There is a certain wiggle room allowed socially in how much boys and girls are allowed to flex within the confines of their gender roles.
Girls can wear pants but if she wears cargo pants, she must be a photographer, a lesbian or a safari woman (or all three).
Boys can wear skirts but only if they are kilts passed on from their grandfathers.
Girls can have short hair but only if they are Agyness Deyn, a lesbian, a military lady, or if they've experienced some sort of medical difficulty that causes them to lose hair - or if they wear super 'feminine' clothing.
Boys can have long hair but only if they're yoga instructors, selling you togas at Wreck Beach, metal heads or without access to proper barbering, scissors or razorblades.
Why, why, why?
Fuck the gender binary. I'm just getting so bored having to talk about it over and over again. Like beating a dead horse, but don't worry, I'll keep beating it.
Note: the aim is not a sexless population but rather a population where roles are not prescribed. When we are born, there should be a wealth of options of how to identify and I think we all deserve the right to be able to choose from that from purely our own biases, not from what is pressed on us from a billion different angles. When those options are all level with eachother, then we can start talking about how much of our gender is inherited and how much of it is in-born.
Sunday, September 12, 2010
Friday, September 3, 2010
"I have made a great discovery. What I love belongs to me." - From a photo that Andy Warhol took of a quote by Elizabeth Asquith Bibesco.
And if it isn't yours, your love inevitably inherits it as a part of you. And there, it will make you happy. And there, you will feel love for it and the postivity of that will make it worth exponentially more. Love is created. Not a given.
Image from A Patch of Skye
Monday, August 9, 2010
Valedictory Address
I seriously just need to have this in my archives. Thanks to swiftkickonline.com for this unbelievably eloquent and well-constructed critique on the institution of education. (Doesn't "institution of education" seem a bit like an oxymoron, even just for a second?) Here it is:
Valedictorian Speaks Out Against Schooling in Graduation Speech
Author Note: Over the past four days, this post has received 110K+ hits and over 300+ comments. If you are interested in the unschooling/edupunks movement, please follow us via RSS, Email, or Twitter.
Last month, Erica Goldson graduated as valedictorian of Coxsackie-Athens High School. Instead of using her graduation speech to celebrate the triumph of her victory, the school, and the teachers that made it happen, she channeled her inner Ivan Illich and de-constructed the logic of a valedictorian and the whole educational system.
Erica originally posted her full speech on Sign of the Times, and without need for editing or cutting, here's the speech in its entirety:
Here I stand
There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, "If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then replied, "Ten years . ." The student then said, "But what if I work very, very hard and really apply myself to learn fast -- How long then?" Replied the Master, "Well, twenty years." "But, if I really, really work at it, how long then?" asked the student. "Thirty years," replied the Master. "But, I do not understand," said the disappointed student. "At each time that I say I will work harder, you say it will take me longer. Why do you say that?" Replied the Master, "When you have one eye on the goal, you only have one eye on the path."
This is the dilemma I've faced within the American education system. We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective.
Some of you may be thinking, "Well, if you pass a test, or become valedictorian, didn't you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.
I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system. Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination. I will leave in the fall to go on to the next phase expected of me, in order to receive a paper document that certifies that I am capable of work. But I contest that I am a human being, a thinker, an adventurer - not a worker. A worker is someone who is trapped within repetition - a slave of the system set up before him. But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it. So, I wonder, why did I even want this position? Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I'm scared.
John Taylor Gatto, a retired school teacher and activist critical of compulsory schooling, asserts, "We could encourage the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don't do that." Between these cinderblock walls, we are all expected to be the same. We are trained to ace every standardized test, and those who deviate and see light through a different lens are worthless to the scheme of public education, and therefore viewed with contempt.
H. L. Mencken wrote in The American Mercury for April 1924 that the aim of public education is not "to fill the young of the species with knowledge and awaken their intelligence. ... Nothing could be further from the truth. The aim ... is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States."
To illustrate this idea, doesn't it perturb you to learn about the idea of "critical thinking." Is there really such a thing as "uncritically thinking?" To think is to process information in order to form an opinion. But if we are not critical when processing this information, are we really thinking? Or are we mindlessly accepting other opinions as truth?
This was happening to me, and if it wasn't for the rare occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who allowed me to open my mind and ask questions before accepting textbook doctrine, I would have been doomed. I am now enlightened, but my mind still feels disabled. I must retrain myself and constantly remember how insane this ostensibly sane place really is.
