Being Positively Disruptive

As many readers may have noticed, I haven't spent much time in writing essays for this blog over the last three or four months.  You might also have guessed from this that I've been very, very busy.  While many people I know have been glued to their TV's, computers, and smartphones, addicted to the torrent of toxic drama, crazy-making and bad news being generated by a certain doofus with orange hair who now claims to be the President of the United States, I've been occupied with making some good news of my own.  Let me fill you in on the details.

First, the tutoring initiative in which I am involved, which I mentioned in this post and this one, is now expanding from one location to three. Our roster of teachers has both changed and grown.  I believe there are now thirteen of us, and more may be joining in the next few months.  While two of our groups are continuing to focus on basic mathematics, one group is developing a science curriculum aimed at teaching appropriate technology and self-sufficiency/sustainability in the context of developing alternative institutions.  That group is being led by a woman from an African-American/Asian background and a Native American woman, and they are writing a series of science experiments and activity packets aimed at youth from 10 to 20 years of age.  

And we have a fourth group composed of writers, who are developing and editing a math curriculum to be used by all of our groups, complete with workbooks and worksheets.  (As soon as I am done with this post, I will be working on addition and subtraction worksheets.  If idleness is the devil's workshop, I won't have to worry about getting into trouble for a long time!)

On another front, a group of us at work are planning to launch a campaign to collect donations for the Puerto Rican victims of Hurricane Irma.  I am thinking we will present the campaign as an opportunity to spend money for a good cause instead of spending money on holiday shopping.  We will also promote news sources that are providing accurate coverage of the situation in Puerto Rico, as opposed to many American news sources and the White House.  My goal is to provide a positive disruption in three ways:

• By providing concrete relief to people whom our current regime would like to starve,
• By shunting money away from the usual recipients in our consumer economy during this holiday season,
• And by providing ongoing evidence that our current regime and its President are illegitimate.

There are a lot of people where I work.  Let's see where this takes us...

Lastly, it looks like I may have a few opportunities over the next couple of months to talk about resistance and related topics in front of a few audiences.  It looks like my part in the resistance being mounted by oppressed people is likely to get quite a bit larger.

Catch-Up - September 2017

Here's a quick update on things.  I still have a few posts I need to write to finish my series on "The Revanchism of the Third Rome," but other things have lately been keeping me too busy to write.  Here's what is occupying my time:

• Tutoring and teaching math and language arts to families from marginalized populations.  Our group of tutors has expanded greatly within the last two months, and we are planning to go to at least two, and possibly three apartment complexes this fall.  We may even get to teach in people's homes, which would give a nice retro, counter-cultural feel to what we are doing - rather like this.
• Nonviolent resistance.  There are now well over fifty people with whom I have been in frequent contact over the last two or three weeks, and we are discussing the start of a boycott of holiday shopping (both for Halloween, Thanksgiving and Christmas/Hanukkah/whatever else), along with a general push for frugality among those now targeted by the current regime.  We want to serve up a steaming, heaping helping of economic non-cooperation this holiday season.  Stay tuned...

La Batalla Por La Ontogénesis

[And now, at last, the promised Spanish version of one of my recent posts.  Muchas gracias, N.R., for the translation!  One note: I transcribed his translation from a paper copy he gave me, so if there are any spelling or grammar errors, I take full blame for them...  Also, I will try to clean up the formatting in the next week or two.  Buen provecho.]
Ontogénesis: “El desarrollo de un organismo individuar,” Wictionary. “El origen y el desarrollo de un organismo,” Wikipedia. “El proceso por el cual cada uno de nosotros personifica la historia de nuestra propia formación.” (Gingrich, Fox, et al, 2002)

Ontogénesis. ¿Un tema interesante, o no? Estoy especialmente sorprendido por la ultima definición citada, ósea ontogénesis como “proceso por el cual cada uno personifica la historia de nuestra propia formación.” Tomando estas definiciones indican que esta historia es una función de nuestro desarrollo como individuos. En otras palabras, el propósito de nuestro desarrollo es originar una cierta clase de historia. ¿Habrá claves de la clase de historia que debemos personificar, y de la meta deseada de nuestro desarrollo?

Antes de darte mi respuesta a esta pregunta, déjame advertirte con tiempo que esto será otro anuncio espiritual manifiesto. Y ahora, miremos a una escritura en particular:

Porque la gracia de Dios que tra salvación a todos los hombres se manifesto,
ensenándonos que, renunciando a la impiedad y a los deseos mundanos,

viviamos en este siglo demplada, y justa, y piamente, esperando aquella esperansa bienaventurada,

y la manifestación gloriosa del gran Dios y Salvador nuestro Jesucristo,

que se dio a s mismo por nosotros para redimirnos de toda iniquidad, y limpiar para si un pueblo propio, celosa de buenas obras.

– Tito 2:12-14

Considerando las partes de esta escritura, podemos hacer unas observaciones rápidas. Primera, la intención de nuestro creador es que seamos rescatados para no vivir vidas fútiles, caracterizadas por pasiones y adicciones degradantes, y descrontroladas. Segundo, nuestra vidas devén de ser disciplinadas y con propósito; con nuestro ingenio y facultades envueltas completamenta en servir a ese propósito. Tercero, nuestras vidas devén de ser virtualmente hermosas siendo caracterizadas por buenas obras. La palabra “buenas” en Griego es la palabra “Kalos.” De acuerdo a la concordancia de Strong, esta pabra significa “hermosa (Mi énfasis), como una muestra exterior de un buen interior, noble, carácter honorable, dignidad, honrosa, y noble que se hace manifesto.” Entonces nuestras vidas devén de estar llenas de obras hermosas, obras cuya hermosura es una reflexión directa de la bondad en ellas. Y la carta a Tito esta llena de apelaciones a aquellos que se llaman cristianos para que se envuelvan en estas buenas obras, cuyo propósito, entre otras cosas es suplir las necesidades apremiantes (o urgentes) de nuestros semejantes seres hermanos (Tito 3:14)

La escritura indica que esta vida llena de propósito solpo pueda ser experimentada atreves de una transformación que es resultado de una fe genuina en Cristo. Y aun cada ser humano ha experimentado alguna vez un deseo por esta clase de vida, un deseo de cumplir esta clase de ontogénesis. La prueba de esto se puede obetner al preguntar a cualquier niño de 5 o 6 anos que quiere el o ella ser cuando crezca. Al menos que el niño halla sido traumatizado severa y persistentemente, nunca oirás al niño contestar que el o ella quieran ser basura o nada. Los niños de forma natural tiended a querer ser algo hermoso, algo noble, algo bueno cuando crezcan.

Sin embargo, la perversión humana que es el resultado del pecado original a traido como resultado a personas que comúnmente están confundidas acerca de como pueden cumplir su ontogénesis. Tales personas frecuentemente hacen el error de creer que ellos no se pueden levantar al menos que empujen otros hacia abajo, que no preden brillar al menos que apaguen a otros, que no pueden cumplir su deseo de ser hermosas al menos que arruinen y deshumanizar a sus semejantes seres humanos, que no pueden cumplir su ontogénesis al menos que priven a otros de su derecho y habilidad de realizar su ontogénesis.

