Education (General) – Page 2 – Public Intelligence Blog

2008/03/042009/12/04

Review: The Pirate’s Dilemma–How Youth Culture Is Reinventing Capitalism

6 Star Top 10%, Capitalism (Good & Bad), Complexity & Resilience, Culture, DVD - Light, Education (General), Future, Intelligence (Collective & Quantum), Values, Ethics, Sustainable Evolution

Beyond Five Stars–Moving, Relevant, Powerful

March 1, 2008

Matt Mason

I read a lot. Non-fiction. This is one of the most important and inspiring books I have read in some time. It is especially meaningful to me because my oldest of three sons is a pirate who refuses to waste my money on college “credentialing” and has told me point blank there is nothing he cannot learn on his own.

While I have been totally “open” since I published E3i in the Whole Earth Review (Fall 1992) and was called a lunatic by the spy world, and I have given a Gnomedex keytone on “Open Everything,” this book–I am shaking my head trying to find the right words–has been an inspiration to me.

Bottom line: the pyramidal structure, the Weberian bureaucracy model that characterizes all governments and corporations, is DEAD. The circule model, the open network model, is kicking serious butt.

This author has in my view demonstrated world-class scholarship, given us gifted writing, and developed a story line that I can only call DAZZELING. This is an important story we all need to understand.

Here are my flyleaf notes:

+ Pirates are rocking the boat.

+ Information Age has hit puberty.”

+ Citing Mark Ecko, a graffiti artist whose brand is now worth $1 billion: “The pirate has become the producer.”

+ Punk capitalism.”

+ Punk Plus equals creative destruction at hurricane force.

+ Purpose is everything.

+ Citing Shane Smith: In America there is no anti-status quo media–it's all the same four big companies…there is no voice.

+ Punk and green are converging on substance and style.

+ Citing Richard Florida, “Rise of the creative class”

+ 3d printing is here now, 3d product download is on the horizon (I envision FedEx Kinko's as a “one of” production facility, but the dumb ass at FedEx CEO blew me off when I proposed that he print books to lower their carbon footprint).

+ USA was founded on the basis of piracy of European technologies.

+ Three core punk ideas are 1) do it yourself; 2) resist authority; 3) combine altruism with self-interest.

+ Canal Street moves faster than Wall Street.”

+ Pirate radio as musical petri dishes creating new spaces.

+ “Today a new generation is demanding more choice.”

+ Net neutrality matters (FYI, Google has a programmable search engine that will let you see only what others pay to let you see. Google is now totally EVIL.

+ Lawsuits are a sign of corporate wekaness.

+ Monsanto is totally evil, and these morons have filed patents claiming they own all the pigs on the planet. Hard to believe. Time to close them down.

+ INSIGHT HALFWAY THROUGH THE BOOK: Punk and integral consciousness, pirates and creative commons, are converging.

+ 3 pirate hyabits: 1) look outside the market; 2) create a vehicle; 3) harness your audience.

+ Remix is HUGE.

+ Graffiti is explained brilliantly by this author.

+ Open Source is going physical, e.g. open source beer.

+ File sharing boosts sales and extends range of for-sale music.

+ Free education online (and my own idea, one cell call at a time) is the ultimate positive sharing experience.

+ 1.5 billion youth around the world waiting to explode in creativity or destruction–I ask myself, what are we doing to help them go creative?

+ Four pillar s of community: 1) Altruism, 2) Reputation; 3) Experience; 4) Pay them (revenue sharing with customers).

+ Authenticity is huge.

+ Weaker boundaries = stronger foundations.”

+ Hip hop as “sustainable sell-out,” a “powerful form of collective action.”

+UN Secretary Gen3eral Kofi Annan recognized hip hop as an international language.

+ Flash mobs

+ Create a virus and feed it: 1) Audeince makes the rules, 2) Avoid limelight, speak only to the audience; 3) Feed the virus; 4) Let it die.

Conclusion: our youth have a new world view, empowered by global information technology, and they are the pinnacle of incredibly efficient networks.

I am just totally blown away by this book. The author has written a manifesto of enormous import.

