Showing posts with label Michael Gove. Show all posts
Showing posts with label Michael Gove. Show all posts

Benefits and Assistance



On benefits.

There's a difference between assistance or help and benefits.

When people are in need they deserve assistance and help.

When people are doing extremely well financially because they have lobbied government, they are deriving a benefit.

"You do not need a BENEFIT, you deserve assistance."

A shareholders derives a benefit.

Someone who buys a house cheap, decorates it, and and sells it a year later at a profit, not related to the decorating work done, but to 'market prices' derives a
benefit.

That is the difference.

If the State called 'benefits' 'assistance' instead, then the bullying of 'people on benefits' would become much clearer because it would be 'the bullying of people deserving assistance'..... so we must call 'benefits' 'assistance' and insist on the clarity of  meaning, intention and outcome.

The system uses words to beat our minds into compliance. We have to counter that.


Tax breaks are benefits.

Subsidies to large scale commercial activities that are immensely profitable are benefits.

Corrupt weapons deals yield benefits.

Cui Bono?

Income support is assistance.

Housing Benefit is Assistance.

Rent controls and social housing are forms of assistance.

Personal Independence Payments and the Independent Living Fund and other ways to support disabled people etc were and are all assistance. Not benefits.

"We are going to reduce the benefits bill" and compare it to "we are going to reduce assistance to those who need it."

"We will support industry with tax breaks" and compare it to "We will ensure shareholders and executives get a financial benefit from our policies".

Critical analysis is a beautiful tool.

Opinion is the subversion of evidence by prejudice.


Kindest regards

Corneilius

"Do what you love, it's Your Gift to Universe"

*If you like this post, if you found the themes resonant, if you agree in part, would you be kind enough to let others know about it? I would really appreciate that. You could drop a comment too, if you felt the urge. Or not. I will moderate contributions, and block any that are abusive. For obvious reasons. Thank you for reading.

MIchael Gove, Blackadder and our childrens futures.

Michael Gove "thinks it is important not to denigrate the patriotism, honour and courage demonstrated by ordinary British soldiers in the First World War."

He believes that "Blackadder" denigrates these.

When in fact "Blackadder", as satire, tries to show the futility of patriotism, honour and courage in a situation largely brought about by Political Power peopled by individuals who lack any or all of these qualities. (the 'patriotism' of General Staff had more to do with position, influence, career prospects, income and power than anything else: it was selfish rather than selfless)

In other words, the narcissistic self interest of the ruling classes of Europe, and their concerns about Empire dominated their deliberations and behaviour, and they used dedicated, professional and sophisticated propaganda to suggest otherwise to the people they Rule, and forced them to engage in a brutal war to meet those narcissistic perceived needs.

A bit like the way the BBC, Government (all sides) and the Mainstream Media are using dedicated, professional and sophisticated propaganda to suggest that the poor are work-shy, the disabled are blaggers, the elite rich are to be praised, the banks are to be supported and the country will be over run by Romanians .... and that the problems in Iraq today have nothing to do with the illegal and cruel invasion of Iraq in 2003 by US/UK Power, with allies....


To associate the qualities of 'honour and courage' with the realities of trench warfare in 1914-1918 is ideological posturing and wilful ignorance.

Rather Michael Gove, as Education Minister, who by his office,which he has chosen to inhabit, has a fiduciary, corporate and personal responsibility to all the children who go through the State Education system ought to consider the sheer horror so many, on all sides, were forced - conscription is coercion - to endure whilst those who sent them into harms way sought to gain from the situation a crucial lesson to be learned from, in order to prevent such outcomes in the future.

But of course, he and his colleagues are supportive of, for example, the contracted ATOS assessments of disabled folk's ability to work, as a mechanism to reduce public expenditure on services for vulnerable people. In other words, they hold their ideology above the welfare of some of the most vulnerable people in our society.

Gove and his colleagues across Parliament and elsewhere were also supportive of Tony Blair's war for 'Iraqi Freedom' which is today being played out in Fallujah with horrific results, years after the US and UK Government proclaimed end of that war.

