fact that they are almost always ordinary citizens who have never been in jail before. In one case a Chicago woman doctor who had been strip searched afterward suffered paranoia, suicidal feelings and depression and would not undress anywhere but in a closet.

The Fourth Amendment was designed to stand between us and arbitrary governmental authority. For all practical purposes, that shield has been shattered, leaving our liberty and personal integrity subject to the whim of every cop on the beat, trooper on the highway and jail official. The Framers would be appalled.

Source: “How the Supreme Court Came to embrace Strip Searches for Trivial Offenses.”

So, how many students are put through this fascist ringer, forced into this series of illegal, unethical, inhumane, insane demands that speak to deeply dehumanizing actions by the so-called powers?

Teaching students in public schools is like pulling the blinders and the blindfolds off of captives who have been shuttered away in some dark and cold cave in Pakistan. They think they sort of have these freedoms outlined in the Constitution, or Bill of Rights, but in reality, they know the jig is up. They know you can’t cross the street while being black without a police confrontation. They know that if they skip rope the wrong way or if they wrestle with their buddies in the cafeteria, then they are subject to the resources officer (thug, wannabe cop) coming in and escalating the situation.

You can’t wear caps, and you can’t hug in public. If you raise your voice in school as a Latino or some teen who is Asian and expressively dressed, well, we have the entire thug force of America come at you full-force.

The Fourth Amendment is dead, and the new government bureaucrats and Gestapo chieftains have taken away unlawful and overreaching search and seizure laws and have normalized their complete “right” to search, seize, strip, scan, spy on, probe, pat down, taser, and arrest any individual at any time and for the slightest provocation.

In any given day, thousands of Americans undergo forced cavity searches, forced colonoscopies, forced blood draws, forced breath-alcohol tests, forced DNA extractions, forced eye scans, forced inclusion in biometric databases.

I have worked for the Starvation Army, through the auspices of the VA, and that corrupt religious outfit — brown shirts one and all — not only forces veterans to pee in a cup for an illegal UA test, but twice daily everyone in a transition housing center has to blow in a straw and prove sobriety with an alcohol monitor.

It’s not for the benefit of the individual, mind you. Getting caught with a hot pee or positive for booze blow, for the homeless vet, the powers that be come down like orchestrated hammers to remind you that you are broken, that you need fixing, that your three hots and a cot are jeopardized and that you might be on the streets, with your four bags of belongings, your emotional support dog, your wife and three kids in tow.

The same treatment is in store for our first through 12th graders.

Typical of the public schools is a North Carolina case of administrators strip-searching a 10-year-old boy in hopes of finding a $20 bill lost by another student, even though the accused boy protested twice that he did not have the missing money. Get this — these little and big brown-shirts, like this ass. principal, ordered the fifth grader to disrobe down to his underwear and subjected him “to an aggressive strip-search that included rimming the edge of his underwear.”

The so-deemed ripped-off $20 bill was later found in the school cafeteria. Did the parents come in with bats and get retribution? Was anything done?

The children of the world want real answers, real stories, real heroes and real tools to navigate a world of fascists, climate change, huge class divides, no economic futures for at least 40 percent of the students as they matriculate out and meander in the wasteland of the 21st century’s second decade in. We have talking sessions and the youth want to ask why people my age and younger have allowed the corporations and government to seize the most intimate details of who we are. Why this is a police state, and a policed school system.

They get it and don’t think all of this talk is some movie script for a Minority Report Two. They already know all their testing scores and performance reports are held captive somewhere. They also know that their vaccination and health records are easily accessed by school officials.

I try and tamp down the urge to tell it like it is early in a class: in the United States we are now guilty until proven innocent.

Students want to know why there are so many fellow classmates with Epipens, why so many are on Individualized Employment Plans, why so many have para-educators assigned to them, what so many are pulled out of classes for special ed or special diets.

We can’t share snacks at breaks because so many are allergic to gluten or sugar or corn or coconut or peanuts of eggs or soy. They are these nervous assist objects and gizmos for many youth on the spectrum to handle, and some are allowed to bring in their own beanbags or to stand up away from the class or pace the room.

We talk about the consequences of unintended fallout from all the junk and plastic products and chemicals laced in the foods and emanating from every corner of a community.

Background checks, parents’ credit checks, health records, records on what they eat and purchase and what their parents plop down on credit cards. What we think, believe, hope for, covet, adhere to spiritually, all of it is recorded, put out in the cloud, held by the IRS, Medical-Pharma-Finance-Debt Complex.

On one hand, we talk about climate change, plastics in their feces, why they get sick with cheese or white bread or with peanut butter. These are smart kids, probing, wanting to know more and more.

They want people in their lives that take them over to the edge of the cliff, and strap them into the hang-glider and take off. They want teachers and mentors taking them to the edge of the boat and plopping backwards to the great blue sea in their snorkel and scuba gear.

They want to go into the forest, not the edge of it. They want to spend time with beavers and watch the process of dam building and the amazing species of aquatic animals thriving.

