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LoupLoup by Nicolas Vanier

My rating: 4 of 5 stars


(la traduction français est on bas...)

This was a very interesting and well-written coming-of-age story. (I'd like to see the 2009 film version.) Vanier manages early on to build reader sympathy for a predator which he show as such, in detail. He also surprised me by showing the shame of a man being willingly taken advantage of sexually by a woman (something I will grudgingly admit to never having believed possible). Never mincing his words, you feel the harshness of both worlds, human and wolf, while also feeling (for me, at least) connected to both. An excellent job emotionally and also from an ecology standpoint.

Cette histoire de devenir adulte faisait plaisir à lire. (J'aimerais voir le film de 2009.) Vanier a réussi très tôt de faire sentir de l'empathie pour un prédateur qu'il montre tel comme il est, et avec des détails. Il m'a réussi d'étonner, aussi, côte émotionnelle chez les hommes, en montrant qu'il est bien possible qu'an homme aussi peut se sentir abusé sexuellement par un femme, même après avoir faite l'amour volontairement. Jamais trop douce, on sent la dureté des deux mondes, humain tant que lupin, en sentant aussi (pour moi, au moins) connecté avec tous les deux. Du bon boulot émotionnelle et aussi d'un point de vue écolo.
(Si vous avez, les Amies, des corrections pour mon français, j’accepte volontiers...)


In Solidarity with All Kind People,
Peace via Cooperation and Non-Cooperation,

ShiraDest

21 November, 12015 HE



View all my reviews
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    A woman came up to me, after a Zembekiko at a Greek festival in the Boston area, and asked me
'What do you feel when you dance?'  -I had to ask her what she meant; she explained that I seemed to be in another world, as if I were having a spiritual experience, when I danced.  
   Upon reflection, I had to admit that she was right -the beautiful music of the Mediterranean, the Balkans, even of those wild places where men danced with swords in hand, or like Zorba, gone mad with grief -those mournful yet insistent strains pulled me into some place where life existed.   A place, maybe the only place, where I felt alive.

   For me, spirituality seems to be that thing that gives meaning to life, a reason to keep going day after day, eating, breathing.  Why bother?  Because there is beauty in this world, and each person has a particular way of looking at it -a distinctive way of seeing the world. 

For me, writing makes me understand and remember how it felt to be alive, throwing myself into the air, reaching into the clouds, stretching into the breeze.  When the words overwhelm me, refusing to leave me alone, writing them down is the only escape. 
But then, they demand to be pondered.
The emotional work always follows the meaning -is it possible to be happy, and why does that matter?  Action matters.  But thoughts and feelings affect actions.

So I use four criteria to order my days:

1.  An action that gives meaning to my life: either dance or write each day,
2.  A thought that adds to my emotional stability each day, either comprehending my reasons for feeling/behaving a certain way, or meditation on some feeling and the causes behind that feeling, leading to a decision on how to classify and use that feeling in the future.
3.  A physical action that furthers my goals for reaching my body's fullest potential (running a marathon, for example),   and 
4.  An action that furthers my goals for developing my fullest personal intelectual potential (reading a certain number of pages in Turkish, for example).

