Alternative Learning System Quotes

We have not noticed how fast the rest has risen. Most of the industrialized world--and a good part of the nonindustrialized world as well--has better cell phone service than the United States. Broadband is faster and cheaper across the industrial world, from Canada to France to Japan, and the United States now stands sixteenth in the world in broadband penetration per capita. Americans are constantly told by their politicians that the only thing we have to learn from other countries' health care systems is to be thankful for ours. Most Americans ignore the fact that a third of the country's public schools are totally dysfunctional (because their children go to the other two-thirds). The American litigation system is now routinely referred to as a huge cost to doing business, but no one dares propose any reform of it. Our mortgage deduction for housing costs a staggering $80 billion a year, and we are told it is crucial to support home ownership, except that Margaret Thatcher eliminated it in Britain, and yet that country has the same rate of home ownership as the United States. We rarely look around and notice other options and alternatives, convinced that "we're number one.

If the educational system can claim anything consistently it would be that it is masterful at evoking a destructive axis of boredom and anxiety accounting for the increasing levels of mental health problems in young people.

The thing that makes systemic oppression so difficult to discuss is that when you do, you have to acknowledge your role in it. Often this means having to admit that you're part of the problem. It's not a comfortable experience when you learn that you further or benefit from the oppression of others.

Work and life become inseparable. Capital follows you when you dream. Time ceases to be linear, becomes chaotic, broken down into punctiform divisions. As production and distribution are restructured, so are nervous systems. To function effectively as a component of just-in-time production you must develop a capacity to respond to unforeseen events, you must learn to live in conditions of total instability, or ‘precarity’, as the ugly neologism has it. Periods of work alternate with periods of unemployment. Typically, you find yourself employed in a series of short-term jobs, unable to plan for the future.

Alternatively, there are ‘political’ schools of history, slanted to discredit the actions of our past leaders, in order to support modern political movements. In all these cases, history is not an attempt to ascertain the truth, but a system of propaganda, devoted to the furtherance of modern projects, or the gratification of national vanity. Men can scarcely be blamed for not learning from the history they are taught. There is nothing to learn from it, because it is not true.

How else could we identify another weirdo or outlier? These symbols intimated a belief system, a way of thinking not just about music but about school and friends and politics and society. It was also a way to separate yourself, to feel bold or try on boldness without yet possessing it. A little inkling of the nonconformist person you could be—you wanted to be—but weren’t quite ready to commit to. I papered my walls with band posters and what little I could find in mainstream magazines about alternative and punk, maybe a picture of Babes in Toyland from Spin or Fugazi from Option. The iconoclast images and iconography covered my room, a jarring contrast to the preppy blue-and-white-striped wallpaper I’d insisted on in elementary school. I resented the parts of myself that were late to adopt coolness, late to learn—I wanted to have always possessed a savviness and sophistication, even though I clearly had neither.

The cultural Left has contributed to the formation of this politically useless unconscious not only by adopting “power” as the name of an invisible, ubiquitous, and malevolent presence, but by adopting ideals which nobody is yet able to imagine being actualized. Among these ideals are participatory democracy and the end of capitalism. Power will pass to the people, the Sixties Left believed only when decisions are made by all those who may be affected by the results. This means, for example, that economic decisions will be made by stakeholders rather than by shareholders, and that entrepreneurship and markets will cease to play their present role. When they do, capitalism as we know it will have ended, and something new will have taken its place. […] Sixties leftists skipped lightly over all the questions which had been raised by the experience of non market economies in the so-called socialist countries. They seemed to be suggesting that once we were rid of both bureaucrats and entrepreneurs, “the people” would know how to handle competition from steel mills or textile factories in the developing world, price hikes on imported oil, and so on. But they never told us how “the people” would learn how to do this. The cultural Left still skips over such questions. Doing so is a consequence of its preference for talking about “the system” rather than about specific social practices and specific changes in those practices. The rhetoric of this Left remains revolutionary rather than reformist and pragmatic. Its insouciant use of terms like “late capitalism” suggests that we can just wait for capitalism to collapse, rather than figuring out what, in the absence of markets, will set prices and regulate distribution. The voting public, the public which must be won over if the Left is to emerge from the academy into the public square, sensibly wants to be told the details. It wants to know how things are going to work after markets are put behind us. It wants to know how participatory democracy is supposed to function. The cultural Left offers no answers to such demands for further information, but until it confronts them it will not be able to be a political Left. The public, sensibly, has no interest in getting rid of capitalism until it is offered details about the alternatives. Nor should it be interested in participatory democracy –– the liberation of the people from the power of technocrats –– until it is told how deliberative assemblies will acquire the same know-how which only the technocrats presently possess. […] The cultural Left has a vision of an America in which the white patriarchs have stopped voting and have left all the voting to be done by members of previously victimized groups, people who have somehow come into possession of more foresight and imagination than the selfish suburbanites. These formerly oppressed and newly powerful people are expected to be as angelic as the straight white males were diabolical. If I shared this expectation, I too would want to live under this new dispensation. Since I see no reason to share it, I think that the left should get back into the business of piecemeal reform within the framework of a market economy. This was the business the American Left was in during the first two-thirds of the century. Someday, perhaps, cumulative piecemeal reforms will be found to have brought about revolutionary change. Such reforms might someday produce a presently unimaginable non market economy, and much more widely distributed powers of decision making. […] But in the meantime, we should not let the abstractly described best be the enemy of the better. We should not let speculation about a totally changed system, and a totally different way of thinking about human life and affairs, replace step-by-step reform of the system we presently have.

