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
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
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
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”.
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
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
[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?
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.
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
German weekly Der Spiegel quoted
in its cover story on 2 February 2012
…the US American psychiatrist Leon Eisenberg, ..
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.
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.
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.
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.”
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?
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
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. ..
What if what we really need to know - is that it is legal to think for
What if hearts and minds, the sleeping giant, waking up, is
What if we focus less on figuring things out/squaring things up.. and
more on setting
What if 7 billion free people should be capable of figuring things out..
Imagine 7 billion people free to
.. about what matters.
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..
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
The Starfish and the Spider, the unstoppable power of leaderless organizations