These children are tired of the Tupperware brand of education and the countless coloring projects and poster projects. They want teachers to help them build catfish ponds, to build gardens, to learn in tepees, to learn how to make children’s puzzles out of wood to sell to the public. They want zip lines around their school, and they want more and more hands-on work. They want to know how to make clay pots, and they want to learn how to arrange flowers, and grow them. They want to learn how to grow food and prep it and cook it. They want to build solar powered pedicabs, and they want to go to all the nursing homes and care facilities with their homemade drums and pianos and accordions and voices and sing and dance and perform for their elders.

It all can be done, and they ask why not, and we talk about every dollar put into a system like decent and real life education getting many dollars matched in return for each dollar invested in children and youth.

Then, we talk about what it means to give up everything for the job, that getting a low paid service job means not having health insurance and being forced to not take vacations, ever, if the job is below a certain amount of hours. They know they won’t be high paid $2000-an-hour lawyers, and they know that very few of the graduates from all the schools in this county will get to be brain surgeons.

We talk about the power in numbers, like bee hives, or ants, and then relate it to people — how many people would it take to get some land, build gardens, do some home-cottage industry work, and sustain a healthy lifestyle. I name this as intentional communities and cooperative living.

Unfortunately, these children are going to be the products of parents who are downtrodden, negative about their own futures, and denigrating against any or all new ideas to get out of this hamster wheel America.

Most of the ideals the youth I teach possess come from Hollywood or thereabouts. They have not met real farmers who are also experts in cheese making and cooking and preserving. They are not meeting the people who are the survivors and the ones who can help us get through this climate and economic chaos.

We talk about the very concept of making sure not to degrade or toxify one self of any of the vital keys to self and community preservation — you are what you eat, you are what you read, you are what you dream, you are what you hope, you are what you think, you are what you say, you are what you believe, you are what you imagine, you are what you do.

There is a lot of pressure on youth, but mainly because the education system as such and the economic horizon we have gifted them are imperiled and off the rails. They want to know what Genetic Engineering is, why all the food items in grocery stores that are not in the green grocery section are contaminated with Roundup, or glyphosate.

They want to know what a Franken-fish is. We talk about that, the mighty salmon, since they reside in Salmon Nation.

Twenty million people share our home in this place we call Salmon Nation.

It spans 100 million acres between San Francisco and Anchorage and generates over $500 billion in economic activity each year, yet is only a sliver of the range that Pacific salmon once ran.

The historic salmon runs remind us of our heritage—what is, was, and, maybe, could be again. Salmon Nation offers a framework for our thinking—a nature state, not a nation state—based on interconnection and the broad distribution of wealth between marine and terrestrial, freshwater and saltwater, urban and rural. Our work is to figure out how to organize our communities and economies to sustain, or even restore, that wealth into the future. Salmon Nation is about the connection between people and place—loving where you live and leaving it better than you found it.

I talk about the power of young people occupying buildings, occupying parks, occupying grocery stores, and occupying the world. They want to know how to protest, how to sing, how to develop the tools that will one day be used by them collectively to do more in the world than to work for the man and bleed their souls for the debts incurred in this capitalist nation.

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We parse the following press release just pushed out by environmental groups:

FDA Lifts Import Ban on Genetically Engineered Salmon

WASHINGTON, D.C. – The Center for Food Safety, Friends of the Earth and Quinault Indian Nation, and Feed Seven Generations today decried the FDA’s decision to lift the 2016 import alert that banned genetically engineered salmon from entering the U.S.

“USDA’s new guidelines don’t require adequate mandatory labeling, don’t require calling the fish “genetically engineered” and don’t help consumers know what kind of fish they are buying,” said George Kimbrell, Legal Director at the Center for Food Safety. “These guidelines don’t require mandatory labeling of GE salmon, and instead allow producers to use QR codes or 1-800 numbers for more information. That clearly is not what the Murkowski amendment requires.”

Dana Perls, Senior food policy campaigner with Friends of the Earth, warned, “The FDA’s decision to allow GMO salmon onto the U. S. market runs counter to sound science and market demand. More than 80 retailers have said they won’t sell this risky, unlabeled GMO fish and polls show consumers don’t want it.”

“The FDA’s unilateral decision, without tribal consultation, is an alarming signal that our sacred and prized wild salmon is now even more vulnerable to external markets and ecological threats,” said Fawn Sharp, President of the Quinault Indian Nation. “It’s unconscionable and arrogant to think man can improve upon our Creator’s perfection in wild salmon as a justification and excuse to satisfy corporate ambition and greed.”

“By lifting the ban on genetically engineered salmon, the FDA has put American consumers at serious risk and has directly attacked the life ways of Pacific Northwest Tribal communities,” said Valerie Segrest, Muckleshoot Tribal Member and Executive Director of Feed Seven Generations. “They have done this without a single tribal consultation, which violates their legal responsibility, mandating that they consult with tribes. Clearly this is an appropriation of our culture and this action will lead to inevitable contamination and irreversible damage to our food system.”