Esta perversión se puede mirar en el papel ejecutado por el gobierno Británico del siglo diecinueve al proteger y expandir el movimiento del opio en China para enriquecer a la Bretaña y dañar a la sociedad China. (Es interesante notar que los Chinos trtaron de erradicar el mercado del opio cuando vieron el dano des bastante de los efectos de la adicción al opio. También es interesante notar que antes de la invasión en Afganistán por los E.U. en el ano 2002, los gobernante, de ese país habían eliminado el mercado de opio y sin embargo este mercado resurgió después de la invasión.) Otro ejemplo son las leyes puestas en varios estados en los siglos 18th y 19th en los E.U., las cuales hicieron que el ensenar a leer y a escribir a los esclavos Africanos una ofensa criminal. De hecho, mucha gente no sabe esto, pero los estados y los dueños de esclavos trataron de evitar que los esclavos aprendieran de la Biblia, o que fueran evangelizados, o que se convirtieran en Cristianos, temiendo que este conociemiento podria ayudar a los esclavos a afirmar su humanidad en cara de los “dueños” blancos. Estos y otros ejemplos ilustra la perversidad de gentes que tratan de cumplir su ontogénesis oprimiendo a otros, que buscan alcanzar su mas alto propósito convirtiendo a los semejantes humanos en victimas.

Para los oprimidos, entonces, la búsqueda para alcanzar su propia ontogénesis se convierte en el aspecto central de la resistencia sin violencia contra su opresores. Y como los opresores están en el negocio de tratar de prevenir este logro, los oprimidos no pueden esper ayuda alguna de parte de la sociedad opresiva en que viven. Después de todo, el interés de los opresores se cumple mejor al mantener a los oprimidos en una condición de quebrantamiento constante. Entonces, si los oprimidos han de lograr su ontogénesis, tiene que desarrollar la clase de instituciones paralelas, fuera del control de los opresores, por los cuales equipar a los oprimidos para su completo desarrollo como seres humanos. Ya que una ontogénesis cumplida resulta en gente quienes son caracterizados por buenas obras, un componente clave de instituciones paralelas es que tienen que ser edificadas en la edificación de arreglos paralelos para la educación de los oprimidos. Esta educación debe equipar a los oprimidos con las habilidades y herramientas necesarias para buena obras. (Tito 3:14 – “Y aprendan asimismo los nuestros a gobernarse en buenas obras...”)

Ejemplos de instituciones paralelas para la educación incluye la escuela de esclavos ilegales (illegal slave schools) de los Americanos antes de la guerra en el Sur. También incluye las universidades volantes Polacas (Polish “Flying Universities”) que aparecieron durante cuando menos tres periodos en la historia polaca, correspondiente a la partición de Polonia por Prusia, Austra-Hungary y Imperial Rusia del siglo 19th; la ocupación de Polonia por Alemania Nazi on la seguerra Mundial, y la lucha contra el dominio soviético en el medio y fin del siglo 20th.

En los dos primeros casos, los ocupantes invasores de Polonia buscaron deshumanizar a la populación Polaca negándoles (especialmente a las mujeres) acceso a la educación alta. En ambos casos, estas universidades volantes clandestinas fueron instrumentales en edificar y preservar un cuadro de dirigetes intelectuales. Polacos quienes reconstruirían a la sociedad Polaco cuando el tiempo fuera apropiado. (Muchos quizás no saben esta pero Marie Curie, la descubridora de radium fue una gradúate de una universidad volante Polaca.) Ejemplos en la actualidad incluyen el fenómeno creciente del homeschooling entre padres afroamericanos.

Y yo tengo un ejemplo personal, es a saber, el colectivo de tutores al cual pertenezco, el cual visita apartamentos de bajos ingreos tres veces al mes para ensenar matemáticas básicas y ciencia a los niños que viven ahí. Puedo ver que deseperantemente necesitan nuestro servicio cuando le pregunto a un niño de nueve y dies anos cuanto es 8 por 7 y miro a muchos de ellos que empiezan a dibujar ocho círculos para poner siete puntos en los círculos para poder contar los puntos, lo único ue puedo pensar es que las escuelas publicas que estos niños atienden, son culpables del terrible desperdicio del tiempo de estos niños.

La educación de la cual hablo es por tanto no meramente vociacional, sino dar a los estudiantes un conjunto de herramientas para navegar esta temprana etapa de la vida, y proveer en una forma honorable para suplir sus necesidades propias y las necesesidades de otros mediante hermosas buenas obras en cualquier situación que puedan encontrar. Corresponde a los que son oprimidos el tomar responsabilidad de proveerse por si mismos de esta educación.

Cuando una gente oprimida hace un esfuerzo coordinado para realizar su ontogénesis en la manera descrita, devén anticipar una reacción adversa de parte de sus opresores, como fue el caso de los seguidores de Khan Abdul Ghaffar Khan (También conocido como Bacha Khan). Durante la primera parte del siglo 20, Bacha Khan organizo un grupo grande de Pashtungs para poder educarlos y para mejorar la sociedad. Los Británicos tenían el control imperial de esa región, y ellos resintieron profundamente su trabajo. Por eso, ellos lo arrestaron a el y a su anciano padre en 1919, lo cual fue el principio de una serie de arrestos y enarelamientos. A pesar de la acción de la policía Británica, el pudo organizar un gran ejercito pacífico de Pashtungs dedicados a mejorar la sociedad Afgana.

Por su trabajo el ejercito Británico y la policía cometieron una masacre de cientos de Pashtungs durante una protesta pacifica en 1930. Los Británicos dispararon sus rifles contra los desaramados protestantes pacíficos por mas de tres horas. (Informacion tomada de Civilian Jihad: Nonviolent Struggles, Democratization and Governance in the Middle East, Chapter 8, Maria Stephan, et al.)

Ese incidente, aunque horripilante y tragico, ilustra un punto poderoso. Y es, que mediante la búsqueda de esta clase de ontogénesis – y mediante la búsqueda de esta clase de auto-educación necesaria para vivir la vida de hermosas buenas obras, una gente oprimida puede lanzar una poderosa reprensión sin violencia a sus opresores. Porque las vidas provechosas hermosas y llenas de habilidad y de propósito que son el resultado de esta educación, tienen un poderoso efecto en los opresores, a saber la no deseada diminución de la distancia social entre el opresor y el oprimido, porque el opresor es forzado contra su voluntad por las hermosas obras que ve, a reconocer la humanidad de aquellos que desea oprimir.

The Ontogenic Battle

Ontogeny: "The development of an individual organism," Wiktionary.  "The origination and development of an organism," Wikipedia.  "The development of an individual," Online Etymology Dictionary.  "...The process through which each of us embodies the history of our own making," (Gingrich, Fox, et al, 2002)

Ontogeny.  An interesting subject, no?  I am especially struck by the last definition quoted, ontogeny as "the process through which each of us embodies the history of our own making."  Taken together, these definitions indicate that this history is a function of our development as individuals.  In other words, our development is meant to beget a certain kind of story.  Are there clues to the kind of story we are to embody, the intended goal of our development?

Before I give you my answer to this question, let me warn you in advance that this will be another blatantly spiritual post.  And now, let's look at a particular Scripture:

For the grace of God has appeared, bringing salvation to all men,

instructing us to deny ungodliness and worldly desires

and to live sensibly, righteously and godly in the present age,

looking for the blessed hope and the appearing of the glory of our great God and Savior, Christ Jesus,

who gave Himself for us to redeem us from every lawless deed,

and to purify for Himself a people for His own possession, zealous for good deeds.