For me, these four things represent my personal responsibility to reach my fullest potential as a human being, spiritually (if that exists), emotionally, physically and intellectually.  Now, I wonder if and how I can help others do the same?
Shira "Holocene/Human Era" Destinie
20 August, 12015 HE
Bretagne
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<a href="https://www.goodreads.com/book/show/3155616-las-puertas-del-mal" style="float: left; padding-right: 20px"><img alt="Las Puertas del Mal" border="0" src="https://d.gr-assets.com/books/1334920827m/3155616.jpg" /></a><a href="https://www.goodreads.com/book/show/3155616-las-puertas-del-mal">Las Puertas del Mal</a> by <a href="https://www.goodreads.com/author/show/4479616.N_ria_Masot">Núria Masot</a><br/>
My rating: <a href="https://www.goodreads.com/review/show/1358189383">3 of 5 stars</a><br /><br />
Intelligent (but possibly codependent) women able to face danger, oddly dressed polyglotts who inspire fear but actually protect, PTSD shown, not told, wounded veterans reminding each other who they were and remain over the years, the seeds of hatred and the power of loyalty, even between different communities.  Those are the good things this fourth book offers.  What annoyed me was the move toward semi-mystical solutions, rather than logic, in this book versus the first two books.  Still, excellent inter-generational work that, like <a href="http://www.goodreads.com/book/show/2.Harry_Potter_and_the_Order_of_the_Phoenix__Harry_Potter___5_" title="Harry Potter and the Order of the Phoenix (Harry Potter, #5) by J.K. Rowling">Harry Potter and the Order of the Phoenix</a>Harry Potter, inspires hope in community.<br><br>17 August, 12015 HE (Holocene Era)<br><br>Mujeres inteligentes (tal vez codependientes) capaces de enfrentar el peligro, políglotas vestidos poco normales quienes inspiran el miedo pero protegan a los demas, Trastorno por estrés postraumático  mostrado, veteranos heridos sosteniendoles tras los tiempos, las semillas del odio y el poder de la lealtad aun tanto entre la gente como entre las comunidades diferentes.  Eso son las cosas buenas que ofrece este libro, cuatro de cinco en el serie,  Lo que me fastidio era el cambio ver el mysticismo, mientras el logico era el base de los primeros dos libros.  Sin embargo, este libro queda exclente como trabajo multi-generacional que, como a Harry Potter, inspira la esperanza en la comunidad.<br><br>17 del agosto, 12 015 EH (Era Holoceno)<br>Shira Destinie
<br/><br/>
<a href="https://www.goodreads.com/review/list/19806749-shiradestinie">View all my reviews</a>
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I suddenly understand what my principal tried to tell me when I started teaching math -she criticized me, saying that power is not bad, since I could not control my students.  I had difficulty with this, and ended up being fired since I'd lost control of 3 of my 5 classes.  Now I understand -I hate imposing my will on others because I had no choice as a child, and I cannot stand to be like 'that.'  Too bad I did not understand this in 2001.

Je viens de comprendre, tout d'un coup, ce qu'a voulu dire ma chef quand j'avais commencé comme prof de maths -elle m'avait rapproché en disant que le pouvoir n’était pas mal, parce que je n’arrivè pas a contrôler mes élèves.   J'avais du mal à l’écouter, et j'avais fini par être renvoyée car j'avais perdu controlle de 3 des mes 5 classes.  Maintenant je comprends -j'ai l'horreur d'imposer ma volonté aux autres parce que je n'avais pas le chois quand j’étais petite, et je ne veux pas être comme ça.  Dommage que je ne pouvais pas comprendre in 2001.

(response:)
Little by little, you will find these old reflexes, analyse tehm, and put them in the right place so that they no longer keep you from moving forward.

-----------------------------
 Petit à petit, tu vas trouver tous ces (mauvais) anciens réflexes, les analyser et surtout les ramener à leur juste valeur et ils ne t'empêcheront plus d'avancer dans la vie. 


--

Tools every adult needs to have or develop...
25.6.12015 HE

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http://shirad.dreamwidth.org/tag/mlk ; and shirad's http://shirad.dreamwidth.org/tag/adulthoodriteofpassage ; tags show my earlier thinking on these topics -thoughts requested.
ShiraDest
12015 HE
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Protect Others: Tell Your Story (Please Help Break the Silence-Shame-Intimidation-Exploitation CYCLE ...)

How can telling your story, as one friend told me, protect others?  I suppose that as one progresses, and learns

how to overcome, those lessons learned along the way can help prevent that same harm from befalling other

vulnerable people.  But how?

1. 
Well, if the first childhood memory is one of sad anger, of loss, the green Caddy driving to NYC may impede, for a

lifetime, that love of large cars and of the Big Apple that so many Americans seem to boast.  If that memory is

tied to a borough where the kids rejected you, and your next memory was of being locked in a room, at 4 years of

age, hearing your mothers screams as furniture fell and things broke in the living room, as her boyfriend beat

her, how do you use this to protect others? 

