Showing posts with label non-violence. Show all posts
Showing posts with label non-violence. Show all posts

Saturday, April 24, 2010

Layer 287 . . . Free Spirits, Physical Intelligence, Nukes, Burlesque and Women's Liberation.

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An aspect of human wellbeing that Oxzen has occasionally referred to, but not examined in depth and detail, is physical intelligence.

The human body is an incredible achievement of nature. Thanks to scientists like Darwin, Crick and Watson we've begun to understand how we evolved from the Big Bang to where we are today, via DNA and natural selection. The human body should be respected, celebrated, protected and looked after.

Oxzen, of course, is not one of those who believe that God created the universe and everything in it, including the first human being, who, for some reason, he called Adam. Allegedly.

Oxzen is not one of those who believe that God created the first woman from one of Adam's ribs.  Oxzen has yet to discover why God decided to somehow create the first woman from one of Adam's ribs, instead of using the same stuff he used to create Adam.

According to my DK Bible, "Adam and Eve walked naked and happy in the garden, and had no need of clothes." More of nudity later.

No matter. We've arrived in the 21st Century, at a point in history where we can witness fierce debates about the need to spend untold billions of pounds of our taxes on nuclear weapons to commit mass destruction on other human beings . . .  whilst at the same time millions of our fellow human beings, in cities and towns everywhere, are living in poverty - for want of the means to earn a decent living, and for want of decent levels of social security and old age pensions. The people who shout the loudest for more WMDs are not those who're living in poverty.

We're living in a time of bread and circuses, a time in which most people prefer to spend countless hours watching talent shows, soap operas, game shows, Top Gear, Dave, poker, snooker, sport, Big Brother and property development tips programmes . . . rather than spend a single minute taking care of their bodies and souls, or reading a book to a child, or trying to figure out why we should maintain a nuclear arsenal AT ALL, when Germany, Spain and Italy aren't bothered about whether or not they can nuke China - but especially before we've enabled every citizen to live in a decent home with enough money to feed and clothe their children properly.

We're living in a time when a young man, who's apparently a serious candidate to be the political leader of our country, can blithely talk about needing bigger and better nuclear weapons with which we can attack China, or 'defend ourselves' against China, which is a country that hasn't even threatened to attack any other country, let alone ours.

And on this point - a brief digression. In a nuclear conflict, which country is likely to emerge in a worse state - China or Britain? Answer - neither. We can't even imagine what we'd do to the planet if we filled the atmosphere with billions of tons of impenetrable toxic nuclear dust, a billion times more than the dust from an exploding volcano. Cormac McCarthy imagined it and wrote a book called The Road. Those of us who were unfortunate enough to survive the blast and the radiation would have a lot more to worry about than not being able to fly in airplanes.

Where was I? Oh yes. We re living in an age in which a team of 30 or so doctors and nurses spends 24 hours transplanting the face of a dead human being on to the head of a living person, and in which millions of children have no-one to read with them or talk to them; millions have to make do with bad housing and bad food.

In the week of the face transplant our capital city is holding a Burlesque Week, which looks like becoming an annual event. The daughter of a friend is taking part. It seems London is full of women of all ages and all shapes and sizes who are learning to be burlesque performers, and to do other things which appear to be celebrations of the human body and human sexuality, such as pole dancing. I'm not aware, as yet, of any amateurs who are learning to do lap dancing and table dancing just for fun , but you never know.

The popular burlesque show of the 1870s through the 1920s referred to a raucous, somewhat bawdy style of variety theater. In 20th century America the word burlesque became associated with a variety show in which striptease is the chief attraction. Although the striptease originated at the Moulin Rouge in 1890s Paris and subsequently became a part of some burlesque across Europe, only in American culture is the term burlesque closely associated with the striptease. These shows were not considered 'theatre' and were regarded as 'low' by the vaudevillians, actors and showgirls of neighbouring theatreland.

In the 1930s, a social crackdown on burlesque shows led to their gradual downfall. The shows had slowly changed from ensemble ribald variety performances, to simple performances focusing mostly on the striptease. - Wikipedia


http://www.schoolofburlesque.com/

We assume that in the first era of burlesque most of the performers allowed themselves to be exploited by accepting relatively paltry sums of money in exchange for performing dances involving the shedding most of their clothing in front of a largely male audience.

What seems to be clear in this second era of burlesque is that there are 3 categories of performers. Firstly there are those like Dita Von Teese [ http://en.wikipedia.org/wiki/Dita_Von_Teese ] who are paid huge sums of money for their appearances and performances, and become very wealthy. It's hard to imagine how these women are exploited, unless you want to say they're exploiting and degrading their own bodies. Others would say they re simply making very good use of their own bodies to make money as an artist and a skilled performer, which many of them undoubtedly are - even if it's not exactly 'high' art.

The second category consists of women who are paid small sums of money for entertaining punters with performances which they may or may not enjoy doing. Those who don't actually enjoy burlesque dancing, if there are any, presumably make their living in this way because it's their least bad option.

In the third category are women who are pure amateurs - whose amour is for the pure joy of performing.

So what is burlesque? It's a form of dancing in which the outer layers of clothing are quickly removed, and for most of the dance the woman performs in her underwear - knickers, bra, corset, stockings and stiletto shoes - sometimes with the aid of props, such as large fans. Usually the stockings are peeled off, but never the knickers, which are often big and frilly. There's never even a suggestion that they might be removed. Some women choose to wear thong knickers that reveal their butt cheeks.

The bra, on the other hand, always comes off - usually right at the end, with a dramatic flourish, and it's twirled above the head of its wearer.

Underneath the bra the performers wear colourful nipple caps, sometimes with tassels. No nipples are allowed to be shown or seen.

Some performers have developed the knack of counter-rotating their nipple tassels by swinging and wiggling their breasts, and this becomes the grand finale of their act. Most dancers end by simply exposing their breasts to the audience, and enjoy the applause briefly before striding offstage.

It seems most of the women who go to burlesque classes are young and well-paid  professionals who have no intention of taking up dancing as a career. They do it for fun, for a thrill, for the sheer excitement of taking off their clothes and exposing their breasts and their bums in front of an appreciative audience.

