Partnership for Whole School Change



The reason for our educational policy cannot be understood without appreciating the global marketplace as a main architect of globalization. The reason for our education policy also cannot be understood without appreciating the students' need to develop their their own science-based understanding of this marketplace. 

The need to move from privatizing to democratizing the acquisition of this critical knowledge is made clear by our current presidential election. It reveals to the world that our nation is socially disconnected in ways that are larger and more dangerous than anyone believed. Much of this lack of connection is fueled by ignorance that deprives our nation's citizens of the conceptual tools global market knowledge provides. Today, all our citizens need this knowledge to constructively connect to each other and live well in this globalized world. 

During the Republican and Democratic conventions, globalization was the pink elephant in each convention hall. But, there was a powerful taboo against revealing this elephant's presence and the roles it played in virtually everything the convention spokespersons were talking about. During both conventions there was no significant attempt to give our nation's citizens the conceptual tools they needed to understand what this global market is and how it has positively and negatively changed their lives. 

It is this silence, and the mass ignorance it fosters, that segregates us from the conceptual tools we need to connect to each other and make sense of the world we live in. Below are links to some of the tools our citizens need to break this silence:


Teachers and students have to come to know that the global marketplace is the distribution system for all the earth's goods and services. If one drills down, one will discover that even local transactions have aspects of the transaction that are part of the global distribution system.

If for any reason this market were to suddenly shutdown, all seven billion of us will experience a sharp rise in the difficulty of making life-sustaining transactions. This could undermine the ability of the world's societies to function. These are not statements for or against globalization. These are facts all our citizens should know.

This distribution system is based on the transactions the entire human race is making. The amount of transactions will fluctuate largely based on the social and ecological circumstances this market faces. These fluctuations cause the global market's current distribution patterns to morph into new distribution patterns. This does not destroy the global marketplace; it simply changes it.

Currently, global market trade (transactions) is not growing and it may have fallen off a little. Experts say that smart machines reduce employee cost so much that goods and services can be produced closer to the consumer. This could, for a while, increase jobs by increasing the ability of certain regions to produce needed commodities locally. However, as smart machines learn, they may also decrease jobs for workers globally by increasing the supply of first and third world labour. As smart machines learn, this decrease in jobs will move ever higher up the professional ladder.

Teachers and students need to be able to talk about these dynamics and connect them to economic patterns and outcomes that are taking place. But, they cannot do this, because they, like most of humanity, lack global market knowledge. Teachers and students are also not knowledgeable of the institutions that enhance globalization’s constructive tendencies and stifle its destructive tendencies. This article helps to explain why people need this knowledge to survive in a globalized world.


The Global Market’s Human Creators

Teachers and students need to conduct research. Sound-broad-science-based research will paint a picture of the global marketplace as being an institution established by global innovators with global market knowledge. Their knowledge was combined with the mass breakdown, between the 1980s and 1990s, of political systems that suppressed market-based distribution systems. The breakdown enabled these innovators to establish globally connected, market-based production and distribution systems in nations that had not had market systems for generations.

In most western market-based societies, these new market-based systems created a huge over supply of labor as billions of new workers entered a labor market that was increasingly becoming global. This, along with the growth of smart machines and the huge profits these forces made possible, fueled the expansion of a super marketplace. This market's powerful "gravity" rapidly connected other markets to it, and suddenly, the growth of our planet's economic integration exploded, and the global marketplace was born. 

These innovators made it possible to globalize the production, distribution, and consumption of all the earth’s goods and services. The energy that insured the growth and sustainability of this market was accomplished by making it more convenient and cheaper for the world’s population to make their trillions of economic and social transactions within this marketplace. Over time, the transactions and the cultural patterns this market established became unconscious as they were internalized within the world's populationThese unconscious transactions account for much of the global marketplace's highly mechanized structure.

What The Global Marketplace Is Made Of

The global marketplace is not a mechanism of wheels, levers, and motors, but a compilation of countless large and small, interconnected, social, and economic transactions

Every person, organization, and nation on earth is deeply engaged in these buying, selling, trading, and gifting transactions. These transactions are intimately tied to the world’s market-based production, distribution, and consumption patterns. Each transaction upholds the values and realizes the goals of a market-based culture that presently embraces the entire globe.