And now here I am in a world guided by fear, a world suppressing the uniqueness that lies inside each of us, a world where we can either acquiesce to the inhuman nonsense of corporatism and materialism or insist on change. We are not enlivened by an educational system that clandestinely sets us up for jobs that could be automated, for work that need not be done, for enslavement without fervency for meaningful achievement. We have no choices in life when money is our motivational force. Our motivational force ought to be passion, but this is lost from the moment we step into a system that trains us, rather than inspires us.
We are more than robotic bookshelves, conditioned to blurt out facts we were taught in school. We are all very special, every human on this planet is so special, so aren't we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still.
The saddest part is that the majority of students don't have the opportunity to reflect as I did. The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it. I will never be able to turn back these 18 years. I can't run away to another country with an education system meant to enlighten rather than condition. This part of my life is over, and I want to make sure that no other child will have his or her potential suppressed by powers meant to exploit and control. We are human beings. We are thinkers, dreamers, explorers, artists, writers, engineers. We are anything we want to be - but only if we have an educational system that supports us rather than holds us down. A tree can grow, but only if its roots are given a healthy foundation.
For those of you out there that must continue to sit in desks and yield to the authoritarian ideologies of instructors, do not be disheartened. You still have the opportunity to stand up, ask questions, be critical, and create your own perspective. Demand a setting that will provide you with intellectual capabilities that allow you to expand your mind instead of directing it. Demand that you be interested in class. Demand that the excuse, "You have to learn this for the test" is not good enough for you. Education is an excellent tool, if used properly, but focus more on learning rather than getting good grades.
For those of you that work within the system that I am condemning, I do not mean to insult; I intend to motivate. You have the power to change the incompetencies of this system. I know that you did not become a teacher or administrator to see your students bored. You cannot accept the authority of the governing bodies that tell you what to teach, how to teach it, and that you will be punished if you do not comply. Our potential is at stake.
For those of you that are now leaving this establishment, I say, do not forget what went on in these classrooms. Do not abandon those that come after you. We are the new future and we are not going to let tradition stand. We will break down the walls of corruption to let a garden of knowledge grow throughout America. Once educated properly, we will have the power to do anything, and best of all, we will only use that power for good, for we will be cultivated and wise. We will not accept anything at face value. We will ask questions, and we will demand truth.
So, here I stand. I am not standing here as valedictorian by myself. I was molded by my environment, by all of my peers who are sitting here watching me. I couldn't have accomplished this without all of you. It was all of you who truly made me the person I am today. It was all of you who were my competition, yet my backbone. In that way, we are all valedictorians.
I am now supposed to say farewell to this institution, those who maintain it, and those who stand with me and behind me, but I hope this farewell is more of a "see you later" when we are all working together to rear a pedagogic movement. But first, let's go get those pieces of paper that tell us that we're smart enough to do so!
Valedictorian Speaks Out Against Schooling in Graduation Speech
Author Note: Over the past four days, this post has received 110K+ hits and over 300+ comments. If you are interested in the unschooling/edupunks movement, please follow us via RSS, Email, or Twitter.
Last month, Erica Goldson graduated as valedictorian of Coxsackie-Athens High School. Instead of using her graduation speech to celebrate the triumph of her victory, the school, and the teachers that made it happen, she channeled her inner Ivan Illich and de-constructed the logic of a valedictorian and the whole educational system.
Erica originally posted her full speech on Sign of the Times, and without need for editing or cutting, here's the speech in its entirety:
Here I stand
There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, "If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then replied, "Ten years . ." The student then said, "But what if I work very, very hard and really apply myself to learn fast -- How long then?" Replied the Master, "Well, twenty years." "But, if I really, really work at it, how long then?" asked the student. "Thirty years," replied the Master. "But, I do not understand," said the disappointed student. "At each time that I say I will work harder, you say it will take me longer. Why do you say that?" Replied the Master, "When you have one eye on the goal, you only have one eye on the path."
This is the dilemma I've faced within the American education system. We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective.
Some of you may be thinking, "Well, if you pass a test, or become valedictorian, didn't you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.
I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system. Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination. I will leave in the fall to go on to the next phase expected of me, in order to receive a paper document that certifies that I am capable of work. But I contest that I am a human being, a thinker, an adventurer - not a worker. A worker is someone who is trapped within repetition - a slave of the system set up before him. But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it. So, I wonder, why did I even want this position? Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I'm scared.