These days lots of men (and women) are keen to pay 20 quid or so to watch women remove their clothes and expose their bodies. Whooping and cheering audiences provide the dancers with recognition and appreciation, which may contrast strongly with what happens in the rest of their lives - professionally dull and domestically boring - lacking in appreciation, affection, excitement, joy, stimulation, etc. Maybe this public display of their bodies and their sexuality  is a compensation for the lack of vibrancy and sexuality in the rest of their lives. On the other hand, it might be an extension and a continuation of how they live. It could be interesting to do a survey.

Physical intelligence is important. Sexuality is important. Everyone should take care of their body and  feel proud of their body. I doubt if it's possible to buy a completely new face, and you definitely can't buy a new body - only alterations to the one you already have. It's important to use it, and not abuse it.

We need to make the most of our bodies and their precious physical senses, and use our eyes, ears, etc to the absolute maximum, to keep us properly in touch with our world, to inform our perceptions and our awareness. Humans need to touch and be touched. The more physical intelligence - and social & emotional intelligence - there is in the world, the less likely it will be we'll end up fighting and killing one another. Though there will always be mad politicians, calling themselves realists, who'll cheerfully consider dropping the big one, come what may.
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Wednesday, November 25, 2009

Layer 229 . . . Domestic Violence, Government Nonsense, Born Free, Human Rights, Olympic Stories and Hackney Wick

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Domestic Violence and Education

Our bloody bogus government is at it again. This week's education initiative is to announce that every child in England and Wales is to be taught that domestic violence is not acceptable. What! This is a scheme that a psychopath would dream up . . . for dealing with other psychopaths. And even then it wouldn't work. It wouldn't make a jot of difference.

Even psychopaths KNOW that hurting other people isn't acceptable. Neither is manipulating, threatening or deceiving. However, it doesn't stop them hurting other people, because they have an inability and an unwillingness to empathise with others, and a total lack of concern about anyone except themselves. Besides, many of them actively enjoy hurting other people - especially people who annoy them, or refuse to bow down to their demands, or fight back.

We all KNOW that domestic violence isn't bloody acceptable. We all KNOW that bullying isn't acceptable. Neither is unkindness, or rudeness, or unfairness. KNOWING these things, however, isn't the issue.

The problem is that our school system doesn't even set out to seriously address social, emotional and spiritual intelligence. Teachers are not trained in how to help children develop these key intelligences, though many teachers do their best to persuade children to be kind and thoughtful and reasonable - for instance during token 'circle times' and assemblies slotted in between literacy hours, numeracy hours and PE.

The government's initiative won't do anything to help matters either, and may make things worse if more and more pupils become pissed off with having to sit and listen to platitudes and statements of the bleeding obvious and decide that giving someone a good slap would be an act of rebellion and therefore 'cool' - in the same way that they deliberately go out and use drugs after a tedious session of anti-drugs 'education'.

The government's announcement is pathetic and bogus and totally worthless. As if teachers don't already make clear to kids that ANY kind of violence is unacceptable in a civilised society. The point is, what kind of schooling is required in order that from the very beginning of their time in school children learn not only that violence is unacceptable but also have opportunities every day to develop the skills and attitudes required to become non-violent and emotionally, socially and spiritually intelligent?

Don't bother asking Ed Balls that question. He wouldn't have a clue. And in any case he's far too busy pursuing the only educational agenda that New Labour has ever really had: attainment, attainment, attainment.

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We Are All Born Free

Julian Rhind-Tutt and an all-star cast narrate an animated film about the Universal Declaration of Human Rights



http://www.guardian.co.uk/society/video/2008/oct/31/amnesty-human-rights-film

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Olympic Stories – Hackney Wick

http://www.guardian.co.uk/uk/davehillblog/video/2009/nov/19/2012-olympics-hackney-wick



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Sunday, November 8, 2009

Layer 216 . . . Remembrance, Wreaths, Wars, Careers, Enlightenment and Entertainment.

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It's late autumn, and it's Remembrance Sunday. For the first time in years I watched on TV the great and the good, including those who were the cheerleaders for wars of aggression on Afghanistan and Iraq, placing their poppy wreaths on the Cenotaph. There was even bonnie Prince Harry, he of the nifty Nazi party gear, he of the snappy camouflaged personalised headgear that proclaimed “We do bad things to bad people”, solemnly laying a wreath on behalf of daddy, who's away doing something important today.

The Cenotaph in Whitehall, London has played host to the Remembrance Service for the past nine decades. But how did the monument become such an indelible part of the UK's commemoration of those who lost their lives in past conflicts?
Originally intended as a small part of the Peace Day events of July 1919, The Cenotaph was designed and built by Edwin Lutyens at the request of the then Prime Minister Lloyd George.
The Cenotaph - which literally means Empty Tomb in Greek - was initially a wood and plaster construction intended for the first anniversary of the Armistice in 1919. At its unveiling the base of the monument was spontaneously covered in wreaths to the dead and missing from The Great War. Such was the extent of public enthusiasm for the construction it was decided that The Cenotaph should become a permanent and lasting memorial.
http://www.bbc.co.uk/remembrance/how/cenotaph.shtml

The Cenotaph was deliberately placed in Whitehall, right outside the Foreign Office, near to the entrance to Downing Street, as a reminder to the people who run this country that wars of aggression are inherently evil, that wars should be fought only as a last resort, and even then should be fought in ways that avoid the unnecessary slaughter of civilians and service personnel alike.

So much for the theory. 1968 was the only year since the Cenotaph was constructed in which our military were not engaged in warfare, somewhere or other. Ah yes – the year of peace and love. The year of wearing flowers in our hair.

Well at least the much-reviled Harold Wilson, back in the Sixties,  refused to send British forces to Vietnam. With hindsight Wilson was a political giant compared to the pygmies and bozos who succeeded him.
Overall, Wilson is seen to have managed a number of difficult political issues with considerable tactical skill, including such potentially divisive issues for his party as the role of public ownership, British membership of the European Community, and the Vietnam War.

US President Lyndon Johnson brought pressure to bear for at least a token involvement of British military units in the Vietnam War. Wilson consistently avoided any commitment of British forces.
http://en.wikipedia.org/wiki/Harold_Wilson

Mum asked me to go out and buy her a poppy, and spoke movingly about her five brothers and their involvement in WW2, on both land and sea. She also talked about dad's near-fatal injury near Caen, in Normandy. She spoke with regret about having missed the recent documentary on TV about the bombing of Coventry. She still remembers the bombing. She can't stand the bangs and explosions of bonfire night. She doesn't see the fun in big bangs and terrifying noises. There's a fair bit of talk these days about those who suffer from post-traumatic stress disorder, but almost nothing was said about the after-effects of war on my parents' generation. They just had to keep a stiff upper lip and get on with life as best they could.