What he will not do, of course, is confront the realities of that War. Of any war for that matter. He is not unique in this. Far from it, the standard Institutional denial of the full realities of war is a central theme in Governance, in State Education, in the mainstream media and elsewhere. We see this in the comments sections across various media all the time..... "They fought to preserve our freedom!"

A few points regarding World War I, and the British Government:

1.The Liberal Government of the time were blackmailed by their own desire to remain in Power above all else - key members of their own cabinet and party who refused the Party Whip, and threatened to resign if the Liberal Party stuck by it's own memberships wish* and policy to avoid being drawn into a war which did not directly involve Britain or protect Britain's strategic interests. Those resignations would have led immediately to a General Election which the Liberals would have lost. The Governments urge to go to war had less to do with European politics and honour than it had to do with their individual desire to remain in Power. Of course, they could not be honest about this in public, and thus the propaganda campaign was launched to sell the war to the British people. Nothing much has changed in the last 100 years in this regard.

*"
On August 1st and 2nd, Liberal Associations across the UK met and voted that the government should pass a resolution of neutrality. "

source : http://www.historylearningsite.co.uk/decline_liberal_party.htm

2. Conscription was introduced because Britain was not prepared or ready to mobilise for a war in Europe, and it worked primarily because so many young males were unemployed, and without benefits as we know them, and it was the combination of effective propaganda and poverty which acted as the key incentives.

3. The General Staff of the Army were gung-ho, ideologically driven, professionally clueless, unwilling to admit it, and their ineptitude and dysfunction led directly to the huge degree of attrition which was the result of trench war fare with industrial weaponry.
“In print, Haig attacked a skeptic who dared question the usefulness of a cavalry charge in the age of the machine gun and the repeating rifle. It was as strong a tactic as ever, Haig was certain, since the “moral factor of an apparently irresistible force, coming on at highest speed … affects the nerves and aim of the … rifleman.”

source : Hochschild, Adam (2011-05-03). To End All Wars: A Story of Loyalty and Rebellion, 1914-1918 (Kindle Locations 819-821). Houghton Mifflin Harcourt. Kindle Edition.

4. The troops in the trenches very quickly lost their patriotism, given the ineptitude and amorality of the General Staff and the suffering they endured following insane orders. Patriotism was replaced with a desire for revenge, which drove the fighting on all sides, which is understandable in the circumstances where thousands upon thousands of troops were mown down in pointless attacks directed by General Staff, and where the soldiers had no possibility of confronting the General Staff with their ineptitude, and had the 'enemy' troops, mostly poor conscripts like themselves, to project their fury and anger onto.

And yet, that fabled moment of  a football match on no-mans land during Christmas between both sides shows that many did indeed understand they were in the same situation, poor human beings being directed by rich human beings to exercise outrageous violence against each other, just on different sides. The human side of war, the vulnerability of people caught up in it, is rarely the concern of Politicians.

5. The standard school texts on World War I do not pose a critical analysis from which students could learn about the realities, the context and the lived experience and meaning of war, and appear to focus on glorifying and justifying the slaughter as a noble and necessary sacrifice for freedom against a determined and evil foe.

6. World War I was none of these.
If anything it was a a combination of Empire Logic and dreadful error, made by leaders whose own psychology was so dysfunctional that they were unwilling or incapable of acting rationally or humanely. It was a war of Empire, with various Empires seeking to thwart the aims of each other,and to come out on top. The way in which territory was 'carved up' after the Armistice proves this to be the case.



Kindest regards

Corneilius

Do what you love, it's Your Gift to Universe

Proposal for a Curriculum and Assesment for Michael Gove.

It's a Long Question:

I don't want to be a 'leader' or a 'politician', yet I desire -  my very soul and body demands, craves, endures to experience - that the exercise of State Policy, that the operations and outcomes of State Policy - if there is to be a such an Institution as the State, (which remains a pertinent line of investigation at all times on matters like these and many others, as to it's validity) it must manifestly nurture all the people, and the environment within which we all live, which we share as biological equals, though vastly diverse. The evidence is real! It always is... painfully so.

