Partnership for Whole School Change







This is the third draft of this proposal. All three drafts were prepared by a multicultural group of Massachusetts' developers. They were lead by African American artist/educators and social scientists. The final proposal will guide the writing of a state bill to create Massachusetts’ first Commission On K-12 Education And Globalization. The performing and visual arts will be a foundational pillar of this work.

Our founders' inspiration to do this work comes from the need to address our state's lack of global market knowledge. Inspiration also comes from the contributions made by Ida B. Wells, Mahatma Gandhi, Martin Luther King, Václav Havel, and Nelson Mandela, and the compassion and needed focus generated by the phrase — Black Lives Matter. While everyone up to the top 90% of our state's income earners are injured by this ignorance of global market knowledgethe lives of the bottom 30% are placed at-risk by this lack of knowledge.


Schools are more than the place where students learn academic skills. They are the institutionalization of the passing on of critical knowledge, technologies, and social skills that prepare society's members for life. It is schools, far more than police and prisons, that keep our society safe and sustainable. Schools are also the rudder that gives society the capacity to change. If schools abdicate this role, society becomes a rudderless ship that breaks up into factions upon the rocks of change. 

To be the rudder our society needs, K-12 schools have to be treated as being highly complex institutions. They have to lovingly perform the difficult functions that sustain individuals and communities and offer the shared concepts that bridge society's factions. They have to provide teachers with the professional development opportunities to realize these tasks. They have to convey to teachers that the only expertise required of them to do this work is to become better teachers. Schools have to do these things while keeping the existing school program functioning smoothly. Getting a probe to orbit and study Jupiter is significantly less complex than establishing the kind of K-12 schools that will insure the success of all our state's people in a globalized world.

Working with K-12 school staffs for decades has shown us the following. Even with sound programming and funding, school staffs have been unable to commit to making the changes in their school culture to teach global market knowledge. This has been the case even when the school community wanted to change.

There are many reasons for this. But, a foremost reason is that their in-house efforts to change have lacked the backing of a state education agency.

State education agencies are focused mostly on improving test scores and standardizing school practices not on helping schools change at a cultural level. Within top down system, not having an official state agency's complete backing is seen by many school staff members as being politically and professionally risky. This risk undermines the solidarity and commitment needed to change a school at a deeper cultural level.

Anything that undermines a school's transformational process is important, because teaching and learning global market knowledge cannot happen in schools whose cultures have not changed in ways that allow this knowledge to be taught. Using the language of globalization, our proposed commission can be seen as a constructive innovation for K-12 teaching and learning, and schools have to change to profit from this innovation.


Our founder's motivation to undertake this effort is to relieve the suffering caused by our schools' inability to change. The suffering will escalate if our schools do not stop preparing our children for a world that no longer exists. This proposal, especially the next three links, presents the cultural patterns that make up the policies used to prepare our children for a non-existing world. These patterns:

  • suppress citizen’s capacity to create wealth;
  • promote income inequality, undermine businesses and jobs, and reduce the in-state demand for services and goods;
  • foster mass ignorance. For instance, just hours after the British no voters won the referendum to leave the European Union, thousands were frantically asking Google "what is the European Union." 
  • undermine the learning and appreciation of the knowledge required to negotiate our globalized world; and 
  • alienate our citizens from the world as it is. An example of a cultural pattern that does this is the taboo against talking about and teaching global market knowledge to everyone. The power of a taboo is reflected in the fact that the third highest cause of disease inflicted death is the hospital. The taboo against talking about this fact means that there is never enough people aware of this life threatening problem to stop people from dying. 

Our founders are also motivated by the vast benefits our state's general public will receive if K-12 education prepares our children for a globalized world. But, teaching our children to achieve success without the skills to do it humanely cannot give our children success that is real and sustainable.

To address this challenge, our proposed commission will form a Committee That Empowers K-12 students To Humanely Succeed In The Global Marketplace. This committee will help our K-12 schools prepare our students to become citizens who are in touch with their humanity and ecological responsibilities while navigating this marketplace. This committee will stress that K-12 schools cannot attain these outcomes if they do not develop a school culture that places students and teachers first.


This proposal shows that preparing our children for the world they live in is essential for our state's human capital development, and its overall stability. If our state's residents do not receive this preparation, the well-being and integrity of all our state's communities will be at-risk.

Though this preparation is essential, it is not taking place in our K-12 schools. We appeal to our elected officials to help us form a commission that corrects this critical oversight.

Our Specific Work-Plan Steps will let our elected officials know what our proposed commission will do before they vote on it. The proposal's organization and budget are outlined here, and how the commission will work and what it needs is available here. Our draft proposal is organized using the following headings:

  • This Proposal’s Purpose
  • Developers And Supporters
  • Needs The Commission Will Address
  • Goals The Commission Will Realize

When you have read the contents in the four headings above, you have read the proposal. They will show that this commission does not duplicate the efforts of any other state agency. They also explain why the commission's school programs are and have to be voluntary.