Every day brings more news of the latest dead and injured soldiers in Afghanistan. More and more of us demand withdrawal, and are countered by those who say that having come this far we can't just back out of the war, leaving the Afghanis to their fate. That would be irresponsible. Even if that's what the majority of Afghanis want us to do. No - we're there to rid the world of jihadis and assorted bad guys, preventing them plotting their devilish plots, thereby keeping the civilised world safe for the good guys. Us.

We've helped to kill more than 100,000 innocent Iraqis in revenge for the Twin Towers - even though Iraq had nothing to do with that atrocity – but we're still the Christian good guys. Even though Jesus said forget about revenge - an eye for an eye and a tooth for a tooth. Especially the eyes and teeth of people who haven't laid a finger on you.

In that instance “turning the other cheek” would have involved staying in control of destructive emotions and in a completely objective spirit of non-attachment setting about 1) discovering who were the perpetrators of those criminal acts, and 2) bringing them to justice. Yes - letting the international courts of justice deal with the criminal perpetrators. But no – we had to have a War On Terror and the ruthless destruction of an entire country. Just because we could. Regardless of the cost to those involved in and those affected by the war. Regardless of the near-destruction of the entire civilian infrastructure in Iraq. Hospitals, homes, power supplies, industries, commerce, trade and livelihoods. Afghanistan had a lot less to lose from having the shit shelled out of it. Though it still lost plenty. And hasn't noticeably gained a great deal.

Yes – those were the days. Shock and Awe. Hell – rebuilding Iraq, or trying to, or appearing to, was at least profitable. Incredibly profitable for Uncle Sam's favoured sons and daughters – Halliburton, Blackwater, et al.  The world's first privatised war and semi-reconstruction of an entire country.

Well they do say you can't make an omelette without breaking eggs. For the USA and its allies the world isn't so much their oyster as their omelette.
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There was an excellent documentary on TV last week about Harry Patch and the last of the WW1 generation, and the things they went through in the trenches.
http://en.wikipedia.org/wiki/Harry_Patch
http://www.telegraph.co.uk/culture/books/6515443/Harry-Patch-the-reluctant-hero.html
At one point during the advance a German emerged from a trench, bayonet fixed, and ran towards Patch. The 19-year-old drew his service revolver and shot the German in the shoulder. Still he came on.
The gun team had made an unusually humane and highly irregular pact that they would not shoot to kill unless absolutely necessary, and Patch remembered this code as he again took aim. “I couldn’t kill him. He was a man I never knew, I couldn’t talk to him. I shot him above the ankle, above the knee. He went down. He said something to me in German – God knows what it was – but for him the war was over.”
Like most of those who had survived the war, Harry Patch simply returned to his former life as a civilian and settled down to married life. But he returned to Combe Down “thoroughly disillusioned”: “I could never understand why my country could call me from my peacetime job and train me to go to France and try to kill a man I never knew. Why did we fight? I asked myself that, many times."
He never spoke about the war – not even to his wife of 57 years. In this regard, he was not unusual. As Dennis Goodwin, founder, along with his son, of the World War One Veterans’ Association, puts it, these men “simply retreated into their own shell hole of memories”.
Patch refused to join veterans’ associations, had no wish to revisit battlefields, never attended a regimental reunion and avoided all war films. He did, however, keep in touch with his old “No 1”, Bob Haynes, until he died in the 1970s.
Patch did his best to repress all memories of the trenches. It was only at the age of 98, when he moved to Fletcher House, a residential care home in the Somerset city of Wells, that a minor incident brought those memories back. The door to his room was opposite a linen cupboard, and one night someone switched on the fluorescent light inside. Flashes of light came through the glass panel above the door to Patch’s room. Half asleep, he was transported in an instant back to Passchendaele. “It was the flash of a bomb,” he recalled. “That flash brought it all back.” He had been suffering from bad dreams about the war, and decided that the time had come to face his demons.
In the autumn of 2004, aged 106, he was persuaded to travel to Flanders for a BBC documentary, The Last Tommy. He was filmed at Tyne Cot, the largest British war cemetery, containing almost 12,000 graves, many of them holding unidentified bodies.
“Some of the boys buried here,” he remarked, “are the same age as me, killed on the same day I was fighting. Any one of them could have been me. Millions of men came to fight in this war, and I find it incredible that I am now the only one left. Just like them, when I went over the top I didn’t know whether I would last longer than five minutes. We were the PBI – the Poor Bloody Infantry – and we were expendable. What a waste. What a terrible waste."

There was also an excellent documentary on the last days of the German Democratic Republic and the fall of the Berlin Wall and the Eastern European communist regimes. Catch it on the BBC iPlayer:
http://www.bbc.co.uk/iplayer/episode/b00nx0y6/The_Secret_Life_of_the_Berlin_Wall/

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For young people contemplating embarking on a rewarding career we have news today of the most rewarding careers. Banking? Stockbroking? Currency trading?

http://uk.biz.yahoo.com/06112009/389/10-rewarding-career-choices.html

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If you bothered to go to that hyperlink you'll have noticed that the thing those top careers have in common is providing direct benefits to other people. Careers for carers. In almost every case they are “labours of love”. None of them qualify for bonuses and share handouts for hitting profits targets, which are very much still happening for our top bankers.

This is what Prince Siddartha discovered on his journey to becoming the Buddha – that to become fulfilled, self-actualised and happy you need to do things in the service of those less able, less strong, less well-off. Or as Bob Dylan once said, you gotta serve somebody. Not God or a god. Some-body. Preferably many. And not at the expense of any other body, or bodies. Such as innocent Afghanis and Iraqis.

