Partnership for Whole School Change



[More About the Global Market and How to Teach It]


Our state’s K-12 schools need to stop preparing our students for a world that no longer exists. To do this, our schools need to provide a sound educational response to globalization. This website is a repository that helps schools learn and teach global market knowledge. It also helps schools change in ways that make the teaching of this knowledge possible.

Teachers need to know that they do not need to be economists or global experts to teach this response to globalization. They just have to be good teachers. However, they will need to learn and teach concepts like supply and demand, goods and services, and other global market concepts using age appropriate teaching strategies. These market-based ideas and structures will help our teachers and students come to see this market as a mechanism — one of the ways it manifests itself in the world.

One of the most important steps students take towards understanding the world they live in is when they see this market as a mechanism that is distributing the world's goods and services. Once this cognitive step is taken, the student sees this market as one would see a car or any other familiar mechanistic devise. Both the teacher and the student do not have to be expert car mechanics to be able to talk about or study cars — their structure, and their many dynamic properties. The same is true for the global marketplace. Once teachers and students have the tools to see it as the mechanized institutional structure that it is, their mastery over it gives them the capacity to become interested or even fascinated by it. The result is that they talk about it, study it, assess it, and seek to acquire a greater understanding of it.  

Students cannot be prepared for the world they live in without knowing why only a tiny minority of humanity have global market knowledge, and why the rest of humanity needs this knowledge. Even K-12 teachers who have a sense that the global market is important, know surprisingly little about it. To be more sustainable, our state needs to have a general public that has global market knowledge and K-12 educators who can make this knowledge ubiquitous

Before teachers can learn global market knowledge, they need to purge themselves of the myths they and the rest of the general public have concerning the global marketplace. Spokespersons, representing or agreeing with various social and political factions, teach us these myths, and we tend to choose the myths that promote our personal desires and agendas. But in this case, the blind is leading the blind since most of the spokespersons feeding us these myths also lack sound global market knowledge. 

The myths these spokespersons tell us reflect whether or not the factions they represent praise, tolerate, or condemn the global market. They offer little reliable, truthful knowledge about this market. The myths speak of the jobs this marketplace produces or the jobs it destroys, or its need for regulation or its competing need to be unregulated. When educators and spokespersons think or talk about this market, what clutters their minds are the myths these spokes-persons gave them.

These myths promote ignorance, conflicts, and a state of being unprepared for the world. They fuel behaviors that cause the general public to turn on each other, vote against their interests, and undermine their democratic and legal institutions. These myths provide a perfect container for passing on this ignorance and unprepared ness to our children.

Today, only a miniscule number of the world's population has the knowledge that enables them to have some functional understanding of globalization. To prepare our students for today's world, teachers need to know that this mass ignorance exists, threatens our democracy, undermines our state's stability, and high first world status. To prepare our children for the world they live in, K-12 teachers need to have sound knowledge about: 

  • the events, technologies, institutions, and the people who gave birth to the global marketplace;
  • what the global marketplace is, what it does, and how it does it;
  • what having this marketplace means for Massachusetts and its families, communities, civil society, ecology, and its economy
  • reciprocity, early markets, modern markets, and the current global market we all live in today;
  • what people living in today's global market can do to humanely:
  • succeed in this global market world; 
  • manage this market's destructive and constructive innovations; and 
  • deal with global market forces that are replacing or eroding social, ecological, cultural, or other values people hold dear.

Some of our state's lay and expert members think markets are sacred. Some think markets are evil, and most are not sure what to think. It would have helped them greatly if they had been K-12 students who learned to see or treat markets as tools that have distributed goods and services to humans for over 10,000 years.

They would have profited from the knowledge that for thousands of years humans have repeatedly reinvented and refurbished this tool to address economic imbalances within their communities. They would have known that markets has been used to address security challenges among different groups and societies. 

Their global market knowledge would inform them that today's economic and technological environment is motivating a tiny number of people to increase the global marketplace's size and power. Knowledge like this helps our state's lay and expert members see this market as a mechanistic system that knowledgeable people can influence and a tool that knowledgeable people are manipulating.

