Going to Hope in a Handbasket


“Not only is another world possible, she is on her way. On a quiet day, I can hear her breathing.”             Arundhati Roy

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Fear sells. Blood and guts sell even better. What really grabs our attention? Out and out panic. That largely explains today’s so-called news channels, talk radio, actually much of commercial media. The worse it sounds, the greater audience share they grab and the more money they make. Trouble is, they also make up minds and harden hearts and plant misery where optimism could so easily flourish.

But they’re wrong.

Sure, it seems we’re in big trouble. Structures we count on to be stable are crumbling—finance, health care, education, consumption driven economies, us versus them mentalities, you name it.

Remember the parable of the mighty oak and thin reeds? The oak boasted of his immense girth and height, mocking the reeds all around him for their weaknesses. But the reeds could withstand wind, lightening and the weight of snow. The oak succumbed while the reeds survived, stronger than the oak in their ability to bend and stand again. Big institutions are fighting transparency, reform or annihilation with everything they’ve got, believing that strength means rigidity. Meanwhile a shift is happening on the grassroots level, as flexible and self-correcting as reeds in the wind.

Times of change are destabilizing and difficult, but ultimately valuable. After all, what’s broken, corrupt or simply no longer workable must be fully revealed before it’s healed or transformed into something much better.

Look more closely. Things are getting better all the time. In fact amazing evidence shows that we’ve long been on the path to health and harmony. Here are a few examples.

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We’re Smarter.

Intelligence continues to increase from generation to generation. In fact, to accommodate continuously increasing intelligence the IQ test must be renormalized (standardized to keep the average test results at the 100). This is called the Flynn Effect.

Between 1932 and 1978, mean IQ scores in the U.S. rose 13.8 points. If your grandparent received IQ score results of 98 back in 1932 they’d have been deemed of average intelligence. That same grandparent, if administered today’s tests, would be considered to have a borderline mental disability by current scoring standards. IQ scores have risen even higher in some other countries: 27 points in the UK between 1942 to 1992. Of late, developing countries seem to be experiencing the biggest surge.

Many explanations have been proposed, but the increase can’t be definitively pinned on genetic improvements, improved nutrition, greater familiarity with testing or better schooling.

According to Cornell professor Stephen J. Ceci, the most direct gains are not in subjects that are taught (math, vocabulary) but are shown in parts of the test that seem unrelated to schooling (matrices, detecting similarities). In fact, test gains have been enormous in areas requiring the child to apply his or her own reasoning, such as arranging pictures to tell a story or putting shapes in a series. Although teaching children does return positive results, what a child learns through the natural stimulation of everyday life has a more profound effect. For example, a study to determine the effect of schooling on rural children in India found that the increase in overall intelligence from a year of age is twice the increase from that of attending a year of school.

IQ test scores don’t relate to what truly provides satisfaction in life. But the Flynn Effect is intriguing. Factors we can’t completely explain are giving us the intellectual capacities to deal with a ever more challenging world.

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We’re Healthier.

Studies conducted by Robert W. Fogel, a Nobel laureate and economic historian at the University of Chicago, show that in a few hundred years human biology has changed in startling ways. We are more resistant to ill health, more likely to recover when faced with disease and less likely to live with chronic disability. We are also smarter and live longer. Fogel calls this radical improvement “technophysio evolution.”

An interview in the University of Chicago Magazine quotes Fogel as saying, “The phenomenon is not only unique to humankind, but unique among the 7,000 or so generations of human beings who have inhabited the earth.”

Fogel doesn’t necessary attribute the changes to genetic shifts.  Improvements in medical care, nutrition, sanitation and working conditions may cause epigenetic changes.  These are shifts in gene expression that can last through many generations without altering underlying DNA.

Information amassed by Fogel indicates that chronic diseases such as arthritis, heart disease and lung ailments are occurring 10 to 25 years later in life than they did 100 or 200 years ago. Interestingly, well-being may be more strongly affected by conditions each individual faces in utero and during the first few years of life than previously suspected.

Fogel’s most dramatic proof of technophysio evolution was found by comparing Civil War veterans to subsequent generations. Researchers examined health and longevity data of 45,000 Union Army veterans, including over 6,000 black soldiers. Military records revealed that young American men of that era commonly suffered debilitating health conditions. Approximately 65 percent of men from 18 to 25 years of age volunteered for the Union Army. But arthritis, tuberculosis, cardiovascular disease and blindness disqualified a quarter of them. And the military of that era wasn’t choosy. Incontinence and blindness in one eye didn’t disqualify a recruit. Even the youngest men lived with chronic disabilities. Fully one-sixth of volunteers between 16 to 19 years of age were rejected for serious health conditions.

