Summary of Souk School idea (subject to update)

In response to the concerns about 1) student’s drop in scores, 2) lack of course material retention, 3) need for useful and meaningful engagement with one’s community, 4) perception that AI will “replace all jobs” leading to a social collapse, I propose the following model for education. This addresses these and more concerns with the aim to rekindle a spirit of participation and belonging which adds to a society’s resilience.

The souk school model I propose is a federally funded infrastructure which offers both young children and adults opportunities for useful personal growth.

What is the souk school and what is its mission and purpose?

Leading as an example of healthy collective, the souk school model provides training in useful arts of essential life to include cooking, sewing, carpentry, and metal works as well as cultivating a version of ‘empty space’, observation and history-taking as well as sustainable exercise (for the body) and being in ‘flow’ state.

Each specialty of the training program is led by federally-funded teachers with documented proficiency; they are semi-retired specialists.

All sexes participate in each program. There are both regular and ‘general’ bathrooms.

Over time there are options for self-selected specialization and deepening what is in reality, the tip of the iceberg possible of each subject. With this comes opportunity for exposure to new worlds of tactile tools and specialized vocabularies!

(They can share in “small talk” conversations much more easily at any age.)

S.T.E.M., history, and art are applied to each subject. Students create their portfolios of finished products –from start to finish, including decorating, clean up, and the research entailed from ideas found in internet searches including help from AI. There are regular opportunities for work to be shared and showcased.

While culinary skills don’t foster a sense of improvements and object permanence, the rest do.

Children are taught to observe, document in some way (pictures, writing, dictation, etc, and share their findings. They write little books. Some of these end up in the yearbook and published for the school’s library.

They learn how to interview and gain perspective of another’s lineage by practicing it with family, elders, friends, and then a (nice) interesting stranger to inspire and foster curiosity of others.

They learn the history of the land and its peoples. Learn how the land nourishes us with three sisters of grain, legume, and gourd.

Because each souk school and collective is in a different area – there will be both unique strengths (from surrounding skill sets of the families) and overlap.

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How the classes are conducted – is an example of a healthy collective.

Outside is a garden and some fruit trees. There is a rose bush- to help students learn about cycles. Perhaps there’s a small fountain or similar source of running water.

The building is warm and friendly. There’s a globe celebrating its school’s participants; some days there’s aromatherapy – especially from differing cuisines – but could be lemon, rose, or lavender (for example). Periodic live music played by students with uplifting rhythms and themes; kids are exposed to ~happy music on a day to day basis.

Kindergarten has a medium-sized room with play stations representing each souk school specialty as well a quiet area with a couple of palm plants and a mini-observation laboratory. The activities introduce the souk school concepts.

Theme days shift and inspire cuisine, dress, even carpentry with its use of tools and styles of cabinet making. Kids learn how to be resourceful and creative.

On the menu is some combination and variant of ‘Three Sisters’ cuisine with gourd, legume, and grain. The differences are in the seasoning and specific choices of each. These are inexpensive and very satisfying.

Teachers lead classes with a moment of silence and say a sentence that’s grounding. They might do this with classroom helper. Both have eyes slightly cracked open.

A moment of centering quiets attention from where students just were. Their affirmation for the day then is not just the Pledge of Allegiance though that is helpful too.

The’ itchy’ or disruptive kid triggers the teacher’s awareness that it’s time for ‘exercise in place’. (But these will be rarer as children only go to school when they’re ready.) Otherwise it might be led in the same classroom on schedule. There is no undressing at any time.

Teacher lets the ‘itchy kid’ lead a movement (if they want to). Maybe let another one too. Both fast and slow moves with arms and torso, all while standing comfortably. Teacher finishes at the end. After five minutes they all sit down stimulated but grounded and centered.

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Students earn badges for proficiency in each of useful arts, navigating a ‘market’ economy, useful money management, contracts, and in each subspecialty of their essential art- at least. Might keep their badges on a keychain or sash. This is evidence of tangible worth and asset along with their useful ‘portfolios’. They ‘know’ in a corporeal way they have value and worth.

As they learn to create projects with their hands, hearts, and concentration, they will occasionally go into healing ‘flow’ state. When engaged and calm people are naturally attractive.

Collectives will form around creations and working authentically. As this concept matures – and more families are formed based on creations values, less will be from trauma bonding or fears about loss of power within a lineage.

Because they mostly make their own clothing and/or wear (mostly natural fiber=durable) hand-me-downs, clothing and bodies don’t rivet another’s attention -unless they decorated them coolly. THere will always be those who stand out as leaders.