(Titus 2:11-14, NASB)

Breaking this down, we can make a few immediate observations.  First, the intention of our Creator is that we should be rescued from living useless lives, lives characterized by uncontrolled and degrading passions and addictions.  Second, our lives are to be disciplined and purposeful, with our wits and faculties fully engaged in serving that purpose.  Third, our lives are to be beautiful by virtue of being characterized by good works.  The word "good" in Greek is the word καλός ("kalos").  According to Strong's Concordance, this word καλός means, "beautiful [emphasis added], as an outward sign of the inward good, noble, honorable character; good, worthy, honorable, noble, and seen to be so."  So our lives are to be full of beautiful deeds, works whose beauty is a direct reflection of the goodness of these works.  And the letter to Titus is full of appeals to those who call themselves Christians to engage in these beautifully good works, whose purpose is, among other things, to meet the pressing (or urgent) needs of their fellow human beings  (Titus 3:14).  

The Scripture indicates that this purposeful life can only be fully experienced through the transformation that results from genuine faith in Christ.  And yet every human being has at times experienced a desire for this sort of life, a longing to fulfill this sort of ontogeny.  Proof of this can be obtained by asking any five or six year old kid what he or she wants to be when he or she grows up.  Unless a kid has been severely and/or persistently traumatized, you will never hear the kid answer that he or she wants to be trash or wants to be nothing.  Kids naturally tend to want to be something beautiful, something noble, something good when they grow up.

However, the human twisted-ness which is the result of original sin has resulted in people who are often confused as to how they may fulfill their ontogeny.  Such people frequently make the mistake of believing that they cannot rise unless they push other people down, that they cannot shine unless they make others dim, that they cannot fulfill their drive to be beautiful unless they trash and dehumanize their fellow human beings, that they cannot fulfill their ontogeny unless they deprive others of the right and ability to fulfill their ontogeny.  

This twisted-ness is seen in the role played by the nineteenth-century British government in protecting and expanding the flow of opium through China, to the enrichment of Britain and the detriment of Chinese society.  (It is interesting to note that the Chinese attempted to eradicate the opium trade when they saw the devastating effects of opium addiction on Chinese society, and these attempts provoked a military response from the British empire.  It is also interesting to note that before the U.S. invasion of Afghanistan in 2002, the rulers of that country had eliminated the Afghan opium trade - yet that trade re-appeared after the invasion.)  Another example is the passing of laws in various states of the 18th and 19th century U.S. which made teaching African slaves to read or write a criminal offense.  In fact, many people may not know this, but slave states and slave owners tried to prevent their slaves from learning the Bible, from being evangelized, or becoming Christians, fearing that such enlightenment might help the slaves assert their humanity in the face of their white "owners."  These and other examples illustrate the perversity of people who try to fulfill their own ontogeny by breaking other people, who seek to achieve their highest purpose by turning their fellow humans into prey.

For the oppressed, then, the seeking of the fulfillment of their own ontogeny becomes a central aspect of their nonviolent resistance against their oppressors.  And because the oppressors are in the business of trying to prevent this fulfillment, the oppressed cannot expect any help from the oppressive society in which they live.  After all, the oppressors' self-interests are best served by keeping the oppressed in a condition of constant brokenness.  If, then, the oppressed are to fulfill their ontogeny, they must develop the sort of parallel institutions which, outside of the control of the oppressors, equip the oppressed in their full development as human beings.  Since a fulfilled ontogeny results in people who are characterized by beautifully good deeds, a key component of parallel-institution building must be centered on the building of parallel arrangements for the education of the oppressed.  This education must equip the oppressed with the skills and tools needed for beautiful deeds.  (Titus 3:14 - "And let our people also learn to engage in good deeds...")

Examples of parallel institutions for education include the illegal slave schools of the American antebellum South.  They also include the Polish "flying universities," which appeared during at least three periods of Polish history, corresponding to the 19th-century partition of Poland by Prussia, Austro-Hungary, and Imperial Russia; the occupation of Poland by Nazi Germany in World War Two; and the struggle against Soviet domination in the mid-to late 20th century.  In the first two cases, the occupiers of Poland sought to dehumanize the Polish population by denying Poles (especially women) access to higher education.  In both cases, these underground flying universities were instrumental in building and preserving a cadre of Polish intellectuals who could rebuild Polish society when the time was right.  (Many may not know this, but Marie Curie, the discoverer of radium, was a graduate of a Polish flying university.)  Present-day examples include the burgeoning homeschooling phenomenon among African-American parents.  

And I have a personal example, namely, the tutoring collective to which I belong, which visits a low-income apartment complex three times a month to teach math and basic science to the kids who live there.  I can see how badly our services are needed when I ask nine and ten year old kids what 8 times 7 is and I see many of them start drawing eight circles so that they can put seven dots in each circle and count the dots, and I can only think that the public schools to which these kids go are guilty of a fearful waste of these kids' time.

The education of which I speak is therefore not mere vocational training, but giving students a complete suite of tools to navigate this earthly life, and to provide in an honorable way to meet their own needs and the needs of others by means of beautifully good works in any situation they are likely to encounter.  It is the oppressed themselves who must take charge of providing themselves with this education.

When oppressed peoples make a coordinated effort to fulfill their ontogeny in the way I have described, they can expect a backlash from their oppressors, as was the case with the followers of Khan Abdul Ghaffar Khan (also known as Bacha Khan).  During the early 20th century, Bacha Khan organized a large number of Pashtuns in the Northwest Province of Afghanistan.  He built a number of schools for his fellow Pashtuns in order to educate them in the improvement of their society.  The British held imperial control over that region, and they deeply resented his work.  Thus, they arrested him and his elderly father in 1919, which was the first of a series of arrests and imprisonments.  In spite of British police action, he was able to organize a large Pashtun "nonviolent army" devoted to the improvement of Afghan society.  For his troubles, the British army and police committed a massacre of hundreds of Pashtuns during a nonviolent Pashtun protest in 1930.  The British fired their guns at the unarmed resisters for over three hours.  (Information taken from Civilian Jihad: Nonviolent Struggle, Democratization and Governance In the Middle East, Chapter 8, by Maria Stephan, et al.)

That incident, while gruesome and tragic, illustrates a powerful point.  That is, that by this kind of pursuit of ontogeny - by the pursuit of the kind of self-education needed for living a life of beautifully good works - an oppressed people can mount a powerful nonviolent rebuke to their oppressors.  For the beautiful, skillful, purposeful, useful lives which result from this education have a powerful effect on the oppressors, namely the unwanted lessening of social distance between oppressor and oppressed, as the oppressor is forced against his will by the beautiful deeds he sees to recognize the humanity of those he wishes to oppress.

Hoarders Of A New Currency

Wisdom is supreme.
Get wisdom.
Yes, though it costs all your possessions, get understanding.

– Proverbs 4:7, World English Bible

In the last several posts, I covered several of the points stated in my post, “Scapegoat Survival in Uncertain Times.” Now it's time to talk about becoming rich in things which cannot be taken away from you. Those things comprise the intangible possessions which a person has. One of those possessions is knowledge. Knowledge is easy to share, and it can't easily be taken away. Moreover, the right kind of knowledge is an essential ingredient of a sound education.

The word “education” has come to be loaded with a certain unfortunate baggage. Nowadays what is called “education” is really just a glorified form of job training. I want to propose a different definition: namely, that education is the “equipping” of the person who is educated. It consists of appropriate knowledge combined with practical application to produce a suite of tools for inhabiting and navigating a particular environment. The environment for which we must be educated is characterized by the following stressors and risk factors:
economic contraction caused by the depletion of natural resources and ecological degradation caused by pollution generated by the industrial economy;
gross and intensifying economic inequity caused by the robbery of the poor majority by the wealthy minority;
social unrest resulting from the oppression of the poor majority by the wealthy minority. This oppression is motivated by the evil pragmatism and unhealthy psychology of the oppressors.
Lastly, the prospect of international conflict caused both by evil pragmatism and unhealthy psychology within the ruling classes of specific nations.