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On a much lighter note, although he's actually a very serious guy (see previous comments about John Cooper Clark in a blog I recommend and which now has fully functioning hyperlinks http://oxzen.blogspot.com/2009/02/layer-124-working-classes.html) I found this on The Independent website today -

A life of rhyme: John Cooper Clarke, the 'punk Poet Laureate', grants Robert Chalmers his first major interview in more than 20 years
http://www.independent.co.uk/arts-entertainment/books/features/a-life-of-rhyme-john-cooper-clarke-the-punk-poet-laureate-grants-robert-chalmers-his-first-major-interview-in-more-than-20-years-1814712.html

This is a wonderful piece of reportage, that had me laughing out loud, and feeling even more in awe of JCC's talent. Do read it.

Lots of JCC's stuff from Zip Style Method, Snap Crackle and Bop, etc, is on Spotify. Including the ever-delightful 'Twat', which always comes to mind whenever I think of that other fave from Salford, Hazel Bloody Blears.

http://www.youtube.com/watch?v=vS5QMT-JUt4
http://www.cyberspike.com/clarke/twat.html

Evidently Chickentown - http://www.youtube.com/watch?v=OGWhjojt5dw
and http://www.youtube.com/watch?v=bEWT6pdjON8&NR=1&feature=fvwp
and from The Sopranos http://www.youtube.com/watch?v=U2DShC4GhVc&feature=related

http://www.youtube.com/watch?v=6kLhZTP4ywY&feature=related

Beasley Street - http://www.youtube.com/watch?v=37QUUwp9xIs&NR=1&feature=fvwp
and the words - http://www.cyberspike.com/clarke/beasley.html

Midnight Shift - http://www.youtube.com/watch?v=C7DQRWeTWos&feature=related
and http://www.cyberspike.com/clarke/midnight.html

Daily Express - http://www.youtube.com/watch?v=spvvAdAN5bA&feature=related

http://www.youtube.com/watch?v=bid-HjogzSw
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Tuesday, November 3, 2009

Layer 215 Exploitation, Banking, Whistleblowing, Bombing, Intelligence, Snobbery, Stupidity, Greed and Jealousy

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Minimum Wages

Listening to some early Bob Dylan songs recently I came across this humorous verse from his early 60's song “Talkin' New York” -

Well, I got a harmonica job begun to play
Blowing my lungs out for a dollar a day
I blowed inside out and upside down
The man there said he loved my sound
He was raving about it, he loved my sound -
Dollar a day's worth.

http://www.azlyrics.com/lyrics/bobdylan/talkinnewyork.html

I've been thinking about exploitation, especially of younger people, and how the minimum wage has also become the maximum wage as far as a lot of employers are concerned. The people who used to employ my daughter said they loved her approach to the work and to customers, her trustworthiness, her commitment and her reliability, and they still paid her the minimum wage. When they asked her to look after the business whilst they went away on an expensive holiday they had still intended to pay her the minimum wage, and only begrudgingly paid her slightly more when she suggested they should.

Makes me wonder whether Dylan ever got a pay rise.

Of course these people are idiots, with no business sense whatsoever. These sorts of idiots can't see how a ruthless focus on short term profitability is detrimental to long-term business development. They certainly can't see that it's exploitative to expect someone to handle money competently and honestly  and deal in an intelligent way with customers or clients and yet pay them the same as someone who sweeps streets or stacks supermarket shelves. They just do it because they can.

As I write I'm listening to a Radio 4 programme (“The Choice”) on which I can hear someone saying that a senior banking manager admitted that they couldn't possibly have hit their sales targets by selling 'ethically'. In other words, business ethics these days don't exist. As if they ever did, that is, in most places.

More about banking later.

Incidentally, there's some interesting thoughts here about Dylan's influences and inspirations -
http://www.bobdylanroots.com/greenway.html

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According to a report out yesterday there's an 18 year gap in life expectancy between people living in the poorest and the richest parts of Sheffield. That's a bloody big gap.

http://www.sheffieldtelegraph.co.uk/news2/Sheffield-A-city-split-for.5785752.jp
And we should never forget that our economies as well as our banking system are based on selling “financial products” to people who have no way of knowing that the “deals” on offer are for the most part nothing more than swindles based on deception, exploitation, lies and half truths. How else do those bankers get those profits and those 'bonuses'?
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Coventry


At the other end of the spectrum of how human beings behave towards one another there was a documentary on the BBC recently, about the destruction of Coventry in WW2, which gave a very real sense of the extraordinary comradeship that was responsible for the phoenix-like revival of the city and also its community after the devastation that occurred. It was also interesting how that spirit of comradeship caused the majority of people in Coventry not to take up the offer of evacuation to a safer place – they became even more determined  to stay, in spite of the hardships, and to keep the factories working to provide the war equipment that was essential to the effort to defeat fascism.

Interviews with elderly people who lived through the air raid and its aftermath also gave a very real sense of what I know to be the truth about the majority of Midlands people of my parents' generation – their humility and groundedness, their stoicism, their decency, their modesty, their spirit of community – their spiritual intelligence.

“We were all the same. There was real camaraderie.”

568 people were killed in the bombing of Coventry. 50,000 civilians were killed in the subsequent RAF bombing of Hamburg. Almost as many died in the destruction of Dresden.

http://en.wikipedia.org/wiki/Bombing_of_Dresden_in_World_War_II
http://en.wikipedia.org/wiki/Coventry_Blitz
http://news.bbc.co.uk/onthisday/hi/dates/stories/november/15/newsid_3522000/3522785.stm
http://www.bbc.co.uk/iplayer/episode/b00n7xky/Blitz_The_Bombing_of_Coventry/
http://www.cwn.org.uk/heritage/blitz
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The Choice
Michael Buerk interviews people who have made life-altering decisions and talks them through the whole process, from the original dilemma to living with the consequences.
Michael talks to former banking executive Paul Moore about his choice to blow the whistle on HBOS.
This was another brilliant little programme that went to the heart of the kind of society we've become in this country. Paul Moore talked about his decision to become a whistle-blower - his concern for truth and justice versus his concern for his own wellbeing, his family, his career, and his future.

Mr Moore spoke very eloquently about having a  strong ethical sense of fairness that was in conflict with the taking of severance money on condition of a gagging order. £700,000 is what was offered.

He also spoke about his feelings of devastation at being fired for doing something that was clearly right and proper – simply speaking up about things the bank was doing that were clearly unethical. He spoke about turning to the bottle in the aftermath of his sacking.

Sir James Crosby – the head of Moore's employer HBOS who insisted Moore had to be fired after he'd written a devastating report about what the bank was up to – subsequently went on to be head of the Financial Services Authority.