In every year since 2015, Senator Murkowski (R-AK) has inserted a requirement into FDA appropriations language that requires the FDA to issue mandatory labeling guidelines for GE salmon, using clear, on-package labeling stating that these fish are genetically engineered. FDA claims that the USDA new “bioengineered food” labeling guidelines are adequate, but the USDA “bioengineered” guidelines do not require explicitly labeling GE salmon as “genetically engineered.” Moreover, companies could choose to hide the label using a QR code, rather than on-package labeling.

George Kimbrell, Legal Director at the Center for Food Safety, announced that CFS is examining possible legal actions to force the FDA to comply with the Murkowski amendment. Moreover, the Center for Food Safety and Earthjustice are leading the legal challenge to whether the FDA even has the legal authority to approve this genetically engineered fish as a “new animal drug”.

More information on health and environmental risks of genetically engineered salmon and a full list of stores that have made commitments to not sell genetically engineered seafood and salmon, letters sent to companies by Friends of the Earth U.S., Center for Food Safety and allies, and a list of coalition partners are available at www.gefreeseafood.org.

We talk about how youth, how students, even how their own parents have no say in this insanity of releasing Frankenstein fish into their diets. They are already concerned about other grand experiments by the sociopaths — nanoparticles in all processed foods; more and more chemicals on their bodies, inside their bodies, inside their lungs, unregulated created by these sociopaths in the sciences and technologies hired as hired-guns to make profits for the elite at the expense of global health, and each child’s health. We talk about the native American way, that we need sanity back, sane ideas, sustainability that is real.

Tribal fishermen scramble to contain a spill of farmed Atlantic salmon in north Puget Sound before they tarnish local waters, shedding light on a global struggle between farmed and wild fish. Annie Crawley worked with the Lummi Tribe, Wild Fish Conservancy, Lummi Island Wild, Washington Department of Fish & Wildlife and many others to tell the story of the farmed Atlantic salmon spill into the Salish Sea in August 2017. The event sparked a movement of people to speak out against Atlantic salmon net pens in the Puget Sound. Although our state government has taken action to remove the net pens, they are still in other parts of our world ocean. We hope this film will ignite others to choose wild salmon over farmed salmon and create awareness around the impact farmed salmon can have to wild populations.

— Annie Crawley 

The young people of today are our only hope. It’s not the aging politicians that will work to solve the global problems. It’s not the rich and the famous and the celebrity who give a shit about us, the 80 percenters. It’s not the athletes or the CEOs or the bankers who will put the blood sweat and tears into the problems to solve them.

Young people are the lost generations, the lost people, the lost souls, as we adults have abandoned their futures by eating up their futures with this continual continent-sized pile of lies and magical thinking.

They are ready for action and for actors to help them lead themselves. Young people are open to radicals and revolutionaries. Young people need leaders and shaman people to help them crawl out of the dungeons their parents have constructed in not only their own lives, but the future lives of their children.

The students.

Each day I learn more and more about the value of listening and being with and being one with the people of the world, the new people, the arising ones, the people who have not felt gravity enough to weigh down their hope and outlook and creativity. Unfortunately, the systems set up in Capitalism are all about colonizing people at younger and younger ages so they too can be ready for the hamster wheel of Capitalism.

Image result for hamster wheel for humanity

Threading the Eye of the Needle: A Few Greenies Ain’t Gonna Cut Climate Change

Needle in a haystack. Little Dutch Boy putting fingers in leaking dike.

The beach clean-up along the Central Oregon Coast, near Devils Punch Bowl, down south to Beverly Beach, is an exercise in patience, Sisyphus, maybe, as many beach and marine life lovers are volunteering with tweezers in hand harvesting the global micro-plastic harvest.

Might as well have a fork to bring in all the world’s wheat crops.

Piece by piece. Or, scoops of sand, with organic matter like shells pieces and driftwood and these microplastic and plastic nurdles plopped on a gurney-sized fine mesh, is akin to — what? Using one household colander to strain the daily pasta and noodle intake in Oregon?

Scott Rosin is tall, grizzled, and head of Surfriders Central Oregon Coast. He’s chair of the Newport Chapter. Another chapter is called Siuslaw Surfriders, taken from the Newport-Yachats area where we live in, specifically the Siuslaw National Forest, also named after the river that runs through it to the Pacific.

Ahh, Rosin – former arborist, former surfer (his shoulder was blasted out in forestry work – he uses a paddle board to ride five-foot waves or less), poet and local activist – has been heading up this plastic clean-up on six consecutive Sundays, noon to 4 pm, on an incredible beach made to order for picnickers and surfers, even in March.

Helping hands included a few women, Mike Harrington, a 72-year-old member of the Siuslaw Chapter of Surfrider, and a black lab whose owner was down on her knees pulling out plastics of every color and shape.

This is what Scott told the Newport News recently about his efforts:

It would be great if we could get more locals involved. The beaches here are, or were, as beautiful as anywhere in the world. I’ve surfed and played on these beaches since 1973. I can tell you that the problem of visible plastic pollution here has grown exponentially.