Teachers and students also need to see the global market as a tool created by people for people. This tool morphed into a lifeless self-replicating machine that behaves a lot like mad cows disease — another non-living self-replicating machine. The difference is that the global market is made up of transactions while mad cow disease is made out of a protein. But, as far as self replication is concerned, they both behave in a similar fashion when placed within the right environment.


Some Of The Ways Global Market Knowledge Helps Our Citizens  

With this knowledge, teachers and students are:

  • less likely to demonize fellow citizens for situations created by the global market that is a social mechanism that is beyond human control;
  • aware that the tools we create unconsciously recreate us;
  • conscious of the fact that the global market is a tool that has the ability to recreate us in ways that furthers its ability to replicate and expand itself; and
  • knowledgeable of the fact that the dynamics listed above are not bad or good. They are simply facts about the tendency of all self-replicating tools. Especially the tools that are beyond human control. What is good or bad is the way humanity reacts to these dynamics and why humans do or do not manage these tools.

People who lack global market knowledge see these transactions at a micro level, where they appear to be local, individual, and of no significant importance to themFrom this micro perspective, these transactions are also viewed as having no meaning or connection to each other.

Educators have to help our students see these trillions of global transactions at a macro level. At that level, students learn to see these supposedly meaningless, disconnected transactions as being the building blocks that establish the global market's structure. They also learn to see the many ways that this structure places thoughts and feeling within them that play a huge role in determining who they are and what they will become. 


Who Or What Controls The Global Marketplace 

The fact that this market is a machine like entity that is currently beyond humanity's control makes it a rogue institutionOur students need to know that though humans created this market, and the world's elites marginally influence it for personal gain, no one, no politician, or class of ruling elites control what now embraces all life on the planet. Students also need to be knowledgeable of the arguments that explain why this lack of control is a good or a bad thing. 

Educators and students need to be aware that these transactions are carried out using a vast array of algorithms that range from simple to complex. Most of the general public's transactions are based on simple algorithms. They exchange a certain amount of their labor, talent, and time for a certain amount of dollars. Then they exchange those dollars for the goods and services they need. These transactions make up social production and consumption or what the media calls the real economy.

Those who lack global market knowledge treat the tiny number of people who use complex, super-computer-manipulated-algorithms as being the real economy. The general public's ignorance causes them to call these elites job creators even though the goal of most elites is not to create jobs but to extract vast incomes, capital, wealth, and political power from this marketplace. These findings must not be taught as being good or bad. They have been the dominant facts in human social and economic relations for thousands of years. Space must be given for students to reach their own conclusions about these dynamics.

Global market knowledge informs us that without the untold trillions of transactions made by the general public, there would be no global marketplace. The real economy and the number of jobs it produces would be too small for anyone to gain any significant wealth. This knowledge reveals to everyone who learns it that all of us are job creators.

To teach these global dynamics, K-12 educators have to learn how to tap into what our students are passionate about. They need to harness this passion's energy to motivate students to acquire global market knowledge. This is not difficult, since the global market influences, stands between, or is connected to what every person is passionate about.

What is doable, but more challenging, is to stop imprisoning academic subjects within isolated compartmentalized boxes, and start seamlessly integrating them together. Embracing this educational policy empowers the students to successfully navigate the interconnected world they live in. K-12 schools have to make the teaching of global market knowledge a part of this seamless integration of academic subjects.


The Global Marketplace And The Human Condition  

Humanity is now in the same position as the man in the desert whose water supplies tell him that he has long past the point of no return. To go back is certain death, but going forward offers hope for survival. It is far more risky to go back to the way it was before globalization and reuse the 1985 production and distribution systems to sustain seven point four billion people. We are better off going forward. This means educating ourselves and our children to understand this marketplace, navigate it humanely, and humanize its transactions.

The British brexit vote on the European Union illustrates the destructive potential of a general public that lacks global market knowledgeWith this knowledge, the British voters would have known that each nation's economy is a weaving within a huge global market tapestry. Within a globalized world, nations, large and small, can no longer do well economically without joining other nations in creating trading blocks that forge win-win economic relationships among workers, investors, and consumers. 