(Here’s a very original and tasteful fashion show modeled by some children who happen to be in Africa – using their local resources. Their smiles are the best part! https://www.facebook.com/share/r/1G9SQMyGqs/

But also a great example of expressive creativity even if in this case, the results aren’t particularly durable.)

Participants are encouraged to wear their hair back or covered for their own comfort and ‘safety’.)

Who does it benefit?

Feeling competent and valuable boosts morale and with that our immune system. General intelligence is lifted; there’s more amphibian brain and less reptilian. There is more emotional resilience and feeling of general being welcomed and “safe”.

With focus on creations, each individual gains competency and a tangible sense of value and self-esteem.

Mingling is the basis for relationships – which can then lead to money flow. Mingling becomes more productive as its based on common interests. At parties they get to ‘talk shop’ and few will feel left out. There will be less tendency for superficial (and transitory) engagement.

Models opportunity to learn useful enlivening non-harmful body practices to aid longevity and support inner alignment with outer gifts and goals.

At the same time increases natural exposure to other cultural collectives -giving opportunity for monies’ exchanges in the future- in addition to economies resulting from parental influences and investment.

How is this paid for?

As this improvement in morale, like a butterfly, affects productivity of the nation as a whole, it is federally funded. Allotments for salaried positions, basic hardware infrastructure, and purchase of the building (s) is with these Federal tax dollars.

Upkeep and maintenance, actual materials, is supported state-side from local taxes.

Philanthropists are an important asset for program expansion. They get their names celebrated all over the place if they want to.

 (As usefulness improves, there will be fewer nuisance crimes, domestic altercations, and runaway / homelessness- rescue budgets won’t need to keep expanding as they do now. There will be plenty of money.)

Why is it important?

As probabilistic electron clouds we are essentially shimmering wave form beings. We are here to l’ove one another and thrive meanwhile. We are here to ‘help’ each other thrive – by standing out of the way and supporting the good.

One could argue the world today doesn’t feel this way even though so many have more possibility than ever.

I argue this larger conflicted world we live in today is a natural projection of our current school system which teaches abstract ideas in silos. Everyone is learning different ‘languages’ not anything to do with ‘home’- creating all S.T.E.M. and no flowers. There’s hierarchy based on power and not authority, wisdom, or competence.

Today’s school gives black and white statements of worth: ego-flattening report cards. Forces early separation from and within a family. As there is often one child who ‘succeeds’ and other who ‘fails’.

Forcing children to unclothe in front of each other with physical education as it is taught now, that encourages injuries and physical hierarchy. The latter trains men to be dumb and women to be manipulative.

Currently High School graduates are guaranteed to be good (demeaned) ‘sitters’ – and little else.

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As important, the souk school is dovetailed with the Souk Collective – an adult-oriented space where people can come and hone their craft, gain expertise from the staff, book a catering space (along with its kitchens), gather in small groups under umbrellas for coffee or tea.

Open to all comers to participate in accordance with their proficiencies and badges. It is open every day (irrespective of holidays); there are always those who celebrate different holidays – so for them Christmas and New Years aren’t.

Is staffed by federally-supported semi-retired specialists in a given program, including the ever-present (guide and) janitor and a watch-person at night.

Echoes souk school’s themes. Has guest teachers and participates in local ‘fairs’ and national conventions. Showcases local and gift creations. Eventually these will be international – as other countries follow suit! (I realize the chances of this being implemented in the US, land of ‘leaders’ and ‘sheep’, is pretty low; it’s as likely it will be started first abroad- and trickle back).

There is on-site childcare. Adults are physically close to their younger children. This introduces the child to the idea of community early.

Since first souk school badge is in “clean up”, children from a young age know how to assist others (which they could be paid for) even if they don’t yet know how to create.

Clean up is by individual users – or their delegate (earning basic badge) to leave the space better than before.

Here’s a picture of a woman welding an intricate art project – which might be a natural outcome of the souk school approach.

https://www.facebook.com/share/p/19GvdkMBLz

Benefits of the Souk Community Center:

Mingling based on interests; witnessing others in flow brings up morale. Is a good example for being in community and still an individual. Family collectives will showcase their strengths and have opportunity to fill in ‘weaknesses’.

Good fall-back if a chosen field isn’t available at the moment or there’s a change in one’s status. Can always ‘enhance’ in another field of specialty.

Built-in social safety net.

Generates even better candidates for culinary, fashion, artistic programs. Widens potential fields of employment directions. Leaves current ones intact, should they continue to be needed.