Nobody knows what the full effects of plastic pollution may be. This isn’t a disaster that you can see coming, like a forest fire or a hurricane. I anticipate a long road to educating ourselves about the dangers involved.

It’s the local newspaper, and a message of doom and gloom and setting the doomsday clock to 11th hour (actually, 11:58) before the apocalyptic midnight hour hits doesn’t sit well for a local rag that sells ads for real estate, B&B’s, summer cottages, whale watching tours, crab fests, and buy-buy-eat-eat-consume-consume visitors.

Scott and I talked the real stuff tied to not just the amount of plastics in the ocean, and not just the bad-bad-bad hypotheticals of animals eating plastic and then humans eating them up, through the food chain. Anyone with a brain knows that whales and albatrosses and Homo Sapiens should be engorged with fossil fuel polymers.

We talked about these ideas of Americans thinking infinite population growth rates, infinite GDP rates, infinite investment profits, or infinite timber harvesting and infinite consumption and pollution are natural born rights.

The local rag will not allow such real and systems thinking discourse in the newspaper’s news or features sections.

One irony is that Scott and Surfriders and members of SOLV (Stop Oregon Litter and Vandalism) and the few volunteers from the American Cetacean Society might not realize that the Siuslaw people (nation) lived in villages along the river until 1860.

Siuslaw Nation living understanding the land, the estuaries, the ecosystems, the whales and avian world, the fish and fauna. The Siuslaw like all First Nations knew the limits of growth, the carrying capacities of their tribes, the allowable safe limit or killing animals or harvesting food.

So, these natural and long-studied indigenous people who could be here teaching in Oregon’s schools and advising all sectors of government and business, well, they no longer have a practiced language. We may romanticize that Oregon Trail story (even Woodie Guthrie has his song, Oregon Trail), but in 1860 the Siuslaw Nation was forcibly removed to an Indian reservation in Yachats. And, then, quickly those homes, farms, gardens and villages were destroyed and occupied by U.S. settler-colonists.

Now California transplants are on the beach trying in herculean effort to stop the infinite plastics tide from fouling everything they came to the Oregon Coast for in the first place.

From the evidence of locals who are blind to the plastic issue and looking out at these Surfriders and others, young and grizzled, the volunteers seem like a blast from the past. Environmentalists, who stick out like anachronous wandering souls, are the minority, as more and more business-as-usual and business-as-usual-to-the-tenth-power proponents have colonized the beach resorts, the city councils, school boards, county commissioner courts.

This Central Oregon Coast is magnificent, but even along the largest ocean covering 42 percent of the earth’s surface (62 million square miles), the Pacific (and the deepest of all oceans at that), microplastics from fish totes originating in Alaska come to the beach in small and colorful forms for a few volunteers to pick at.

Tumbling ghost fishing gear, equipment, supplies – all polymers – tumbling along the ocean currents and ocean floor, ending up floating at the surface, or just below. Colorful bits sea life take for sea nutrients.

Birds eat the plastics. Mammalian marine life eats the plastic. Fish eat it. The extra big yearly tides – the King Tides – push the plastic way up on the tide line. Now Homo Sapiens Plastica are out in small numbers trying to battle the plastic snow storm with a leaf blower.

Scott has never seen this amount of plastic in his 46 years fishing, playing and making a living in this part of the Oregon Coast.

We talked about plastic in every human being’s feces (recent scientific paper on that tidbit). We talked about how by 2050 plastic floating around the ocean and on the bottom will outweigh the total mass of all the organic-living matter in the ocean (another series of scientific papers). I talked about the Mariana Trench, in the Pacific, the deepest canyon in the world — 1,580 miles long and 43 miles wide and maxing out at 36,070 feet deep from the surface.

In yet another scientific series of papers, researchers have ROV’s – remotely operated vehicles – filming plastic bags floating in the trench. Worse yet, the foundation of the food chain – amphipods – in each collection over many months resulted in every single crustacean-like animal containing plastic remnants in their guts.

We can read white paper after detailed scientific paper, but the bottom line is if humanity were to use even one-thousandth of our collective common sense, we’d all be ranting and raving about stopping plastic production and use of straws, wraps, single use bags, containers, noodles.

Forget the fact that plastics are oil based, and the process of polymerizing them involves a lot of electricity, toxins, off gassing and communities around the world exposed to the industrial toxins and waste products part and parcel tied to the entire harvesting, transportation (by a factor of 3 or 4) and production process.

Lucky for me, I can be a member of various touchy feely groups and do some volunteer work with them, but I am not longer hobbled by my scientific credentials or teaching certificates or so-called neutral journalistic standards. I can see through the hubris, magical thinking, delusional belief systems, the false hope and the elephants in the room as people in this society – good folks like Scott Rosin and others I met at a naturalist certification program I went through with the American Cetacean Society have their hearts in the right place, and many times their minds, but their guts are missing the fact that revolutionary change has to happen.

Not a future of greenie Jetsons, but rather a future like the Flintstones is only going to answer the call now.