By coming up with a plan for teaching children to protect themselves from silence, from shame, intimidation and

from exploitation, via:

     A New Adult Rite of Passage:  http://meowdate.dreamwidth.org/6177.html


2.
If one was sexually abused at 6, and told not to tell, how do we protect children from parents who can protect

neither their children nor themselves?          -Teach kids that Silence = Death, because silence can lead to

suicide, after a few years. 

3.
If one took refuge from bullies by running and retreating, how to undo that shame?  -Teach kids that we ALL have a

right to our personal boundaries, to equal bodily respect, and to equal human dignity.

4.
If one was refused self-defense because "young ladies don't fight" but they can come home in bruises that will be

ignored, how does one learn to stand up to intimidation?  -Teach kids that if you stand up, you might or might not

be hurt today, but if you cower you WILL agonise for years to come.
 
5.
If one was physically and sexually abused as a teenager, with all the blame heaped on a 15 year old, how to learn

not to exploit nor be exploited?  -Gandhi and Frankl cite adult choice and power: UpHold your Values and Create.  

6.  Only then is one ready to be An Adult: http://adulthoodchallenge.dreamwidth.org/318.html

(This is the real answer to Millie's question:
https://www.goodreads.com/author_blog_posts/7591180-answer-to-millie-s-question-on-education)

((and a summary of the Adulthood thread: http://meowdate.dreamwidth.org/tag/adultriteofpassage))

ShiraDest,
April, 12015 HE (Holocene/Human Era)

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As Beauvoir pointed out; one is not born a woman, one becomes a woman -and subject to all the pressure to wear make-up and high heels, how can we change the world to teach children how to keep themselves and others safe (or at least how to resist exploitation)?

How to build a society that encourages every child to reach his or her fullest potential for contribution to the world?

ShiraDest
April; 12015 HE  (Holocene/Human Era)
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How have you overcome, and taught others to overcome? 

Are you an adult?  Take the Adulthood Challenge, and tell us:
http://adulthoodchallenge.dreamwidth.org/


Then, write your autobiography! 

In service to Community Cooperation (and the Universal Holocene/Human Era Calendar...)
ShiraDestinie,

Universal Date (fka William-James-MEOW Date) : Friday, 6 January, 12015 HE
(TWC + Holocene Cal.: http://universalcalendar.eu5.org/)

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Please join the discussion, and help change our culture, to help change our world:

http://adulthoodchallenge.dreamwidth.org/

ShiraDestinie
Universal Date: Monday, 2 January, 12015 H.E.
(The World Calnedar + Universal Holocene Calendar)
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ENGLISH 


Chers Amis voici une autre idée pour vous :



Un nouveau rite de passage .

On a besoin d'un nouveau rite de passage dont chaque adolescent doit de son plein gré enseigner quelqu'un, de commencement, une capacité utile et importante . Elle doit être une capacité dont la personne a besoin dans le monde réele, par exemple depuis l’alphabet jusque a la posiblité de lire des livres simples, ou de calculer jusque aux tables de multiplication , ou d'écrire une simple phrase au un essai, ou de pas d'anglais jusque au l'anglais passable dans les états-Unis.

Ce projet doit exiger un investissement sérieux de temps (de préférence deux ou trois heures par jour) pour au moins un an . Ainsi le jeune peut être fier d'avoir accompli quelque chôse de dificil et peut réclamer son statut mérité d'adulte.

Un même temps, plusieurs problèmes dans notre société peuvent être résolu :



-Cela diminuerait le manque d'auto-discipline, de courtoise et de respect pour la connaissance parmi les jeunes.


-Le manque d'enseignants et le manque de budget dans le plupart des états seront un peu plus suportable. Cela augmenterait le nombre d'éleves qui ont besoin de terminer leur “Projet d'être-Adulte” au numéro des aides de salle et des bénévoles.

-Le besoin pour les défis et pour se prouver pendant l'age adolescent de la vie est laissé irréalisée par la définition excessivement arbitraire d'être un « adulte » dans la société moderne.