After reading the proposal, you can receive background knowledge on K-12 education and globalization by visiting our Ten Topics. They will enhance and deepen the reader's understanding of this proposal and the need for this commission.

We thank our elected officials and the general public for checking off the answers to our hand delivered queries. This draft is a result of your responses. You realized that one of the keys to our state's development is its employees, employers, and entrepreneurs having basic, sound global market knowledge.

Please continue to respond to our queries, so we will have a proposal our state supports. If you are a first time reader and you generally agree with this proposal, and understand the terrible risks of not responding to the challenges outlined in this proposal, we call upon you to let us know of your support for this initiative.

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Our proposal seeks to establish a state commission that enables our state's K-12 schools to provide a sound educational response to globalization. This response will enable our students to graduate high school with a sound, science- based concept and understanding of the global marketplace.

Massachusetts' schools have to provide this academic response. It needs to be offered from kindergarten to the 12th grade. To provide this response, K-12 educators do not need to be an economist or global expert. Both the knowledge and the practice of teaching global market knowledge will be acquired within professional development sessions.

The goal ought to be to empower the students to achieve their own understanding of the global marketplace and base that understanding on the scientific method. The academic response also has to help our students' achieve the capacity to humanely succeed in this marketplace. A brief video, by Ken Robinson, a prominent global educator, conveys the need to achieve this academic response. It also conveys why the artist and the performing and visual arts are two of this work's foundational pillars.

statewide conversation on K-12 education and globalization will be our proposed commission's first step towards realizing this proposal's purpose. These public events will prepare the members of our commission for the work ahead. They will also educate the general public concerning the need for our K-12 schools to teach global market knowledge. We recognize that everyone involved in this endeavor will perceive the global market, its purpose, and how to teach it through many different lenses. To address this challenge, our commission will use a proven group management process to supervise its meetings and guide its decision making. You can learn more about our proposal's purpose here.

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Our developers are a diverse group of experts and lay people brought together by African-American artist/educators and social scientists. The founding developers designed an open democratic process where every person who wants to can help write this proposal. This process created the three draft proposals.

Our supporters are a growing number of: 

  • parents;
  • educators;
  • community leaders;
  • business people;
  • health workers;
  • public servants; and
  • skilled experts from our state's colleges and universities.  Here is where you can learn more about our supporters.

While factions are fighting over charter and public schools, all our state's underachieving and achieving schools continue to prepare our children for a world that no longer exists. Our developers and supporters are deeply concerned about this fight, because what is being taught in charter and public schools points our children in the wrong direction.

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Massachusetts needs it, because there is no state agency that prepares our schools to teach global market knowledge.

The education establishments, that oversee our K-12 schools at the local and state level, rarely mention the global marketplace. When they do, it is more like a slogan rather than a part of a comprehensive discussion on school policy.

Our state is in need of this commission to help make teaching global market knowledge a part of the teaching profession. This commission will help educators understand the many ways education can influence globalization. Our state also needs this commission to insure that Massachusetts maintains its high first world status.



Schools need this commission to help them:

  • stop the education policy that prepares our children for a world that no longer exists;
  • teach global market knowledge that is sound to all our citizens and achieve this using the scientific method;
  • obtain an official state sanction to change their school cultures. Without this sanction, K-12 school staffs are and feel too vulnerable to make the level of commitment needed to change;
  • seamlessly integrate global market knowledge with all the school’s academic subjects, so what is learned and taught in school reflects the current interconnected global market world we live in;
  • play a central role in the effort to enhance the human capital and the social status of all our state’s citizens; and
  • increase the economic power and social status of the bottom 30% of income earners — a cost effective way to increase market demand and business and employment while reducing welfare, health, addiction, crime, and other social costs.


Students need to have K-12 schools that can teach the skills that prepare them to humanely and successfully navigate this global market world.



Teachers and parents need the commission to help them acquire and pass on global market knowledge to our children. Here is what these adult citizens need.

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HARNESS the power of the visual and performing arts in the interest of teaching and learning global market knowledge.

The arts ignite our children's passion and emotional capacity to create, learn, communicate, and share. The arts help communicate the global market's conceptual framework. They provide the tool that seamlessly integrates all academic curricula together.

PROVIDE our state government with a sharp eye that is focused on the global market, and our state's educational response it. 

CREATE the professional development opportunities for teachers that make the teaching and learning of global market knowledge ubiquitous in our K-12 schools.

To do this, teachers have to learn the many ways the global marketplace relates to them.

OVERCOME the general public's ignorance of globalization by providing tools to our K-12 schools that help them teach global market knowledge to every student.

GIVE our K-12 schools the capacity to develop teaching and learning strategies that help deal with global market forces that place our state’s first world status at-risk.

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We thank the general public and members of our state’s executive and legislative branches for reviewing this proposal. If there are any comments, questions, or suggestions concerning this proposal, we invite you to contact us. For those who are interested in the foundational knowledge that underpins this proposal, see the TEN TOPICS listed below.

If you are a concerned member of the public and want school change that prepares Massachusetts' children for today's world, please contact us. If you support this proposal and want to participate in this proposal’s development, you are welcome to do so.

