My Take on the Goals of Human Development

In my previous piece, “My Real Issue is Human Development” (reviewing my own thoughts as expressed in my “Lefty Parent” blog) I called out that human development and the evolution of consciousness towards a “more evolved” state are what I consider of paramount importance and worthy of continuing discussion. One of my fellow blogging comrades on Daily KOS, “Cassiodorus”, challenged me on this with a thoughtful difference of opinion…

I would recognize life as a progression of qualitatively different states, with new realizations and burned energies each step of the way… You have cycles: birth, life, death.

Perhaps a more pragmatic, less metaphysical take on our species and individual existences than my own.

My comrade posed a provocative question on what in fact I meant by “more evolved” and what exactly did I see the human species developing towards?

So in the spirit of what I see as an important ongoing dialog… here goes!

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My Real Issue is Human Development

Human DevelopmentI write from the point of view of a parent, a “lefty parent” as I call myself, which is intended to have a double meaning of sorts. I grew up in the context and values of a liberal Midwestern university town (Ann Arbor MI), but also being left-handed, I tend to think outside the box of a mostly right-handed world, including the liberal or progressive “left” conventional wisdom of that world. My mom and dad were more left-libertarians than actual liberals and I have come to find that I share that subtle but significantly different orientation.

I really feel more like an ex-parent now, because our kids are grown up (now 22 and 25) and they have been basically running their own lives (for at least the past four years) since they learned to drive and figured out how to make their own living. That said we are still a close family, and their mom and I love seeing them whenever they are available and sharing our now mostly separate lives. We are proud of them and they reciprocate by acknowledging the positive role we have played in their lives, but otherwise the relationships between us look more like peers (though from different generations) than mentors and mentored.

Today at age 56, I have now had a full quarter century of both the perspective of growing up while being parented, and the flip side of being a parent myself (maybe now more ex-parent) and watching our two kids through their own growing up process. And you can squeeze about eight years in the middle there when I was a young adult pretty much on my own, neither parented or parent. All three periods have had their ups and downs, successes and failures, triumphs and tragedies, the whole range. But all in all, things have worked out for the better and I count my blessings (including my own health and my partner’s, plus our two kids surviving their youth and now fully functional as adults).

All that life experience, combined with a midlife crisis of sorts, inspired me to start writing this blog, and as of November 25 it will be three years since I posted my first piece, “Welcome to Lefty Parent”. Looking at the over 300 pieces I’ve written and posted since then, though many of them are about education and schooling, there are really two other more fundamental topics that are of the most interest to me. The first is human development in all its aspects. The second is what I have come to see as a key part of that development, which is the historical transition of human society, at least in the most recent 5000 years of history, from hierarchies of control to circles of equals.

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Redefining Teachers as True Professionals

So why is it that doctors play a key role in running the institutions (hospitals) where they practice their profession and defining what constitutes quality practice, but teachers generally don’t? Aren’t these both considered “professions”, and as such should be given comparable stature? No hospital would think of having a governance structure where doctor’s don’t play a key role, particularly in the delivery of medical care. Shouldn’t teachers play a comparably critical role in running their schools and defining what constitutes educational practice?

Perhaps as a parent, and not a professional educator, I am not in the ideal position to pose these questions, but I don’t find the teachers I know posing them. The teachers I know personally generally define themselves as “labor”, union organized labor in most cases, in opposition to the people that run their schools, who are considered the “management”. Even the teachers whose words I see on Daily KOS or elsewhere in the media championing their profession rarely call for that profession to play the key roll governing their schools and the education process generally.

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What is a Democratic-Free School?

When most people think of a “school”, particularly a school for young people, the image of kids sitting behind desks with a teacher at the front leading the class (as the “sage on the stage” as they say) generally comes to mind. Somewhere down the hall from this and other classrooms is an “office” including administrative staff and particularly the school principal who runs the school, including giving marching orders to and evaluating the teachers, and dealing with student disciplinary issues that are referred to them by the teachers.