The central challenge for decent people in the emergent uncertain environment is to live a meaningful and moral life without becoming oppressors or oppressed. As one blogger put it a while ago, “...most of us spend our lives as prey, economically and psychologically. Awareness is the key to understanding this; but once we understand it, we may transcend it, choosing, when we can, to be neither prey nor predator.” That awareness must take three forms. First, we must become psychologically literate, so that we can both recognize and promote healthy psychological development in ourselves and in those we care about. But psychological literacy must also equip us to recognize the psychological diseases of those who oppress their fellow human beings, so that we may not be damaged by the oppression. Second, we must become aware of the very practical steps we can take to avoid or mitigate the physical things oppressors do in order to oppress us. Third, we must learn to use scarce material resources to achieve the maximum benefit for the largest number of people with a minimum of waste.

All these things we must do on our own, at least for those of us living in the United States. Whereas in many other countries, the governments and ruling members of those countries recognize their duty to provide for the public good, the people of the United States have been drinking libertarian, “free market” Kool-Aid for such a long time that many of us no longer recognize our duty to each other. This is especially true of our rulers and wealthy elites. Indeed, the Republicans who have captured so many state governments and both houses of Congress are busy turning this country into a place where everyone who is not wealthy will be turned into the prey of the wealthy. (For an example, take a look at this doofus, who with his cronies wants to destroy Medicare and deny tax credits to the poor in order to increase military spending.) Don't expect the government of the United States or its wealthy citizens to provide for the common good.

In the United States, what we have been seeing for a long time is the denial of resources to the poor and the increasing of obligations on the poor. The denial of resources is accompanied by a great deal of propaganda about how the poor are “welfare queens”, etc, and that the poverty of the poor is their own fault. The increasing of obligations occurs via such things as raising of rates for essential utilities and the imposition of fines for an ever-expanding list of non-criminal infractions, with jail time for those who can't pay the fines. Thus, as reported by another blogger, in Baltimore and Detroit, tens of thousands of people have had their water shut off by the city governments, who have hiked rates by huge percentages. Baltimore's water department has for years been guilty of numerous billing errors. And in Portland, Oregon, one school district has received a brand new middle school, and the school district is issuing i-Pads to each of its students. However, students at another district no more than five miles from the district just mentioned do not have access to textbooks that they can take home with them.

If you're unlucky enough then to live among the poor, and to be counted as one of the poor, learning to use scarce material resources to achieve the maximum benefit for the largest number of people with a minimum of waste will be a very urgent task – especially as the more privileged keep trying to take from you the little that you do have. Nevertheless, it can be done. The beauty of learning is that people who are motivated and have the right resources can learn to teach themselves. The knowledge gained by self-education is valuable even if you don't go the traditional route of paying lots of money for an expensive piece of paper – oops, I mean, a diploma – from a university. For while there are many baristas and burger flippers who graduated from a university with an expensive piece of paper, there are not that many people who are educated.

One strong focus of your education should be mathematics and the sciences. Mastering these two subjects will give you a suite of tools that you can apply to a wide range of difficult situations. For instance, if you live in a house in a city whose water department has hiked your rates to unaffordable levels, how much roof area do you need in order to collect enough rainwater to live decently? The answer to this question will depend on a number of factors. Can you identify them all?

As far as math resources, I'd like to begin by mentioning the excellent “Next Step” math series available from Copian. The nice thing about the “Next Step” books is that they can be used for both children and adults, and they take a learner all the way from basic counting to beginning algebra and geometry. There are also algebra and calculus textbooks available from here and here and here. Textbooks for children covering the sciences can be downloaded for free from the Departments of Education of some of the States.

As you educate yourself, you must also seek to educate your community. This is why it is a good idea to form learning “clubs”: math clubs, science clubs, etc. It is especially rewarding to get kids involved in such clubs – especially when you know that the club is exposing the kids to a world of possibilities that the dominant elites would like to deny them. Here is a picture of a kid who participated in a Saturday science club solar energy activity last year.





She is from Mozambique and she lives in an apartment complex in one of the less “well-to-do” parts of town. Her clubmates were from Mozambique, Thailand and Myanmar. And here is a picture of a kid who was involved last fall and winter in a math club at another apartment complex in the same general neighborhood.




The kid in the second picture was in the school district which can't afford to issue textbooks. Therefore, the leaders of the math club downloaded a number of pdf textbooks onto thumb drives and handed them out to all the kids in the club. As long as the kids have access to a library, they will be able to read the pdf's. Long live the sneakernet. In the picture, he is working from a printed copy of one of the "Next Step" books.

There's a lot more to say about post-Peak education, but it will have to wait. In the meantime, here is an article about the role which education and teaching of skills played in helping Cuba survive the loss of the Soviet Union in the 1990's. And here is a link to a non-traditional education initiative started by the Philippine Government in order to guarantee access to education to all of its citizens.

Homeschooling As An Exit Strategy

 Here's a repost of an essay I wrote back in 2010.  It's just as relevant today, in my opinion.  The educational choices described therein are now being adopted by families belonging to other ethnic minorities, as reported here, here, and here.  In the near future, I hope to begin a series of posts about reaching the poor in our communities.  As I wrote in "A Clinic at the Meeting Place of Nations," the American urban poor now come from a great diversity of backgrounds, including those who through various circumstances are now finding themselves disenfranchised from former places of privilege.  Many of the poor, regardless of background, are running wounded.  Whoever wants to help these people in the project of soul repair and culture repair wants to do something truly worthwhile.  The project of culture repair does not, however, begin by lashing out at these people and calling them "overfed clowns," etc.  You won't get anywhere with that approach.  For those of us who have been targeted by privileged pontificators who blame our wounded-ness on us rather than on those who did the wounding, this repost can serve as a can of gadfly-repellent. 

August 2023 - One other thing: this post originally contained favorable references to Russia and to Dmitry Orlov.  However, the interference of Russia in the 2016 U.S. elections combined with Russian interference in other nations' internal affairs (including the invasion of Ukraine) have shown Russia to be a toxic regime headed by a thieving little man in a bunker and have shown Dmitry Orlov to be one of Putin's flying monkeys.  Therefore the favorable references to Russia have been stricken out.

In my posts, “The Polyculture of Resilient Neighborhoods,” and “My (Somewhat) Walkable, (Somewhat) Russian Neighborhood,”I described people, families and communities whose choices have positioned them for maximum survivability in this present time of resource depletion and economic collapse. I described the cultural motivations for the choices these people have made. In today's post, I'd like to describe a segment of the native-born U.S. population, and how many of its members are finding a way of escape from a culture deliberately designed to destroy them.

Upon liberation from de facto slavery, the Black American population found that there was still a strong campaign throughout the broader society to keep us weak and subjugated. One of the tools of that campaign was the creation of “separate but equal” schooling. History abundantly shows how unequal that separate education actually was. (See “Brown versus Board of Education” from the Brown Foundation website and “Early Civil Rights Struggles: Brown v. Board of Education” from African American History.)

This unequal, sociopathically administered child education supposedly ended with the 1954 decision by the U.S. Supreme Court in the Brown vs. Board of Education case. What really happened, however, is that where schools were forced to integrate, these schools were turned into a weapon against minority children. Jonathan Kozol, a well-known school teacher, activist and author, described how this process worked out in his 1967 book, Death At An Early Age. (You can read excerpts here and here.) I believe the process really kicked into high gear from the presidency of Ronald Reagan onward. Mr. Kozol documents this ongoing process in later books such as Savage Inequalities: Children In America's Schools and The Shame of the Nation: The Restoration of Apartheid Schooling in America, which was published in 2005.