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Below are ten engaging topics that will answer many of the reader's questions and concerns. These topics also provide the reader with explanations for many of this proposal’s assertions.

        [Back to 19 Transformational Components]              [Taking Action to Support This Education Bill]

Copyright © 2015 Cooperative Artists Institute. All rights reserved.

When making critical decisions or taking critical actions, do you consider the global marketplace? Is your behavior in concert with it being the distribution system for the earth's goods and services? Do you know that these goods and services keep billions of people alive?

When you look out on the world, do you see that it is people who produce the goods and services the global market distributes? Do you appreciate how important it is that our children are able to harness this and other global market knowledge when making critical decisions and taking critical actions?

You and every other person, animal, plant, and non-living thing exists within this marketplace and is affected by it. Within this global system, people extract from nature the materials they need to create the world's goods and services. People transform nature's products into cloths, medicines, cell phones, and other commodities. They invent and build the tools that manufacture the products the human body cannot make. Then there are the people who distribute the goods and services others have made to the world's consumers, for them to use and consume. 

You will be in the majority if you behave as if the production and distribution of goods and services is done by job creators, corporations, businesses, clever professionals, wealthy investors, capital equipment and smart machines, the president, the congress, the banks, socialism, or capitalism. This mistake is usually caused by confusing managing and controlling what is produced with the labour of making and distributing what is produced. People are the creators of the machines, the smart machines, and other forms of capital. People created the productive process and all the earth's goods and services. To ignore, forget, or hide this fact makes it impossible to understand and behave constructively or humanely within our globalized world. 

If you do not understand this marketplace, you are not alone; no one does. None of us can fully appreciate the many ways it influences the outcome of our decisions and actions, especially those dealing with 

  • your psychological state and your social and economic status;
  • your spiritual life and the ways you interpret and carry out spiritual knowledge and writings;
  • the education gap, global market knowledge, who gets this knowledge, and who does not; 
  • oppressive institutions, crime, war and peace, and our shrinking middle class;
  • jobs, joblessness, and wealth creation; 
  • decades of flat wages in some and increasing wages in other sectors of our globalized economy; 
  • health and well-being for some and sickness and depression for others; 
  • jobs and wealth creation, and global warming and species extinction; 
  • the Great Recession's connection to globalization and globalization's connection to the recession's slow recovery; and
  • the rising cost of college, housing, healthcare, and just staying alive.

This is why K-12 Education and Globalization is calling for a statewide discussion that includes expert and lay residents to ask questions and discuss these and other. At the top of this discussion's agenda will be gathering ideas for developing a strategy for creating a sound, educational response to globalization. We invite your participation. 

If you have a discerning eye that examines the way humans are socially and economically grouped, you can see that humanity is divided into the very few who have a basic, functional understanding of this marketplace and the masses of humanity who do not. This observation is one of many factors that explain why the nations and locals populated by people who have little global market knowledge are losing their most vital citizens to the places that have the most global market knowledge. Globalization punishes and abandons people who do not understand it and who cannot or will not play the economic roles where there is a market demand

As you gain more global market knowledge, you will be able to make the case that it is arguably the most powerful innovation humans have ever devisedThe shear force and size of this marketplace and its planet-wide transactions make it far too powerful for anyone to ignore. Despite its enormous energy and influence over people, there is a taboo against sharing knowledge of this marketplace with all our state's residents, especially residents who make up the bottom 40% of income earners. 

Our public schools are the only institutions that are able to democratize global market knowledge. It is currently privatized by a tiny fraction of the world's populationWhen our state's general public is no longer segregated from global market knowledge, all our state's income earners will have the tools to practice greater humanity, economic engagement, and they will gain more social and economic power.

Copyright © 2015 Cooperative Artists Institute. All rights reserved.

Massachusetts’ residents are fortunate to reside in a local with a high first world status. Our proposal will show that globalization has significantly changed the criteria that determine a local's ability to have or maintain a high first world status. Most of our general publics are not aware of this change. Our proposal will show that the highest first world status will tend to be in locals that are best able to provide their entire population with the opportunity to benefit from:

  • wealth creation as an employee and employer;
  • a high quality civil society and K-12 educational experience;
  • an effective democratic society that provides public safety outcomes that are high for everyone;
  • healthy, beautiful communities where the quality of life is high; 
  • the opportunities and responsibilities of realizing economic success;
  • having a seat at the table where decisions that effect the society are made;
  • living in a place where every culture is fully expressed; and
  • public K-12 schools that prepare all their citizens to humanely succeed in the global marketplace.

Our proposal will show that in this world globalization is reshaping, our state must attain outcomes like these, or its high first world status will slip away to others who are willing to achieve these outcomes.

The high ranking above must constantly be earned anew, because the global competition to acquire and maintain a high first world status is fierce. This intensity is the result of seven billion people craving the huge economic, technological, and quality of life advantages this ranking offers.

Copyright © 2015 Cooperative Artists Institute. All rights reserved. 

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