Review: How to Change the World–Social Entrepreneurs and the Power of New Ideas, Updated Edition

6 Star Top 10%, Consciousness & Social IQ, Cosmos & Destiny, Education (General), Leadership, Philosophy, Stabilization & Reconstruction

Single best book I have read in past five years

January 27, 2008

David Bornstein

I read a lot, almost totally non-fiction, and for the past several years, after accidentally becoming a top Amazon reviewer on the strength of 300 reviews lifted from the annotated bibliographies of my first two books, I have been dedicated, as a hobby, to reading in the service of the public. My goal in life at the age of 55, what I learned from this book is called an “encore career,” is to be intelligence officer to the five billion poor, and–I now realize from this book–to the social entrepreneurs that are changing the world on a scale and with a speed that governments cannot match.

This book blew my mind, literally. It has not altered my course, but it has dramatically accelerated my ability to make progress by illuminating a path I thought I would have to discover. This book is the first “map” of a completely new form of endeavor, profoundly individual in inspiration and global in scale, that of social entrepreneurship, not to be confused with non-profit or non-governmental, more traditional forms.

The author, apart from mapping examples (33, focused on education, health, protection, and access to electricity and technology), provides what I consider to be the single best preface/introduction I have ever read. Here are a few of the underlined bits:

+ hidden history unfolding
+ landscape of innovators
+ ratio of problem-focused information to solution-focused information is completely out of balance
+ reality distorted, people deprived of knowledge they could use
+ individual social entrepreneurs advancing systemic scalable solutions
+ new sector of social entrepreneurship now being taught, funded, and respected
+ two Nobel Peace Prizes (2004, 2006)–micro-finance now micro-everything
+ Ashoka, founded by Bill Drayton is the spine of the book
+ conceptual firewalls coming down, “whole brains” being used
+ influencing conventional businesses (going green, good) and governments (adopting unconventional education, kids teaching parents, etc)
+ “social entrepreneurs are uniquely suited to make headway on problems that have resisted considerable money and intelligence”
+ government are looking at problems from the outside, social entrepreneurs see problems–and solutions–from the inside
+ scale still a challenge, but coming
+ Students and local groups actively interested in hearing about this now
+ Students are leading the way, pushing for change in curriculums
+ optimism, hope, energy are being unleashed as never before–but not being properly mapped, reported, or appreciated outside small circles
+ new pathways being discovered every day in every place
+ changemakers far more numerous than any might have imagined
+ many levels of changemaker
+ charaqcterized by first-hand active engagement in reality
+ individuals driven to understand, and driven to remove shackles from others with shared knowledge (e.g. kids learning to fix pumps and spreading knowledge across villages with a speed and energy only quick-witten children could apply)
+ social entrepreneurship network now has sensors everywhere, millions of changemarkers, tens of thousands of organizations
+ far better mechanism to respond to needed than we have ever had before
+ decentralized and emergent force

BAD NEWS:
– not yet properly financed
– lacking holistic public intelligence for voluntary harmonization against the ten threats, with the twelve policies, with a special focus on the eight challengers. (Learn more at Earth Intelligence Network)
+ emphasis on metrics slows down the needed pace of funding for innovation

Core principles for social excellence (chapter twelve):
+ Putting Children in Charge
+ Enlisting “Barefoot” Professionals
+ Designing New Legal Frameworks for Environmental Reform
+ Helping Small Producers Capture Greater Profits
+ Linking Economic Development and Environmental Protection
+ Unleashing Resources in the Community You Are Serving
+ Linking the Citizen, Government, and Business Sectors for Comprehensive Solutions (this is where shared public intelligence and a shared Range of Gifts Table can harmonize disparate capabilities with a common interest in stabilization, reconstruction, humanitarian assistance, and relief)

The book ends with a superb resource section including the following headings for lists of one-line access points:
+ Resources for People Seeking Jobs and Volunteer Opportunities
+ Organizations that Identify and/or Support (or Invest in) Social Entrepreneurs
+ Management, Funding, and Networking Resources for Citizen Organizations
+ Academic-Based Resources
+ Resources for Funders
+ Resources for Businesspeople

The notes and index are totally professional.

I put this book down with one final note: WOW!!!

This is an Earth-changing book, an utterly brilliant, timely, ethical, wonderful piece of scholarship, journalism, vision and information sharing. I actually have tears in my eyes. This book is Ref A for saving the Earth seven generations into the future and beyond.