In truth, I don't want anyone to be a 'politician', or a 'leader'.

I'd much rather support administrators who willingly, transparently, happily take on the various roles required and available within State Institutions, that they would exercise their chosen roles professionally, with joy, and if in stressful situations, behave calmly with a view to resolution, all guided by fluid and continuous policy and decision making directly from within the grass roots of Society, informed by expert advice as required as much as by common human empathy and kindness.

I'd be more than happy to support such a Nurturant structure. A Nurturant Society is my bag!

I see no impediment to such a happy state, other than the status quo, learned helplessness, and other stuff ... no need to list it all.

No impediment as such. because it is our biological mandate, it is a seriously ancient mandate,  a deeply biologically material basis, it is the expression of a proven biological asset, that lies at the roots of genuine democracy, which is nothing less than that more or less empathic, and therefore disciplined, mature, playful and adaptive self organizational processes of any given human society, family or community, or self motivated children playing and learning together, across all age groups, that lives the Biology of  Nurture Webs.

What we are getting is clearly not working. The History books are littered with much the same, just lower numbers... Their take, the official historians, on pre-history serves to distance us from our native ways through which we humans thrived prior to History... which is like .0001% or less of the time we have been around as human mammals.

So what do I do?

AHA!


Proposed Curriculum for Education Minister, Michael Gove...



A 6 month course.

Modular or Webbed/Networked.

No Further Ministerial work that changes anything or alters any Laws is to be carried out until course completed. Think of it as a Public Audition.

So openings and press briefings, speaking events, constituency work will all continue.... plus ceremonial duties... This keeps the study in context with the experience of many students who have to work ti supplement thier Education, which Gove's generation got for FREE! How nice for them!

All materials to support the students learning are to be freely provided, a reasonable concession and Student Gove may collaborate with other students, colleagues and any other relevant party.

Course Overview.

STUDY AND INTEGRATE THE CURRENT UNDERSTANDING IN THE SCIENCE OF LEARNING BY COMPLETING THE FOLLOWING TASKS.


- Work through the writings on Education, Children and Society of John Holt, Alice Miller, Paolo Friere, Ivan Illych, Colin Ward, : all about natural learning, the problems of the 'schooling' system that disrupts natural learning. Also demonstrates ways to recover and change. : TEST: a 10 minute video briefing on the over view of these writers, and their data.

- John Taylor Gatto, on The History of State Education : TEST : Create a large mural/wall chart of the History of State Education aas outlined by Gatto, as a mind map or along the lines of the RSA Animate projects, or in some other graphic manner.

- The Biology and Anthropology of Empathy - cutting edge Science: Write a 10,000 word essay on the current state of awareness and understanding and both academic and grass roots, the potential outcomes of the current state of awareness at the grass roots and in Governance, and examine what needs to be done to facilitate a widespread in-depth dissemination of that information such that it informs both the Public and Institutional Policy Making, and that it is seen as a key element that prioritizes according to the real needs of children as people, rather than workers in an 'economy'.  Include all references.

- Homeschooling, democratic schooling, anecdotal evidence, historical 'greats'.... : TEST: Conduct a Radio Interview with three leading exponents in each case, total length 30 minutes, including credits.

- Each TEST is a project. It will not be marked. There's no need. the candidates work will simply be left, archived as a public record of the candidates experience and outcomes.

It will be peer reviewed by the Nation, the Public....

A good result might get the guy a really, really decent job!

And a change in the outcomes for the current and future generations of children, and with that our entire Society.

I wish!



Kindest regards

Corneilius

Do what you love, it's Your Gift to Universe

Gove, Immaturity and some truth.





Some definitions and logic. 

Autonomy, self directed = An emergent sense of self,  a learning process, maturation through honesty and direct experience, necessary for any functioning egalitarian culture.

Hierarchy, directed by = a given sense of self, directing the directed, avoidance of honest insight, alienation from natural self, training, inhibited maturation, remains juvenile, seeks leadership, essential for a hierarchy culture.

