The three best things I can say about this volume:
1) A heroic work that carefully selected important essays on global ethics from the past 40 years (the book itself, Australian in origin, is published for the first time in 2008).
2) Part of a Paragon Series on Philosphy that is utterly mind-boggling–if only they would make it digital and provide some visualization tools and navigation tools, they could be on to something HUGE.
3) The editors make a very substantive case to the effect that poverty is the central ethical issue of our time. This corresponds to the United Nations High-Level Panel on Threats, Challenges, and Opportunities, whose report, A More Secure World: Our Shared Responsibility–Report of the Secretary-General's High-level Panel on Threats, Challenges and Change, concluded that poverty was the greatest threat to humanity, easily rising above infectious disease, environmental degradation, inter-state conflict, civil war, genocide, other atrocities, proliferation, terrorism, and crime.
Other aspects of this book that captured my attention and tie in elsewhere:
Erudition Demanding Concentration–Need Lay Chapter or Pamphlet
October 12, 2009
Paul A. Rahe
This is an extraordinary book offering a very detailed and superbly integrated examination of the consistencies and differences among Montesquieu, Rousseau, and Tocqueville, both to illuminate precisely what was in the Founding Father's minds when they sought to create a Republic of, by, and for We the People; and how distant we have migrated from that ideal.
As other reviewers have noted, this is not for the lay person or even the average Libertarian, for whom I would like to see (and would benefit myself) a pamphlet or article version. This is erudition in its highest form, offering a painstakingly devised integration and application of the works of three author's to the question: “what is the ideal state of unfettered democracy, and where does the USA stand in that regard?”
The book begins with an utterly devastating full page quote from Tocqueville in which I underline the words “petty and vulgar pleasures,” “elevated an immense, tutelary power,” “a network of petty regulations,” and “it does not destroy, it prevents things from being born.”
Published in 2009 this book is totally current with our recent financial collapse based on Congressional failures of integrity combined with Wall Street moral hazard and bad judgment, and the author notes that as of 2008 25% or more of US citizens were not happy with the state of America or its government. I believe a more telling statistic is the migration of over 44% of the population away from the two-party tyranny and toward declared Independent status. See also:
This book shocked me, and while I am not easily shocked, in shocking me made me realize how even my own radical outlook (as Howard Zinn notes, a radical is someone who no longer believes government is part of the solution) has come to accommodate, to accept, the most obvious tool of subordination, the public school system.
First, my fly-leaf notes, and then a couple of conclusions.
Constructive quote up front (xiv):
“We could encourage the best qualities of youthfulness–curiosity, adventure, resilience, the capacity for surprising insight–simply by being more flexible about time, texts, and tests, by introducing kids to truly competent adults, and by giving each student the autonomy he or she needs in order to take a risk every now and then.”
The author's bottom line: public schooling is a deliberate transplant from Germany that Carnegie and Rockefeller and Ford and other foundations designed as a deliberate means of dumbing down the mass population and segregating elite learning from mass “functional” learning devoid of political or philosophical reflection.
The author, a Nobel Peace laureate for the Green Belt Movement, delivers a very straight-forward, practical “woman's voice” account of both the past troubles, present tribulations, and future potential of Africa. This book is replete with “street-level” common sense as well as a real sense of nobility.
Early on the author addresses the reality that uninformed subsistence farming, what 65% of all Africans do, is destroying the commons. I find that ignorance–and the need to educate and inform in their own local language (no easy task when speaking of thousands of local languages)–is a recurring theme in this book. I see *enormous* potential for the application of what the Swedish military calls M4IS2 (multinational, multiagency, multidisciplinary, multidomain information-sharing and sense-making).
The author provides an ample tour of the horizon of aid, trade, and debt imbalances, of the dangers of culture and confidence of decline, of the need to restore cultural and environmental diversity, and of the need to reprioritize agricultural, education, and environmental services instead of bleeding each country to pay for the military and internal security (and of course corruption).