It could have tipped the scale towards Britain remaining in the European Union if the British K-12 education system taught the voters how these trading blocks increased the size and attractiveness of their nation's labor and capital markets. Members of Britain's general public would have known that a more productive fight would have been to gain a seat at the table where the Common Market's power resides. In today's world, nations, especially small nations, that go it alone usually do not fair well. 

In a globalized world, policies that treat other nations, locals, and communities outside and inside these trading blocks unfairly only end up hurting everyone. This is because all nations, communities, and locals are interconnected within this marketplace. An unfair social and economic relationship that creates many losers and a few very rich winners can morph into crime, economic collapse, political violence, terrorism, and ecological destruction that can bring both winners and losers to their knees

What works best is having an educated general public with global market knowledge. They understand why they must live in a way that is more socially just and ecologically responsible. Their sound knowledge helps them appreciate and act on the need to elect political leaders who understand these dynamics at a global and local level. This gives us more leaders who strive to workout trading block and other legislative policies that create a win-win situation for everyone.

The founder of K-12 Education And Globalization has asked two questions to over 200 workers, students, parents, educators, and other members of our state. Do our K-12 schools prepare our children to humanely succeed in the global marketplace? Not one person said yes. When asked if they were knowledgeable about the global market, most said they were not. Massachusetts' K-12 education establishment has to overcome this mass ignorance of an institution that is so essential to our state's economic and social wellbeing.  

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Many forces shape global marketplace transactions, but none more than money — the critical component in every market-based distribution system. Our students should know that since money's inception thousands of years ago, it has gained a growing agreement among all the world's people that it can be exchanged for everything people make and do and all the things nature produces.

Our citizens need K-12 schooling that demonstrates why money's power is based on this social agreement and not the paper, coins, or electric transfer applications that are used to facilitate the transaction process. We need citizens who understand that as globalization makes this social agreement more universal, money's power grows. Citizens need to appreciate what money's growing or shrinking power means for them, their communities, their political process, and the way they live their lives. 

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Since our students have an understanding of tools, our developers believe it is prudent to present the global marketplace to 6th through 12th graders as a tool. People created this tool to overcome economic problems and realize their economic and social goals. This global market tool created conditions that provided its innovators and investors with greater opportunities to buy at a low price and sell at a high price. This tool accomplished this by scaling market transactions up from a regional and national level, to a global level.

Learning about this global market tool, students can understand how investors can remove the hindrances and costs attributed to the flow of goods and services across national borders. With this tool, the differences between anything can be turned into profits. For example, differences between commercial and ecological regulations, labor laws, labor costs, taxes, healthcare costs, skin color, technologies, religions, education, habitats, climates, social classes, cultures, and public safety can produce huge profits.  
Students need to learn how an enterprise's costs, pollution, and unjust labor practices can be externalized and left in one region of the world, and the benefits and profits can be consumed by the enterprise in another region of the world. The great wealth made from the differences between people, locals, things, and places helps to explain the rapid and tremendous growth of this marketplace, and the high quality products obtained at the cheaper prices we all enjoy today.
Students need to learn about and discover this tool's tradeoffs. For example, having national borders regulating goods and services may raise the cost of commodities for those who live within the nation. But, they also protect local markets, jobs, and businesses 
It is critical, while teaching this tool, that educators do not spread the propaganda that surrounds the global marketplace to their students. Teachers also need to have the professional development to learn sound, science-based global market knowledge. With these skills, they can help their students attain their own understanding about globalization and what it means to them.

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Our state's K-12 schools need to help our citizens learn why the global market must never be treated as an abstraction or an idea that they can ignore. This marketplace is a thingIt has as much physical presence as the ocean, and like the ocean, the global market generates powerful forces that can help humanity or hurt humanity. This market can be, and needs to be, more generally understood, and not just by a tiny group, but by all of us. Our state's K-12 schools are the only institutions equipped to democratize this knowledge on a mass scale.

Though the global market is a complex system, it is not too difficult for our K-12 teachers and students to understand. Its most primary and numerous transaction is so simple our second and third grade students have already mastered it. If you have the money, you get the goods.