A commentator wrote that I was an ‘idealist’, suggesting that I was “living for an unattainable and slightly fluffy silly dream, missing out on real life!”

It’s been a regular comment on my attitudes for most of my life, and today I have finally come to the conclusion that they are all very much mistaken. Possibly even hallucinating.


Micheal Gove is definitely hallucination inducing. Mind boggling.


I find it difficult to listen to his patter, his script. Nonetheless I did. He is an assured performer, he is. You can watch him on The Andrew Marr Show, on the BBC. From 40 minutes and 50 seconds onwards.

But every now and again......

Apparently his first attempt at reform in Education was to give more powers to teachers to exercise power in the classroom to punish and thus control the children better, which he found couldn't be made workable, so then  he turned his attention to the national curriculum and 'accountability'.

"Corporal Punishment wasn't accepted, So we went for (psychological controls by)  reverting to rote learning, disguising it as 'proper history' etc...." is how I read it. He was campaigning for more physical force powers for teachers prior to the election, and afterwards.

In other words Michael Gove is continuing a long held conservative objective, through their control of 'state education', of ensuring that the people are educated to know and adhere to their places in Society. A well controlled class room is the essential training for later life. Order will be imposed.  Imposing order is for your own good. (when in fact it is all about the 'welfare' of those imposing order..)

It's also true that what is currently being 'banked', deposited into our children's brains and psyches, throughout all of Compulsory State Education is not that much use beyond moving onto the next academic step, contains a lot of falsehoods and misleading content and that many of the practices accepted as normal within Compulsory State Education are anti-democratic in nature... children are made powerless, disenfranchised within Compulsory State Educational Systems as we know them.So much for Educational Reform. It's pointless.

After 150 years of Compulsory State Education, we still have employment issues, we still have war and we still have those flag waving maniacs, those many millions who learned to identify with the Nation/State, and accept it all, and participate. All of those people are 'products', outcomes of the conditioning  aka Education system.

Which is what immature men who have their hands on immense social power really like, I guess. To see their plans work. Their 'ideal' is my horror story. I am not alone in this.

The fact that adverse Power has the ascendency at this point in time does nothing to alter the case, and never will.

Our human baseline or healthy default or biological mandate is empathy, co-operation and nurturing..

Truth is the social material experienced reality.

The concept that the human child contains an innate disruptive nature that must be quashed (or evil/social breakdown will break lose) is an ideal. It's essential, central to a cultural ideology which justifies coercive 'education'. Which projects itself onto the natural world.  A culture which wages war as it's normal behaviour will project it's filter onto the natural world. It is the way they see it, filtered by the habituation to bullying.

The Science (and what so many mothers have, in spite of being told otherwise, felt as natural common-sense) is clear; children and their mothers are biologically mandated towards empathy and co-operation, towards nurturing. This is the biological base-line of health. And they need appropriate nurturing experience and environment for this base line to fully mature as the child grows.

Ideal or Biology?


I'm more of a base-liner, when it comes to children and their welfare... if you will, the bottom line here is happy, self directed, autnomous, co-operative, creative, unique and diverse children who happily co-operate and nurture the world they find themselves in. 

It's not something to attain, not a future evolutionary progression. It's biology calling!

" respect any parent out there trying the best for their kids! I don't think there are any easy overall rights and wrongs in" That's important to remember... this is NOT about torturing parents, it is about questioning 'standard practice' with curiosity and exploration.

There are however genuine biologically mandated experiences that promote self determination, self empathy and an ability to resist/ respond affirmatively to coercion and manipulation which our Society as whole disrupts.

A well informed and supported parent is the outcome I seek. A Society that does this, that recognises the centrality of children’s welfare as a guiding principal, that encourages and supports natural empathic parent and genuinely democratic education especially when it is grass roots organised, that seeks to nurture life for all life.

That is the Society which I would most I want to give to my children's children.

And we all have work to do.