Moore spoke very well about the importance of the truth coming out so that we could reconstruct the banking industry.

http://www.bbc.co.uk/programmes/b00nk2c2

see also
http://www.telegraph.co.uk/finance/financetopics/financialcrisis/4629670/Gordon-Brown-must-go-says-HBOS-whistleblower-Paul-Moore.html
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Banking

All over the media this morning – how our Chancellor Darling has determined to keep our capitalist system pretty much as it is by creating some new banks. Ha!

http://www.guardian.co.uk/business/2009/nov/03/banking-bailouts-lloyds-rbs
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Finance and Banking

Please read this excellent piece in the Guardian yesterday by its economics editor, Larry Elliott -
Painful death of the American economic dream

This crisis has been a long time in coming, and history suggests that the period of upheaval will be long and painful, just as it was between 1914 and 1945
http://www.guardian.co.uk/business/2009/nov/02/globalisation-financial-markets-reforms

This is precisely the sort of clear-eyed overview that everyone should read if they care to understand the really big picture, the global picture.

Have a look at this on today's website as well, including Oxzen's comment - 

http://www.guardian.co.uk/commentisfree/2009/nov/03/banking-rbs-lloyds-darling?

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More on Drugs and Government


http://www.guardian.co.uk/commentisfree/2009/nov/03/drugs-science-evidence

http://www.guardian.co.uk/commentisfree/2009/nov/02/cannabis-row-drugs-david-nutt

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Spiritual, Social and Emotional Intelligence

I know I bang on about this, but what's the alternative? Keeping quiet?

http://www.dailymail.co.uk/news/article-1224565/Random-attack-thugs-30-seconds-stranger-assaults-soar-binge-Britain.html
Someone is attacked by a complete stranger every 30 seconds in Britain, figures revealed last night.

There were 1,057,000 violent attacks by strangers last year - the equivalent of 2,895 a day or 120 every hour.

When Labour came to power, only a third of violent crimes were carried out by an attacker the victim did not know.

That has now jumped . . . as random violence . . . has become commonplace.
Of course the Daily Mail's focus is on the symptom rather than the causes, and this report is part of a campaign to reduce pub opening hours. These sick people couldn't possibly admit that our society is sick, and it's the mental and spiritual health of the nation we ought to be concerned about, not simply how to clamp down on the behavior of sick and/or stupid people. Of course it's a lot simpler, and cheaper, to force pubs to go back to closing at 11.00pm, rather than having to invest more in developing proper spiritual, emotional and social intelligence in our young people and thereby educate them away from lives of violence, binge drinking and drunkenness. Of course these young (and not so young) people for the most part KNOW that what they do is harmful to themselves and others – but do they give a shit? What we must do, and fail to do, is to educate their souls and spirits away from the ignorance and stupidity that infects them. It can be done. It's done elsewhere. It's not even rocket science.

Talking about infections, Brother B reminded me that he still wants to read “Affluenza” by Oliver James, and I'm reminding all of Oxzen's readers that they ought to read it.

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More Sickness

http://www.independent.co.uk/news/uk/this-britain/cage-fighting-the-ultimate-challenge-447449.html

http://en.wikipedia.org/wiki/World_Extreme_Cagefighting

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In Praise of the BBC

The reason conservatives and reactionaries hate the BBC is because it insists on making quite a lot of programmes that appear “liberal” or “progressive” or “left wing” - simply because they're intelligent and they deal in revelation and truth-telling. Intelligent discourse that deals in reality is abhorrent to the idiots on the Right simply because they either can't get a stupid word in edgeways in the discussions or because when they do it's promptly exposed as misguided ludicrous reactionary rubbish based on ignorance and fear.

The best of the BBC is our only hope for an intelligent national discourse that's available to all and also very wide-ranging. “To inform, educate and entertain”. Contrast that with what's on view on Fox TV, for example, as seen on the clips on Jon Stewart's 'Daily Show' on More Four.

Items heard on Radio Four yesterday -

  • The government's PREVENT programme that sets out to show young Asians etc how the police monitor and deal with “extremists threats” is no more than an exercise to convince the young that our approach to surveillance and “intelligence gathering” is right and proper. Whereas what we should be doing is teaching the young people that have the biggest sense of grievance to engage constructively in a dialogue with those who oppose and dismiss their radical views. We should also be helping them to learn whilst still at school that non-violence is the best and only proper philosophy, no matter how great your sense of frustration and injustice might be.
  • Quentin Letts has a new book out called Bog Standard Britain. This appalling man, who might actually be quite an intelligent individual given some extensive de-toxification and some further learning opportunities, actually thinks that the TV character Hyacinth Bucket (Keeping Up Appearances) is a fine example, in spite of her extreme snobbery, of enlightened self-interest and drive to “better oneself”.  http://www.imdb.com/character/ch0030918/quotes    http://en.wikipedia.org/wiki/Hyacinth_Bucket
  • The Radio 4 Book of the Week this week is a biography of Somerset Maughan, who apparently qualified as a surgeon before opting to live his  life as a writer, in spite of the huge drop in income that it initially involved.  http://www.bbc.co.uk/programmes/b00nj9jc   "In 1892, at the age of 18, Somerset Maugham enrolled at St Thomas' medical school, but his heart wasn't in it. What he really wanted to do was write."
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Galactica


I've finally got round to watching Battlestar Galactica – the mini-series. The first 90 minute episode was on the Sci-Fi Channel last night.