Je propose que le mise en route de telle idée doive commencer par l'engagement de la communauté locale. D'abord, l'adolescent (ou le "pré-adulte") doit présenter une personne qui connait la communauté pour montre le but du processus de l’apprentissage. Après avoir atteint l'objective, le « pre-adulte » et l’apprenti retourneront voir la communauté pour évaluer l'efficacité des efforts et pour donner au « pre-adulte » son statut d'Adulte, avec tous les droits et responsabilités attendu d'un adulte, compris les normes culturelles comme la civilité, la courtoisie, et même la gracieuseté.

Ainsi nous irions d'une société oû l'impolitesse est la norme vers une dont la gracieuseté est valorisée. Par exemple, une amie raconte un incident dont un chien la'a grognée. La propriétaire s'etait excusée tout de suite. C’était la chose civil à faire. Ensuite elle avait même offert de l’appeler un taxi, et c’était la chose gracieuse à faire. Une société oû la gracieuseté est valorisée serait une société plus compatissante et plus créative.

Je laisse ces pensées pour réflexion, débât et action.


À l'amour, la Paix, et … la Coopération Communautaire !!!

Shira Destinie

aide de JPLDate Universelle: samedi, 21 octobre 12014 ÈH (Ère Holocène)
Date « usuelle » : mardi, 21 octobre 2014 AD

Post original: Date Universelle: mercredi, 18 octobre 12014 ÈH (Ère Holocène)
(mise en ligne en anglais :
 Date usuelle : jeudi , 17 avril 2014
Date MEOW : lundi, 16 avril 12014 èH (ère Holocène) 
Remarque : la « Date MEOW » qu’honore William James essai de 1907 «  l’équivalent moral de la guerre » venait de l'anglais « Moral Equivalent of War » )
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( ENGLISH : )


Mes critères pour être adulte sont au nombre de six :
D'abord, chaque enfant doit être capable

1. de nager, autant que faire se peut
2. de se défendre (émotionnellement et physiquement), autant que faire se peut
3. de penser et bâtir des arguments
4. de comprendre des statistiques
5. de conduire les voiture à boîte de vitesses manuelle (ou monter à vélo, à cheval, naviguer...)
6. (Tout ça implique :) la responsabilité de réfléchir et d'accepter des responsabilités pour ses actes.

J'ai passé assez de temps en étudiant toutes ces choses et aussi en pensant sûr mes propres principes.

En terminant, je crois que la dernière preuve pour être reconnu-e comme adulte est le fait d'enseigner à une personne une habilité critique. Par exemple, nager ou écrire. Réfléchir fait aussi partie des points 3 et 6 , comme disait Dr. Viktor Frankl. Cette épreuve ferait partie du Défi pour être Adulte (https://network23.org/communitycoop/2014/04/17/pre-adulthood-adults-and-rites-of-passage/).


À suivre : Est-ce que je suis adulte ? Partie 2 : Moi...

Date « usuelle » : mercredi, 8 octobre 2014 AD
Date Universelle: dimanche, 8 octobre 12014 ÈH (Ère Holocène)
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The ground-breaking novella Herland was a good start, but lacked a vision of fully inclusive equality. The MEOW Vision builds on Gilman’s ideas, with the aim of Fully Inclusive Equality.

The Goals (allowing each person to contribute fully):

1. Each person, as a child, must learn to swim (or at least float).
2. Each child must learn emotional/psychological self-defense and physical self-defense to the greatest extent possible, in a Gandhian context.
(1 and 2 are part of the pre-Adulthood criteria: http://meowdate.dreamwidth.org/6177.html ...)

3. Each child, at birth, receives half a hectare of land, non-alienable. He or she may rent, lend or swap the land, but always remains the owner. Where ever the location, it should have a well and be arable.
4. Fresh water for ever person (free!)
5. Each family should have a book in the local public library, containing the autobiography of every adult in the family (which means that each person needs free time and the means to write his or her autobiography).