The transformation of the nation's public school system into a weapon of mass destruction against minorities (especially black boys) has led to an environment in which minority children are negatively labeled, treated to disproportionately harsh discipline, ignored by incompetent teachers and administrators who refuse to push their students or expect anything of them, and who instead tell their students that they will never amount to anything. Consider the following fact: Black American boys are far likelier to be targeted by teachers for special education classes, medication or expulsion than non-minority boys who display similar behavior. In the United States, special education was a $60 billion industry in 2009. (Additional sources: “Institutional Practices and the African American Boy,” “Lorraine Forte: Suspensions in Chicago Schools Target Black Boys,” and “A national trend: Black and Latino boys predominate in emotional support classes.”) Entrance into college is becoming increasingly difficult for those Black youth who go through the public school system: more and more high school guidance counselors are deliberately trying to steer minority youth away from college, either by giving bogus advice or by withholding information about options for college entrance and tuition support. (Sources: “More Than Gatekeepers,” “Study finds segregation in universities.”)

The hostile degeneracy of the public school system is one factor that has helped to foster a dysfunctional culture in minority communities. But a growing segment of the Black American population is finding a way of escape – via homeschooling.

Homeschooling is a phenomenon that is sweeping up an increasing number of Americans of every cultural background. In 2009, there were about 2 million home-educated students in the United States, and the homeschool population is continuing to grow at an estimated rate of 5 to 12 percent per year, according to this study. Another source suggests that the actual rate of growth may be fifteen percent per year.

About fifteen percent of these homeschooled students are nonwhite. The fastest growing segment of home-schoolers are from the African-American population. These homeschooling families cite many reasons, both religious and secular, for their choice; yet a recurrent theme is the recognition that the public school system is a predator that is deliberately trying to destroy their children. Consider these stories:

A 2009 survey of 24 African-American homeschooling families found that nineteen of these families cited discrimination in their public schools as a prime motivation for choosing to homeschool.

A 2005 article in USA Today describes choices two young Black families made to homeschool their children after experiencing disappointment with the public school system.

In an article titled, “On Being an African American Homeschooler,” the author states that “Our people fought and many died for the right to be educated alongside everyone else, in integrated schools. It is an insult to turn your back on it. As far as I can see, however, what we fought for no longer exists.”

Homeschooling is not nearly the exclusive province of the rich; according to a recent USA Today article, around 40 percent of homeschool families earned less than $50,000 per year in 2009. (But for a rather different take on the data behind the USA Today article, read this.) In 1996, the number was over 60 percent. According to blogger Valerie Delp, “The school system spends on average $5,700 per pupil while the average homeschooing family spends only around $600 per pupil. Despite the monetary gap...homeschooled students outperform their public school counterparts significantly.”The desire to homeschool among economically challenged and single parent heads of households is also leading to innovative solutions. In fact, the Black community is producing many centers of excellence and repositories of best practices for homeschooling. Thus a new, valuable, homegrown culture – of dignity, self-respect and, above all, competence – is emerging in at least one minority population.

The abandonment of the public education system by many members of the Black community has led to attempts by some in the school system to persuade us to “hang in there and try to reform the system” for which we all fought so hard to gain access. (I wonder if some of this attempted persuasion is motivated by the fact that school districts lose money when they lose students?) Also, many public school districts, threatened with a loss of funding due to the withdrawal of students, are now trying to woo these students back with “magnet” schools and virtual “charter schools” whose curriculum is provided and administered by private, for-profit corporations.

But attempts to woo or badger Black homeschoolers back into the public school fold are falling on increasingly deaf ears. Black American parents are increasingly unwilling to force their children to suffer the onslaught of a broken educational system while pleading with the system to reform itself. I am reminded of something I heard during a recent C-Realm Podcast interview of Dmitry Orlov, author of the book Reinventing Collapse. Among the things he said concerning the American criminal justice system was this:

“I think that people who think there's something to be gained by writing more laws or changing laws or anything like that are basically helping legitimize a system that shouldn't have any legitimacy at this point. There are a lot of examples, but it's sort of like, if you rape a girl a few times and then ask for her hand in marriage, should you get it? Is that a good thing to do? So this is what you have to look at as the system slowly unwinds – should we really shore it up? Should we forgive it? Should we approach it with an outstretched hand, saying, 'Oh – you can be better...we can reform you' as opposed to 'Let's watch you die'?...If you look at what the criminal justice [system] in this country has done, it has committed a series of crimes for which no apology would be acceptable.”

On every hand there are signs that the system is indeed dying, due to the ongoing economic collapse of the United States, as the notional “wealth” of many sons and daughters of privilege evaporates and the best public schools suddenly discover that they are underfunded. (For examples, see “School Budget Cuts: No End In Sight,” “Survey: School budget cuts even worse next year,” “School budget cuts threaten gains,” and “ACLU suit: 6 OC school districts charge illegal fees” – an article describing the travails of some unfortunate formerly trendy schools in formerly affluent Orange County, California.) A deflationary depression can become a great equalizer.

The system is dying even as it has begun to destroy its own sons and daughters of privilege. How many uneducated, incompetent graduates of high school “advanced placement” and “honors” programs are there? (See “Most High School Kids Cheat -- and Don't Think There's Anything Wrong With That,” “Academic cheating, aided by cellphones or Web, shown to be common,” “75% of High School Students Cheat Their Way into College,” and “"Graduating" from Graduating From College.”)

Yes, the system is dying. As it dies and leaves a vacuum in its wake, that vacuum can be filled by a network of home educators, armed with adequate resources, sharing best practices. Homeschool networks can contribute to the rise of resilient neighborhoods, and the reversal of negative culture in neighborhoods.

Meanwhile, we must be on our guard against continued dysfunctional moves on the part of the system in its continued attempts to destroy those who are escaping from the system.

For More Information, Please See The Following:

• “I Can't Homeschool Because...”, a YouTube video by a homeschooling mom who seeks to dispel the fears of people new to homeschooling.

• “One main step to take before homeschooling,” “Homeschooling on a Budget and Outside of the Box,” “Organize Your Homeschool Part 1,” and “Black Home Schoolers: Fresh ideas in homeschooling.” These are but a sample of the many YouTube videos now being made and disseminated by African-American homeschoolers eager to share advice and best practices.

• “Black Homeschooling on the Rise”, “Homeschool Diversity,” “Beyond Statistics: A Real Look At Black Homeschoolers,” and “The Home School Court Report: The New Pioneers – Black Home Schoolers.” These articles track the early stages of the explosion of interest in homeschooling in the Black community.

• “Homeschooling Basics: How You Can Teach Your Child At Home,” a short piece of advice for those considering homeschooling.

A Clinic At The Meeting Place Of Nations

The Meeting Place: The meeting place of nations is now not very far from most Americans. It can be found in most large cities, especially those located on the east and west coasts. There one will find immigrant populations from many nations, many of whom are arriving in the United States with very few material possessions. The narrow-minded among us blame these immigrants for their poverty. But the truth is that many immigrants are coming here because the things that were valuable to them in their homelands – land, freedom, self-determination, and natural resources – are being taken from them by American corporations and American military might in order to maintain a lavish lifestyle for privileged Americans. In their poverty, these immigrant populations are being joined by an increasing number of Americans who have recently been forced out of their privileged positions by people higher up on the ladder of privilege. Poverty is a great integrator.