CORE POINT: The *individual* African is the center of gravity, and only Africans can save Africa–blaming colonialism is *over*. The author's vision for a revolution in leadership calls for integrity at the top, and activism at the bottom, along with a resurgence of civil society and a demand that governments embrace civil society as a full partner.
CORE POINT: The environment must be central to all development decisions, both for foster preservation and permit exploitation without degradation. Later in the book the author returns to this theme in speaking of the Congo forests, pointing out that only equity for all those who are local will allow all those who are foreign to exploit AND preserve.
I am fascinated by the author's expected discussion of the ills of colonialism including the Berlin division, the elevation of elites, arbitrary confiscations of lands, and proxy wars, what I was NOT expecting was a profound yet practical discussion of how the church in combination with colonialism was a double-whammy on the collective community culture of Africa.
The author observes that any move away from aid, which has been an enabler of massive corruption at the top, and toward capitalization and bonds [as the author of Dead Aid proposes in part] will be just as likely to lead to corruption absent a regional awakening of integrity.
The author discusses China, observing that China has used its Security Council veto to protect African interests, and the author observes that the West continues to destroy Africa with arms sales, France and Russia especially, followed by China, with the US a low fourth.
I learn that patronage and the need for protection are the other side of corruption as a deep-seated rationalization for keeping power, and I learn that pensions in Africa are so fragile that retirement is fraught with risk, another reason to seek long-term power holding. I am inspired to think of a regional pension fund guaranteed by Brotherly Leader Muuamar Al-Gathafi.
On a hopeful note the author praises the election of Ellen Johnson-Sirleaf as leader of Liberia, and sees real promise in the AU leadership summits that she attends.
CORE IDEA: Leadership training at all levels must keep pace with the changes in technology and the complexity of Africa's engagements. Civil Society in particular must be understood and embraced by government leaders at all levels.
The author spends time around page 134 discussing her pilot project to create local empowerment, devolving decision-making to create a multi-layered structure that establishes priorities while also providing accountability and transparency, minimizing corruption. Using a trained facilitator, the author brought together around 40 fifteen-person committees to create a strategic plan, and that is now useful as a map regardless of turn-over.
On page 158 the author briefly discusses ECOSOC (Economic, Social, and Cultural Council of the African Union) founded in 2005 to bring the voices of the people into the AU deliberations; to educate the peoples of Africa on all aspects of African affairs; and to encourage civil society throughout Africa.
My reaction: ECOSOCC is a center of gravity and could be the lever needed to create a regional M4IS2 network that substitutes information for violence, capital, time, and space. A harmonization of investments to address regional cell phone access (Nokia ambient energy devices), regional radio stations using solar power; and a regional public information program on the basics of mosquito control and other key public health topics, all call out for action in partnership with ECOSOCC.
Later in the book the author equates misinformation with alcohol and drugs. Ignorance is a recurring theme.
The conclusion of the book is full of deep wisdom on re-imagining community, restoring family by returning the men, stopping the brain drain, and making it easier for remittances to return; of the need to create micro-nation forums within each macro-nation; of the need to create local radio stations in each of the local languages and dialects; of the need to address energy shortfalls while stopping the march of the desert; and finally, of the need to address the pressing twin issues of land ownership and tourism management so as to restore the primacy of African interests.
The book ends on a hugely positive note calling for Africans to reclaim their land; reclaim their culture; and reclaim themselves.
The corruption of the leaders and the complacency of the West in accepting that corruption is a recurring theme. If the USA does not stop supporting dictators and embracing corruption as part of the “status quo” then no amount of good will or aid will suffice.
The book reads like a Harvard case study fleshed out from 40 pages to 230.
The book has exactly one bottom line: that self-paced instruction using online learning and (this is the cool part) interaction with other languages and cultures (e.g. connect an Arab learning English with an American learning Arabic), is the only way to introduce flexibility. It is this human dimension that carried the book to a four for the US audience only.