“Greed, spite and jealousy. We still commit murder and other sorts of violence because of these things.”
Destructive emotions.

http://en.wikipedia.org/wiki/Battlestar_Galactica_%282004_TV_series%29
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Thursday, October 22, 2009

Layer 208 . . . Imagination, Education Policy, Truants, Bullies and the Recession

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I'm working my way towards writing about the Primary Review in some detail, but in the meantime here are some letters from Monday's Guardian on the subject of the Alexander report -

Lack of imagination in education policy


http://www.guardian.co.uk/education/2009/oct/19/primary-education-cambridge-report

Michael Rosen wrote -
The Cambridge review is absolutely right about calling for the abolition of Sats (Too much too young: start school at six says key report, 16 October), and I support this summer's boycott. Sats have turned the primary curriculum into a desert of work sheets, short extracts and a fear of failure.
In the English Sats, examiners have unleashed an abuse of the empirical method by making the reading of literature into a tedious and stunting exercise in fact-spotting, even as children themselves have been reduced to percentages and scores. I have been a school parent continuously for 30 years and visited hundreds of schools. In all that time it has never been any use to me that any child, mine included, be talked of as a number or a level.
The government's education policies were devised without a public debate about how children and teachers learn. You can only do this through the four processes of observation, investigation, discovery and discussion. In fact, finding out about learning has to be at the heart of every teacher's and every school's practice. Children's work itself should be built upon the four processes, with imagination and play as part of the mix.
In the very first key stage 2 Sats paper, the candidates were asked to say what was in a matchbox in a story by Jan Mark. The only correct answer was "nothing", and yet the fun of the story is that the children "fill" the matchbox with their fantasies and ideas. "The children's imagination" would have been a wrong answer. Sats have turned many classrooms into places where children's imagination is always the wrong answer.
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Fiona Campbell
London


The danger that we face in sending our children to school at four is that by the time their brains are ready for reading and writing they are utterly alienated from the school environment. And yet ministers are only echoing what so many middle-class parents believe, that we must get our children reading and writing as quickly as possible so that they can keep up in a competitive world. It is a tragedy, because in reality their brains have other things that they need to be learning through play, as the Cambridge report highlights. We need to stop this endless haste to make our children grow up, and allow them to enjoy their short childhood with play-based learning in nursery-style settings, but until society as a whole understands that, ministers will not be able to back the Cambridge report.
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Chris McDonnell
Little Haywood, Staffordshire

Robin Alexander is to be congratulated. The business of young children is play – play that informs and secures a platform for later, more formal learning.
The current pressure on four- and five-year-old children to meet a target-based curriculum not only inhibits their own development but adds to the stress at home, where parents feel the need for their child to achieve against the background of the larger school group. My own experience over many years as headteacher of a primary school convinced me that getting it right in the early years was the touchstone to later success. Now seeing my grandchildren in the primary years, I am even more certain that we are asking too much, too soon.
Ministers have been quick to dismiss this report as "disappointing". I would suggest that it is disappointing that a report of this significance is so easily dismissed.
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Tim Nichols

Through play, children follow naturally evolved learning instincts, which stimulate the endocrine system and activate biochemical pathways that promote neurone growth. Neuronal networks become established for basic skills and the architecture of the brain is gradually prepared for learning higher skills.
Push children into formal learning before the basic architecture is ready and they will learn slowly, without enjoyment and enthusiasm, developing negative attitudes towards education. The poorest children – without a private nursery education or a lavishly equipped playroom to stimulate them – are less likely to be ready for formal education at four or five years. So disadvantage becomes entrenched and they fall behind.
The government's dismissal of the Cambridge review and dogged commitment to early formal education is a naive attempt to appear serious about literacy standards. Sadly it is ministers' own lack of scientific literacy that will result in failure and damage to children.
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On the Guardian website today is a column under the heading -

Truants, bullies and the recession  
We must help families torn apart by truancy, not criminalise them – but the services that help troubled children are under threat
http://www.guardian.co.uk/commentisfree/2009/oct/21/education-bullying-truancy-recession-care

This is in the education section of the website, and presumably in the paper itself. It's not a particularly inspiring piece of work, by Francis Gilbert.
The news that truancy rates are soaring won't surprise many teachers like me. Figures from the Department for Children, Schools and Families show that children skipped more than 8m days of school last year. The reasons for the rising numbers of skivers are manifold, but I think there is one big underlying reason: the recession is really beginning to bite in many households.
In the UK, 4 million children live below the poverty line and the situation is getting worse: charities such as Save the Children are seeing families of four trying to feed themselves on £20 to £25 a week. That means that lots of children are living in households under severe stress, frequently working illegally or carrying out household chores for parents who need them at home.
It concludes -
A survey by Beatbullying suggests that as many as one in three children truant because of bullying, with 20,000 bunking off school for the same reason. This survey was carried out nearly four years ago now when times were good; the new official statistics suggest that the problem has become a lot worse. Proper investment in public services was never more needed more than in these recession-hit times.
This is Oxzen's response on CiF:

As is obvious from all these [CiF] contributions the causes of poor school attendance can be complex and hard to tackle. Unesco reported that British children are the unhappiest in the developed countries, and yet we've seen no government acknowledgment of that appalling assessment, let alone any sign of being concerned about it, or any ideas about how to improve the state of childhood in this country. Ed Balls won't even accept the recent criticisms of our Primary school system as outlined in last week's Cambridge review.

All that this government has ever talked about is improving test and exam scores and 'cracking down on bullies'. Everything else has lip service paid to it. This very week The Guardian published a Peter Preston column 'In Praise of Targets' repeating the same old rubbish in favour of the targets and league tables culture that has done nothing to improve the wellbeing of children or their enjoyment of school, let alone produce better educated and more enthusiastic learners.

If even the Guardian can't stop repeating the idiotic mantras of those who can't see that cramming pupils for tests is not the same as providing a better education, then what hope do we have, short of expecting the Conservatives, who at least have pledged themselves to get rid of the politically motivated targets and the micromanagement of the system, to do better.

Parents must demand, for the sake of all our children, that the system is changed, starting with the recommendations of Professor Alexander's Primary Review, in order to make our schools places of genuine learning which pupils of all abilities, interests and aptitudes are eager to attend, and where all their intelligences, and not just IQ, are developed by every teacher every day.

Learning to be socially and emotionally intelligent, learning to be non-violent, learning about anger management, and learning to be creative and imaginative, as well becoming academically able, are fully on the agendas of all schools in high-performing countries like Finland and Denmark, and they could and should be in Britain as well. Some of our schools are already doing very well in this regard, in spite of a system that barely supports it or encourages it, but sadly not nearly enough. Hence the high rates of truancy and exclusion.

…..........................................................

Did I Hear You Write?