The Clinic: Over the last year, I became acquainted with some people who like practicing charity. Some might view their passion as a hobby. They are, after all, as passionate about it as other people are about model trains, snowboarding, or restoring classic cars. They, however, look at it as doing what their Boss has commanded.

Their latest charity is something they're doing with their church. Over a year ago, the church encountered a family who live in an apartment complex in one of the low-income parts of the city where the church is located. In the process of befriending this family, the members discovered that the children of this family were not being well served by the school district in which they live. Those who live in the city where this church is located would not be surprised at this fact, in light of the general failure of the city's public school system to educate children of color and immigrants from developing countries. The educational plight of the children of this particular family motivated some of the members of the church to form a team to visit the apartment complex on a weekly basis for scholastic tutoring sessions.

The team uses various on-line free educational resources in their efforts. Most of these resources consist of public-domain PDF books that can be freely copied and distributed. Many of these e-books were created by volunteers associated with Copian (formerly the National Adult Literacy Database), a non-profit agency which was directly funded by the Canadian Government until June of this year. (As an aside, Copian was a truly remarkable group of people, whose members wrote a large number of free math, reading and ESL, and parenting books for immigrants and aboriginal populations in Canada. As I said, they were de-funded this year. And I think the reason they were de-funded is that first, what they were offering for free was really valuable. This was probably perceived as a threat to the potential profits of some rich capitalist. Second, I think that the powers that be may have seen Copian as being a little too successful in lifting marginalized populations through access to education. I think that neoliberal greed from south of the border has now contaminated Canada. Just my suspicion, I suppose. But I digress.)

The Clinicians: They are an interesting lot. The pastor of the church is one of the tutors, and he is well-qualified to teach, not only because he has a master's degree in Divinity, but because he is also a math nerd who likes building his own computers. His cohorts include two people with degrees in technical fields who work in technical design, and one college professor. Yet these are not typical pocket-protector types; one of them freely admits that hanging out with kids is a refreshing change from being stuck with grown-ups all day.

This team has created an educational clinic – a clinic at the meeting place of nations. Their clients consist of children from Asia, Mexico, the African continent, and the United States. The clinic is self-selecting, in the sense that while the clinicians are willing to take anyone who walks in the door, those people who can't stand to be with people who are different from them are not likely to walk in. Thus the clients tend to be more pleasant to work with than many Americans.

The Clients: They truly do seem to be special people. Special in the way that many kids are special: endearingly goofy even when they are not trying to be. Special because they don't “know” that they're special – in other words, they are not constantly full of their own self-importance. Special because, not being full of themselves, they have an accurate understanding of their place in the world, and of the fact that they must share the world with everyone else, and that this sharing involves saying “Please,” and “Thank you,” and waiting one's turn for things. Special in that they spontaneously share things with each other. Special in that they're “easy to fix.”

To illustrate this last point, let me use a metaphor. These kids are “technicals” – that is, tough, simple (but not stupid!), and easy to diagnose. And when they're angry or unhappy, it's possible to quickly get to the root of their problem and provide a solution. In contrast, many upwardly mobile people in this country (along with many who want to pretend to be upwardly mobile) are like a BMW. BMW's are supposed to be the “ultimate driving machine,” yet they are almost never seen in places where they're not likely to be pampered – places like the back roads of a developing country, for instance – because they are complicated and expensive to fix and maintain, as are many Americans and other native-born First World citizens.

These kids are easy to motivate if you offer them munchies as a reward for a night of working hard at learning. (But give 'em something healthy! Not Cheetos and Takis!) The tutors have connected strongly with them. Tutors and students have coalesced into a motivated team. They have also become an example of the sort of arrangements ordinary citizens will have to make in an age of disappearing social safety nets and continued cuts in government services – cuts made by free-market capitalists who have captured governments in order to cannibalize the citizens who are supposed to be served by those governments. When the “government” no longer provides any services except the supply of uniformed men to commit violence in the name of the “government,” the real job of governing falls on ordinary citizens. Those who serve their fellow human beings become the new “government.”

The Development of Post-Peak Best Practices

In the First World, there is a body of knowledge, practices, and wisdom for living in modern society as it has existed for the last several decades, and as many optimistic thinkers believe society might continue to exist for the foreseeable future. This body of received wisdom is predicated on the assumption that modern society and its inhabitants will always have access to ever-increasing quantities of energy, resources and wealth.

Yet there have been those who are willing to look beneath surface appearances in order to question the foundations on which modern First World society rests. Many of these thinkers have come to conclusions that differ drastically from the future which is envisioned by the optimists. From the darker and less cheerful thoughts and writings of these people a different body of knowledge, practices and wisdom is arising. Whereas the wisdom of the optimists is based on a future of ever-increasing abundance, the darker wisdom of the realists is based on the likelihood that most of us will have to live on much less, in a world that is a lot less comfortable and predictable than the world we have been used to until very recently.

There is one thing that can be said for the wisdom of the optimists. That wisdom and its body of techniques has been extensively documented, codified and taught until it has taken on the air of unquestionable truth. Thus most people believe that whether you're building a house, treating an infection, or dealing with waste management in a city, there's only one right way to do it – and even though that right way is based on techniques that require a lot of resources and energy, this is not an issue, “because we live in America, and we are a rich country!” In other words, most of us in the First World believe that our society has created the best possible practices for living together as a society and meeting the needs of society.

The wisdom of the dark realists has not been nearly so well documented, codified or taught. This is the reason for the angst many of us feel at the realization that the foundations of First World society are starting to crumble, its resource base is depleting, its wealth is dwindling, its wells are running dry. The realization of these things naturally provokes the questions, “So what do we do? How do we adapt?” It's unnerving to realize not only that the world is changing in ways we hadn't counted on, but that we have to create an adaptive strategy seemingly from scratch.

To be sure, some great work has already been done in formulating adaptive strategies. I am thinking of a guy named John Michael Greer whose blog has lately been describing a number of low-tech adaptive strategies for post-Peak living. (By the way, I don't necessarily agree with everything Mr. Greer says on his blog – but then again, I don't always agree with everything I say either. ;)) Mr. Greer's work is in turn based on the writings of many people who were part of the back-to-the-land movements in the 1960's and 1970's, and who did extensive, rigorous research on low-tech, low-impact living. I also think of Joseph Jenkins and his Humanure Handbook, a book that describes a safe, low-tech method of recycling human waste into fertilizer. The interesting thing about Mr. Jenkins' book is that although it is written in a humorous, colloquial style, it actually began as his masters' thesis. Therefore he treats his subject with rigor and technical accuracy.

What is needed now is more work of that kind, extended across many different disciplines, from health care to education, from small-scale manufacturing to building design and construction, and more. The trouble with many suggested post-Peak practices is that they are not very well documented, and seem to be sold more on the basis of emotion or symbolism than on the basis of whether or not they actually work.

I am thinking of one example in particular, that of earth construction. I have a copy of the Barefoot Architect by Johan van Lengen. It's a fascinating book based on a fascinating premise – namely, that one can create a useful guide for home construction for Third World residents based on the use of vernacular methods and materials. It's obvious that such a book would be useful for many depressed and declining parts of the First World as well. The only problem I have with the book is that it seems to be lacking in describing mathematical techniques for validating key elements of building design. Where math is mentioned, it is sometimes treated in a cavalier manner – almost as if it was optional. (An example: on page 400, Mr. van Lengen describes the construction of earthquake-resistant walls, then says, “For those who like equations...” before writing a very simple formula. It's as if he's implying that you don't need to know the math behind constructing an earthquake-resistant wall in order to actually build one.)