Everywhere else in the world they substitute discipline for technology and do quite well. I was troubled by the book/s very narrow focus. There is no consideration in this book, for example, of any of the following (just one example per literature category):
+ Need to migrate from monolithic “one size fits all” methods (meaning teacher talks, all listen, or “didactic instruction” to student-centric technologies (my note: rather than human scale and practice)
+ Ages 0-4 are where the child actually learns all the self-confidence and other characteristics needed to succeed down the road (but no real discussion of this and how computers could help, that I saw)
+ Schools are too standardized, need modularity and flexibility (of course this is what the last two generations, and especially Generation 2.0, have been telling us–schools beat the creativity out of kids by the fourth grade, and today the best student drop out of high school rather than sit still for another two years).
+ They give Gardner full credit for discovering multiple intelligences, but they lost me a second time when they focus only on technology as the innovative solution, and fail to properly develop the theme for art, music, theater, social work, apprenticeships, and etcetera. This is a book with one simple message and focus on computers in the US classroom.
+ Schools have four jobs (none of them actively discussed in dollar and cents or program planning terms):
– Preserve democracy, inculcate values
– Provide something for every student
– Keep America competitive (ha. China graduates more HONOR students than we graduate students across the board)
– Eliminate poverty (this is a bit lame, reflecting no appreciation for structured inequalities outside the classroom, as well as political disenfranchisement and banking fraud including red-lining for future development profit).
The authors repeat one of the pearls of wisdom from The Innovators Dilemma (link in first line above), and suggest that those who wish to innovate should go after those not served, citing Apple's genius in offering its early computers as toys for children.
+ Four factors are in favor of innovation (in US schools):
– Computer-based learning keeps improving (see Don't Both Me Mom, link above, that book ends with recommendations for learning programs across the board that are online now)
– All can select pathways (this assumes they have been taught discipline and curiosity someplace along the line)
– Looming teacher shortage (I agree–advanced child care and factory worker angle are history–we need to learn to learn in all places)
– Costs fall significantly as market scales
They spend too much time on three business models, my first hint this might be a Harvard Case Study in book form:
– Solution shops
– Value chains
– Facilitated user networks
I write down from the book “best to combine disruptive business model with disruptive commercial system.” I have no idea what this means. From the poverty literature (see my lists), I received the idea of hybrid organizations, non-profits that catalyzed profits sufficient to attract foreign investment, e.g. low cost nutritious yogurt for children in India). Perhaps that is what they mean, I concluded after reading this twice that maybe they meant go after those not served *and* make it free at first (upgrades can cost).
Harnessing user-generated content is a key idea that may not be noticed. It is in fact the foundation for Web 2.0 and I expect the human factor will continue to scale in importance and the cost of technology declines.
The book ends weakly, with disappointing coverage of the 0-4 age or on educational research needed. They conclude with short messages for various stakeholder groups.
I went back through the book a second time, and would note that there are some very clever useful visualizations in the book, especially Figure 8.2 on page 187, and these alone are worth the price of the book.
In the end for me, the book was worthwhile but could have so much better if they had started with innovation ideas for each of the stake-holder groups they address in ending. The five billion poor are never going to be educated in a classroom, but we *can* give out free cell phones and create two call centers, one in China and one in India, that combine Internet access, Skype free telephone access, and access to a global network of 100 million or more volunteers able to answer any question in any language, free, at the time of it value to the poor person asking the question. THAT is world-class innovation because it creates infinite wealth, and does not limit itself to justifying charter schools because they can buy more computers.
Epic Work, Small Blinders, Over-All a MAJOR Integrative Work
June 28, 2009
Carol Gilligan and David A. J. Richards
I only recently learned of the literature on voices of women, and this is the first of several books I ordered to explore the subject. At tempted as I have been to take away one star for small blinders (notably the gross over-selling of anti-Semitism, and the complete oblivion to the fact that Dick Cheney used 9-11, even if he is a cross-dresser our response to 9-11 was NOT some deep psychic rage stemming from our humiliation–Cheney sent 1% of the country to war, and Bush asked the other 99% to go shopping.
