New Paradigm
"You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete." --R. Buckminster Fuller
Imagine an "alternative" boarding school nestled in the hills of a lovely country estate. Imagine the children being able to shop for learning and activities, with so many possiblities, so many relaxed and available teachers and mentors.
Imagine the family homes of those children, all within a short walk from the boarding school, not separated by any busy streets or "public" access. Everyone the child sees, they know. Everyone everyone sees, we know.
There are five or six small businesses in this neighborhood without streets, but only lanes, bike paths, and walks. Most everyone of the parents can make their living comfortably by working in one or more of the small business. The ones who leave to work, do so because they like to, not because they have to.
And there is no mandatory togetherness ever. The children each have a "team" a core group that is their peer circle of about six or eight. Each team has a cabin that is part of the boarding school. Each child is completely free to choose if they are to sleep in their team cabin, or in their parent's home.
Each team cabin has two adult sponsors, but they don't ever go in. They don't have to go in to mediate fights. There is a system of conflict resolution for everyone in the neighborhood, and it involves establishing ways to meet the basic needs of all people.
The school might be named: the School of Creative Living. It isn't just about learning to do math or fix cars. It's about learning to live without interpersonal strife. And this set of important skills isn't taught in any classroom, it is learned by each person from the time they are in diapers, by making using of the manifest options built into the very way of life.
The curriculum of the school is this: how to make the most of living. Interpersonal skills and personal safety are tops on the list. Being able to connect well with best friends is a most important skill, and all other activities play "second fiddle" to this. Nobody is forced to "learn" or perform according to somebody else's standard to try to achieve funding. The mere fact that each child is manifestly granted free speech and free assembly, rights to privacy and liberty - these are the only criteria for the societal support.
These are safe children.
All abuse takes place in a context of being cornered. All interpersonal conflicts can be ended by granting each person "outs". These "outs" are manifest human rights built into the floorplan. The art of counseling is about re-instating free speech in the "client." In this neighborhood, nobody is cornered.
A well-bonded child is a safe child. A healthy bond between child and parent, or between any person and any other, is something that contains no mandatory togetherness. There is a rhythm of closeness and separation, and each person is free to approach and withdraw as their enjoyment directs. If every child is free to withdraw into their team of peers if things are not going well with the parent - there will be no more entrenched parental abuse. If every child is free to withdraw from their team of peers if it is not going well there, children become resilient about handling bullying or abuse by other children.
A wellness check is conducted on all people, all members of this community, on an ongoing basis. And the substance of the check is this: is this person involved in at least three interpersonal bonds that are mutually selected? Is this person involved in at least three activities that are continually intriguing?
If not, outreach is conducted to create that wellness state.
There is a selection process to qualify for entry into such a neighborhood, which is a "human rights community." Only members come in. There can be a visitor's place on the edge of the neighborhood, and temporary access to group spaces, but only visitors who are not specifically named as personal threats by any member of the community inside. There at that hospitality house, access to new people, new input, travelers, visitors, and potential community members is possible. But within the community itself there are no unfamiliar people.
To qualify for entry, a person has to have a true desire to live without interpersonal strife. To qualify for entry, a person has to commit to the process and rhythms of manifest liberty, manifest rights to privacy, manifest free assembly, and no one is "owned" by any other person at all. People feel they "belong with" their loved ones, but "belong to" - never.
We don't "investigate reports of abuse" by questioning all and trying to pry out the truth about what happened in secret and in private. We see manifest abuse in the public behaviors that are evident as the parent obstructing the child's personal human rights to withdraw to their team cabin and to pursue their best interests in school.
Kids don't have to earn the right to seek privacy from another by confronting the parent in court and convincing others that they have done terrible things. The child has an ongoing right to privacy from the parent, which the child has been using all their life whenever tension mounts in the home, and this has prevented the parent from ever doing terrible things.
For that matter, parents have an ongoing right to privacy from their child - and this has prevented parents from doing terrible things. It is possible to take time out from parenting when the child has other support systems. Because children can eat at the dining hall at the school building, parents are not required to provide regular meals. They can if they want to, but they don't have to. Because there is a school nurse and access to medical care directly through her, parents are not the only ones looking out for their child's health.
It is possible to intervene for a child whose parent has no interest in protecting and promoting their child's human rights. For this "human rights community" is smack dab in the middle of a whole nation that is committed to legal constitutional rights.
Parental "legal rights" to obstruct the basic human rights of each child no longer exist. There has been a Constitutional Amendment granting basic human rights to each child. In the beginning, the human rights community is made up of whole families where both or each parent desires to create human rights for their child. After a while, foster children are added to this scheme, children whose parents do not want to create human rights for their child.
The change in consciousness and conscience that is a commitment to real constitutional human rights for the child is the necessary path for children to gain access to a life free of abuse and neglect. The economic and logistic change that is the live-in human rights community is the necessary format for delivering real human rights to each child.