Whether it is a child exchanging money for candy or a huge corporation that is exchanging money for real estate or political votes, these activities are a tiny segment of the trillions of global market transactions taking place.

Our students need lessons that reveal that these dealings are regulated by a system that exchanges money for all the things humans and the natural world make and do. It is critical that our state’s residents, businesses, and government have the earning power to pay for these monetary transactions. When residents lack the money needed to live or to live with dignity, situations and actions take place that threaten our state's first world status.

The way educators teach the global marketplace can sharply reduce the student’s capacity to comprehend it. One way this is done is to covertly or overtly present the global market as being good or evil, or the teacher might signal that he or she is for or against globalization or market economic systems. Much of the educator's knowledge about these systems is false knowledge. To stop propagandizing their students, educators need to purge themselves of this false knowledge.

Like the rest of us, false knowledge usually comes to educators through interest group spokespersons who give them knowledge that fits these educators' comfort zone and supports the kind of world the interest group spokesperson is selling. Educators, like the rest of us, uphold and spread this false knowledge. We do it even if it will eventually hurt us, those we love, and others we do not know but on whose shoulders we stand in this interconnected world

A combination of professional development and classroom oversight can replace this false knowledge with new teaching strategies. These strategies utilize the scientific method. They also empower teachers and then their students to develop their own understanding of reciprocity, primitive markets, moneymodern marketsand the global market-place

Students gain these understandings by being given a wide range of research opportunities from credible sources with differing points of view. They gain these understandings by researching the forces and tools that brought the global market into existence. They tap the power of the arts to simulate and reenact how this market happened and why.

Students research the global market's connection to what they are most passionate about and how this market helps or hinders the realization of their passion. They research the goals and strategies of the people who got the global market started. Students develop their hypothesis explaining how and why this marketplace works or does not work and who it works for and why. Students examine the ways the global market effect their personal and social life.

After extensive study and research, a typical high school lesson might require students to present to their teacher and peers their conclusions about this market and their strategies for navigating it. During these presentations, students ought to be required to defend their academic work. If their conclusions or strategies ignore the human component or lack a scientific or logical foundation, students should be encouraged to make needed corrections. They can defend their presentations or they can agree with the critique and change their presentations.

Since the global market is a tool like mechanism, students should study mechanical machines (i.e., cars, smart machines, etc.) and social machine like systems (i.e., institutions, corporations, governments, etc.) to understand the behavior, nature, and limits of the tools we humans useStudent work also needs to show an appreciation of the ability of the tools we make and use to change usTeaching the global marketplace without giving students a sound appreciation of the deep meaning of humanity's tool making abilities also reduces the student’s capacity to fully comprehend the world they live in. 

It is helpful that students see that the global market is like all nonliving tools. These tools have a nature that determines what they can and cannot do, and students need school experiences that help them discover their natures. For example, one thing the global market and all other nonliving tools cannot do is care. It is important for our citizens to realize this fact, because powerful commercial and political forces are using smart machines that can pretend to care. Without the knowledge of the nature of tools and their limits, our citizens will continue to be manipulated in hurtful ways by the tools humans make and use.

Since nonliving tools, like the global market, cannot care, students need lessons that help them understand why this market cannot have any compassionate interest in people and other living and nonliving things. And, why this market has no compassionate interest in the continued existence of people and other living and nonliving things.

One critical first step in teaching this fact is for teachers to refrain from teaching students global market skills in ways that segregate them from the values that keep our students human. Personal, social, and ecological values that uphold justice and fairness and establish authentic and caring relationships must all be seamlessly integrated into our state's approach to teaching and learning.

If these steps are not taken, our students will become adults who are as mechanistic and unfeeling as the systems they work in, oversee, or own. Our K-12 schools will have socialized our citizens to lack interest in people and other living and nonliving things, and they may not care enough about their continued existence. A general public that learns these kind of lessons will foster destruction that will brings us all to our knees.

No one knows where this planet-wide, uncontrolled global market system will take us. Therefore, it is prudent that K-12 education give our state’s general public sound global market knowledge and the values required to negotiate this marketplace  humanely. 

Copyright © 2015 Cooperative Artists Institute. All rights reserved.