I also ran into another old timer, like Mike Harrington, a member of Surfrider who ended up in Oregon in 1976, originally from Central California. He packed up the VW van and got his 20 acres near Eddyville.

He said he came here with two children and a wife, because he wanted his kids to be raised where nature and wildlife both counted and were part of their daily lives.

He made his livelihood as a farrier, and we joked about just who his customers are – well-off, bourgeoise, and those with big bucks and the largest ecological footprints.

It’s super tedious, this sieving the wet sand and separating the plastic from the organic matter. Harrington knows it’s a drop in the proverbial bucket (now it’s the drops in the ocean tub). “You have to start somewhere. I want to make this world a better world for my kids and grandkids. I guess it makes me feel better doing this.”

Amanda Zimmerman and Joanna Davis are sisters doing the bit by bit plastic treasure hunt. The sun is out, more than two dozen surfers are seeking curls, families are making sand castles, and the warmer winter Pacific shore waters are enticing some to go in up to their knees.

Joanna says she has to do something. She too is from California, and now is a 28-year-old living in Portland, wanting that Portlandia lifestyle. She has no children, wants none to bring in the world, and she tells me she’s shocked at how few shells and sand dollars she has seen seeing at Pismo Beach, the closest beach to her when she lived in Bakersfield.

The March 4 City Council meeting in Newport will discuss whether to go forward on proposing a single use plastic shopping bag ordinance. There will be many citizens there speaking on behalf of the proposed ban. Scott will be there, after having sent in written testimony.

I’ve looked at the no-to-the-ban citizens, and from the plastics lobby and grocery store lobby. Imagine, 2019, and a small city with 11,000 residents, and swelling to three times that in the summer months, can’t even wrestle with a plastic bag ban.

Even Forbes Magazine, rag of the uber rich, the uber capitalists, lists the coming age of plastic bag bans. But, again, if we can’t get Puerto Rico’s lights back on, and if we can’t even fund our PP12 schools, and if we throw money at Military Industrial Complex thieves and let them laugh to the bank, are we going to deal with climate change?

Ahh, more coming soon, on Peter Ward’s talk, Under a Green Sky (great book I reviewed).

You have Wallace Smith Broecker, the ‘grandfather’ of climate science, leaving a final warning for Earth at an ASU climate change conference via web right before he succumbed to Chronic Heart Failure. I’ll talk about him in a future blog-article.

We’ll talk about the humanity in all of this new fangled (not really) New Green Deal, which is again just another way to let Musk, Bezos, Silicon Valley, Gates, Dell and other techies play libertarian green game of thrones.

Plastics, man. And get this: Oregon’s State Parks will not let Scott and his cronies bring a solar-power pump to get ocean water to their sieving station. Imagine that, they have to haul all this water in 5 gallon buckets hundreds of feet to wash out the sand. Solar powered.

The state’s reasoning: “Well, goddamned goldminers might see this four hour operation and think, hell, I can bring in my gold mining dredges and pumps and arsenic and such. Damn fine idea.”

Are we going to really mitigate the worse and even least of the worse outfalls from climate change when we can’t even issue a special issue permit for greenies to clean plastics from the beach?

We love to believe that high-tech innovations will fix everything. To produce all of our fanciful technology, many of the raw materials are derived from exploiting other people’s land (Africa, South America, Asia), and the manufacturing comes at the expense of other people’s health and livelihood. Let’s hope eliminating this sort of environmental racism figures into the GND platform. Beyond that, thus far in the course of humanity, our technology has only further amplified all of our detrimental ecological issues. It involves over-consuming natural resources and over-producing more of what we don’t need, while leaving us with less of what we do – organisms and ecological systems.

People are saying the Green New Deal is impossible. What is impossible is saving our planetary ecosystem while preserving our current way of life. For any GND legislation to be successful, it must work to conserve more rather than produce more. Moreover, it must facilitate collective radical personal changes to our way of life that fundamentally change the underlying paradigms of our existence. Otherwise, it will be as fleeting as the original New Deal, and ultimately much more deadly.

When it comes to a Green Deal, the only sustainable policies are radical ones. And when it comes to a sustainable global environmental paradigm, unless you are talking about the natural world, less is always more.

Kristine Mattis received her PhD in Environmental Studies. As an interdisciplinary environmental scholar with a background in biology, earth system science, and policy, her research focuses on environmental risk information and science communication. Before returning to graduate school, Kristine worked as a medical researcher, as a science reporter for the U.S. Congressional Record, and as a science and health teacher.

Forbes Magazine list for Oregon and Washington. See all the places for which a ban is in effect — HERE.