The long, ruthless suppression of markets by the Soviet Block revealed that governments and ideologies that existed for a few hundred years cannot easily uproot markets — a system people have depended on for 10,000 years. Educators will need to help students understand that thousands of years of socialization has deeply internalized the market distribution system within humanity in ways we do not know or fully understand. The help students need to appreciate this socialization is to study behaviors exhibited by the citizens of communist nation's during the generations when markets were being suppressed.

For instance, their citizens frequently traded in the black market. Another behavior was the active effort of the communists to hid market-based supply and demand forces in their countries. Probably the most devastating behavior came from the communists leadership. Many of them undermined the communist system by secretly trading in western markets and in their own black markets for luxury goods and services. The temptation for this behavior came from being exposed to freer markets that were doing a better job distributing the quality goods and services their people were demanding. 

Our developers and supporter are concerned about the absence of global market knowledge and the threat that it poses to our students' well-being. We are also concerned about the the social cost of concentrating this knowledge among a tiny eliteOur developers and supporter fear that these and other threats have not motivated our state's public education systems to replace this ignorance with global market knowledge. Instead, our K-12 schools continue to instruct students as if they are living in the world before 1985. This is the education strategy that prepares our citizens for a world that no longer exists.

If challenged, our developers have reason to believe that our K-12 schools have the talent, infrastructure, and human capital to replace this ignorance with knowledge. Our State Commission on K-12 Education and Globalization will challenge our schools. With itprofessional development, research, and school coaching support, it will empower our K-12 educational systems to prepare our students to:

  • discover what it means to live in a world that has a single planet-wide market system, and how this knowledge can be used to gain employment, run a business, practice the powers and responsibilities of citizenship, have a life of high quality, and do it humanely;
  • learn the ways this system has significant power over the lives of citizens, their state, their nation, and the nations and peoples around the world and what this knowledge means when taking personal and social actions; 
  • research the ways that people, communities, and nations can redirect the global market's power to enhance this markets' constructive capacities and reduce its destructive tendencies; and
  • appreciate the cost of ignoring and the rewards of acknowledging that this marketplace is arguably the most powerful technological innovation humans have ever created.

Whatever our students choose to believe or do, the global market knowledge they received will cause them to undergo a profound shift of awareness. The new knowledge and awareness will enable them to deal with their world more humanely, functionally, strategically, and successfully.

The knowledge will help our students become aware that what is happening to every person and living thing on this planet is now taking place within this massive socioeconomic system. They will also realize that in all of human history, this has never happened before. Our students will discover that those who created this market have placed all humanity's egg's in one global market basket. This makes this global distribution system the essential component for sustaining seven billion people's lives. Widespread knowledge of this centralization could offer humanity a great opportunity while widespread ignorance of this centralization could create disasters that could bring us all to our knees.

Educators need to know that their students can master and apply this knowledge successfully. Our developers have learned that this level of mastery can be realized as long as what is being taught is firmly connected to what the students are passionate about. 
Most educators know that teaching this knowledge is possible but not easy. It will take time, attention, and hard work, but if our state is going to have a viable economic and social future, democratizing access to global market knowledge has to be one of the options it takes. Educators also know that K-12 schools are the only institutions that have 13-years with each citizen to teach global market knowledge. This gives them the time to do it, and there is enough content on this website for a teacher, school, or a college school of education to take the first steps. 



Though they do not look like it, all professional athletes play hurt. Passion pushes them through the hurt.  Amy Wambach

This knowledge needs to be taught by educators who can seamlessly weave it into their school's academic curricula. Students need to learn how to use the scientific method to help them acquire this knowledge, and when students present this knowledge, their presentations need to have a sound empirical and experiential foundation.

Like any new innovation, achieving these outcomes will cause disruptions in our state's K-12 schools. However, if we are to stop our schools from wasting 13-years pointing our future generations in the wrong direction, we must overcome these disruptions. Educators need to take the risks to make the changes to correct this oversight, and they will need our proposed commission to make these changes successfully.