The “governance model” is presumed to be completely hierarchical. Students at the bottom of the hierarchy get their lectures, assignments, evaluation, administrative and disciplinary rules from their teacher(s). Teachers are supervised and evaluated by their school principal. The principal acts as a conduit for the educational mandates on curriculum and pedagogy from the district, which is basically implementing the curricular and pedagogical standards set by the real school decision-makers, the state legislature, through the auspices of the state board of education and other related state bodies.

What is important for people to know is that there are at least two other very different models for schools existing in the real world, that are beyond the conventional imagining of most people. The better known (and more numerous) of these other models is what are often referred to as “holistic schools”, which look more at educating the “whole person” beyond compartmentalized academic subjects, and are generally based on the ideas of a visionary educator like Maria Montessori, Rudolph Steiner, or John Dewey. Though elements of their educational philosophies have worked their way into conventional U.S. schools, it is an interesting discussion for another time why most conventional schools in the U.S. do not fully embrace the educational visions of these great thinkers.

The road least taken (and perhaps qualifying as the “Rodney Dangerfield” of school models), are schools that include students in the schools’ governance and allow those students to completely direct their own learning. Such schools are often referred to as “democratic-free” schools, and though rare, can be found in many parts of the U.S. and in countries around the world. Though highly unorthodox they are anecdotally judged effective by most who have studied them, but the very nature of an educational content and process that can be different for every student and is not externally dictated, makes them difficult if not impossible to measure by any standard school evaluation metrics.

Here is my best shot at an overview of this democratic-free school model.

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Napoleon, Prussia & the U.S. Education System

I love the narratives of human history, especially when compelling threads can be drawn out (hopefully real and not just imagined) connecting events, choices and consequences over the scope of centuries. I am particularly drawn to contemplating how a particular event, and how people chose to react to that event, can impact events centuries later. For example, the cynical machismo of Western leaders (along with their countries’ intellectuals and artists) driving choices that lead to World War I. One could argue that this power struggle at the expense of cultural suicide destroyed the “immune system” of Western culture and led to the “cancers” that followed: economic depression; the growth of totalitarian states driven by fascism, Nazism, and Stalinism; and the wars (hot and cold) and other holocausts that they perpetrated on their fellow humans throughout the century.

In a less apocalyptic vein, I have been contemplating these past few days another historical narrative thread that links Napoleon Bonaparte and particularly his victory over the Prussians at the 1806 battle of Jena with the development of the public school system in America and the continuing educational controversies, dysfunction and dilemma that we have in that area today. I was inspired by a comment made by a reader of my blog piece “Schooled to Accept Economic Inequity”, regarding my reference to the Prussian influence in the development of the U.S. public school system.

I first read about that Prussian connection in John Taylor Gatto‘s book, The Underground History of American Education, a book which has shaken and reshaped my whole conception of education as much as Riane Eisler‘s book, The Chalice and the Blade, has reshaped my understanding of human history and the challenge of that history today. It is Gatto’s insight which I then try to put into Eisler’s framework of a continuing cultural thread of patriarchal top-down control.

From Chapter Seven of Gatto’s book, focused on the U.S. education system’s Prussian connection…

The particular utopia American believers chose to bring to the schoolhouse was Prussian. The seed that became American schooling, twentieth-century style, was planted in 1806 when Napoleon’s amateur soldiers bested the professional soldiers of Prussia at the battle of Jena. When your business is renting soldiers and employing diplomatic extortion under threat of your soldiery, losing a battle like that is pretty serious. Something had to be done. (Gatto page 131)

You may think it a stretch, but I think it is at least a good story with truth to it. A narrative thread of how the patriarchal control paradigm perpetuates itself within a larger context of human civilization’s transition from hierarchies of power and control towards a circle of equals. So here goes… Continue reading →

Schooled to Accept Economic Inequality

Up front I would like to say that I usually don’t write pieces like this, pieces that are perhaps overly simplistic and provocative and lacking a more balanced and nuanced view of things. But in the best spirit of provocation to encourage the dialog… here goes!

I keep seeing statistics and voices calling out that the economic disparities between rich and poor in this country continue to widen. It makes me wonder… in a democratic society where (at least politically) “majority rules”, how come the most wealthy among us, “the one percenters” as they have recently been coined, seem to continue to call the shots on a government financial policy? Why doesn’t at least a majority of the “ninety-nine percenters” come to an agreement and vote for a more equitable path forward?