(the same Goals in Spanish:)
—-
Un programa de Igualdad y Salud para Todos

Las Metas (para que todos pueden contribuir lo mejor):

1. Cada quien, de niño, debe aprender nadar
2. Que cada quien de niño aprende defenderse
3. Que cada bebe, al nacer, recibe .5 hectarios de terreno, que nunca se puede desprender. Se lo puede alquilar o prestar, pero siempre sigue esta persona como dueño o dueña del terreno. Que sea donde sea, será con un poso de agua y capaz de agricolar.
4. Agua potable para cada persona
5. Que cada familia tenga un libro en la biblioteca publica, con resumen del autobiografía de cada persona de la familia (eso quiere decir que cada quien tenga el tiempo libre y los recursos para escribir su autobiografia)

Peace,

Gregorian Date: Tuesday, 9 September 2014
MEOW Date : Saturday, 9 September, 12014 H.E. (Holocene Era, aka Human Era)

https://network23.org/communitycoop/2014/09/09/the-meow-vision-a-bit-like-herland-but-more-equal/
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Renault’s excellent book The Persian Boy shows the difficulty of learning, and of teaching. Both would probably be easier if our society understood what it takes to teach a person a useful and neccesary skill from start to finish. Hence my proposal for a modern universal
Adult Rite of Passage. What we need our children to prove, upon recognition of adulthood, is not their prowess in battle or the hunt, not their virility, not their adeptness at social maneuvering, but their ability to contribute meaningfully to society by teaching another member of the community, from level 0, how to do something that is both difficult and absolutely neccessary in our society today. By requiring our children to teach some other person, child or adult, a needed life skill, over the course of about a year, this pre-adult shows persistence, perseverence, discernment, and of course, the key skill in question. A useful side effect of this is also that it would effectively increase (dramatically) the number of available tutors, and also lead to every adult in our society coming away with an understanding of the challenges involved in teaching anyone anything non-trivial. Thus we provide an esteem building excercise and respect building accomplishment all in one go. We then reward that accomplishment with full adult status, whatever the age of the pre-adult in question. This obviously assumes that the pre-adult has had opportunity to prove his or her good judgement in other ways as well, prior to seeking said recognition. This might help as one step of a series of steps implemented by and through local communities which could lead to more long-term thinking in society at large, given a critical mass and good faith in the ability of human kind to rise above our instincts, and learn to cooperate. In other words (from Lenier in Bablylon 5): to be better than we are.

Community Cooperation Shira,
Gregorian Date: Saturday, August 30, 2014
MEOW Date : Wednesday, August 29, 12014 H.E. (Holocene Era, aka Human Era)

(ShiraD.livejournal.com Subject was: “Generating more respect for teachers requires cultural change” … )

https://network23.org/communitycoop/2014/08/30/winning-glory-on-todays-battlefield-the-modern-mind/
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I am a true Democrat: following the example of Dr. Martin Luther King’s “Chaos or Community , I take seriously the idea that all are equal in dignity, in rights to live up to their full potential, and in ability to make some positive contribution to society. A democrat believes in Democracy, and takes the ideals of freedom and equality to their logical economic and political conclusion.

We always have to balance individual rights vs. the community’s responsibility to help even the vulnerable among us who chose to smoke or use drugs.

My proposal is this:

A birthright non-transferable arable tract of 0.5 of a hectare for each person born on earth. On that .5 hectare of arable land (anywhere on earth), when the child turns 9 yrs old, he or she goes with parents and other members of the community to see the land, learn about it, and start building a one-room self-contained eco-friendly tiny house with solar heat and cooker and basic indoor plumbing.

By the time the child is about 16 (See MEOW pre-requisites for being recognized as an adult …) he or she should know how to maintain the tiny house, and can decide to live in it or rent it out or swap his/her land for someone else’s .5 hectare in a different part of the world.

The concept of Equal Rights for All Human Beings is based on economic and food self-sufficiency for all. Therefore some form of basic housing for every person on earth is needed, to be built by the local community and funded by the interconnected global community, to include a minimal amount of water, and access to free education and health care as a basic human right.

Then, and only then, can every person be equal, unbeholden to any other person.