By the time Civil War vets passed the age of 65, 68 percent of them suffered from arthritis, 76 percent from heart disease and over 50 percent from back problems. World War II veterans at the same age, in contrast, counted among their ranks 48 percent as arthritis sufferers, 39 percent with heart disease and 30 percent with back problems.

These remarkable health gains don’t diminish our current struggles with cancer, diabetes, Alzheimer’s disease, autism and other serious health conditions on the increase. Despite the blessing of bodies more resilient and healthy than those of our ancestors of just 150 years ago we suffer the effects of environmental toxins and nutritionally squalid diets. To fully accept the gift of health and energy from our ancestors, it seems we must expand our awareness to make positive changes here and now. That way our choices continue to benefit our descendants.

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We’re More Peaceful.

We function best through cooperation and harmony. Even our body systems are in greatest sync when we are peaceful, according to studies at the Heart Math Institute. It may be taking us quite a while, as a species, to get accustomed to living in larger settled groups but it seems we’ve come a long way in the last few centuries.

And peace is how our species has come this far, despite what history tells us. According to anthropologist Douglas Fry, evidence shows that for 98 percent of human existence on earth we lived in small nomadic bands that thrived precisely because warfare was avoided. He presents compelling proof in his book, Beyond War: The Human Potential for Peace
along with the message that human beings have highly developed capacities to seek and maintain peace.

Psychologist Steven Pinker points out in an essay titled “A History of Violence” that public cat burnings were a popular form of entertainment in the sixteenth century.  Although we pay more attention to atrocities now than ever before, the horrors of slavery, genocide, barbaric punishment and vigilante justice were accepted as commonplace a little more than a century ago.

Empathy for people of another race or class? Not a typical attribute even a few generations ago. Pinker notes, “Conventional history has long shown that, in many ways, we have been getting kinder and gentler.”

As Pinker cites specific data, the good news gets better. For example, the homicide rate has declined from a rampant 24 murders per 100,000 Englishmen in the 14th century to 0.6 per 100,000 in the 1960’s (5.4 per 100,000 in the U.S. in 2008).

No matter what the angle, the view is good when we look at more recent U.S. history through this lens as well. Despite what ranting pundits and blaring news promos may indicate, crime rates have been steadily dropping per capita since the 1970’s.  Some analysts say by as much as 50 percent in 15 years.  Despite staggering economic losses, crime has continued to decline recently.

The ecumenical organization Project Ploughshares reports,  “Peacebuilding efforts do work. Although one conflict is too many for those being killed and wounded, there has been a significant decrease in the number and intensity of armed conflicts over the past 10 years.”

We’ve come a long way without direct efforts to educate each person in the ways of negotiation, mediation, intervention, reconciliation, heck, even listening skills. Imagine turning our attention toward cooperation and mutual respect. Surely acknowledging the human tendency toward peace welcomes greater possibilities for harmony in the years to come.

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We Care.

Never before in history have so many people worked tirelessly and selflessly to benefit others. Paul Hawken writes in Blessed Unrest: How the Largest Social Movement in History Is Restoring Grace, Justice, and Beauty to the World
that the abolitionist movement was the first major movement by human beings to advocate on behalf of others without seeking advantage for themselves or their particular social or political group.  Since that time, such efforts have grown with astonishing vigor.

There are now over a million organizations on the planet working for environmental stewardship, social justice, the preservation of indigenous cultures, and much more.  These groups don’t seek wider acclaim, they seek to make a difference for the greater good.

Artist Chris Jordan has made a mandala of the names of those million-plus organizations.  His work is inspiring—-make sure you look at the images up close as well as the whole picture.

It’s time to turn our attention away from doom-shrieking media. While it’s valuable to be informed, such knowledge is useful only to the extent that it motivates us to turn more consciously in a positive direction.

A heavy heart, or worse, a hardened heart, makes it nearly impossible to raise a child or plant a garden or grow a benevolent future.

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Creative Commons image

All Day Every Day Video Game Learning

All day, every day video game based schooling. Great.

A Popular Science article (print version, Jan 2010) extolls the virtues of a recently opened school in Manhattan designed around a  spanking new videogame curricula. Called Quest to Learn (Q2L) the school is heavily funded by interests (such as Intel) outside the NYC school district. And yes, every subject is taught via the medium of video games.

Another oh-gosh-isn’t-this-fabulous article appeared in the mass market magazine Parade and the flurry of media attention continues to accelerate. Soon every school child will be agitating to replace the boredom of classwork with the excitement of gaming.

Their eagerness will be nothing compared to the frenzy of those who make Big Decisions in education. Anything having to do with technology seems to make these folks feel they’re finally hip. Actually, they toss money at any curricula that promises to keep the little darlings quiet, busy and able to pass proficiency tests. In a few years you won’t be able to spit without hitting a school district boasting a version of this all day, every day video game schooling. Just great.

