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w(r)tp Presentation Transcript

  • 1. The following are some of the acts in the Geneva Conventions, the rules concerning the treatment of captured or wounded solders in war: Act 13: Prisoners of war must at all times be humanely treated. Likewise, prisoners of war must at all times be protected, particularly against acts of violence or intimidation and against insults and public curiosity. Act 17: No physical or mental torture, nor any other form of coercion, may be inflicted on prisoners of war to secure from them information of any kind whatever. Prisoners of war who refuse to answer may not be threatened, insulted, or exposed to unpleasant or disadvantageous treatment of any kind. Act 53: Prisoners of war must be allowed, in the middle of the day's work, a rest of not less than one hour. Act 99: No moral or physical coercion may be exerted on a prisoner of war in order to induce him to admit himself guilty of the act of which he is accused. No prisoner of war may be convicted without having had an opportunity to present his defense and the assistance of a qualified advocate or counsel. At least one, but most likely all of them are violated in some shape or form in schools today. If children could have declared themselves enemy combatants, public schools would be guilty of war crimes. - Cevin Soling http://redefineschool.com/cevin-soling/
  • 2. Fiery, brilliant, kinesthetic, out-spoken explorers and creatives are often labeled in school as having brain disorders or behavioral problems and are subsequently referred for chemical restraint (i.e. “medication”). As if six hours per day, five days per week isn’t enough time stolen from the most creative and ingenious years of their lives, children are still expected to hand over the remaining few hours of their family, social, play and free time for daily, weekend, vacation and even summer “homework”. http://www.laurieacouture.com/2013/10/if-school-were-relevant-it-wouldnt-be-compulsory/
  • 3. Until now, progressive education willfully ignored the social fact of division of labor. Now, it is willfully ignoring the end of labor—i.e., the fact that there is no longer any rational need for eight-hour days. Jobs should be disappearing. They are not of course, and why they are not has a lot to do with patterns of consumption— something that education is equipped to address and almost never does. Most educational research relies on measuring imaginary “products”. These are simple and preferably quantifiable representations—test scores being the most common example. The problem is that in education most imbalances were caused precisely by the administrative attitude that underlies quantitative research: a desire for efficiency, the denial of social complexities, the willingness to eradicate real relationships from human situations and replace them with codified interactions, and the viewing of individuals as isolated statistical bodies. http://www.salon.com/2013/10/13/what_we_talk_about_when_we_talk_about_public_education_partner/
  • 4. It is a fact today that 1 in 10,000 of us can make a technological breakthrough capable of supporting all the rest. The youth of today are absolutely right in recognizing this nonsense of earning a living. We keep inventing jobs because of this false idea that everybody has to be employed at some kind of drudgery because, according to Malthusian-Darwinian theory, he must justify his right to exist. So we have inspectors of inspectors and people making instruments for inspectors to inspect inspectors. The true business of people should be to go back to school and think about whatever it was they were thinking about before somebody came along and told them they had to earn a living. – Bucky Fuller
  • 5. [Of course some people may like school as it is. Not trying to diss/change them/that.. Just believe everyone should be free ..to choose.] Perhaps the problem is less about how to increase efficiency at delivering/credentialing some assumed/essential content, ie: common core. Imagine if we could hush our obsession with competition/compulsion enough to end sentences with something other than - how well/bad we did on some/any test. Perhaps the problem cuts deeper into what it means to be human and alive. What might keep us alive? ..hungry? ..every day.. for the rest of our lives?. What if sustainability can only come from within us .. 7 billion people waking up every day to do the thing they can’t not do. Why not curiosity?
  • 6. – if it works.
  • 7. define normal. http://gawker.com/all-my-friends-are-dead-489716639 Peter Moskowitz My new life started in 10th grade at a desk in my science class in my public school on the Upper West Side of NYC. I remember the exact moment ….the Ritalin kicked in.
  • 8. I don’t feel resentment over the years I was on speed because I know I’m in good company. I’m a statistic in America’s drug problem. 1 in 5 high school boys are diagnosed with ADHD 57 million anti-psychotic prescriptions filled (2011) 400 percent spike in antidepressant use (1990-now) 1 in 5 American women currently on an antidepressant
  • 9. German weekly Der Spiegel quoted in its cover story on 2 February 2012 …the US American psychiatrist Leon Eisenberg, .. the scientific father of ADHD said at the age of 87, seven months before his death in his last interview 2009… ADHD is a prime example of a fictitious disease.
  • 10. Perhaps we could give people who are going to be deployed into an active combat zone a ghrelin vaccine before they go, so they will have a lower incidence of PTSD. That’s exciting because right now there’s nothing given to people to prevent PTSD,” says Goosens, who is also a member of MIT’s McGovern Institute for Brain Research. http://web.mit.edu/newsoffice/2013/ghrelin-ptsd-1015.html The research (for the gherlin drug) was funded by the U.S. Army Research Office, the Defense Advanced Research Projects Agency, and the National Institute of Mental Health.
  • 11. Seems a solution to an incredible/real problem… The VA estimates that an average of 18 veterans per day commit suicide, or 1 out of 5 suicides in the U.S. But that’s just a guess based on incomplete data, said Jan Kemp, who heads the VA’s suicide prevention programs. “To be honest, we don’t know how many veterans are dying by suicide,” Kemp said. “It’s too many, and we have to do whatever we can to stop it.” http://www.theatlanticwire.com/national/2013/01/us-military-suicides-2012/60985/ Of course we want to help in whatever way we can. But what if this leads most of us toward pacifying our guilt/shame/disgust with war. What if some ghrelin vaccine only perpetuates the need for more vaccines? What if it doesn’t stop the suicides? What if we’re really just perpetuating war? What if there is a deeper/bolder question?
  • 12. Jeremy on tonight show where he shares his 3 rules: 1 journalists should hold those in power accountable, whether demo/repub 2 give voice to the voiceless 3 provide american public with info they can use to make informed decisions http://redefineschool.com/jeremy-scahill/ Amazing insight of what is really going on. Highest recommend/regard to take in what Jeremy and other brave journalists are unearthing/sharing. But what if the info people really need right now.. to make informed decisions, has less to do with political activity of the past. ..
  • 13. What if what we really need to know - is that it is legal to think for ourselves. What if hearts and minds, the sleeping giant, waking up, is enough. What if we focus less on figuring things out/squaring things up.. and more on setting everyone free. What if 7 billion free people should be capable of figuring things out..
  • 14. Imagine 7 billion people free to think/do/be/connect .. about what matters.
  • 15. Perhaps rather than trying to find a drug to comfort/soothe/appease/protect people from going to war/school, being depressed/adhd/etc - we can now actually address/stop the manufactured thing we ourselves created.. get at the root, that's causing the stress. We just need to be honest/brave/awake.. and be about asking.. What's the problem.. really..
  • 16. What if….
  • 17. differentiation. to infinity. perpetual beta. embrace chaos. alive people.
  • 18. breathtaking. by design.
  • 19. Spiders and starfish may look alike but there is something miraculous about a starfish. Cut off the leg of a spider and you have a seven-legged creature. Cut off its head and you have a dead spider. But cut off the arm of a starfish and it will grow a new one. Not only that – the severed arm can grow an entirely new body. Starfish can do this because, unlike spiders, they are decentralized; every major organ is replicated across each arm. Starfish don’t exist only in the animal kingdom. It’s a starfish world. We need to pay attention. The Starfish and the Spider, the unstoppable power of leaderless organizations
  • 20. http://redefineschool.com/starfish-ness/
  • 21. for more on intent/meaning behind words/phrases.. they can be searched at