KENMORE WA City-wide ban on plastic bags, 5-cent fee on paper bags

LA CONNER WA Town-wide ban on plastic bags

PORT ANGELES WA City-wide ban on plastic bags less than 225 mm, 5-cent tax on all bags

TACOMA WA City-wide ban on plastic bags less than 225 mils thick

FRIDAY HARBOR WA Town-wide ban on plastic bags

SAN JUAN COUNTY WA County-wide ban on plastic bags

TUMWATER WA City-wide ban on plastic bags and 5-cent fee on paper bags

THURSTON COUNTY WA County-wide ban on plastic bags and 5-cent fee on paper bags

OLYMPIA WA City-wide ban on plastic bags and 5-cent fee on paper bags

LACEY WA City-wide ban on plastic bags and 5-cent fee on paper bags

MERCER ISLAND WA City-wide ban on plastic bags

SHORELINE WA City-wide ban on plastic bags and 5-cent fee on paper bags

ISSAQUAH WA City-wide ban on plastic bags and 5-cent fee on paper bags

MUKILTEO WA City-wide ban on plastic bags

PORT TOWNSEND WA City-wide ban on plastic bags and 5-cent fee on paper bags

BAINBRIDGE ISLAND WA City-wide ban on plastic bags and 5-cent fee on paper bags

BELLINGHAM WA City-wide ban on plastic bags and 5-cent fee on paper bags

SEATTLE WA City-wide ban on plastic bags and 5-cent fee on paper bags

EDMONDS WA City-wide ban on plastic bags

MILWAUKIE OR City-wide ban on plastic bags

MANZANITA OR City-wide ban on plastic bags

MCMINNVILLE OR City-wide ban on plastic bags

HOOD RIVER OR City-wide ban on plastic bags

FOREST GROVE OR City-wide ban on plastic bags

ASHLAND OR City-wide ban on plastic bags and 10-cent fee on paper bags

EUGENE OR City-wide ban on plastic bags and 5-cent fee on paper bags

CORVALLIS OR City-wide ban on plastic bags and 5-cent fee on paper bags

PORTLAND OR City-wide ban on plastic bags

Charter School Promoters Terrified of Growing Opposition to Their Full-Frontal Assault on Public Education

The ongoing widely-supported teachers’ strikes across the United States are bringing to the fore many problems that have been confronting public education for decades, including a big and overdue focus on the havoc and destruction caused by charter schools against public schools and the public interest for the last 28 years.

Teacher strikes everywhere are smashing the silence on charter schools and awakening many out of their charter school stupor. Even the most anti-conscious individual is slowly beginning to see the disaster that charter schools and the neoliberal antisocial offensive are producing. Criticism and rejection of charter schools is becoming more mainstream with each passing month. The charter school fairytale seems to be losing traction.

Charter school promoters are rightly fearful that their scorched earth approach to education may be slowing down due to growing social consciousness of the endless problems caused by charter schools. It is clear that nonprofit and for-profit charter schools are harming every aspect of public education and the public interest. Education privatization cannot be prettified or justified.

Approximately seven thousand charter schools, legal in 44 states, Washington DC, Puerto Rico, and Guam, currently enroll slightly more than three million students. While hundreds of nonprofit and for-profit charter schools close each year due mainly to financial malfeasance and poor academic performance, hundreds of these test-obsessed “free market” schools still keep opening every year.

Nonprofit and for-profit charter schools must be stopped if public education and the public interest are to be defended and affirmed. Education privatization offers no solutions, just more problems and more impunity. Teachers, school boards, and the public should keep pushing for more moratoriums on these privatized schools that are making the rich even richer while causing more problems for everyone else.

Even with the unrestricted ability to routinely cherry pick their students, charter schools, 92% of which are deunionized, have never come close to offering the kind of mass quality education that public schools have offered 90% of the nation’s youth for the last 150 years. Unlike charter schools, public schools accept all students, at all times, no questions asked. Public schools also do a better job of hiring and retaining more qualified and better-paid teachers.

Charter schools mainly enrich major owners of capital while masquerading as education arrangements that “empower parents,” “increase choice,” “serve the kids,” and “close the achievement gap.” The rich and those who wittingly and unwittingly agree with them believe that the chaos, anarchy, and violence of the so-called “free market” is a modern and socially responsible way to organize mass public education in a society based on mass industrial production.

Because the tide is slowly but surely turning against their wrecking activities, supporters and beneficiaries of charter schools are becoming even more arrogant and belligerent in their efforts to expand charter schools. Their egocentric quest to maximize profit as fast as possible makes it impossible for them to adopt a human-centered perspective. They are objectively blind to the needs of an education, society, and economy that serve the people. They only see schemes to further enrich themselves and promote their narrow antisocial interests under the banner of high ideals to fool the gullible.

The millionaires and billionaires behind charter schools, and all those who intentionally and unintentionally promote their disinformation about charter schools, never realized or anticipated that people are capable of acquiring and fortifying a social consciousness that does not tolerate assaults on public funds, institutions, assets, resources, facilities, and authority. The public opposes the unlimited greed of the rich and all the havoc that pursuit of such a narrow aim necessarily brings. More people are increasingly saying enough is enough.