The politics of inevitability is a self-induced intellectual coma. So long as there was a contest between communist and capitalist systems, and so long as the memory of fascism and Nazism was alive, Americans had to pay some attention to history and preserve the concepts that allowed them to imagine alternative futures. Yet once we accepted the politics of inevitability, we assumed that history was no longer relevant. If everything in the past is governed by a known tendency, then there is no need to learn the details.

What, then, would it mean to imagine a system in which punishment is not allowed to become the source of corporate profit? How can we imagine a society in which race and class are not primary determinants of punishment? Or one in which punishment itself is no longer the central concern in the making of justice? An abolitionist approach that seeks to answer questions such as these would require us to imagine a constellation of alternative strategies and institutions, with the ultimate aim of removing the prison from the social and ideological landscapes of our society. In other words, we would not be looking for prisonlike substitutes for the prison, such as house arrest safeguarded by electronic surveillance bracelets. Rather, positing decarceration as our overarching strategy, we would try to envision a continuum of alternatives to imprisonment—demilitarization of schools, revitalization of education at all levels, a health system that provides free physical and mental care to all, and a justice system based on reparation and reconciliation rather than retribution and vengeance. The creation of new institutions that lay claim to the space now occupied by the prison can eventually start to crowd out the prison so that it would inhabit increasingly smaller areas of our social and psychic landscape. Schools can therefore be seen as the most powerful alternative to jails and prisons. Unless the current structures of violence are eliminated from schools in impoverished communities of color—including the presence of armed security guards and police—and unless schools become places that encourage the joy of learning, these schools will remain the major conduits to prisons. The alternative would be to transform schools into vehicles for decarceration.

Some sense that to repress feelings of their childhood is to poison the very well-springs of life; they know that though repression may have been necessary for the child's survival—otherwise she might literally have died from the pain—maintaining repression in adult life inevitably has destructive consequences. But in the absence of any other alternative, they regard such consequences as a necessary evil. They don't know that it is indeed possible to resolve childhood repression safely and without danger, and learn to live with the truth. Not all at once. Not by recourse to violent interventions. But slowly, step by step, and with respect for their own system's defense mechanisms, recovery is possible.

I attended a master’s program at a nearby university some years later I was able to visit the Carlisle Historical Society and learn the truth about Indian schools and the Carlisle Indian Industrial School in particular: how they broke up families, erased Native culture, victimized vulnerable children, and hired out students for backbreaking labor to nearby farms and households in a system that was eerily reminiscent of chattel slavery. This exploitative school system became the basis for the fictional combat school system in the alternate historical timeline of Dread Nation. Because if well-meaning Americans could do such a thing to an already wholly subjugated community in a time of peace, what would they do in a time of desperation?