I'm a huge admirer of Michael Rosen, for his contributions to the education debates as much as his work as a writer, performer, broadcaster and artist. Here are more of his pieces from the Guardian's pages -

http://www.guardian.co.uk/profile/michaelrosen

See also - http://oxzen.blogspot.com/2009/06/layer-168-michael-rosen-jim-rose-ed.html

http://www.inpressbooks.co.uk/did_i_hear_you_write_rosen_michael_i016262.aspx

Here's where you can buy this excellent book for 60p -

http://www.fantasticfiction.co.uk/r/michael-rosen/did-i-hear-you-write.htm
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Friday, May 16, 2008

Layer 38 License To Kill

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Bob Dylan - Infidels

License To Kill

Man thinks 'cause he rules the earth he can do with it as he please
And if things don't change soon, he will.
Oh, man has invented his doom,
First step was touching the moon.

Now, there's a woman on my block,
She just sit there as the night grows still.
She say who gonna take away his license to kill?

Now, they take him and they teach him and they groom him for life
And they set him on a path where he's bound to get ill,
Then they bury him with stars,
Sell his body like they do used cars.

Now, there's a woman on my block,
She just sit there facin' the hill.
She say who gonna take away his license to kill?

Now, he's hell-bent for destruction, he's afraid and confused,
And his brain has been mismanaged with great skill.
All he believes are his eyes
And his eyes, they just tell him lies.

But there's a woman on my block,
Sitting there in a cold chill.
She say who gonna take away his license to kill?

Ya may be a noisemaker, spirit maker,
Heartbreaker, backbreaker,
Leave no stone unturned.
May be an actor in a plot,
That might be all that you got
'Til your error you clearly learn.

Now he worships at an altar of a stagnant pool
And when he sees his reflection, he's fulfilled.
Oh, man is opposed to fair play,
He wants it all and he wants it his way.

Now, there's a woman on my block,
She just sit there as the night grows still.
She say who gonna take away his license to kill?


Violence 1

Do soldiers have a license to kill?

“Waltz With Bashir” is “a daring new animated documentary that follows Israeli director Ari Folman as he tries to piece together memories of the 1982 massacre of Palestinians in Beirut's Sabra and Shatila refugee camps“.

It’s in competition at the Cannes Film Festival. Folman was on the radio this morning explaining how he intends to do everything he can to persuade his sons never to take part in any violence whatsoever, regardless of any demands that the State or the Army may make of them. He wants his work to persuade everyone that violence can never be a solution to conflict.

“Folman was a soldier in the Israeli army when it invaded Lebanon earlier that year. It allowed Christian militiamen into the refugee camps and stood by as they went on a killing spree shortly after the assassination of their leader, Bashir Gemayel.”

Well there’s still hope for the Middle East, and for the world, when artists like Folman are able to release powerful films that highlight State and military atrocities, and make the case for shunning violent solutions to problems in all circumstances.


Violence 2

Bob sings, “Oh, man is opposed to fair play,
He wants it all and he wants it his way.”
(License To Kill)

Well this now clearly includes girls and women, as we know it always has, though maybe to a smaller degree.

This week we’ve been hearing news reports that more and more girls are behaving aggressively and violently, and being generally anti-social. Factors are assumed to be alcohol, our ‘pushy, acquisitive age‘, an ‘economy driven by competition’, and an attitude that’s usually described as ‘laddish’, which presumably means being loud, crude, cocky, rude, insensitive, threatening, gangsterish, binge-drinking, insulting, bragging, attention-seeking, inconsiderate, lacking self-control, over-sexed and generally disgusting.

Clearly what we’re dealing with here are girls who completely lack emotional, social and spiritual intelligence, and we need to ask ourselves why. It’s not hard to see that there are issues about role models, cultural influences, values, greed, sensation-seeking, etc.

And still our education system does nothing to provide for the real developmental needs of these young people, which are to do with substantial amounts of time to consider themselves and others objectively, philosophically and psychologically; to learn something about desirable human values; to learn techniques of self-restraint and self-control; to learn how to relate in positive ways to others, including those outside of the immediate peer group, etc.

None of the above work and learning is really happening, and where it is timetabled in schools it isn’t done well, and it generally isn’t taken seriously, either by the kids or the teachers, and especially the kids who are most in need of it. Neither are schools offering one to one and small group counseling sessions, or opportunities to explore kids’ levels and aspects of EQ and SQ with sympathetic adults. It’s not in the National Curriculum, you see. Kids often have to actually get themselves permanently excluded from mainstream schools before they can access some of the good things and the good teachers that may be on offer in Special Schools. How mad is that?

http://www.guardian.co.uk/uk/2008/may/16/ukcrime.gender

http://www.guardian.co.uk/uk/2008/may/15/ukcrime.youthjustice1

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Here’s another stanza of Bob’s to think about, from another track from Infidels, a track called “I and I”.

Took an untrodden path once, where the swift don't win the race,
It goes to the worthy, who can divine the word of truth.
Took a stranger to teach me, to look into justice's beautiful face
And to see an eye for an eye and a tooth for a tooth.

Note the words “worthy”, “truth”, and “divine” - which are favourite words of mine.

As in

“And think not that you can direct the course of love,
for love, if it finds you worthy, directs your course.”

It’s always good to re-read “The Prophet” by Kahlil Gibran from time to time.

http://leb.net/gibran/works/prophet/prophet.html
http://www.geocities.com/Athens/5484/Gibran.htm

Collins defines “divine” as:

“To perceive or understand (something) by intuition or insight” (spiritual intelligence) and
“To discern (a hidden or future reality) as though by supernatural power”.

The whole notion of hidden realities I find very interesting. This is fertile territory for reflection and meditation. As is the whole realm of the spiritual, the metaphysical, the supernatural, if you like. This is indeed the realm of intuition and insight. Looking within, not without.

We must train ourselves to let insight pierce and illuminate the dark areas, where logic, reason and the senses cannot penetrate, since our knowledge is always so limited and so open to interpretation, since our senses often fail to make sense of what’s around us, since reason is often based on false premises.

We need these things on the school curriculum.

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Another song to check out on Infidels is “Man Of Peace”.

http://www.bobdylan.com/songs/peace.html

http://www.bobdylan.com/songs/license.html

http://www.bobdylan.com/songs/iandi.html
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Sunday, April 27, 2008

Layer 21 Spiritual Intelligence

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Most people seem either completely baffled by, or have real problems understanding, the idea of spiritual intelligence. To be self-actualised (see Layer 20) is to be spiritually intelligent. And learning to be spiritually intelligent may not be easy to achieve, but it’s fairly clear what we need to do.