The same criticism can be leveled against some people in the Portland metro area who offer classes in “cob building.” None of these teachers has a degree in civil engineering, nor are any of them registered structural engineers. Almost all of them look like people who should be wearing tie-dyed T-shirts and Birkenstocks, people who will tell you that you should build with earth because it's “natural” and “wholistic.”

Now just for the record, I believe that earth construction has great potential as a building technique of the near future, due to the wide availability of earth, the simplicity of construction methods, and the extremely low environmental impact of earth construction. But if someone's going to build an earth house for me, I want it done right – and I want to know that it's been done right. (We live in Seismic Zone 3 around here.) Otherwise, I might never be able to get to sleep in my brand new earth house, or alternatively, I might be terrorized by nightmares about my house falling down on me.

Earth construction is just one example of the sort of post-Peak techniques and practices that need to be developed much more rigorously and with much greater technical accuracy. There are others, such as post-Peak (plant-based) pharmacology and post-Peak general medicine. A robust, reliable post-Peak medical practice should be well-researched, evidence-based, with proven results. (I am not a fan of modern First World medicine, but whenever I hear someone say “I reject Western Medicine. Instead, I take bee propolys and colloidal silver and I meditate for three hours under the full moon at least three times a month,” my ears shut off instantly. Some of you know what sort of person I'm talking about.)

I could go on listing examples of disciplines that need more rigorous treatment, but I'm sure you all can think of a few. I'd like to close with a few things I think are needed in creating a body of post-Peak knowledge, skills and practices.

First and foremost, such a body of knowledge must be open. That is, it must not be subject to copyright restrictions, not made into the “intellectual property” handmaiden of a bunch of rent-seekers. (This, by the way, is quite contrary to the foolish and greedy choice recently made by Jules Dervaes and his family to attempt to claim ownership of the English language phrase “urban homestead.”) Secondly, such a body of knowledge must be peer-reviewed by its users and practitioners. That peer-review must be done with rigor, according to established rules of inquiry. (Scientific method, anyone?) Thirdly, such a body of knowledge must be taught by those who have demonstrated mastery of its disciplines. Such an approach would make people more willing to accept this knowledge readily, as proven knowledge.

Mind you, this post is not a “policy paper,” but rather a suggestion – for those who are willing to do the hard work of developing a knowledge base of post-Peak practices.

My Resilient Neighborhood, Part 2 - A Homeschooling Experiment

In my last post, I said that as teaching has become an integral part of my strategy of personal resilience, so it has become the mainstay of my outreach to my neighborhood. I also began to describe my efforts in teaching guitar to some of the kids in my neighborhood. In this post I'd like to talk a little about a few of my motivations for teaching these kids.

Much of what has been written about building resilient neighborhoods has focused on the psychological, relational and social aspects and benefits of building community. So it is that many posts on building resilience have focused on the social power of collaborative efforts such as group cannings, neighborhood block parties, people meeting to sing together, and so forth.

Believe me, I value these aspects just as much as anyone else, and I see their importance. I think particularly of the human element of working with children, and how emotionally stretching such an exercise can be. Anyone who has taught kids (and who has cared whether they learn or not) knows that working with kids can break your heart sometimes – or be the source of some of the best experiences in life at other times. (The anticipation of those “best experiences” is what keeps me going.) I also think of how good it has felt to befriend some of my neighbors – especially those who are not originally from the U.S. – and for us to begin to learn to rely on each other.

But to focus only on the psychosocial or relational aspects of building resilient neighborhoods turns many resilience-building activities into mere symbolism rather than practical actions that can meet practical needs. Therefore I have also focused on the practical applications of initiating an neighborhood teaching effort. I am thinking particularly of a C-Realm podcast I heard of an interview with Jeff Vail back in July 2010, in which he described how the “nation-states” of the world are in decline due to the failure of various “states” (national and sub-national governments) to live up to their social contract to care for their constituent “nations” (that is, the people who actually live within the notional borders of the various “states.”) Of course, we can see that the failure of the social contract between states, especially in the First World, and their constituent nations is due to the hollowing out and wholesale ripoff of these states by the wealthiest members of the constituent nations.

What this means is that the median members of various nations are seeing their standard of living and quality of life being gutted in order to maintain the wealth and prerogatives of the richest members of those nations. Government programs and institutions which were created in order to raise the quality of life of all are now being gutted in order to maintain the wealth of society's richest members. The government's sole remaining claim to legitimacy is that it controls the official, visible market of the official, formal economy. However, the abandonment of median citizens by the state is opening a huge door for the emergence of a parallel, “diagonal economy” consisting of locally-created alternative arrangements for median citizens to get their needs met, or, as Jeff Vail puts it, “...for highly networked groups of scale-free, self-sufficient communities to begin taking care of themselves within the crumbling or increasingly irrelevant auspices of [the State].”

What does this look like where I live? Well, one parent I know told me a few months ago of her concern over the Portland school system's decision to cut school hours and class offerings for her elementary school kids. Social institutions such as public schools have already been largely turned away from providing median children with a real education, and now in many states the small benefit that public schools provide is in danger of being removed entirely due to strapped state budgets. The failure of the State to provide for the education of its median children (i.e., the vast majority of children who are not from rich families) opens a door for local, volunteer-based, grassroots educational solutions.

But the test of a “diagonal economy” or the emergence of local, grassroots alternatives to services no longer provided by the state or its official institutions is that these alternatives must work at least as well as the things they are replacing or supplanting. Otherwise the emergence of a “diagonal economy” or local alternatives is nothing more than useless symbolism. Thus it is that in my efforts to teach guitar, I am actually trying to teach guitar. I aim to make my lessons fun, engaging and relational; borrowing a page from Ivan Illich, I try to create a convivial learning environment. But I also am doing my best to make sure my students know all the chords in first position, how to tune a guitar in standard tuning, how to read music in standard notation, what a time signature is, what a key signature is, how to fingerpick ergonomically so that they don't develop tendinitis, and how to play interesting and challenging pieces.

This is all being done pro bono, after hours, informally, and I think it is the way a lot of people in a lot of neighborhoods are going to be doing things as they seek to meet the educational needs of their own neighborhoods. Moreover, if I can get away with providing a rigorous, technically exact basic education in music in this way, it will prove to me that I can also teach other subjects in this way – necessary subjects like mathematics, biology, basic Mendelian heredity including plant-breeding, small livestock husbandry and other subjects pertinent to a post-Peak future.

This leads to the question of what sort of subjects would make a good curriculum for post-Peak education and how rigorously those subjects should be developed. Although some writers have already tackled this question, I'd like to add my two cents. But not tonight; I've got to practice guitar for a bit.

Homeschooling As An Exit Strategy

In my posts, “The Polyculture of Resilient Neighborhoods,” and “My (Somewhat) Walkable, (Somewhat) Russian Neighborhood,”I described people, families and communities whose choices have positioned them for maximum survivability in this present time of resource depletion and economic collapse. I described the cultural motivations for the choices these people have made. In today's post, I'd like to describe a segment of the native-born U.S. population, and how many of its members are finding a way of escape from a culture deliberately designed to destroy them.

Upon liberation from de facto slavery, the Black American population found that there was still a strong campaign throughout the broader society to keep us weak and subjugated. One of the tools of that campaign was the creation of “separate but equal” schooling. History abundantly shows how unequal that separate education actually was. (See “Brown versus Board of Education” from the Brown Foundation website and “Early Civil Rights Struggles: Brown v. Board of Education” from African American History.)