As strangeness becomes the new normal, your past experiences, as well as the past experiences of the whole of humanity, will become less reliable guides. Humans as individuals and humankind as a whole will increasingly have to deal with things nobody ever encountered before, such as super-intelligent machines, engineered bodies, algorithms that can manipulate your emotions with uncanny precision, rapid man-made climate cataclysms and the need to change your profession every decade. What is the right thing to do when confronting a completely unprecedented situation? How should you act when you are flooded by enormous amounts of information and there is absolutely no way you can absorb and analyse it all? How to live in a world where profound uncertainty is not a bug, but a feature? To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system. The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour some grown-up walks in, and starts talking. They are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven’t created a viable alternative. Certainly not a scaleable alternative that can be implemented in rural Mexico rather than just in upmarket California suburbs.

A question frequently asked is: does not the persistent occurrence of Horrible Examples of Systems-function (or Malfunction) prove something about human nature? If humans were rational, wouldn’t they act otherwise than they do? We reply: Systems-functions are not the result of human intransigeance. We take it as given that people are generally doing the very best they know how. Our point, repeatedly stressed in this text, is that Systems operate according to Laws of Nature, and that Laws of Nature are not suspended to accommodate our human shortcomings. There is no alternative to learning How Systems Work, unless one is willing to continue to run afoul of those Laws. Whoever does not study the Laws of Systemantics and learn them that way, is destined to learn them the hard way, by direct encounter in the world of Experience. That such runnning-afoul continues to occur is simply a reflection of the fact that knowledge of those laws is not yet sufficiently widespread. The problem is one of Education, and this book represents an effort in that direction.

The hallmark of originality is rejecting the default and exploring whether a better option exists. I’ve spent more than a decade studying this, and it turns out to be far less difficult than I expected. The starting point is curiosity: pondering why the default exists in the first place. We’re driven to question defaults when we experience vuja de, the opposite of déjà vu. Déjà vu occurs when we encounter something new, but it feels as if we’ve seen it before. Vuja de is the reverse—we face something familiar, but we see it with a fresh perspective that enables us to gain new insights into old problems. Without a vuja de event, Warby Parker wouldn’t have existed. When the founders were sitting in the computer lab on the night they conjured up the company, they had spent a combined sixty years wearing glasses. The product had always been unreasonably expensive. But until that moment, they had taken the status quo for granted, never questioning the default price. “The thought had never crossed my mind,” cofounder Dave Gilboa says. “I had always considered them a medical purchase. I naturally assumed that if a doctor was selling it to me, there was some justification for the price.” Having recently waited in line at the Apple Store to buy an iPhone, he found himself comparing the two products. Glasses had been a staple of human life for nearly a thousand years, and they’d hardly changed since his grandfather wore them. For the first time, Dave wondered why glasses had such a hefty price tag. Why did such a fundamentally simple product cost more than a complex smartphone? Anyone could have asked those questions and arrived at the same answer that the Warby Parker squad did. Once they became curious about why the price was so steep, they began doing some research on the eyewear industry. That’s when they learned that it was dominated by Luxottica, a European company that had raked in over $7 billion the previous year. “Understanding that the same company owned LensCrafters and Pearle Vision, Ray-Ban and Oakley, and the licenses for Chanel and Prada prescription frames and sunglasses—all of a sudden, it made sense to me why glasses were so expensive,” Dave says. “Nothing in the cost of goods justified the price.” Taking advantage of its monopoly status, Luxottica was charging twenty times the cost. The default wasn’t inherently legitimate; it was a choice made by a group of people at a given company. And this meant that another group of people could make an alternative choice. “We could do things differently,” Dave suddenly understood. “It was a realization that we could control our own destiny, that we could control our own prices.” When we become curious about the dissatisfying defaults in our world, we begin to recognize that most of them have social origins: Rules and systems were created by people. And that awareness gives us the courage to contemplate how we can change them. Before women gained the right to vote in America, many “had never before considered their degraded status as anything but natural,” historian Jean Baker observes. As the suffrage movement gained momentum, “a growing number of women were beginning to see that custom, religious precept, and law were in fact man-made and therefore reversible.