Q2L sounds impressive. Designed by the (soon to be rolling in bucks) Institute of Play, its curricula isn’t structured around ordinary educational games. Learning is integrated between subjects, offers hands-on components and promises to put the student in charge of his or her education. Q2L promotional materials assure parents their kids won’t be glassy-eyed screen droolers. But, and this is a huge but, it’s all day, every day.

Research tells us that high quality video games are known to promote rapid decision-making, logic, visual-spatial skills, risk assessment and intense focus. Author Steven Johnson notes in Everything Bad is Good for You that today’s technologies offer complex intellectual challenges that engage students in ways never before seen. All great. Except for a little thing we call balance.

Candy substituted for every meal, even with all the required vitamins, fiber and omega 3 fatty acids packed into it by a clever non-profit candy making institute, may make kids wildly happy but it still isn’t a real meal. An all day video gaming educational model may be new, shiny and sound perfectly thrilling but without balance it’s simply another way to train the next generation of workers to ignore the vital need for balance in their lives.

A truly balanced education is one that can’t be prescribed or predetermined by any curricula developer because each child is different. That’s that beauty of Democractic Schools, relaxed styles of homeschooling and unschooling. Those of us who educate this way know from experience that children, when raised in an atmosphere of loving trust and fully involved in the life of the community around them, tend naturally toward balance.

Video games may indeed be a wonderful way to learn but not all day, every day. They can be part of a wider concept of education.  It would be wonderful to see schools reverse the trends that have segregated and stymied the maturation of young people ever since modernization forced them into mandatory schooling.

For starters, today’s students could use a whole lot more of these missing elements to restore balance in each educational day.

Play. Not the sort of play that happens on carefully designed liability-friendly playgrounds or within the limits of       supervised games, but unstructured free play.  This sort of fun is actually essential for the development of imagination and innovative thinking as well as social and cognitive maturation.

Creative, hands-on engagement in open-ended work. The high scoring Icelandic and Finnish schools that keep our educational Big Deciders in a jealous froth aren’t test happy. Instead they include daily arts such as knitting, woodwork and felting while U.S. school kids rarely get to work with metal or wood in shop class let alone have the opportunity to paint at an easel.

Pursuit of interests. There may be no greater motivator than the ability to engage in one’s interests for hours, days, weeks or longer plus the freedom to move on when those interests are depleted.

Community involvement. Schools segregate young people from vibrant adults in the community precisely at the developmental stages when kids are primed to imitate, help and adhere to role models. No rote field trip or Skype interview can come close to collaboration and engagement in the real world around them.

Nature. People of all ages are missing out on the invigorating and focusing effects of spending regular time in nature.  Most of us suffer from Nature Deficit Disorder without recognizing how much is missing from our lives.  Even our eyes indicate that we’re intrinsically structured to be outdoors. New research indicates children who spend more time outdoors are much less likely to need eyeglasses. Something about the intensity of sunlight or the benefits of looking across wide open spaces seems to be a protective factor.

All day, every day video game based schooling. Another example of an educational trend taken too far in one direction. How great is that?

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Creative Commons image credit http://www.glyphjockey.com/pix2/nsg2.jpg

 

Calling Out the Buccaneer-Scholars

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The word buccaneer is woefully underused. It’s vibrant, bringing to mind all sorts of lively images. Apparently, buccaneers in history were, aside from the pillaging, remarkably progressive. According to The Invisible Hook: The Hidden Economics of Pirates by Peter T. Leeson, pirates made use of constitutional democracy 50 years before the United States did so. They also regulated behaviors such as smoking and drinking, compensated their injured workers, and assured greater racial and class equality than could be found as law-abiding mariners.

Some believe that modern-day pirates are also, beyond the violence of hostage-taking and ransom demands, acting on a desperate need for greater global justice.

I’ve been ruminating every which way about buccaneer living ever since reading James Marcus Bach’s book, Secrets of a Buccaneer-Scholar: How Self-Education and the Pursuit of Passion Can Lead to a Lifetime of Success.

Bach is now an internationally recognized expert in software testing. He’s a self-taught man who thrives except when caged by conventional expectations. School and other strictures made him an angry youth. He got into so many fights that his mother and stepfather sent him off to a motel room, where he lived on his own for two years. There he learned to program his computer and skipped as many high school classes as he could before dropping out at age 16. He describes his education this way:

“I watched a huge amount of television and read a lot of science fiction and fantasy novels. I started lots of things I never finished. I purchased books I didn’t read. I daydreamed. I brooded. I wasted time in lots of ways. I also loved arguing, and learned a lot about logic from arguing. I honed my skills in early online bulletin board services, before the invention of the web. This aimlessness would become important later on, when I was introduced to general systems thinking, which is all about the underlying patterns that connect apparently different things.”