No Such Thing as a Regulated, Public, or Good Charter School

There are many diversionary dichotomies within the unscrupulous web of charter school disinformation that have long distorted social consciousness and undermined the fight for social progress and high quality education for all. Some include the following:

  1. regulated verses unregulated charter schools
  2. for-profit verses nonprofit charter schools
  3. good verses bad charter schools
  4. high-performing verses low-performing charter schools
  5. mom-and-pop verses corporate charter schools
  6. school district-approved verses “totally autonomous” charter schools
  7. well-funded verses poorly-funded charter schools
  8. no-excuses verses regular charter schools
  9. urban verses suburban charter schools
  10. small verses large charter schools
  11. online verses brick-and-mortar charter schools

These and other misleading contrasts are designed to maximize confusion and abolish the consciousness and outlook that the core underlying issue with all charter schools is their privatized, marketized, and corporatized character. All other considerations are generally secondary, superficial, diversionary, or false in comparison to this key issue.

The privatized, marketized, and corporatized character of all charter schools is the central issue regardless of the different forms of charter schools. Form and content are not the same. Appearance and essence are not identical. It is important to look past the diversity of charter schools and appreciate their internal state; i.e., what is common and central to all of them. This will provide a much deeper understanding of charter schools. Forms and appearances are often misleading and superficial.

The privatized, marketized, and corporatized character of all charter schools is the reason why all charter schools have nothing to do with public right and instead embrace the outmoded ideologies and practices of the “free market,” private property, consumerism, competition, and possessive individualism.

The privatized, marketized, corporatized character of nonprofit and for-profit charter schools is also the reason why more than 95% of charter schools have never been started, owned, operated, or controlled by teachers since their inception 28 years ago in Minnesota. It is why charter schools are deregulated, deunionized, segregated, non-transparent, and poorly supervised. It is why charter schools close frequently, are plagued by high teacher turnover rates, dodge public standards of governance, often underperform, cherry pick their students, and are rife with fraud, corruption, patronage, nepotism, waste, arrests, scandals, investigations, and racketeering. The situation in the charter school sector is surreal, ruthless, insane, and miserable. It makes most other dysfunctionalities and crimes in society look normal, healthy, and trivial. Most aspects of the charter school sector are unethical and offensive.

Thirty years ago when democrats were actively and energetically leading the nefarious plot to deprive public schools of their “exclusive franchise” over education, deregulation and contracting became the main buzzwords to frame and drive the vicious neoliberal attack on public schools in the name of “improving schools,” “helping the kids,” “empowering parents,” and closing the “achievement gap.”

In this context, it is important to appreciate that contract law is part of private law, not public law. Private law is distinct from public law. They are not the same. They differ in significant ways. Private law governs relations between independent individuals and the exchange of goods and services. It accepts the premise that society is based on commodity exchange and possessive individualism. Public law, on the other hand, governs relations between individuals and the state, and is concerned with the common good. With private law, the government is largely out of the picture and the focus is on private, individual, personal affairs. Pubic law deals with issues that affect the society as a whole. This point cannot be emphasized enough. The difference between the motives, outlook, preoccupations, and implications of both types of laws is remarkable and often overlooked. To be clear, charter schools fall in the first category (private law), whereas public schools belong in the second domain (public law). One significant implication of this critical difference is that the relationship of students and parents to charter schools differs legally and politically from the relationship of students and parents to public schools. It also means that charter schools operate according to much different criteria and governance protocols and standards than those governing public schools. This is why calling charter schools “public” schools is erroneous, self-serving, and maximizes confusion instead of clarifying matters.

Charter actually means contract. Charter and contract are synonyms. Contract is the quintessential market category. Contracts make markets possible and rest on the ideologies of private property, possessive individualism, and commodity exchange. Social contract theory emerged in the 15-19th centuries in opposition to the feudal and medieval outlook and arrangements. “Free market,” by definition, means “laissez-faire”—no rules, no regulations, let it be, hands off! The “free market” means free reign for all major owners of capital to do as they please at any cost to students, society, and the environment. The “free market” celebrates inequality and the violent dictum that “might makes right.” It treats anarchy and violence as good and normal things.

Privatizing education through the mechanism of contracting and outsourcing requires eliminating long-standing highly-valued public governance arrangements (e.g., public school boards, public standards and regulations of governance, teacher unions, collective bargaining agreements, etc.) and moving into the deregulated, private, competitive, hierarchical, do-as-you-please, fend-for-yourself sphere of the “free market” where winning and losing, carrots and sticks, and “might makes right” are the name of the cruel game. Privatization means valorizing and celebrating the dog-eat-dog world of capitalism and denigrating the public interest. Privatization is how public education, which has served 90% of all students for more than 150 years, becomes depublicized, defunded, vilified, humiliated, scapegoated, commodified, commercialized, and subject to the chaos, anarchy, and violence of the “free market”—and all of it is cynically portrayed as being socially responsible.

Privatization is retrogressive and irresponsible. It is an attack on society and its members. Privatization violates the public interest and concentrates wealth and power in fewer hands. Privatization reduces the social wealth available to workers and the government and funnels it into the hands of private sector actors determined to enrich themselves at any cost to society. Privatization essentially increases opportunities for the rich to get even richer at the expense of the public. This is why so-called “public-private-partnerships” are a joke from the perspective of the public and society as a whole. Such “partnerships” always privilege major owners of capital and deprive workers of the value they produce. Privatization does not strengthen the social fabric in any way. Privatization drags society backward.