Reading Group Guide  1.   The river town of Hobnob, Mississippi, is in danger of flooding. To offset the risk, the townspeople were offered the chance to relocate in exchange for money. Some people jumped at the opportunity (the Flooders); others (the Stickers) refused to leave, so the deal fell through. If you lived in Hobnob, which choice would you make and why? If you’d lived in New Orleans at the time of Hurricane Katrina, would you have fled the storm or stayed to protect your house? Did the two floods remind you of each other in terms of official government response or media coverage?  2.   How are the circumstances during the Prohibition era (laws against consuming or selling alcohol, underground businesses that make and sell booze on the black market, corruption in the government and in law enforcement) similar to what’s happening today (the fight to legalize and tax marijuana, the fallout of the drug war in countries like Mexico and Colombia, jails filled with drug abusers)? How are the circumstances different? Do you identify with the bootleggers or the prohibitionists in the novel? What is your stance on the issue today?  3.   The novel is written in third person from two different perspectives—Ingersoll’s and Dixie Clay’s—in alternating chapters. How do you think this approach adds to or detracts from the story? Are you a fan of books written from multiple perspectives, or do you prefer one character to tell his/her side of the story?  4.   The Tilted World is written by two authors. Do you think it reads differently than a book written by only one? Do you think you could coauthor a novel with a loved one? Did you try to guess which author wrote different passages?  5.   Language and dialect play an important role in the book. Do you think the southern dialect is rendered successfully? How about the authors’ use of similes (“wet towels hanging out of the upstairs windows like tongues”; “Her nylon stockings sagged around her ankles like shedding snakeskin.”). Do they provide necessary context or flavor?  6.   At the end of Chapter 5, when Jesse, Ham, and Ingersoll first meet, Ingersoll realizes that Jesse has been drinking water the entire time they’ve been at dinner. Of course, Ham and Ingersoll are both drunk from all the moonshine. How does this discovery set the stage for what happens in the latter half of the book?  7.   Ingersoll grew up an orphan. In what ways do you think that independence informed his character? His choices throughout the novel? Dixie Clay also became independent, after marrying Jesse and becoming ostracized from friends and family. Later, after Ingersoll rescues her, she reflects, “For so long she’d relied only on herself. She’d needed to. . . . But now she’d let someone in. It should have felt like weakness, but it didn’t.” Are love and independence mutually exclusive? How did the arrival of Willy prepare these characters for the changes they’d have to undergo to be ready for each other?  8.   Dixie Clay becomes a bootlegger not because she loves booze or money but because she needs something to occupy her time. It’s true, however, that she’s not only breaking the law but participating in a system that perpetrates violence. Do you think there were better choices she could have made? Consider the scene at the beginning of the novel, when there’s a showdown between Jesse and two revenuers interested in making an arrest. Dixie Clay intercepts the arrest, pretending to be a posse of gunslingers protecting Jesse and the still. Given what you find out about Jesse—his dishonesty, his drunkenness, his womanizing—do you think she made the right choice? If you were in Dixie Clay’s shoes, what would you have done?  9.   When Ham learns that Ingersoll abandoned his post at the levee to help Dixie Clay, he feels not only that Ingersoll acted

One thing that we conclude from all this is that the 'learning robot' procedure for doing mathematics is not the procedure that actually underlies human understanding of mathematics. In any case, such bottom-up-dominated procedure would appear to be hopelessly bad for any practical proposal for the construction of a mathematics-performing robot, even one having no pretensions whatever for simulating the actual understandings possessed by a human mathematician. As stated earlier, bottom-up learning procedures by themselves are not effective for the unassailable establishing of mathematical truths. If one is to envisage some computational system for producing unassailable mathematical results, it would be far more efficient to have the system constructed according to top-down principles (at least as regards the 'unassailable' aspects of its assertions; for exploratory purposes, bottom-up procedures might well be appropriate). The soundness and effectiveness of these top-down procedures would have to be part of the initial human input, where human understanding an insight provide the necesssary additional ingredients that pure computation is unable to achieve. In fact, computers are not infrequently employed in mathematical arguments, nowadays, in this kind of way. The most famous example was the computer-assisted proof, by Kenneth Appel and Wolfgang Haken, of the four-colour theorem, as referred to above. The role of the computer, in this case, was to carry out a clearly specified computation that ran through a very large but finite number of alternative possibilities, the elimination of which had been shown (by the human mathematicians) to lead to a general proof of the needed result. There are other examples of such computer-assisted proofs and nowadays complicated algebra, in addition to numerical computation, is frequently carried out by computer. Again it is human understanding that has supplied the rules and it is a strictly top-down action that governs the computer's activity.