Other books that support this one, but this one is unique:
A Power Governments Cannot Suppress
The Tao of Democracy: Using Co-Intelligence to Create a World That Works for All
The Change Handbook: The Definitive Resource on Today's Best Methods for Engaging Whole Systems
The World Cafe: Shaping Our Futures Through Conversations That Matter
Leadership and the New Science: Discovering Order in a Chaotic World
Escaping the Matrix: How We the People can change the world
Society's Breakthrough!: Releasing Essential Wisdom and Virtue in All the People
Collective Intelligence: Mankind's Emerging World in Cyberspace
The Wealth of Networks: How Social Production Transforms Markets and Freedom
The Fortune at the Bottom of the Pyramid: Eradicating Poverty Through Profits (Wharton School Publishing Paperbacks)

See also the books I have written, helped edit, or published, including our forthcoming COLLECTIVE INTELLIGENCE: Creating a Prosperous World at Peace, edited by Mark Tovey with 55 contributors. It will be on Amazon 1 March 2008, and is offered free online at Earth Intelligence Network.

In addition, I recommend the “52 Tough Questions” with transpartisan answers at Earth Intelligence Network, that address the ten high-level threats to humanity as identified by the UN study on “Creating a More Secure world” (free online and also sold via Amazon), the twelve policies that must be harmonized, and the eight challengers whom we must help avoid our mistakes of the past 100 years.

This book by David Bornstein could not have come into my life at a better time–the New York Times calls it a bible in the field, I consider it to be my inspiration for my encore career. Simply spectacular. AMAZING–not just the book, but every person and organization the book names and discusses. WOW!!!

2008/01/072014/03/28

Review: Pedagogy of the Oppressed

6 Star Top 10%, Education (General), Peace, Poverty, & Middle Class

Critical Solutions for Five Billion Poor Including US Poor

January 7, 2008

Paulo Freire

Over a year ago 24 of us decided to co-found the Earth Intelligence Network and begin producing public intelligence in the public interest. We quickly expanded the vision to include a Transpartisan Policy Institute and a Public Budget Office. Today, for free, any citizen can get a weekly report on “GLOBAL CHALLENGES: The Week in Review.” Our free report is superior in multiple ways to the President's Daily Brief, which costs the taxpayer $1.2 billion per WEEK ($60 billion for secret intelligence, pro rated over 52 weeks).

Early on we realized that educating the five billion poor was both a non-negotiable first step, and “mission impossible” if we accepted the standard educational system that is part prison, part child care and part didactic dildo display (my lesson outline is bigger than yours).

Before I read this book, we had conceptualized a concept for educating the five billion poor “one cell call at a time,” leveraging free cell phones and 100 million volunteers covering 183 languages, each using Telelanguage and Skype to be available on demand.

Now, with this book, and also Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series), I feel we have struck the mother lode.

A few notes and then some other links.

+ Stark critique of the “banking” system of education that deposits knowledge without teaching critical thinking or how to create new knowledge.

+ Relevant to US, not just Third World.

+ It's about class, not race. Concentration of wealth above, poverty below.

+ The author illuminates for all of us “the humanizing voaction of the individual” and the “power of thought to negate accepted limits.”

+ Modern education instills a culture of silence and lethargy. Friere's work instead inspires liberation, dignity, and the ability to change.

+ Illiterates are not stupid, they just cannot read. They *can* be empowered, taught, and energized orally.

+ Education is NOT neutral–it is either teaching for the benefit of the oppressors (producing docile factory workers) or for the benefit of the opprssed (liberating, empowering with individual volition).

+ Dehumanization is a historical reality.

+ False charity perpetuates dependenct.

+ Recognition of reality liberates BOTH the oppressed and the oppressor.

+ Oppressed must break free from “having is being” and learn that “being is enough.”

+ The oppressed cannot be “granted” freedom, it must result from an interactive dialog that liberates both sides

+ Liberation and revolution or transformation for the good of all are essentially pedagogical missions with very high ethical content.

+ Humanizing pedagogy is the anti-thesis of propaganda, manipulation, and deceit.

+ “Co-intentional” education

+ Authentic thinking can only be realized in communication with another

+ Pyramical (one-way) education enslaves, circular (multi-way)education liberates

+ Any educational system that does not respect nor elicit the student's own worldview is culturally invasive

+ Education of the five billion poor must begin by LISTENING to them.