Until we have culture of honesty, until we acknowledge the adverse internalization processes we have gone through, as we survived the harms inherent in how our Society treats children as the 'norm' it is, many, many wounded people walk in silence and pain because we as collectives, and as individuals, will most often refuse to face the truth, maybe because it terrifies us and because we want to feel strong.... It IS personal.

Sometimes being wounded, frightened means we mask our true needs and feelings, and act in ways we don’t much enjoy or like.

A useful, and empathic key to understanding what a victim/survivor is experiencing, at any stage of their life, is in understanding how the loss of autonomy inherent in abuse, an innate autonomy which IS biologically mandated, affects the person.

Each persons experience is unique, and there are some patterns, some constants….  They are not the whole of the matter.

Care must be taken not to stereotype, but to hold awareness of that context of uniqueness, of the human, the person and understand that the reactions, responses and outcomes will vary in degree.

It represents a profound loss of Self-Agency, which if one has 'adapted to' is all the more difficult to resolve. That adaptation is a coping mechanism, a survival strategy.
In as much as it precludes the utter despair, utter resignation and powerlessness that leads to violence, self harm or the ending of all possible resolution or recovery, by whatever means - it is a valuable part of our experience.

And at the same time, of course the empathic approach would be to help, to nurture, to support and to heal, rather than to coerce that person into some prescribed remedial action, for that merely repeats or reinforces that loss of self agency, that sense of powerlessness…. why is that not at the heart of 'Social Services practice?

Which is probably not that great, for one’s immune system.

A hint of judgementalism or careless stereotyping in addressing these kinds of issues creeps in quite often in the general and media discourse. You know, sound bites. Not enough information news! NEIN! No!

I am conscious of what one single experience, one story, one life might feel like. I see war and I see a much worse situation and experience, multiplied, over and over and over, again and again. This is horrific and cannot be avoided. This is what motivates me, my outrage and horror and despair that the System into which I was born does this, it is no accident.

War has never stopped. Indeed, ‘Peace is more than the Absence of War’. Much more.  The abuse of children, a wide ranging spectrum of mistreatment and coercion, must also end. For there the roots of violence are.

It’s only an ideal that holds that abuse of children in place.

The truth will set us all free.



Kindest regards

Corneilius

Do what you love, it's Your Gift to Universe

'Evolutionary' Origins of Religion: a trauma model


*the use of the tem 'evolutionary' is entirely satrical in the context of this essay. Religion and evolvution are two mutually exclusive dynamics..

My own view regarding Evolution and Religion (The Evolutionary Origins of Religion) emerges from my own life experience and from my readings of the work of John Bolwby, James Prescott , Alice Miller, Robert Sapolsky, Judith Herman, Allan Schore and many, many others who have explored the psychology of the biological mandate towards empathy,  (and the disruption of that biological mandate) which is based on the lived experience of self empathy from within the womb, through infancy and onwards throughout life.

 Joseph Chilton Pearce suggests in his research that self empathy, awareness of self, starts within the womb.

Self awareness and awareness of other exists in a pre-verbal reality that is experienced, in such manner that the material and social meaning of the experience is known to the experiencer: this is called direct or experiential cognition.

Others have described what is called  Liminal Consciousness a silent, non verbal full spectrum reality cognition that is shared within a group,  usually groups that are what we can call pre-conquest egalitarian cultures.

"When similar child nurture was later seen spawning similar consciousness in isolated enclaves elsewhere, it became clear that a type of mentality very different from world norms today existed widely in prehistory. Such mentality emerges from a sociosensual nurture common to such peoples but shunned in Westernized societies"

Prescott's  research has found an emergent pattern of Social Behaviour amongst Societies where the natural child-mother bonding processes are disrupted, of increased Religiosity, Hierarchy and Institutionalized Violence all of which exist in proportion to the levels of disruption to the child-mother bonding processes.

Furthermore he was able to link disruption of the adolescent exploration of sexuality to the emergence of these Societal traits.

All of these experientials are embodied lived experiences, that is to say they are experienced and known primarily through the body, the senses and are biologically mandated as vitally  important life learning processes.