Both our K-12 educators and students have to have some knowledge of the history of market-based distribution systems. They need to know that in the world before 1985, there were many disconnected local and global markets. However, in our current globalized world, all markets are interconnected in obvious and hidden ways within a single, massive, planet-wide, distribution system.

Using a tropical depression as a metaphor for the global market, one can picture how this market can start from nothing and end up distributing everything to every one on the planet. Many of us are aware that off the coast of Africa tropical depressions begin as weak, small weather systems that seem to start from nothing. Then, they tend to move westward across the Atlantic ocean. If the ocean water and air is warm and moist, they develop the energy to interconnect and feed upon the weather systems that surround them. This transforms these weak, small systems into heat engines that harness the energy of the warm moist air. In time, they can become become massive hurricanes. These natural dynamics are not unlike the global market's social and economic dynamics that expand its size. Its ever growing number of transactions and the people and societies' dependance on these transactions has caused it to grow large and powerful enough to positively and negatively disrupt the lives of all the earth's people.

Our students need to have research opportunities, so they can study the tipping point that gave rise to this worldwide marketplace. They need to utilize their language arts, social science, STEM, and performing and visual arts skills to understand and communicate the key political, technological, and socioeconomic transactions that combined our planet’s markets into one interdependent system. A high school student attaining this realization is not difficult once the student can see that the global market as a machine that is fueled by humanity's transactions.

K-12 students need school experiences that help them research data that tracks this market's ever-increasing influence over the distribution of the earth’s goods and services. Students need to reach their own conclusions about what it means to have a market-based distribution system for all the earth's goods and services. They need to reach their own understanding about what this distribution system means for them and their efforts to attain what they are passionate about. They also need to reach their own judgments about what this distribution system means for their communities, their state, their nation, the world, and the natural environment.



K-12 educators and students need to have sound knowledge about money — the global marketplace's medium of exchangeMoney is an extension of any market system that uses it, and in today's global marketplace, goods and services are exchanged for it. These transactions are important, because without these goods and services we cannot live. So, just as warm moist air regulates the size of a tropical depression, money, as it passes through the global marketplace, regulates its size and influence.

Educators and students need to study the human race's growing agreement to use money as a medium of exchange for everything humans make and nature produces. This growing agreement will help educators and students find out why money is so valuableIt will help them understand why this distribution system becomes unreliable and breaks down without money. This study will enable them to appreciate money's role in market transactions and its influence over people and their societies. 

As students are prepared for the world they live in, they come to understand through research and experience that people who have no significant social/emotional connection to them are painstakingly making goods and services the students want. The producers may be doing it for many reasons, but one reason is usually high up on the agenda. The producers need to exchange the students' money for what they produceFor the most part, the producers use the money the students pay them to support themselves, their culture, and those they know, love, and care for. Students need to understand that since the producers see the students as strangers, they have little or no social/emotional connection with them. This means that the producers will not and cannot continually make the goods and services the students need without the student's paying for them. This is the case even if the students' lives depend on them consuming these goods and services.

If our students are to succeed in today’s world, they are going to have to learn about and respect the power of this knowledge even if they have problems with it.

We want students to develop their own perspective and understanding about this knowledge, and about money, markets, and globalization. Students need to be able to share their understanding and perspective about these tools with their classmates and teachers. They need to accomplish this by recognizing the human component and using sound logic and scientific and empirical data to explain and defend their point of view concerning these concepts and tools.

For this sharing to take place, there will have to be educators who are prepared to help their students gain the speaking, writing, social science, STEM, social and emotional, and performing and visual arts skills to achieve these academic goals. By offering our K-12 students these learning experiences, our state gains a general public that has a sounder understanding of money and the knowledge to effectively and humanely navigate the world they live in.



A number of years ago, a very tiny amount of genetically modified wheat was discovered in a few of our nation’s northwestern wheat fields. The wheat was slated for sale in Asia and Europe. Though most US citizens tolerate these “treated” foods, many Asian and Europeans will not buy what they call “frankenfood.” Over night, a multibillion dollar wheat market in Asia and Europe was at-risk leaving many northwestern farmers, who were expecting a payday, being threatened with massive economic losses. For these US wheat farmers, this marketplace was an engine of change. 