+ “Libertarian education” STARTS with the needs and views of those to be educated.

+ Communion and communication leads to cooperation and cultural synthesis.

A few links:
The Fortune at the Bottom of the Pyramid: Eradicating Poverty Through Profits (Wharton School Publishing Paperbacks)
The Wealth of Networks: How Social Production Transforms Markets and Freedom
The Tao of Democracy: Using Co-Intelligence to Create a World That Works for All
A Power Governments Cannot Suppress
Society's Breakthrough!: Releasing Essential Wisdom and Virtue in All the People
One from Many: VISA and the Rise of Chaordic Organization
The Battle for the Soul of Capitalism

2008/01/072014/03/28

Review: Teaching to Transgress–Education as the Practice of Freedom

5 Star, Education (General), Information Society, Intelligence (Collective & Quantum)

Extremely Good Segue to Freire, January 7, 2008

This is the third of three books on liberation pedagogy that I picked up, the other two being Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series) and Pedagogy of the Oppressed.

This book is a collection of essays by a woman of color who studied with Freire and found in his works her own liberation and her inspiration to take his ideas and practices further.

I am shocked early on to realize that her description of black schools prior to desegregation as better, because their teachers were passionate about helping them excel, whereas in integrated schools they were treated as second class citizens and taught obedience, rings true.

I see feminist pedagogy in a new more positive light.

The author represents a unique interplay among anticolonial, critical, and feminist pedagogies.

She resonates with me when she speaks of the crisis in education; of our need for a totally renewed educational environment in which biases must be confronted and students liberated.

Her strong statement that education should be the practice of freedom is repeated in many different ways throughout the book.

She states, and I have three sons in public school who would agree, that transgressing wrong-headed boundaries is liberating and entirely called for. She discusses teachers as healers, and throughout this book I gain a deeper broader sense of the pain that minorities and women take pains to repress or conceal because the educational environment is not safe for revelation, only obedience.

I am quite taken by her discussion of the importance of wholeness in teaching, and her engaging discussion of how many professors, especially white mailes, are social misfits who think they can separate their teaching (one-way, authoritarian) without having to engage with students of be whole themselves. She is especially hard on the manner in which they treat the classroom as personal fiefdoms where they can exercise unchallenged authority.

She says that resistance must include the unconvering of lost knowledge. I am reminded of Fog Facts: Searching for Truth in the Land of Spin and Lost History: Contras, Cocaine, the Press & ‘Project Truth'.

She quotes Martin Luther King in emphasizing, as he did, that shared values and a focus on people are essential is we are to contain, in his words, “the giant triplets of racism, materialism, and militarism.”

She teaches that cultural diversity is INCLUSIVE, and it is not about substituting one culture over another in the relation pecking order. I am reminded of two books I recently reviewed, The Web of Inclusion: Architecture for Building Great Organizations and The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies.

She states that teaching that does not include explicit awareness of race, sex, or class, lacks liberating context.

She cites Terry Eagleton who says “Children make the best theorists,” for not being indoctrinated, and I am reminded of how many arguments I have lost to my 18-year-old when “because I say so” just does not suffice.

I am fascinated by her discussion of how standards can suppresses, norms can neutralize.

She spends time on the importance of theory as a space, a place, for sense-making and reconciliation.

She cites Full in noting that the boundaries between insiders and outsiders contain information rather than allowing the dissemination of knowledge. I am reminded of The Pathology of Power – A Challenge to Human Freedom and Safety.

The author offers a very effective critique of the ignorance, stereotyping, and lack of understanding with which white professors wrote about black reality.

I am not doing justice to the essays on existentialism and on black-white women in relation and in critique of one another, but she notes that resolution between them demands joint collective dialog.

As the book of essays winds down I have a few notes:

+ Habit versus voice

+ Must teach students how to LISTEN

+ Being a teacher is about BEING with people

+ Pedagogy can be, should be, political activism

+ Queens in New York City has 17,000 people speaking 66 languages

+ Class matters, and is too often left unaddressed. I am reminded of Global Class War

Her final note: Learning is a place where paradise can be created. We must learn to transgress freely, and thereby demonstrate that education IS freedom. I am reminded of Improper behavior.