May we all act cooperatively in
Peace, Love, and Service to Community,
Shira

Gregorian Date: Friday, August 22, 2014
MEOW Date : Tuesday, August 21, 12014 H.E. (Holocene Era, aka Human Era)


https://network23.org/communitycoop/2014/08/22/universal-income-or-land-reminding-us-what-we-could-be/
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Michel Grimaud shows us how one young person, too young to know that his task was impossible (a bit like Harry Potter and his friends, but written in 1978…), can do something worth writing about, as he becomes an adult. In L’Île Sur l’Océan Nuit , he builds community and learns that history, writing, cooperation, and freedom go hand in hand:

https://www.goodreads.com/review/show/943106745

Whether through words, carvings, pictures, or even hand signs (sign language), each person can and should write an autobiography.

In Service to Community,
Coop,

Gregorian Date: Wednesday, August 20, 2014
MEOW Date : Sunday, August 19, 12014 H.E. (Holocene Era, aka Human Era)


https://network23.org/communitycoop/2014/08/20/why-write-your-autobiography-mar-shows-the-adults/
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02/27/2013 10:00:00

shirad
Generating more respect for teachers requires cultural change

People certainly should respect the difficult work that teachers do. This would probably be made easier if our children and adults understood what it takes to teach a person a useful and neccesary skill, from start to finish. Hence my proposal for a modern universal Rite of Passage. What we need our children to prove, upon recognition of adulthood, is not their prowess in battle or the hunt, not their virility, not their adeptness at social maneuvering, but their ability to contribute meaningfully to society by teaching another member of the community, from level 0, how to do something that is both difficult and absolutely neccessary in our society today. By requiring our children to teach some other person, child or adult, a needed life skill, over the course of about a year, this pre-adult shows persistence, perseverence, discernment, and of course, the key skill in question. A useful side effect of this is also that it would effectively increase (dramatically) the number of available tutors, and also lead to every adult in our society coming away with an understanding of the challenges involved in teaching anyone anything non-trivial. Thus we provide an esteem building excercise and respect building accomplishmen all in one go, which we then reward with full adult status, whatever the age of the adolescent in question. This obviously assumes that the kid has had opportunity to prove his or her good judgement in other ways as well, prior to seeking said recognition. This might help as one step of a series of steps implemented by and through local communities which could lead to more long-term thinking in society at large, given a critical mass and good faith in the ability of human kind to rise above our instincts, and learn to cooperate.

Peace,
Shira
Tags: strategy, personal goals and observations, economic justice

In Service to Community Cooperation

The

MEOW Community Cooperation Blog Home Backposted on:
Gregorian dt.: Sunday, August 10, 2014
Meow Date : Thursday, August 9, 12014 H.E. (Holocene Era)


https://network23.org/communitycoop/2014/08/10/109/
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Français
I have six criteria for being an adult. Each prospective adult must be able to:

1. swim, (or inland: find potable water)
2. defend him or herself both emotionally and physically,
3. think critically and build logical arguments,
4. understand statistics,
5. drive and make emergency repairs to manual (stick-shift) cars, or know how to ride and care for bicycles or horses, or otherwise show ability to navigate safely.

These all imply the most important criterion:

6. accepting responsibility to think independently,
taking responsibility for one’s actions and for preventing exploitation.

Personally, I have spent a good deal of time studying each of
the above items, and also reflecting on my own principles. I
believe this reflection to be part of both #3 and #6, as each
adult must know the basis of his or her life principles, if he or
she is to live a fulfilling and stable life. Not only meaning, as
Dr. Viktor Frankl described, but pondered one’s
principles and deciding what gives life meaning, is crucial.

Thus, I believe that the final test for being recognized as an
adult should be to teach someone else a necessary life skill.

For example, swimming, or writing. This Adulthood Challenge is described in an earlier post.

Love, Peace, and … Community Cooperation !!!
Shira Destinie
Gregorian Date: Friday, Jun 27, 2014
Meow Date : Tuesday, June 26, 12014 H.E. (Holocene Era, aka Human Era)

P.S. Many thanks to those whose comments have helped shape changes, particularly to points 1, 2 and 5. -Shira, 10.10.12014 H.E.