This 'disruption' could be called the Trauma model of the Evolutionary Origins of Religion.

David Chamberlain has written :
"From the second month of pregnancy, experiments and observations reveal an active prenate with a rapidly developing sensory system permitting exquisite sensitivity and responsiveness. Long before the development of advanced brain structures, prenates are seen interacting with each other and learning from experience. They seem especially interested in the larger environment provided by mother and father, and react to individual voices, stories, music, and even simple interaction games with parents. The quality of the uterine environment is determined principally by parents.
The opportunities for parents to form a relationship with the baby in the womb are significant and remarkable. This contrasts sharply with the previous view that prenates did not have the capacity to interact, remember, learn, or put meaning to their experiences"
It is quite obvious that those with innate or natural self empathy intact know or can better better, at a visceral pre-verbal level, how to relate to others, to meet their own and others needs, because they sense the other in intimate ways associated with their own sense of self empathy. They are more perceptive and more responsive to information contained within the other because they can more fully sense themselves.

Conversely, those whose natural self empathy has been somehow damaged have greater difficulty in relating to others, and require a set of external guidelines to manage their relationships.

This is the thrust of the work of Heinz Kohut

The resolution of the issue of damaged self-empathy would lead towards a spiritual or personally rational 'inner' motivated outlook, rather than religious 'externally driven' or societally rationalised outlook on life. Prescott's research demonstrates that where these key experientials are not disrupted, a more egalitarian societal behaviour emerges.

In terms of evolution, and of well being, it is clear that empathy, founded on experienced self-empathy is a crucially vital socialising characteristic, because it enables a visceral understanding of the world within, and of the world in which a human being is living, an almost direct perception of the value and meaning of life, and a grasping of the value of others lives to those others, and in particular the lives of other organisms that are the food we eat. This is the basis for the oft quoted respect many Aboriginal societies afford the creatures and plants within their environments, upon which they are dependent for food, medicine and other materials.

James Prescott outlined in some detail the societal behavioural characteristics to be found within a spectrum or bandwidth of societies, ranging from empathic egalitarian through to totalitarian hierarchical societies, and traced the emergence of these characteristics to the disruption or nurturing of two crucial empathic experiential learning points in the life of a human being.

From an evolutionary viewpoint, Imposed Hierarchical Religion can be seen as an evolutionary mismatch.

That is to say that whilst spirituality of some form is probably innate, and that perhaps the natural wonder so many experience (especially small children)  when we allow ourselves to simply gaze at nature and allow nature into us, is an expression of this, and that this wonder tends towards assisting in the development of nurturing relationships.

Whereas Religiosity is learned, and tends towards exclusive yet low-urturant relationships primarily with those who share the same religious viewpoints, and at the same time, religiosity  tends towards aversion of the other and or fear of other viewpoints. The history of sectarianism within religions and ideologies is all too often bloody and brutal evidence of this.

In evolutionary terms this means the person or society who is subject to imposed religiosity, or indeed ideology, (which is almost always imposed through the agency of Institutionalised Power) will be less willing to co-operate with the 'other' or to recognise it's own interdependency with all of life, and this therefore increases the likelihood of sustained behaviours that damage the environment, which inevitably reduces it's long term survival possibilities. The evidence for this lies all around us.

I have traced a path way of disruption, based on my understanding of Trauma and PTSD, which leads to the excessive control and violence associated with Institutionalised Power Religions, with Lateral Violence, Abusive Family dynamics, and much else besides.


a basic outline : loss of  self empathy due to trauma -> loss of empathy for others -> sense of disconnection from what nurtures -> compounds fear associated with trauma -> leads to excessive desire for control of self, others, environment -> leads to violence to control self, others, environment

To survive a trauma event often requires that a person undergoing the trauma suppresses his or her feelings in order to survive. This would also apply to a community that is being traumatised. If, post trauma, that person or community is unable to resolve those suppressed feelings, the suppression remains, and children born to that person or community will grow up with that suppression as part of their psychology. Such suppression leads to a disruption of self-empathy, because it leads to shutting down certain feelings or groups of feelings.