Want to be part of the School for Creative Living?
Imagine the family homes of those children, all within a short walk from the boarding school, not separated by any busy streets or "public" access. Everyone the child sees, they know. Everyone everyone sees, we know.
There are five or six small businesses in this neighborhood without streets, but only lanes, bike paths, and walks. Most everyone of the parents can make their living comfortably by working in one or more of the small business. The ones who leave to work, do so because they like to, not because they have to.
And there is no mandatory togetherness ever. The children each have a "team" a core group that is their peer circle of about six or eight. Each team has a cabin that is part of the boarding school. Each child is completely free to choose if they are to sleep in their team cabin, or in their parent's home.
Each team cabin has two adult sponsors, but they don't ever go in. They don't have to go in to mediate fights. There is a system of conflict resolution for everyone in the neighborhood, and it involves establishing ways to meet the basic needs of all people.
The school might be named: the School of Creative Living. It isn't just about learning to do math or fix cars. It's about learning to live without interpersonal strife. And this set of important skills isn't taught in any classroom, it is learned by each person from the time they are in diapers, by making using of the manifest options built into the very way of life.
The curriculum of the school is this: how to make the most of living. Interpersonal skills and personal safety are tops on the list. Being able to connect well with best friends is a most important skill, and all other activities play "second fiddle" to this. Nobody is forced to "learn" or perform according to somebody else's standard to try to achieve funding. The mere fact that each child is manifestly granted free speech and free assembly, rights to privacy and liberty - these are the only criteria for the societal support.
These are safe children.
All abuse takes place in a context of being cornered. All interpersonal conflicts can be ended by granting each person "outs". These "outs" are manifest human rights built into the floorplan. The art of counseling is about re-instating free speech in the "client." In this neighborhood, nobody is cornered.
A well-bonded child is a safe child. A healthy bond between child and parent, or between any person and any other, is something that contains no mandatory togetherness. There is a rhythm of closeness and separation, and each person is free to approach and withdraw as their enjoyment directs. If every child is free to withdraw into their team of peers if things are not going well with the parent - there will be no more entrenched parental abuse. If every child is free to withdraw from their team of peers if it is not going well there, children become resilient about handling bullying or abuse by other children.
A wellness check is conducted on all people, all members of this community, on an ongoing basis. And the substance of the check is this: is this person involved in at least three interpersonal bonds that are mutually selected? Is this person involved in at least three activities that are continually intriguing?
If not, outreach is conducted to create that wellness state.
There is a selection process to qualify for entry into such a neighborhood, which is a "human rights community." Only members come in. There can be a visitor's place on the edge of the neighborhood, and temporary access to group spaces, but only visitors who are not specifically named as personal threats by any member of the community inside. There at that hospitality house, access to new people, new input, travelers, visitors, and potential community members is possible. But within the community itself there are no unfamiliar people.
To qualify for entry, a person has to have a true desire to live without interpersonal strife. To qualify for entry, a person has to commit to the process and rhythms of manifest liberty, manifest rights to privacy, manifest free assembly, and no one is "owned" by any other person at all. People feel they "belong with" their loved ones, but "belong to" - never.
We don't "investigate reports of abuse" by questioning all and trying to pry out the truth about what happened in secret and in private. We see manifest abuse in the public behaviors that are evident as the parent obstructing the child's personal human rights to withdraw to their team cabin and to pursue their best interests in school.
Kids don't have to earn the right to seek privacy from another by confronting the parent in court and convincing others that they have done terrible things. The child has an ongoing right to privacy from the parent, which the child has been using all their life whenever tension mounts in the home, and this has prevented the parent from ever doing terrible things.
For that matter, parents have an ongoing right to privacy from their child - and this has prevented parents from doing terrible things. It is possible to take time out from parenting when the child has other support systems. Because children can eat at the dining hall at the school building, parents are not required to provide regular meals. They can if they want to, but they don't have to. Because there is a school nurse and access to medical care directly through her, parents are not the only ones looking out for their child's health.
It is possible to intervene for a child whose parent has no interest in protecting and promoting their child's human rights. For this "human rights community" is smack dab in the middle of a whole nation that is committed to legal constitutional rights.
Parental "legal rights" to obstruct the basic human rights of each child no longer exist. There has been a Constitutional Amendment granting basic human rights to each child. In the beginning, the human rights community is made up of whole families where both or each parent desires to create human rights for their child. After a while, foster children are added to this scheme, children whose parents do not want to create human rights for their child.
The change in consciousness and conscience that is a commitment to real constitutional human rights for the child is the necessary path for children to gain access to a life free of abuse and neglect. The economic and logistic change that is the live-in human rights community is the necessary format for delivering real human rights to each child.
Want to be part of the School for Creative Living?