The foremost task of parents and of schools should be to teach pupils how to learn and how to become independent learners – how to ask questions, and how to seek answers. Intelligent schools and homes see learning as something that’s as natural and as desirable as breathing and eating, and something that’s crucial to every individual’s growth and well-being. They try to help all members of their community towards a love of learning, and recognise the truth in the saying, “More than wealth or power, education is the key to human dignity”.

They recognise that individuals learn in different ways, and must ultimately find their own answers, beliefs and truths which will enable them to fulfil themselves as individuals and as members of communities and societies. Lifelong self-directed seeking after knowledge, truth and meaning leads to greater enlightenment, peace and productive living for us all.

So what? you may say. But many schools and homes do exactly the opposite – they expect their children, their students, to be passive and not active learners - they tell them what to think and what to remember. They operate a “transmission” model of teaching and learning, and they teach in a didactic manner, which is traditional in many societies. (Although Socrates, in Ancient Greece, believed that learning should be based on dialogue and not didacticism.) In the 19th Century, at the beginning of the State education system in Britain, Charles Dickens, a truly great writer in the English language, wrote a wonderful book called Hard Times, which is in part a satire on an education system that he believed strangled and stunted children. The book begins with the words, “Facts. Give these children nothing but facts.”

Whose facts? Which facts? In post-modern societies we recognise how problematic it is to believe that there are so-called key facts that should be ‘understood’ and assimilated by everyone. Such beliefs are especially problematic in multi-cultural, multi-ethnic, multi-faith societies populated by diverse peoples of different traditions, different beliefs, and different values. What is recognised as factual and true in one section of such a society is nothing of the kind to many other people.

Consider the current struggle in the United States between “creationists” and others – those who consider the words written in the Christian Bible to be literally true, and those who do not. There we see prosecutions of individuals whose only crime or misdemeanour has been to reiterate the tenets of ‘Darwinism’ – the belief that human beings have their origins in and are descended from the family of the apes, and not through creation by a Divine Being. Imagine this situation in reverse – with fundamentalist Christians being persecuted and prosecuted, victimised and demonised by the Darwinists.

Herein lies the key problem for our societies and our schools – how to promote pluralism, tolerance, and respect for others of different backgrounds, beliefs and values.

We must consider the extent to which our schools are truly inclusive places:
Open to pupils of all abilities and backgrounds
Free from the need to promote particular beliefs
Able to help all pupils consider for themselves, and to make decisions about, different sets of values and beliefs
Able to help all pupils become “spiritually intelligent”, to learn proper respect for themselves, and respect for others who adopt different beliefs and values.

So how well does your child’s school perform according to these criteria? Is there a respect for children, and a determination to treat them with kindness, with the same courtesy and consideration we would show to adults?

In such a learning community the quality and quantity of interactions and communications between adults and children alike can of themselves promote many positive things, and in particular emotional intelligence, social intelligence and spiritual intelligence – the keys to successful living and learning. Of course we value high academic achievement and the development of the intellect, but we should not consider these forms of learning and intelligence to be superior or of greater priority – indeed it is difficult to see how children’s academic and intellectual potential can be optimised without the underpinning of a balanced development of all their intelligences, all their potentials, through meeting all of their needs – spiritual, social, emotional, physical, instinctual and intellectual.

In such a community there is the potential for harmony and non-aggression, for cooperation rather then competition, and collaboration rather than isolation and suspicion. In other words there is an atmosphere of peace and trust, of sharing and giving, where the whole is greater than the sum of the parts. Where all of this comes to fruition, in certain high-performing schools, to the average visitor it seems like stepping on to another planet, entering a place where lives are lived according to different rules, different values, different expectations. It seems almost impossible to understand – how children who can be seen acting with aggression and violence and hatred in other contexts – in the streets and estates and parks – can be seen exercising self-discipline, cooperation and respect for others in an inclusive, spiritually intelligent community called a school.

The curriculum for spiritual intelligence consists for the most part of the ‘informal’ learning that goes on from the moment a child enters the school – whether as a 4 year old or as an older child – they discover that “this is the way we do things here, this is how we interact, how we solve problems, how we relate to one another”.

It also consists in what the Japanese call “zest for living” – developing an appreciation of how good it feels to live, learn and work in a community where there is the appreciation and love of other people, where there is an appreciation of beautiful and stimulating surroundings, of freedom from aggression and injustice and fear, appreciation of being accepted and respected for who one is and what one believes, whatever that might be, whatever one’s current level of ability or learning. Such places develop high levels of enthusiasm, and feelings of joy and well-being, as well as greater commitment to learning, and confidence that one can be successful.

Certain key concepts for developing spiritual intelligence can be found in schemes of work with a sharp focus on human values. These are values that are subscribed to by humanists and by people of no particular religion, as well as by members of the many different faith communities throughout the world – values that give meaning to life and help to direct our most positive beliefs and actions. They are values that help to make our families, our communities and our societies better places to live in for all of us. Without such values we descend into strife, conflict, selfishness and aggression.

The following list is a summary of the key words and concepts we need to understand as part of our curriculum for human values and spiritual intelligence.

If your child scores highly in understanding these key ideas, and in living life according to these human values, then he or she is indeed high in emotional, social and spiritual intelligence, which means that your child’s school is almost certainly doing a good job, and that you, as the child’s parent, are doing a superb job too. Well done!

TRUTH

Curiosity
Equality
Honesty
Integrity
Intuition
Optimism
Truthfulness
Self-knowledge
Reasoning


LOVE
caring
compassion
friendship
forgiveness
generosity
helpfulness
joy
kindness
tolerance
sharing
sympathy
patience

PEACE
calmness
contentment
dignity
discipline
happiness
honesty
humility
understanding
patience
reflection
self-confidence
self-control
self-discipline
self-respect
optimism

RIGHT CONDUCT
Contentment
Courage
Dependability
Duty
Ethics
Gratitude
Good behaviour
Healthy living
Helpfulness
Leadership
Initiative
Unity
Respect
Responsibility
Sacrifice
Self-confidence
Self-sufficiency
Simplicity
Perseverance

NON-VIOLENCE
appreciation of others
brotherhood / sisterhood
citizenship
compassion
concern for all life
consideration
cooperation
unwillingness to hurt
equality
forgiveness
global awareness
good manners
loyalty
social justice
service to others
respect for people and property
unity
universal love
collaboration
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