Expanded working vocabulary.

Provides authentic creators for the “Big Mama’s Marketplace” where everything’s for sale and you need to learn how to navigate between aisles of desired and less- desired commodities.

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For those interested in why I’d name it the “souk” anything, here’s my observation. The souks in Africa are hubs of commerce and connection. Each market tends to have multiple entrances and exits – reflecting the demographic local to each. Everything useful and sustainable is for sale; the expertise to create such items is tremendous.

Some entrances come from the ‘desert’ environment – dry, harsh, and forbidding. Caravans used to travel the Sahara for months before seeing any consistent greenery. It is easy to become disembodied under such conditions.

Entering the souk then, is for many a ‘wake up’ experience – as in stimulating senses. One has the sense of being embodied and grounded, after a visit.

(Above Letter sent with cover to Kathleen McMahon US Secretary DOE, Chris Reykdal – Superintendent office of public ed, Michael Meotti – WA state achievement council, and the Community and Technical College Board.)

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Here’s what men think is funny – and base their “inability” to participate with being helpful as the basis for power struggles:

“From an overseas friend; I would think that particularly some of our deployed men in uniform could fill some idle down-time with these valuable lessons.  ;>) Keith”

WINTER CLASSES FOR MEN AT THE LEARNING CENTER FOR ADULTS

WINTER CLASSES FOR MEN AT

THE LEARNING CENTER FOR ADULTS

REGISTRATION MUST BE COMPLETED BY Tuesday,

Jan. 17, 2006.

NOTE: DUE TO THE COMPLEXITY AND DIFFICULTY LEVEL OF CONTENT, CLASS SIZES WILL BE LIMITED TO 8 PARTICIPANTS MAXIMUM.


Class 1
How To Fill Up The Ice Cube Trays — Step by Step, with Slide PresentationMeets 4 weeks, Monday and Wednesday for 2 hours beginning at 7:00 PM.
Class 2
The Toilet Paper Roll — Does It Change Itself?
Round Table Discussion.Meets 2 weeks, Saturday 12:00 for 2 hours.
Class 3
Is It Possible To Urinate Using The Technique Of Lifting The Seat and Avoiding The Floor, Walls and Nearby Bathtub? — Group Practice

(Why can’t they just set their goat-smelling asses down and urinate in that position?!)Meets 4 weeks, Saturday 10:00 PM for 2 hours.
Class 4
Fundamental Differences Between The Laundry Hamper and The Floor —Pictures and Explanatory Graphics.Meets Saturdays at 2:00 PM for 3 weeks.

Class 5
After Dinner Dishes — Can They Levitate and Fly Into The Kitchen Sink?Examples on Video.Meets 4 weeks, Tuesday and Thursday for 2 hours beginning
at 7:00 PM

Class 6
Loss Of Identity — Losing The Remote To Your Significant Other.Help Line Support and Support Groups.
Meets 4 Weeks, Friday and Sunday 7:00 PM
Class 7
Learning How To Find Things — Starting With Looking In The Right Places And Not Turning The House Upside Down While Screaming.Open Forum .
Monday at 8:00 PM, 2 hours.
Class 8
Health Watch — Bringing Her Flowers Is Not Harmful To Your Health.Graphics and Audio Tapes.Three nights; Monday, Wednesday, Friday at 7:00 PM for 2 hours.
Class 9
Real Men Ask For Directions When Lost — Real Life Testimonials.Tuesdays at 6:00 PM Location to be determined.

Class 10
Is It Genetically Impossible To Sit Quietly While She Parallel Parks?Driving Simulations.
4 weeks, Saturday’s noon, 2 hours.
Class 11
Learning to Live — Basic Differences Between Mother and Wife.Online Classes and role-playing .
Tuesdays at 7:00 PM, location to be determined

Class 12
How to be the Ideal Shopping Companion
Relaxation Exercises, Meditation and Breathing Techniques.Meets 4 weeks, Tuesday and Thursday for 2 hours beginning at 7:00 PM.

Class 13
How to Fight Cerebral Atrophy — Remembering Birthdays, Anniversaries and Other Important Dates and Calling When You’re Going To Be Late.Cerebral Shock Therapy Sessions and Full Lobotomies Offered.
Three nights; Monday, Wednesday, Friday at 7:00 PM for 2 hours.    

Class 14
The Stove/Oven — What It Is and How It Is Used.
Live Demonstration.Tuesdays at 6:00 PM, location to be determined.
Upon completion of any of the above courses,
diplomas will be issued