Bach’s own son tired of schooling after sixth grade, so now Oliver is an unschooling teen, which means in their family, “…we treat Oliver as a sovereign and trustworthy individual in all aspects of life, not just education.”

This philosophy dovetails perfectly into Bach’s concern with finding unifying patterns and consistencies in a society oriented to separations and justifying distinctions. As he says, “When I deal with my son I can’t tell him to turn off his moral judgment while I use threats to scare him into learning what I wish him to learn. He’s learning about morality and ethics continuously as he experiences the world around him.”

This buccaneer is also a man of wisdom. A passage from his blog deals with his stepfather’s long-ago attempt to comfort him. Bach writes,

When you speak to your child, and you feel that he is not listening, maybe he isn’t. When you speak to him and you suspect he’s silently ridiculing you, maybe he is. When the gift of your advice or sympathy fails in every way to touch him, and you believe yourself a failure, maybe you are. For now.

Bide your time.

Just imagine the man he will be, someday. His now subtle and caring mind clambering back through his life, looking for support in the events that shaped him– just imagine how he’ll come upon your words. The gift you tried to give. Faded on the outside, yet vital still inside, it will open like a blossom. Even thirty years later.

Thanks Jon.

When you speak to your children today, you are also speaking to every day of their future selves. Parenting is outside of time. Take care and take heart in that.

Bach gives us a great deal to think about. I’m ruminating about ways we tend to suppress the natural buccaneer spirit.  I’ll be trying to more fully enjoy the vibrant, difficult, ornery and completely unique people in my life who have blessedly held on to the buccaneering approach.

Two wise people in my life who are buccaneers as well as scholars.

Two wise people in my life who are buccaneers as well as scholars.

Edible Knowledge

cherrytomatoes Living on a farm we can’t help but be connected to the food on our table. We’re by no means perfect when it comes to eating locally. We’ll never come close unless chocolate and coffee start sprouting up in Ohio.

While more of us are paying attention to adopting better habits for our own health and planetary health, it’s easy to overlook the vital and wondrous learning that is directly related to food. For my family, those lessons often have to do with shared experiences.

~Many years we head out to pick apples together on a bright fall day. After an indulgent week of eating and baking with as many apples as possible, we devote a day to applesauce. We cook the remaining bushels of fruit down, cranking Grandma’s Victorio strainer that pushes with sauce out one side and pulp out the other (pulp eagerly eaten by the chickens), then can jars of applesauce to eat all winter long.

~We have encouraged each child to choose his or her own “crop” to plant and tend in the vegetable garden. Harvesting and sharing the bounty of one’s own fresh green beans teaches the satisfaction of work right along with lessons in botany and soil health.

~We try recipes from around the world, not only while learning about other cultures, but also because we freely trade garden bounty with friends, and have to do something with unfamiliar herbs, roots and fruits.

~We visit nearby farms. Observation and conversations with those who live on the land have been instructive, teaching us practices we want to emulate and those we hope to avoid.

~We eat meals together every day. Cooking frugally by choice as well as necessity has brought us myriad conversations about health, trends, politics and defining worth for ourselves. Of course our meals also precipitate family humor related to home ground grains that result in breads darker than wet cardboard and yes, we’ve had one or two loaded spatula chases around the kitchen. Oh wait, that didn’t involve the kids, just me thinking it might be funny to fling frosting at my husband.

~Unintentionally we learn by making plenty of mistakes. Ordering 25 pounds of organic buckwheat from the food co-op before knowing if anyone would eat it, raising our first flock of turkeys on faith more than fact, repeatedly attempting to make cheddar cheese although we can’t maintain the temperature needed to age it, well, this list could go on.

10 Things We Should Teach Every Kid About Food, recently posted on Every Kitchen Table, offers a handy list of important food-related categories to explore with our children.  The ideas are important and too often overlooked, such as the precepts of the industrial food system and the insidious effect of food advertising.

Here are some related resources:

Improve School Lunches With Locally Grown Food This article offers information plus strategies to bring positive change to your school district, whether you have children in school or not.

Don’t Buy It A non-profit site with learning games to help kids evaluate and analyze media messages.

I Buy Different A website sponsored by New Dream and World Wildlife Fund with tools to help tweens and teens be, live, and buy differently to make a difference.

Roots, Shoots, Buckets & Boots: Gardening Together with Children

I Love Dirt!: 52 Activities to Help You and Your Kids Discover the Wonders of Nature

What are some ways that learning, growing and eating work best in your family?100_5960