Rather than pigeon-holing learners into aural, visual, verbal, etc. types, Pashler et al. ‘think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning (2008: 117). ‘Given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open’ (ibid.). Besides, an approach that focuses on what learners have in common, rather than on what differentiates them, is ultimately more practicable. The alternative – small groups of like-minded learners getting individualized instruction – is a luxury few educational institutions or systems can afford, even if there were any psychological basis for it.

the limits in your belief system will always stop you from seeing any alternatives that could otherwise be obvious.

the politics of inevitability, a sense that the future is just more of the present, that the laws of progress are known, that there are no alternatives, and therefore nothing really to be done. In the American capitalist version of this story, nature brought the market, which brought democracy, which brought happiness. In the European version, history brought the nation, which learned from war that peace was good, and hence chose integration and prosperity. Before the collapse of the Soviet Union in 1991, communism had its own politics of inevitability: nature permits technology; technology brings social change; social change causes revolution; revolution enacts utopia. When this turned out not to be true, the European and American politicians of inevitability were triumphant. Europeans busied themselves completing the creation of the European Union in 1992. Americans reasoned that the failure of the communist story confirmed the truth of the capitalist one. Americans and Europeans kept telling themselves their tales of inevitability for a quarter century after the end of communism, and so raised a millennial generation without history. The American politics of inevitability, like all such stories, resisted facts. The fates of Russia, Ukraine, and Belarus after 1991 showed well enough that the fall of one system did not create a blank slate on which nature generated markets and markets generated rights. Iraq in 2003 might have confirmed this lesson, had the initiators of America’s illegal war reflected upon its disastrous consequences. The financial crisis of 2008 and the deregulation of campaign contributions in the United States in 2010 magnified the influence of the wealthy and reduced that of voters. As economic inequality grew, time horizons shrank, and fewer Americans believed that the future held a better version of the present. Lacking a functional state that assured basic social goods taken for granted elsewhere—education, pensions, health care, transport, parental leave, vacations—Americans could be overwhelmed by each day, and lose a sense of the future. The collapse of the politics of inevitability ushers in another experience of time: the politics of eternity. Whereas inevitability promises a better future for everyone, eternity places one nation at the center of a cyclical story of victimhood. Time is no longer a line into the future, but a circle that endlessly returns the same threats from the past. Within inevitability, no one is responsible because we all know that the details will sort themselves out for the better; within eternity, no one is responsible because we all know that the enemy is coming no matter what we do. Eternity politicians spread the conviction that government cannot aid society as a whole, but can only guard against threats. Progress gives way to doom.

In his recent critique of fashionable ecological philosophies, Andreas Malm pointedly remarks: 'When Latour writes that, in a warming world, 'humans are no longer submitted to the diktats of objective nature, since what comes to them is also an intensively subjective form of action,' he gets it all wrong: there is nothing intensively subjective but a lot of objectivity in ice melting. Or, as one placard at a demonstration held by scientists at the American Geophysical Union in December 2016: 'Ice has no agenda - it just melts.'' The reverse claim is that human interventions have only had such a menacing and even fatal consequences for our living conditions within the Earth system because human agency has not yet sufficiently freed itself from its dependence on natural history. This seems to be the conviction behind the 'Ecomodernist Manifesto,' for instance, which claims that 'knowledge and technology, applied with wisdom, might allow for a good, even great, Anthropocene,' and that a good Anthropocene 'demands that humans use their growing social, economic, and technological powers to make life better for people, stabilize the climate, and protect the natural world.' In this confrontation, an age-old dualism has assumed a new guise: the attempt to establish a complicity with the forces of destiny - if necessary at the price of surrendering human subjectivity or perhaps involving other forms of self-sacrifice - is juxtaposed with the attempt to achieve human autonomy by subordinating the planet under the superior power of human ingenuity. These two positions, a modernist stance and a position critical of it, are usually considered to represent mutually exclusive alternatives. Actually, however, the two positions have more in common than first meets the eye. At the beginning of chapter 3, I referred to Greek philosophers who suggested that the best way to protect oneself against the vicissitudes of fate was to learn how to submit oneself to it willingly, sacrificing one's drives and ambitions while expecting, at the same time, that this complicity with destiny would empower one to master worldly challenges. What unites the seemingly opposite positions, more generally speaking, is a shared move away from engagement with the concrete and individual human agency (i.e., with empirical human subjects and with the unequal power distribution in human societies) toward some powerful form of abstraction, be it 'to distribute agency' or to use the 'growing social, economic, and technological powers' of humanity for a better Anthropocene. I suggest that we take a more systemic look at the role of humanity in the Earth system, taking into account both its material interventions and the knowledge that enabled them.