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The smartest step Massachusetts can take towards a higher quality of life for all is to support K-12 schools that teach global market knowledge. There are sound reasons for taking this step.

At present, a small percentage of our state's population has a monopoly on global market knowledge, and they have the highest quality of life. The rest of the population that lacks this knowledge has a far lower quality of life

The nations with populations that have the most global market knowledge are the envy of the world. Nations with populations with the least global market knowledge lose their most talented people to the nations that are the envy of the world. 

Having a profitable relationship to capital, plays a significant role in determining who wins and who loses in this global economy. But having sound global market knowledge should not be underestimated in its power to determine winners and losers. History speaks of people and nations that have wealth without global market knowledge losing their wealth to the people and nations that have global market knowledge.

For Massachusetts to maintain and enhance its high first world status, it must expand this knowledge to enhance the capacity its citizens to live successfully and humanely in the world. To succeed in doing this, our state will have to acknowledge and deal with a powerful taboo that pushes back against expanding global market knowledge to everyone.

For some social scientists the term taboo describes ideological systems people have internalized. Taboos fall under the category of human responses that make up the value/attitude stimulus response mechanism. These internalized systems trigger a push back response against anyone or anything that questions or cast doubt on a belief system. The responses that taboos trigger have a social role. They suppress anything or anyone who might change things. For good or for ill, taboos put the brakes on change.  

For a taboo to exist, there needs to be a society or some form of social grouping that has internalized a culture. The culture also has to be at the core of what makes up each member's sense of self. There has to be internalized belief systems, status relationships, and behavioral norms associated with this culture that are seen as being beyond questioning and empirical examination. 
Not all taboos are bad. Many taboos, like the ones against rape and murder, play a positive social role. Taboos and other psycho-social braking mechanisms prevent new ideas, systems, behaviors, and technological innovations from changing societies too fast for humans to adapt to them.
This is needed, for when people do not have the time to adapt to radically disruptive change, they can become overwhelmed and disconnected from themselves and others. People undergoing this disconnection can become maladaptive and lose their ability to develop or maintain their society's complex technologies and social relationships. Millions may feel the need to disrupt these critical systems placing the society at-risk. 

These taboos uphold the belief that some people are better than others, and to keep things that way, knowledge that increases power must remain in the hands of the "better" people. People who internalize this taboo will ignore, slow down, or stop ideas, technologies, initiatives, or people who threaten this belief.
These and other actions make up the conscious or unconscious push-back response people elicit who have this taboo. We can expect that this taboo is at work when various social groups in a society have for generations civil and economic outcomes that remain significantly below the norm.
Since taboos reside in people's emotional center rather than their rational center, the push back behavior they elicit may disregard rational considerations. For instance, the benefit to our state will be huge if we can implement sound initiatives that elevate the social status and economic power of the bottom 30% of our state's income earners. The bottom 30% has always been our state's greatest untapped resource, but to tap this benefit, our state's residents have to be about everyone having the opportunity to attain social status and economic power. As long as there is a taboo against this happening, our state's residents cannot have what will be a huge boost to every citizen's quality of life.
The taboo against global market knowledge has a long history. Essentially, it is the same taboo that upholds the most negative aspects of social stratification. About 12,000 years ago, humans began to shift from egalitarian communities (ruled by the consensus reached by its members) to socially stratified city-states (ruled by kings or oligarchs). Having two kinds of communities with such different socioeconomic patterns has given rise to two types of taboos — one type that preserved egalitarian communities, and one type that preserved the hierarchical city-states.
In egalitarian communities, there were taboos against hoarding goods and not sharing, going against formal community decisions and traditions, and blocking community members access to the land and natural resources.
In socially stratified communities, there were taboos against anything that empowered the community's majority. For instance, then and now, there has been a overt and covert taboo that slows down or blocks the majority's access to:
  • wealth, status, and power even when those oppressed by this taboo do everything correctly to obtain wealth, status, and power;
  • the selection of those who will be the society's leaders; 
  • the places where social and economic decisions are made; and
  • the land and the harvesting and consumption of its natural resources.
From the 12,000-year development of social stratification to its present manifestation, this taboo has slowed down, stopped, or destroyed:
  • consensus, voting, and democracy;
  • women's liberation from the many forms of patriarchal oppression; 
  • justice for all, equal protection under the law for all, and the human and civil right to be free from enslavement;  and 
  • the right of the overwhelming majority of humanity who have nothing but their labor to sell to organize themselves to improve their working and living conditions.
 These are some of the ways this taboo puts the brakes on change.