Then there was OPEC that was formed to create oil prices that favored oil producers. However, the prices they charged made it profitable to drill for energy in North America and other locals leaving the world awash in surplus oil, and oil prices fell.

Then there are the Greek people who had a democratic vote where they chose to grow their economy as a strategy for paying their nation's debt. But, the power of this market's norms overturned Greek democracy and forced the nation, against the will of its people, to undertake a policy of crushing austerity.

Then there was the Great Recession that was triggered by the world being sold bad United States housing mortgages. This global downturn caused the world's people to suffer massive economic and social status losses. A very tiny but powerful minority of people associated with the global banks and insurance firms that caused and profited from this recession were not held accountable. Instead of their leaders going to jail and these enterprises going bankrupt (a scenario that could have happened before globalization) these companies and those who controlled them were bailed out by our nation's tax payers.

People without global market knowledge riled against the bailout, but people with global market knowledge understood that the American people had no choice but to pay.

The banks were holding the world's distribution system and all its goods and services hostage. Interest group spokespersons had convinced the American people to vote for political leaders that allowed these global banks, financial institutions, and those who lead them to become too big to fail. These institutions and their leaders positioned themselves within the global market in such a way that failure to bail them out or attempts to hold their leadership accountable posed a significant risk of collapsing the global economy. This would have stopped the distribution of goods and services to seven billion people — a civilization ending event for all of us. 

Those who were hurt most by the recession and were most angry were the ones who behaved as if they were living in the world that existed before the global marketplace. This current election cycle reveals their blind rage as they have finally awaken to the fact that they will never regain what they lost before the recession. They blame Obama, big government, Wall Street, but they are unaware of the destructive power of their ignorance of the global market world they live in and the myths they chose to believed that kept them asleep and hopeful for over five years. As they slept, those with global market knowledge were better able to land on their feet, cut their loses, save their homes, and many even profited from the recession.

We see that this market's power pushes people, governments, and key social institutions towards outcomes that reflect the global marketplace's norms. In all the cases listed above, the global market created outcomes that would have been unthinkable in the new deal world that existed four decades ago. 

K-12 educators and students need to do the research, so they know why the global market has the power to determine every nation's fate as well as the extinction rate of species. Why it lifts millions out of poverty while plunging millions into poverty. This market may reduce the cost of commodities for the general public, create billions for the top one percent, while it simultaneously speeds up global warming. Globalization builds communities while it destroys communities.

Educators and students need experiences that reveal this market as being more than an engine of change; it is the creator of new realities. What this market is doing reflects the fact that this human-made technology is more beyond human control than nuclear weapons. Most of its functions are coordinated and executed by powerful computers that "talk" to each other using algorithms that utilize big data. A computer glitch can and has caused global economic chaos for millions of people. These inhuman non feeling transactions are narrowly focused on obtaining positive market outcomes for a few. They do not pay attention to jobs, healthy food and water, the general public's overall wellbeing, or species extinction.

For educators to effectively prepare our children for the global economy, it would help to have a state education commission that concentrates on providing a sound K-12 educational response to globalization. This commission would provide the support for K-12 schools that volunteer to provide their students with a sound, science-based understanding of globalization. The goal would be to have K-12 schools that prepare our general public to humanely succeed in today's global market world.

[More About the Global Market and How to Teach It]

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  • about what the global marketplace does and how it does it;
  • about the events, technologies, institutions, and the people that brought it into the world and made it what it is today
  • about what the global marketplace does and how it does it;
  • about the events, technologies, institutions, and the people that brought it into the world and made it what it is today
  • about what the global marketplace does and how it does it;
  • about the events, technologies, institutions, and the people that brought it into the world and made it what it is today
  • about what the global marketplace does and how it does it;
  • about the events, technologies, institutions, and the people that brought it into the world and made it what it is today