Every American should be able to expect certain standards, freedoms, benefits, and opportunities form a twenty-first-century health system. If they are willing to participate and be responsible, they will gain: •Improved health; •Longer lives with a much better quality of life; •A more convenient, understandable and personalized experience -- all at a lower cost; •Access to the best course of treatment for their particular illness and their unique characteristics; •A system that fosters and encourages innovation, competition, and better outcomes for patients; •A system that truly values the impact that medical innovation has on patients and their caregivers as well as on society as a whole; •A government that facilitates and accelerates extraordinary opportunities to improve health and health care; •Continuous but unobtrusive 24/7 monitoring of their general health, chronic conditions, and acute health problems; •Access to the most modern medical knowledge and breakthroughs, including the most advanced technologies, therapies and drugs, unimpeded by government-imposed price controls or rationing; •The chance to increase their personal knowledge by learning from a transparent system of information about their diagnosis, costs and alternative solutions; •A continuously improving, competitive, patient-focused medical world in which new therapies, new technologies, and new drugs are introduced as rapidly and safely as possible -- and not a day later; •Greater price and market competition, innovation and smarter health care spending; •A system of financing that includes insurance, government, charities, and self-funding that ensures access to health and health care for every American at the lowest possible cost without allowing financing and short-term budgetary considerations to distort and weaken the delivery of care; •Genuine insurance to facilitate access to dramatically better care, rather than the current system, which is myopically focused on monthly or annual payments; •A health system in which third parties and government bureaucrats do not impede the best course of treatment that doctors and their patients decide on; •A health system in which seniors, veterans, or others under government health programs receive the same quality of care as their children in private markt systems. Big reforms are required to transform today’s expensive, obsolete health bureaucracy into a system that conforms to these principles.

Much ink has been spilled over whether fascism represented an emergency form of capitalism, a mechanism devised by capitalists by which the fascist state—their agent—disciplined the workforce in a way no traditional dictatorship could do. Today it is quite clear that businessmen often objected to specific aspects of fascist economic policies, sometimes with success. But fascist economic policy responded to political priorities, and not to economic rationale. Both Mussolini and Hitler tended to think that economics was amenable to a ruler’s will. Mussolini returned to the gold standard and revalued the lira at 90 to the British pound in December 1927 for reasons of national prestige, and over the objections of his own finance minister. Fascism was not the first choice of most businessmen, but most of them preferred it to the alternatives that seemed likely in the special conditions of 1922 and 1933—socialism or a dysfunctional market system. So they mostly acquiesced in the formation of a fascist regime and accommodated to its requirements of removing Jews from management and accepting onerous economic controls. In time, most German and Italian businessmen adapted well to working with fascist regimes, at least those gratified by the fruits of rearmament and labor discipline and the considerable role given to them in economic management. Mussolini’s famous corporatist economic organization, in particular, was run in practice by leading businessmen. Peter Hayes puts it succinctly: the Nazi regime and business had “converging but not identical interests.” Areas of agreement included disciplining workers, lucrative armaments contracts, and job-creation stimuli. Important areas of conflict involved government economic controls, limits on trade, and the high cost of autarky—the economic self-sufficiency by which the Nazis hoped to overcome the shortages that had lost Germany World War I. Autarky required costly substitutes—Ersatz— for such previously imported products as oil and rubber. Economic controls damaged smaller companies and those not involved in rearmament. Limits on trade created problems for companies that had formerly derived important profits from exports. The great chemical combine I. G. Farben is an excellent example: before 1933, Farben had prospered in international trade. After 1933, the company’s directors adapted to the regime’s autarky and learned to prosper mightily as the suppliers of German rearmament. The best example of the expense of import substitution was the Hermann Goering Werke, set up to make steel from the inferior ores and brown coal of Silesia. The steel manufacturers were forced to help finance this operation, to which they raised vigorous objections.