The taboo against democratizing global market knowledge is a continuation of the 12,000-year struggle above. An example of how this struggle is played out today is to understand the influence it had on two important Boston events — The Town Hall Meeting hosted by the US Conference of Mayors' Community Development and Housing Committee, and Boston’s Mayoral Candidates Forum On K-12 Schools.

The Mayor's Town Hall Meeting was hosted by three mayorsan economist, one Massachusetts state legislator, two college presidents, and three representatives from three top 500 corporations. 

Its presenters discussed economic development and income inequality for an hour and a half. The panel never mentioned globalization, the global market, or the global economy. If the goal was to accurately communicate economic development and income inequality to the audience, globalization had to be a core part of the discussion.

When a developer of K-12 Education and Globalization informed the town hall presenters of their oversight, they were genuinely surprised. This reaction is usually authentic, due to the unconscious nature of this tabooThere response strongly indicated that there failure to mention globalization was unconscious. When made aware of it, these presenters knew that their presentation of economic development and income inequality made no sense without revealing globalization role in serious problem. 

However, a few minutes later, during the question and answer portion of the Mayor's Town Hall Meeting, the panel made another omission that was similar to the previous one.

This is how the taboo's compulsive, unconscious response patterns work. They successfully caused a highly skilled panel to publicly contradict and compromise their expertise and intelligence. Simultaneously, they prevented students within the bottom 30% of income earners from understanding economic development and income inequalityThis unconscious taboo was facilitating a college experience that prepared its students for a world that no longer exists.

During the question and answering section, one of our developers asked the following question, "What would be the value of having K-12 schools that gave citizens a sound understanding of the global market, and the capacity to successfully and humanely navigate the world globalization has remade?" None of the panel members provided a coherent response to the question, because the unconscious taboo prevented them from mentioning the phrase global market in a way that connected it to the concrete issues confronting their inner city audience. 

The panel members never mentioned K-12 schools in their answer or offered their assessment of the value of having K-12 education that could achieve the outcome the question posed. Plus, the panel offered no answer that would deal with the segregation of our citizens from global market knowledge. These incidents highlight the effectiveness of this taboo's power to slow down or stop anything that threatens to make global market knowledge available to everyone.


When a taboo is triggered a person will experience a strong impulse to push back against anything or anyone that is changing or threatening what the taboo is upholding. However, not everyone who is triggered may act on this impulse or act on it in the same way. This is because all people have a unique personality, so they tend to express their push back impulses in ways that are aligned with their personality. 

It is important to know that when a person feels a taboo's impulse to push back, they often experience it as a personal attack. The energy fueling this pushing back is often a product of who they believe they are in relationship to others within our society's hierarchical system. 

Many people do not have this taboo, but they fear being punished by those who do. They may attempt to play both sides of the fence, so they often utilize a passive aggressive push back approach. They may agree that this is an obvious problem, but they do nothing to help those hurt by it. Their affect concerning the challenge these taboo's pose never matches the urgency this situation deserves. They distance themselves from any effort to help our children transcend this tragic educational situation.

All taboos have these social components and they are reflected in the family, friends, and strangers who share, act on, and express the same taboo. This explains why all those hosting and leading the the Mayor's Town Hall Meeting were able to consciously and unconsciously act in concert. The taboo's ability to trigger people to gang up or mob others has to be seriously considered and overcome by leaders with courage. Mobbing, loss of professional standing, or worse can happen to those who fail to uphold a taboo

Our developers suspect that markets, capitalism and other related concepts, that are sacred in today's world, triggered this taboo within the Town Hall Meeting presentersWe suspect that the taboo that was triggered by these concepts informed the presenters that markets and globalization were subjects that were not to be shared in any negative way with an audience that was part of the general public

These are some of the many way this taboo works. It create dynamics that pushes back against the use of key concepts like race, class, hospital deaths, and global warming. This makes it hard to talk directly and clearly about anything that is taboo. The confusion and hopelessness this situation causes puts the breaks on change. This is why we often see the general public jumping from the frying pan and into the fire.