Having said that up front, I stayed with five stars because this is an epic work, and I am deeply impressed by the rigorous documentation in notes, the spectacular bibliography, and the deliberate mention of names of minds being quoted in the body of the book, a certain mark of integrity that I always look for. Hence, while some of the points below in my notes come without the cited source, be assured that the authors have been meticulous.
QUOTE p. 19: “…patterns of injustice and moral slavery are supported by the repression of resisting voice and to show how such resisting voice is rooted in the human psyche and preserved in cultural forms that preserve and maintain it. …What patriarchy precludes is love between equals, and thus it also precludes democracy.” For the political science version of this, see The modern state.
Part II covers resistance across time and culture and is a brilliant survey in detail–while leaving much for others to cover in follow-on works–of religion, psychology (notably a wonderful chapter on Freud first embracing women's voices and then rejected them), the artists, and politics. The Catholic Church comes in for its fair share of condemnation as a patriarchal organization as well as a criminal and hypocritical organization, but it is here that I note the immaculate conceptions the authors both portray of Jews and Israel–“can do no wrong” gets annoying after a while.
Part III, the shortest part, provides a once-over on western colonialism, the war on terror, and where we are going wrong now in seeking to turn back the progress made from the 1960's. All good stuff.
Here are my fly-leaf notes and a couple of quotes.
+ Gender and how gender equality and sexual tolerance are handled is both the foundation for democracy (dignity and equality for all) and the canary in the coal mine for failing democracy such as we have in the USA.
+ Resistance, once it acquires critical mass, is the pre-condition for being able to achieve transformation. This is a very important point and merits its own book. See my review of Responsible History for supplementary insights from another author.
+ Over-all this is a fascinating holistic view of cultural relations and why the matter. I particularly appreciate the focus on how important “feelings” are and how the repression of feelings, including sexuality, cuts off half the soul-brain for the questionable desire to assert control.
+ I could not stand the “femi-nazis” in my own era of learning (1970's) but now they have come of age. It is no longer about aggressive women trying to fight men on men's terms; what we have here is brilliant women making a well-documented case for how stupid men are to fall for the patriarchy propaganda, and THAT I can respect. This book, for those of us not familiar with the Voices literature, is a milestone.
+ I completely buy-in to the author's view that patriarchy supports racism, Puritanism, homophobia, and anti-Semitism, the latter with a grain of salt. As “Responsible History” documents, way too many charges of anti-Semitism are defamation and no longer have standing in court.
+ They discuss how repression imposes disassociation that blocks ethical development as well as resistance.
+ They discuss the contradictions in laws that force women to disassociate their intelligence from their sexuality. I am moved by their citation of the work of others in which young girls learn they cannot have BOTH voice (honesty) AND relationships (steeped in patriarchy).
+ I am sympathetic to their discussion of fascism as over-compensation for male humiliation that becomes a psychological basis for violence, and I am even more in turn with the varied observations that fear feeds violence.
They conclude: “The corruption of manhood has been our theme.” They discuss the tension between voice and violence, and reiterate that the demonization of pleasure requires a split in consciousness–put another way, the USA has lost its mind.
QUOTE p. 266: “As we have found the roots of intolerance–whether racist, sexist, or homophobic–in the traumatic rapture of intimate relationships that marks the initiation into patriarchy, so the splits between mind and body, thought and emotion, self and relationships signal a disassociation that keeps us from knowing what we otherwise would know. It impedes the voice of experience, grounded in the body and in emotion and fostered by relationships, that would speak to the voices of authority, thus posing a threat to democracy in the same ways that totalitarianism targets the functions of the human mind.”
Important Essays, Left Me Blase