This unequal, sociopathically administered child education supposedly ended with the 1954 decision by the U.S. Supreme Court in the Brown vs. Board of Education case. What really happened, however, is that where schools were forced to integrate, these schools were turned into a weapon against minority children. Jonathan Kozol, a well-known school teacher, activist and author, described how this process worked out in his 1967 book, Death At An Early Age. (You can read excerpts here and here.) I believe the process really kicked into high gear from the presidency of Ronald Reagan onward. Mr. Kozol documents this ongoing process in later books such as Savage Inequalities: Children In America's Schools and The Shame of the Nation: The Restoration of Apartheid Schooling in America, which was published in 2005.

The transformation of the nation's public school system into a weapon of mass destruction against minorities (especially black boys) has led to an environment in which minority children are negatively labeled, treated to disproportionately harsh discipline, ignored by incompetent teachers and administrators who refuse to push their students or expect anything of them, and who instead tell their students that they will never amount to anything. Consider the following fact: Black American boys are far likelier to be targeted by teachers for special education classes, medication or expulsion than non-minority boys who display similar behavior. In the United States, special education was a $60 billion industry in 2009. (Additional sources: “Institutional Practices and the African American Boy,” “Lorraine Forte: Suspensions in Chicago Schools Target Black Boys,” and “A national trend: Black and Latino boys predominate in emotional support classes.”) Entrance into college is becoming increasingly difficult for those Black youth who go through the public school system: more and more high school guidance counselors are deliberately trying to steer minority youth away from college, either by giving bogus advice or by withholding information about options for college entrance and tuition support. (Sources: “More Than Gatekeepers,” “Study finds segregation in universities.”)

The hostile degeneracy of the public school system is one factor that has helped to foster a dysfunctional culture in minority communities. But a growing segment of the Black American population is finding a way of escape – via homeschooling.

Homeschooling is a phenomenon that is sweeping up an increasing number of Americans of every cultural background. In 2009, there were about 2 million home-educated students in the United States, and the homeschool population is continuing to grow at an estimated rate of 5 to 12 percent per year, according to this study. Another source suggests that the actual rate of growth may be fifteen percent per year.

About fifteen percent of these homeschooled students are nonwhite. The fastest growing segment of home-schoolers are from the African-American population. These homeschooling families cite many reasons, both religious and secular, for their choice; yet a recurrent theme is the recognition that the public school system is a predator that is deliberately trying to destroy their children. Consider these stories:

• A 2009 survey of 24 African-American homeschooling families found that nineteen of these families cited discrimination in their public schools as a prime motivation for choosing to homeschool.

• A 2005 article in USA Today describes choices two young Black families made to homeschool their children after experiencing disappointment with the public school system.

• In an article titled, “On Being an African American Homeschooler,” the author states that “Our people fought and many died for the right to be educated alongside everyone else, in integrated schools. It is an insult to turn your back on it. As far as I can see, however, what we fought for no longer exists.”

Homeschooling is not nearly the exclusive province of the rich; according to a recent USA Today article, around 40 percent of homeschool families earned less than $50,000 per year in 2009. (But for a rather different take on the data behind the USA Today article, read this.) In 1996, the number was over 60 percent. According to blogger Valerie Delp, “The school system spends on average $5,700 per pupil while the average homeschooing family spends only around $600 per pupil. Despite the monetary gap...homeschooled students outperform their public school counterparts significantly.”The desire to homeschool among economically challenged and single parent heads of households is also leading to innovative solutions. In fact, the Black community is producing many centers of excellence and repositories of best practices for homeschooling. Thus a new, valuable, homegrown culture – of dignity, self-respect and, above all, competence – is emerging in at least one minority population.

The abandonment of the public education system by many members of the Black community has led to attempts by some in the school system to persuade us to “hang in there and try to reform the system” for which we all fought so hard to gain access. (I wonder if some of this attempted persuasion is motivated by the fact that school districts lose money when they lose students?) Also, many public school districts, threatened with a loss of funding due to the withdrawal of students, are now trying to woo these students back with “magnet” schools and virtual “charter schools” whose curriculum is provided and administered by private, for-profit corporations.

But attempts to woo or badger Black homeschoolers back into the public school fold are falling on increasingly deaf ears. Black American parents are increasingly unwilling to force their children to suffer the onslaught of a broken educational system while pleading with the system to reform itself. I am reminded of something I heard during a recent C-Realm Podcast interview of Dmitry Orlov, author of the book Reinventing Collapse. Among the things he said concerning the American criminal justice system was this:

“I think that people who think there's something to be gained by writing more laws or changing laws or anything like that are basically helping legitimize a system that shouldn't have any legitimacy at this point. There are a lot of examples, but it's sort of like, if you rape a girl a few times and then ask for her hand in marriage, should you get it? Is that a good thing to do? So this is what you have to look at as the system slowly unwinds – should we really shore it up? Should we forgive it? Should we approach it with an outstretched hand, saying, 'Oh – you can be better...we can reform you' as opposed to 'Let's watch you die'?...If you look at what the criminal justice [system] in this country has done, it has committed a series of crimes for which no apology would be acceptable.”

That is how many Black Americans now feel about American public education: rather than saying, “Let's try to reform you,” we are saying, “Let's watch you die.”

On every hand there are signs that the system is indeed dying, due to the ongoing economic collapse of the United States, as the notional “wealth” of many sons and daughters of privilege evaporates and the best public schools suddenly discover that they are underfunded. (For examples, see “School Budget Cuts: No End In Sight,” “Survey: School budget cuts even worse next year,” “School budget cuts threaten gains,” and “ACLU suit: 6 OC school districts charge illegal fees” – an article describing the travails of some unfortunate formerly trendy schools in formerly affluent Orange County, California.) A deflationary depression can become a great equalizer.

The system is dying even as it has begun to destroy its own sons and daughters of privilege. How many uneducated, incompetent graduates of high school “advanced placement” and “honors” programs are there? (See “Most High School Kids Cheat -- and Don't Think There's Anything Wrong With That,” “Academic cheating, aided by cellphones or Web, shown to be common,” “75% of High School Students Cheat Their Way into College,” and “"Graduating" from Graduating From College.”)

Yes, the system is dying. As it dies and leaves a vacuum in its wake, that vacuum can be filled by a network of home educators, armed with adequate resources, sharing best practices. Homeschool networks can contribute to the rise of resilient neighborhoods, and the reversal of negative culture in neighborhoods.

Meanwhile, we must be on our guard against continued dysfunctional moves on the part of the system in its continued attempts to destroy those who are escaping from the system.

For More Information, Please See The Following:

• “I Can't Homeschool Because...”, a YouTube video by a homeschooling mom who seeks to dispel the fears of people new to homeschooling.

• “One main step to take before homeschooling,” “Homeschooling on a Budget and Outside of the Box,” “Organize Your Homeschool Part 1,” and “Black Home Schoolers: Fresh ideas in homeschooling.” These are but a sample of the many YouTube videos now being made and disseminated by African-American homeschoolers eager to share advice and best practices.

• “Black Homeschooling on the Rise”, “Homeschool Diversity,” “Beyond Statistics: A Real Look At Black Homeschoolers,” and “The Home School Court Report: The New Pioneers – Black Home Schoolers.” These articles track the early stages of the explosion of interest in homeschooling in the Black community.

• “Homeschooling Basics: How You Can Teach Your Child At Home,” a short piece of advice for those considering homeschooling.

P.S. The Portland Public School system had better get its act together, and fast! I just read a report in the 9 September 2010 issue of the Portland Tribune describing the appalling achievement/testing gap between Black students and others who go through Portland public schools. If this doesn't change quickly, I will start talking to as many Black parents as I can find about pulling their children out of your schools.