If this taboo was absent, we believe that the highly intelligent town hall panel above would have made a presentation that helped the audience understand economic development and income inequality. They would have done it in a way that gave the audience a greater capacity to constructively respond to this critical problem.


Largely because of this taboo, Massachusetts and Boston’s K-12 school bureaucracies have no policy to help our students understand and humanely navigate the global economy. The inability of our educational institutions to connect our children to the global market world they live in means that they will become adult citizens who cannot make sense of these and other essential quality of life issues:
  • the relationship between the innovation economy and economic growth; 
  • growing gun violence, opiate and other forms of self medication and obesity and diabetes, mental health, and other public health challenges;
  • what it means to start and maintain a business or a career in a global market world;
  • the socioeconomic causes of academic failure for some and academic success for others;
  • global warming and species extinction;
  • how globalization helps or hinders community development; 
  • connecting the bottom 30% of income earners to economic opportunities;
  • the falling and the rising price of gas, housing, food, health care, and other commodities; 
  • unemployment, underemployment, income inequality, decades of flat middle class wages, and decades of rapidly rising earnings of the top ten percent; 
  • the breakneck pace of innovation and social and economic change happening faster than the general public can adapt;
  • the growing problem of invasive species;
  • economic independence, dependence, and interdependence;
  • the rise of fundamentalism and terrorism;
  • social and political stability or upheaval; and 
  • the success or failure of the rule of law.
Our proposed education commission will help our state overcome this taboo by bringing together teachers, artist/educators, parents, public health professionals, social scientists, community activists, and others to have constructive, authentic conversations about it. 
This education commission will create venues that will help all of us break the age old conscious and unconscious spell that fuels the taboo that upholds the proposition that some people are better than others. The commission will shine a light on this taboo to reveal the fact that that this taboo hides — that K-12 schools are among the most complex institutions on earth. If this fact can remain hidden, the resources, planning, attention, and status K-12 schools need to do their job for all our children will not be made available to our children. 
What makes overcoming this taboo such exciting work is the huge competitive advantage awaiting our state as our leaders and educators extricate themselves from this taboo's grip. This advantage will stem from having K-12 schools that prepare our general public to have a sound, functional, and useful understanding of the global marketplace. The value of our citizens' human capital will rise as marketplace knowledge improves their capacity to innovate, produce, and distribute goods and services humanely. That is why our African-American founders have advocated for K-12 Education and Globalization since 1999. They understood that it benefits all our state's citizens to have the power global market knowledge offers them. 
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Our proposed commission is needed for the reasons presented in previous sections of our proposal. Our commission is also needed, because since this market’s birth, between 1985 and 1990, it has established a new global reality. To survive and prosper, our citizens will have to transition their consciousness from the past to today’s current economic and social reality. Before this can happen, our state’s K-12 education systems must stop preparing the general public for a pre-1985 world that no longer exists.

To be successful, our citizens and our state need K-12 schools that prepare its students for today’s globalized world. To accomplish this goal, our proposed commission will bring together experts knowledgeable about the many fields that are integral to understanding the many parts that make up the global marketplace's structure. These experts will work with skilled, innovative educators, and together, they will help our K-12 schools prepare their students for today's global market world.

After reading this, the last section of the proposal, the reader may still have many questions and concerns. They can be answered by accessing the ten topics that add the substance and specifics to a proposal that is actually a broad outline. For example, there is a topic that presents our proposed commission's organization and budget. Other topics show how our commission helps our schools provide a space where the sound knowledge and empirical facts that are needed to navigate the global market are made available to our teachers, our children, and finally the general public.

We thank the members of our state’s executive and legislative branch for reviewing this proposal. If they have any comments, questions, or suggestions concerning this proposal, we invite them to contact us.

If you are a concerned member of the public and want school change that prepares Massachusetts' children for the world they live in, please contact us. Request a petition to fill out to register your support for this commission. Supporters of the bill can be reached via email (state bill <[email protected]>), or call us at 617-524-6378.

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