It is critical for the polity and education advocates in particular to make a clean break from the neoliberal ideas, categories, outlook, politics, and practices fueling the relentless violent disinformation on charter schools and instead give serious consideration to investigating, discussing, and opposing charter schools without the diversionary and misleading language of “regulated verses unregulated,” “good verses bad,” etc. A serious and disciplined focus on the meaning, role, and significance of the public and private sectors, as well as issues having to do with governance and who decides the affairs of society, that is, the issue of political power and where it lies, are urgently needed. This is hard to do in a culture that is intensely anti-investigation and where attention, focus, thinking, and discipline are being rapidly eroded by the digital invasion, but it must be done.

Diversionary dichotomies such as  “regulated verses unregulated,” “good verses bad,” and “for-profit verses nonprofit” cripple perception, cognition, and consciousness. They assault the senses and violate thinking and understanding. They mystify reality, engender confusion, increase doubt, and undermine confidence. They perpetuate an anti-intellectual atmosphere and prevent people from appreciating the core issues at stake. Misleading contrasts block people from seeing how their interests are being regularly violated by a handful of major owners of capital who are not concerned about anything except their own egocentric needs. Diversionary dichotomies ultimately sabotage action with analysis that favors the public. The rich know that many are easily fooled by their manipulative rhetoric and spin, especially when repeated over and over again. They are experts at duping people to get their own selfish way.

The aim of maximizing profit as fast as possible directly contradicts and sabotages the aim of social responsibility and a society fit for all. Maximizing profit for the wealthy few has absolutely nothing to do with serving society and its members. High quality, fully-funded, locally-controlled, world class, free public schools open to all cannot and will not be guaranteed by major owners of capital. The rich are not interested in improving schools or society. They have not solved a single major problem over the last 100 years and always operate with impunity and arrogance.

If a “school” can do whatever it wants whenever it wants, flout all kinds of public standards of governance while still being called “public,” treat the “law of the jungle” as a virtue, loot millions of dollars from real public schools with a straight face, oppose and eliminate unions, avoid publicly elected school boards, selectively enroll students, increase segregation, engage in extensive fraud and waste, underpay and overwork teachers, suddenly shutdown without caring about what happens to parents and students, continually engage in shady real estate deals, and also have unimpressive test results on top of everything else, then what is the justification for the existence, let alone expansion, of such schools in the first place? Is this how society is going to move forward? With more destructive pay-the-rich schemes masquerading as solutions for families, students, and education? What is the justification for allowing billions in public dollars that belong to the public to flow to huge private interests who have no claim to this social wealth and whose main aim is to maximize profit at any cost to society? Is this what a “good” school and “good” society look like?

Good schools can be created and developed when education is recognized and affirmed as a vital social responsibility that all modern societies must carry out on an organized pro-social basis that ensures full funding for all schools, local democratic control, and high quality curriculum, instruction, technology, facilities, and personnel. Society cannot move forward without organizing education on a mass, universal, public basis. Leaving education to the chaos, anarchy, and violence of the “free market” or the private choice of “consumers” who fend for themselves like animals is backward, irrational, and avoidable.

The rich and their political and media cheerleaders are more determined than ever to wreck public education and to cynically convince the public that this is in their interest. They desperately want people to believe that charter schools exist to serve “the kids” and not to make the rich richer. Fortunately, the tide is turning against the mass looting of America’s public schools by charter schools. The devastation that charter schools cause and multiply is becoming more visible and offensive to more people more rapidly. Charter school havoc and destruction can no longer be prettified or concealed. Many now see right through the violent disinformation long promoted by charter school promoters. As a result, pressure is mounting nationally on state and local governments to curb the growth of charter schools. It certainly is not the best time to be a charter school promoter. People have had enough of the criminal ruthlessness of the rich and realize that private greed has never served the public good or students.

Public schools, even in their under-funded, over-tested, and scapegoated condition, still do a much better job of meeting the needs of all students than for-profit and nonprofit charter schools. The tired claim that charter schools represent a better alternative to the 100,000 public schools that serve over 45 million youth is intended to dupe the naive. Charter school supporters are in the forefront of destroying public education and offering lower quality schools.

Each year that passes with no new charter schools in a city or state is a good year for society, education, and the economy. Charter schools introduce the worst kind of “innovation” in education, society, and the economy. Far from solving anything, they multiply serious problems.

Six states currently do not allow charter schools: Montana, Nebraska, North Dakota, South Dakota, Vermont, and West Virginia. Striking public school teachers in West Virginia recently played a big role in averting charter schools in their state. Striking public school teachers in Los Angeles and striking charter school teachers in Chicago have also lately played a positive role in opposing charter school crimes.

The momentum against charter schools is building and it will keep growing because charter schools will keep wreaking havoc on education and society. People are saying enough is enough and calling on all to defend public education.