Conventional economics is the dominant intellectual rationalization of today’s world order. As we’ve overextended the growth phase of our global adaptive cycle, this rationalization has become relentlessly more complex and rigid and progressively less tenable. Breakdown will, all at once, discredit this rationalization and create intellectual space for new ideas to flourish. But this space will be brutally competitive. We can boost the chances that humane alternatives will thrive by working them out in detail and disseminating them as widely as possible beforehand.89 Advance planning means we need to develop a wide range of scenarios and experiment with technologies, organizations, and ideas. We’ll do better at these tasks, and we’ll also do better in the confusing aftermath of breakdown, if we use a decentralized approach to solving our problems, because traditional centralized and top-down approaches aren’t nimble enough, and they stifle creativity. Scientists have found that complex systems that are highly adaptive—like markets and even the immune system of mammals—tend to share certain characteristics. First of all, the individual elements that make up the systems—such as companies in a market economy or T-cells and macrophages in an immune system—are extraordinarily diverse. Second, the power to make decisions and solve problems isn’t centralized in one place or thing; instead, it’s distributed across the system’s elements. The elements are then linked in a loose network that allows them to exchange information about what works and what doesn’t. Often in a market economy, for example, several companies will be working at the same time to solve different parts of a shared problem, and important information about solutions will flow between them. Third and finally, highly adaptive systems are unstable enough to create unexpected innovations but orderly enough to learn from their failures and successes. Systems with these three characteristics stimulate constant experimentation, and they generate a variety of problem-solving strategies.90 We

Compulsion – nonconsensual education – requires violence; it requires complete control over what students put into their brain, the people they are exposed to, the places they are authorized to be, and oftentimes, with free lunch programs, what food goes into their body. Compulsory systems are resentful of families who do not enforce homework or dress code policies; are reluctant to allow parents into its buildings except once or twice a year on special “open house” days; and fear parents who choose to homeschool.

The consequence of such mingling is that an individual who enters the communications system pursuing one interest soon becomes aware of stigmatized material on a broad range of subjects. As a result, those who come across one form of stigmatized knowledge will learn of others, in connections that imply that stigmatized knowledge is a unified domain, an alternative worldview, rather than a collection of unrelated ideas.

We learn from history that democracy has commonly put a premium on conventionality. By its nature, it prefers those who keep step with the slowest march of thought and frowns on those who may disturb the "conspiracy for mutual inefficiency." Thereby, this system of government tends to result in the triumph of mediocrity, and entails the exclusion of first-rate ability if this is combined with honesty. But the alternative to it, despotism, almost inevitably means the triumph of stupidity. And of the two evils, the former is the less.

Tom Durrie (b. 1931) is a school critic, a nonagenarian giant, and a poster boy for longevity and vitality of a happy brain. His biography is rich beyond description, and reflects Durrie's infinite passion for life. His CV would suffice to fill in a few lifetimes, and is the best testimony that a rich and productive life is a self-sustaining process. Inspired by A.S. Neill (Summerhill 1960), Durrie found his own formula for free learning. Durrie has tried teaching in traditional and in alternative schools (for a sum total of over a decade). He was also a headmaster of a free school for a while. In 1966, the analysis of his teaching experience provides a unique insight into the impact of freedom on behavior and mental health of students. His text, published 54 years late (2020), can be found here: "Free learning in a public school". Durrie's three successful children received minimal schooling. None attended high school. Over decades of his analysis and interests, Durrie noticed cyclical processes, in which the school system tightens its grip on children and then enters a period of rebellion, and seeking new solutions only to fall back again into its hungry propensity for limiting child freedoms.