I would not have appreciated this book and the author's insights as easily had I not first read t he two works by Friere that I cite above. The author honors and exceeds her model, this is a very fine book, and I would add in passing that I also found Cornell West's Democracy Matters: Winning the Fight Against Imperialism to be a Nobel-level reflection.

Very highly recommended.

2008/01/062014/03/28

Review: Pedagogy of Freedom–Ethics, Democracy, and Civic Courage

6 Star Top 10%, Democracy, Education (General), Intelligence (Collective & Quantum), Intelligence (Public), Values, Ethics, Sustainable Evolution

January 6, 2008

Paulo Freire

I am one of 24 co-founders of Earth Intelligence Network, building the EarthGame with inputs from the Transpartisan Policy Institute and the Public Budget Office, and our biggest insight in the past year has been to realize that the 5 billion poor do not have 18 years to go to school; but that they can be taught orally, one cell call at a time, by 100 million volunteers with Internet access and Skype. We simply have to distribute free cell phones in order to help the five billion create stabilizing wealth.

It was therefore for me personally, at the age of 55, a true joy to run across both this book and Pedagogy of the Oppressed as well as Teaching to Transgress: Education as the Practice of Freedom both of which I will review shortly.

The only two books coming close in my own reading history, apart from Chomsky, Ellul, and Marcuse, have been Radical Man: The Process of Psycho-Social Development. and Improper behavior. See also Rule by Secrecy: The Hidden History That Connects the Trilateral Commission, the Freemasons, and the Great Pyramids and Animal Farm (Signet Classics).

The translator tells us that Friere opposed the movement of gaduate studies in education toward atomization, fragmentation, and a false science, “scientism.” The translator is *damning* of the Harvard Graduate School of Education, and I believe all that he says.

The translator emphasizes that across Friere's works, he condemns false claims of neutrality and objectivity, and says clearly that education is an ethical calling that has a strong need to take a stand on what is good and right.

All three of my children have rejected rote learning, even as taught in the best public school district in America, and I am deeply sympathetic with this author's views that teaching should not be about the transfer of old knowledge but rather about the interactive sharing in learning to create new knowledge. Team leaning, learning to learn, open books testing–that is the way to go, in my view. See also Edutopia: Success Stories for Learning in the Digital Age.

We learn that Friere's first book, to set this one in context, taught that education is “that specifically human act of intervention in the world.”

I completely agree when it is stated that the transformation of education must be the foundation for the transformation of all else.

I copy a note “Education *makes* history” (as opposed to losing it).

Note from the book: Democracy from below. Human liberation. Educators inspire rather than shape. See The Tao of Democracy: Using Co-Intelligence to Create a World That Works for All.

The book emphasizes that the study of the oppressed has been squelched by those in authority, inclusive of higher graduate education studies, as an ideological act that declines to recognize that the oppressed are in fact, OPPRESSED, not just poor, lazy, stupid, or otherwise self-condemned.

Note: Curiosity + education + humanity = infinite power.” See A Power Governments Cannot Suppress.

Friere repeatedly returns to a key point, that thinking is an act of communication, and can only take place interactively. Teaching and research should comprise an endless cycle and not be a one-way street (didactic is a fancy word for “I talk, you listen.”)

Progressive teaching respects students and favors student autonomhy. As best I can tell, Evergreen College in Washington State is the gold standard for this kind of teaching.

Friere tells us that teachers who impose no standards, no discipline, are just as bad as teachers who are authoritarian and leave no room for student autonomy or curiosity.

Friere tells us that teachers must apprehend and comprend reality, and not seek to condition students into accepting their poor conditions (or corrupt governances–see Earth Intelligence Network for a range for free offerings on reality).

Friere states firmly that “RealPolitic” is inhumane and wrong. See The Health of Nations: Society and Law beyond the State.

The book closes with an elegant discussion of how education leads to decision-making that is aware and conscientious. I have long advocated the need for public intelligence, and for a relationship between how we learn and how we decide. “Intelligence” is about decision-support, not about spying.

My final two notes from this superb book:

1) To accept and respect differences (i.e. diversity) is essential to listening and learning.

2) Globalization (when combined with 44 dictators and the global class war) is oppressive in its ignorance (or concealment) of the human cost, the cost to humanity.