Duplicated on: https://network23.org/communitycoop/2014/06/27/am-i-an-adult-part-1-definition/
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français

Dear Friends, here is another idea for your perusal.
A New Rite of Passage


We need a new rite of passage in which every teenager must voluntarily teach someone, from start to finish, a usable and important skill. It must be a skill which the person has to use in the real world, such as moving from the alphabet to reading chapter books, or from counting numbers up to multiplication tables, or from writing a sentence to writing an essay, or from no English to conversational or passable workplace English in the United States.

This needs to be a project which requires a serious investment of time (preferably meeting for two or three hours each weekday) for about one year. That way the young person can look back with pride on a serious accomplishment and justifiably claim his or her status as an adult. Along the way, several problems in our modern society can be solved at the same time :


-The increasing lack of self-discipline, civility and respect for learning among the young.

-The shortage of teachers combined with the budgetary shortfalls in most states would be somewhat mitigated by adding the numbers of teenage students needing to finish their “Adulthood Project” to the number of classroom aides and volunteers.

-The need for challenges and self-testing during the adolescent stage of life which is left unfulfilled by modern society´s unsatisfyingly arbirary definition of adulthood.

I would propose that implementing such an idea should begin with involving the local community by having the adolescent (or if still in his/her 20´s, the “pre-adult”) bring a person to meet with the community to show the starting point of the teaching process. After the learning objective has been attained, the pre-adult and the learner would return to meet again with the community to assess the effectiveness of teaching and to award the pre-adult his or her status as an Adult, with the full rights and responsibilities expected of an adult, including such cultural norms as civility, courtesy, and even graciousness.

In this way we may move from a society where rudeness is the norm to one in which graciousness is valued. For example, a friend tells of an incident where a lady´s dog snarled at her, and the lady apologized, which was the civil thing to do, and then even offered to call a cab for her, which was the gracious thing to do. A society in which graciousness is valued will be both a more compassionate society and a more creative one. I leave these thoughts for contemplation, debate, and action.

Love, Peace, and … Community Cooperation !!!
Shira Destinie
Gregorian dt.: Thursday, Apr 17, 2014
Meow Date : Monday, April 16, 12014 H.E. (Holocene Era)

https://network23.org/communitycoop/2014/04/17/pre-adulthood-adults-and-rites-of-passage/
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A New Rite of Passage

We need a new rite of passage in which every teenager must voluntarily teach someone, from start to finish, a usable and important skill. It must be a skill which the person has to use in the real world, such as moving from the alphabet to reading chapter books, or from counting numbers up to multiplication tables, or from writing a sentence to writing an essay, or from no English to conversational or passable workplace English, in the United States.

This needs to be a project which requires a serious investment of time (meeting for two or three hours each weekday) for about one year. That way the young person can look back with pride on a serious accomplishment and justifiably claim his or her status as an adult. Along the way, several problems in our moder society can be solved at the same time.

  • The increasing lack of self-discipline, civility and respect for learning among the young.

  • The shortage of teachers combined with the budgetary shortfalls in most states would be greatly enhanced by adding the numbers of teenage students needing to finish their “Adulthood Project” to the number of classroom aides and volunteers.

  • The need for challenges and self-testing during the adolescent stage of life which is left unfulfilled by modern society´s unsatisfyingly arbirary definition of adulthood.

I would propose that implementing such an idea would begin with involving the local community by having the adolescent (or if still in his/her 20´s, the “pre-adult”) bring a person to meet with the community to show the starting point of the teaching process. After the learning objective has been attained, the pre-adult and the learner would return to meet again with the community to assess the effectiveness of teaching and to award the pre-adult his or her status as an Adult, with the full rights and responsibilities expected of an adult, including such cultural norms as civility, courtesy, and even graciousness.

In this way we may move from a society where rudeness is the norm to one in which graciousness is valued. For example, a friend tells of an incident where a lady´s dog snarled at her, and the lady apologized, which was the civil thing to do, and then even offered to call her a cab for her, which was the gracious thing to do. A society in which graciousness is valued will be both a more compassionate society and a more creative one. I leave these thoughts for contemplation, debate, and action.

Peace, Friends,

Shira Destinie






Read, Write, Run, Teach !

ShiraDest
19 jan, 12016 èH
12016 HE

March 2016

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