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Step by Step… Can you write out your ideal business step by step Here is a business I am setting up for a client. She wants to shipping start her own shipping company… One she will need a US partner to collect and transfer packages to her in Jamaica. She will also need one in China. I have two contacts. One has a warehouse in Florida The other has two in China. Chinese connect makes goods available within 3 weeks, she has to tell her customers four. The US connect makes it within 3-5 days. She has to tell them within a week… Next she will need a website where her customers can login and track their packages. This will come with individual dashboards. She will need an interface and warehouse management software and logistics APIs. She will also need an automated email set up (journey) to send emails to her customers without her or her agents needing to do that. Without this Saas she would have to hire someone to reply to messages and emails about , someone to call and track, use usps and FedEx tracking numbers to track and reply back to customers. She also needs a beta ApI to allow her warehouse guy to update the CRM with information about her customers packages… Key nodes such as - Intransit to destinations Held at customs Clearance In transit to store Pick up available etc… These will come in as email notifications Fully automated. Everything will be connected using Webhooks… entire system. Saas she might need to use a combination of GOhighlevel, Workiz and To run this as a System as as Service. Each platform can work together using webhooks. Gohighlevel as a Saas is $500 a month Workiz is $200 dollars She can use Odoo which is open source alternative as a CRM And Clickup as Management. This is how a conversational business plan looks. You can see it. You can research it. You can confirm that it’s plausible. It doesn’t sound like pipedreams. It sounds workable to credit companies /banks and investors. It sounds doable to a BDO Client. I also sound as if I know what I am doing. Not a lot of technical language. A confused prospective business investor or banker don’t want to use a dictionary to figure out everything… They want to see the vision as clear as day. You basically need to do to them what I did to you when you joined my programme. It must sound plausible. All businesses is a game of wit. Every deal that is signed benefits both party. Whether initially or in the long term. Those are the sub-tenets of business. Every board meeting or meeting with regulatory boards, banks, credit facilities, municipalities is a game of convincing people to see your thing through… Everyone does Algorithm is simple. People want you to solve their problems with speed and efficiency. Speed is very important and automation. Progress, business and production are tied to ego… that’s why people love seh oh dem start a business or dem have dem online business and nah sell one rass thing. Cause a lot of people think being successful and looking successful are one and the same thing until they meet someone like me or people who done the work… Don’t rush it… you are young and you have time. There are infact certain little nuances Weh yuh only ago learn through experience. Experience and reflection. One of the drawbacks of wanting to run your business by yourself with you and your family members is that you guys will have to be reliant on yourself for feedback which is not alw

Conceptually, this was an approach borrowed more from the world of freight movers than communications experts. Think of each message as if it were a large house and ask yourself how you would move that house across the country from, say, Boston to Los Angeles. Theoretically, you could move the whole structure in one piece. House movers do it over shorter distances all the time—slowly and carefully. However, it’s more efficient to disassemble the structure if you can, load the pieces onto trucks, and drive those trucks over the nation’s interstate highway system—another kind of distributed network. Not every truck will take the same route; some drivers might go through Chicago and some through Nashville. If a driver learns that the road is bad around Kansas City, for example, he may take an alternate route. As long as each driver has clear instructions telling him where to deliver his load and he is told to take the fastest way he can find, chances are that all the pieces will arrive at their destination in L.A. and the house can be reassembled on a new site. In some cases the last truck to leave Boston might be the first to arrive in L.A., but if each piece of the house carries a label indicating its place in the overall structure, the order of arrival doesn’t matter. The rebuilders can find the right parts and put them together in the right places. In

That means that however funds are raised for community projects, the highest amount goes to educational facilities and teachers. The curriculum would be based on learning what it means to be a human being, or rather, a spiritual being living in a human body/world. Courses taught would include how to develop creativity, what it means to clear the psychological and emotional self, how to be in relationship with others, what steps must be taken to ensure basic needs are met for all souls in physical embodiment, the study of different soul paths for the purpose of understanding the viewpoints and perceptions of each group, etc. Second, resources would be devoted to scientific research and application. Specifically, funding would be allocated for alternative energy projects, agricultural advances, transportation systems, cleanup of the environment, and exploration of the cosmos. Third, emphasis would be placed on cultural advancement, including creative architecture, community gardens, cooperative building and re-building projects, implementation of new economic paradigms including enlightened currencies, and providing of the latest technological systems in every household that desires them (but not necessarily with emphasis on the latest gadgets for hours of mind-numbing entertainment). The priority here is to enable more efficient communication and awareness of world events for all souls. Also, it is important to be sure and include entertainment and down time. Fourth, opportunities would be provided to help individuals express their spiritual freedom. Encouragement and support will be given for souls to build churches, mosques, temples, synagogues, monasteries, healing retreat centers, therapy and holistic bodywork facilities, and more. The truth may be within, but it is helpful to have an outer environment that reflects the inner truth.

York City attorney—in 1887 to learn more about his alternating current theories and designs. Tesla passionately described how the entire system would work,

Consciousness raising, on the other hand, helps people to see that their so-called symptoms are indications of real problems. The anger, which has been destructively turned inward, is freed by this recognition. Instead of believing that they have a defect in their psychic makeup (or their neurochemical system), participants learn to recognize the oppressive conditions in their daily lives.