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Retribalized by My Life’s Soundtrack: “Downtown”

As I have said before, my life has been lived to a soundtrack. Growing up in an age of ubiquitous car radios, restaurant juke boxes, record players and later stereos, it seems like the popular songs of the day were always playing in the background, over and over. Marshall McLuhan talks about the “retribalization” that is the “water we swim in” in an age of ubiquitous electronic media. Said McLuhan in his 1969 Playboy magazine interview…

The electronically induced technological extensions of our central nervous systems… are immersing us in a world-pool of information movement and are thus enabling man to incorporate within himself the whole of mankind. The aloof and dissociated role of the literate man of the Western world is succumbing to the new, intense depth participation engendered by the electronic media and bringing us back in touch with ourselves as well as with one another.

Recorded music has certainly played a critical role in my own development and even survival. In my own life my deepest emotions and passions have been captured and recalled by a catchy tune, mostly recorded popular music heard on the radio or played on a record (and later tape or CD) player. Lyric, melody and rhythm have continually inspired me to live more fully or (in those most difficult of life’s moments) to keep on keeping on.

The first such piece of music that I recall playing such a role in my life was Petula Clark’s 1965 hit, “Downtown”… Continue reading →

The U.S. Economy of Fear

I read the article, “Economic Fears Drive a Global Sell-Off”, on the front page of yesterday’s (9/23/11) edition of the LA Times. The author reports that investors all over the world are holding on to their money for fear that economies in various parts of the world will falter or even collapse. Towards the end of the piece I read that, despite the worrisome economic trends around the world…

Still many analysts say the U.S. economy hasn’t fallen of a cliff. Whether it will depends on how American consumers react to the latest market turmoil because consumer spending accounts for two-thirds of economic activity… “The key is whether consumers keep spending and don’t make sharp cutbacks as they did in 2008,” said Dean Maki, chief economist at Barclays Capital in New York.

It is sobering to contemplate the statistics on world consumer spending versus statistics on total world spending and see the importance to the U.S. and the entire world economy of U.S. consumer spending. With only five percent of the world’s population, the roughly $10 trillion spent in 2009 on consumer spending represents 71 percent of the U.S. economy and 16 percent of the total spending in the world! Particularly sobering is what percentage of that $10 trillion that could be considered one form or another of unsustainable overconsumption.

I’m concerned about that U.S. overconsumption, what it says about our society, and whether it is healthy or not going forward, for the U.S. to even try to go back to the level of consumer spending we have been at for the past sixty plus years (probably since the end of World War II). Overconsumption in a world where more and more parts of the world are trying to emulate the American materialistic lifestyle is unsustainable and becoming more and more problematic.

I see the Great Recession as an opportunity to get off that train headed towards a world living beyond its means, before our American addiction spreads to the emerging economies throughout the world. But to do so, I think Americans need to do an honest assessment of our economic behaviors and realize that it does us no good to continue to “shop ’til we drop”, “eat ’til we drop” and finance those addictions by working “’til we drop”.

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Moving from Hierarchy to a Circle of Equals

When people ask me, “What do you do?” or “What kind of work do you do?”, they generally are asking me what kind of job I do to make a living. And particularly because I am a white male person of some economic and educational privilege (with a head full of gray hair), they often presume that that job is a fairly high-powered one, and a major part of how I define myself. My job is fairly high-powered, I am a “business process consultant” for Kaiser Permanente, specifically the Kaiser Foundation Health Plan, which is a not for profit health insurance company. But nowadays, that is not how I answer the question of what I do or even what my “work” is.

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Still Committed to Us and No Them

With the remembrances today of the events of 9/11 a decade ago, I want to call out something that I think is an important part of the continued processing of that event and the path forward from it into a new century of human development. In my previous piece, “Moving Beyond Us and Them to Only Us”, I wrote about what I see as the key transition we humans are going through…

That transition is what I often describe as from “patriarchy to partnership”, or alternatively from “hierarchy to a circle of equals”. If those terms don’t resonate with much meaning for you, maybe our human societal evolution could be described at its most basic as moving from “us and them” thinking towards thinking instead that there is no “them” and there is only “us”.

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