The loss of self-empathy leads to a loss of empathy for others, which can also be described as a loss of empathy for all that nurtures one, or a sense of disconnection from all that nurtures one. This will generate fear, which compounds the fear associated with the trauma, and leads directly to a sensed need to control the people, environment or world around one in order to have certain perceived needs met.

When any autonomous organism is subjected to external control, it will resist, and this is where violence is utilised, to break that resistance. That violence can be physical or psychological. It can be immediate and final or long term and sustained.

Naturally enough, a community or family that has been traumatised, and has been unable to resolve the feelings suppressed, will pass that on to the next generation. As each successive generation 'evolves' evolves they will inject that psychology into the structures they create around their system, structures that will become core beliefs, attitudes and over time Institutionalised patterns of permitted behaviour.

If a child somehow retains some of his or her original natural autonomy, which is a core biological and evolutionary trait, then violence, both physical and psychological, will be permitted to be utilised against that child to break the child, to show the child who is master. This is the basis for what is called 'Poisonous Pedagogy' which has a long and well documented history in Europe.

Recent calls from UK Government Ministers and Teachers Unions for more Power to control children in schools reveals that this is still an active paradigm within the UK - the 21st Century is still Governed by Mediaeval and Victorian attitudes. David Cameron's call that children ought to 'stand up when an adult enters the class room' is very revealing, though he himself is totally unaware of what he is revealing.

Likewise the Catholic Pope's record on dealing with widespread child abuse within Catholicism, and the stance of so many Catholics in protecting both the Pope and the Institution of The Vatican.

Baroness Varsi, a UK 'Muslim' Peer, visited the Pope recently, and made no comment whatsoever on the issues facing the Vatican. Because those same issues are pertinent to ALL Governance as we know it today.




Evolution of life on Earth is more about interdependency, co-operation, mutualism, nurture than it is about competition, mere survival, hierarchical or linear growth. Religiosity is clearly of the latter stream, and is an evolutionary mismatch. The same can be said of ideology, nationalism, sexism, racism. That many people have been questioning these latter attitudes for so long, in a climate of almost constant oppression and denial, speaks to the innate power of our natural biological mandate towards self empathy and empathy for others.


Kindest regards

Corneilius

Do what you love, it's Your Gift to Universe














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Tory Education revealed for what it is : A return to Poisonous Pedagogy

Head teachers in England will be able to discipline pupils "any time, any place, anywhere", says Education Secretary Michael Gove.

Addressing the Conservative party conference, Mr Gove promised tougher powers for head teachers.






Gove is pushing what is known as poisonous pedagogy. He lies when he claims that children are condemend to a prison house of ignroance because Teachers authority is undermined...  he sneers BECAUSE he knows he is lying:  he employs rethoric because the truth is that the predominanat teaching methodologies FAIL children, the burden of bureaucracy that teachers endure FAILS the children, the focus on rote learning, tests, tests, tests and the qaulity of text books FAILS children and the training of teachers FAILS children.


He is attacking all those who have been working damn hard to bring reform to the old system BECAUSE the work they are doing is changing perceptions, as much as proving the harm that tradtitional Education inflicts.

And his solution is to turn heads into Policemen, teachers into adminstrators of punishment, and to re-instate the BULLY as the prime motivator of children.

Quick translation of his speech. "Let's whip them into shape!"

National Union of Teachers initial response

My response :

Watch this TED talk by Sugata Mitra on self organised learning.




 

Micheal Gove, the current Education Minister, and all those who are part of the current Complusory State Education System and the Industries aligned with that system : when you subvert the natural self organisation of learning, YOU HAVE TO EXERCISE POWER OVER CHILDREN TO FORCE THEM TO 'LEARN' unwillingly, and THIS IS THE ROOTS OF the childrens rebellions : now that violence is no longer accepted against chidlren, you are using psychological coercion, and so the rebels use what is left to them.



Kindest regards

Corneilius

Do what you love, it's your gift to universe







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