Helene and Steven had raised the need to include finance in the narrative of “the commons” and Myra had said about my reply “Jessie, This is your clearest writing by far on the new financial commons. ” … so I hope it’s of use here. (The discussion was part of a follow-up to a CAUN Commons Action for the UN conference call with Barrett Brown, on the different kinds of “thought leaders” he had identified setting the course for the sustainabilty movement, using social science methods, reflected in his Fall 2012 article in Kosmos. fyi)
I. On Feb 4 2013 Jessie responded
Helene & Steven,
Great to have someone bring up the need to work on having a new financial commons. We need to map out how to transform finance, so that it acts to care for the earth as its main objective rather than to squeeze it dry as fast as it can, as at present. So we’d need to understand things that people already do that contributes to steering finance in one direction or the other, kind of unusual territory for social organizers…
So what we need to do is get our social language to somehow recognize nature’s process language.
Posts to the UN NGO Thematic Consultation on Educationon how to measure and improve education for the Post2015 UN development goals. My series of three comments focus on the tools a student needs to create their own educations… NOT on measuring the productive value of their educations for business. We did that already, and overdid it. It would do both students and society a great deal more good to look at the basic competencies offered, to see if students are getting the tools they need for exploring the world, like having competence in math, reading, and understanding ‘relationships’.
Productivity is often the assumed purpose of education, but has produced an unsustainable spoiling and depletion of the earth’s resources, now straining all its human and natural ecological systems. So it’s our students who need the tools for guiding their own educations, to take us out of that dilemma created by the poor learning of their parents.
Schools and teachers should mainly be judged by their own peer and served communities, only measuring achievement in core competencies, and create a new core competency in “relationships“. Understanding relationships is a new essential competency for living in a world thrown into disarray by rapidly changing relationships of all kinds, caused by our prior vast misunderstanding the relationships between ourselves and the earth.