John Taylor Gatto, a retired school teacher and activist critical of compulsory schooling, asserts, "We could encourage the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don't do that." Between these cinderblock walls, we are all expected to be the same. We are trained to ace every standardized test, and those who deviate and see light through a different lens are worthless to the scheme of public education, and therefore viewed with contempt.
H. L. Mencken wrote in The American Mercury for April 1924 that the aim of public education is not "to fill the young of the species with knowledge and awaken their intelligence. ... Nothing could be further from the truth. The aim ... is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States."
To illustrate this idea, doesn't it perturb you to learn about the idea of "critical thinking." Is there really such a thing as "uncritically thinking?" To think is to process information in order to form an opinion. But if we are not critical when processing this information, are we really thinking? Or are we mindlessly accepting other opinions as truth?
This was happening to me, and if it wasn't for the rare occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who allowed me to open my mind and ask questions before accepting textbook doctrine, I would have been doomed. I am now enlightened, but my mind still feels disabled. I must retrain myself and constantly remember how insane this ostensibly sane place really is.
And now here I am in a world guided by fear, a world suppressing the uniqueness that lies inside each of us, a world where we can either acquiesce to the inhuman nonsense of corporatism and materialism or insist on change. We are not enlivened by an educational system that clandestinely sets us up for jobs that could be automated, for work that need not be done, for enslavement without fervency for meaningful achievement. We have no choices in life when money is our motivational force. Our motivational force ought to be passion, but this is lost from the moment we step into a system that trains us, rather than inspires us.
We are more than robotic bookshelves, conditioned to blurt out facts we were taught in school. We are all very special, every human on this planet is so special, so aren't we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still.
The saddest part is that the majority of students don't have the opportunity to reflect as I did. The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it. I will never be able to turn back these 18 years. I can't run away to another country with an education system meant to enlighten rather than condition. This part of my life is over, and I want to make sure that no other child will have his or her potential suppressed by powers meant to exploit and control. We are human beings. We are thinkers, dreamers, explorers, artists, writers, engineers. We are anything we want to be - but only if we have an educational system that supports us rather than holds us down. A tree can grow, but only if its roots are given a healthy foundation.
For those of you out there that must continue to sit in desks and yield to the authoritarian ideologies of instructors, do not be disheartened. You still have the opportunity to stand up, ask questions, be critical, and create your own perspective. Demand a setting that will provide you with intellectual capabilities that allow you to expand your mind instead of directing it. Demand that you be interested in class. Demand that the excuse, "You have to learn this for the test" is not good enough for you. Education is an excellent tool, if used properly, but focus more on learning rather than getting good grades.
For those of you that work within the system that I am condemning, I do not mean to insult; I intend to motivate. You have the power to change the incompetencies of this system. I know that you did not become a teacher or administrator to see your students bored. You cannot accept the authority of the governing bodies that tell you what to teach, how to teach it, and that you will be punished if you do not comply. Our potential is at stake.
For those of you that are now leaving this establishment, I say, do not forget what went on in these classrooms. Do not abandon those that come after you. We are the new future and we are not going to let tradition stand. We will break down the walls of corruption to let a garden of knowledge grow throughout America. Once educated properly, we will have the power to do anything, and best of all, we will only use that power for good, for we will be cultivated and wise. We will not accept anything at face value. We will ask questions, and we will demand truth.
So, here I stand. I am not standing here as valedictorian by myself. I was molded by my environment, by all of my peers who are sitting here watching me. I couldn't have accomplished this without all of you. It was all of you who truly made me the person I am today. It was all of you who were my competition, yet my backbone. In that way, we are all valedictorians.
I am now supposed to say farewell to this institution, those who maintain it, and those who stand with me and behind me, but I hope this farewell is more of a "see you later" when we are all working together to rear a pedagogic movement. But first, let's go get those pieces of paper that tell us that we're smart enough to do so!
Tuesday, June 22, 2010
I thought you were the -
Check out Sweetest Kill from BSS' Forgiveness Rock Record.
I don't think I've ever heard anything like it.
It's so modest and overwhelming at the same time.
And vaguely reminds me of having the last fifteen minutes of my Monday night swimming lessons overlap with the syncronized swimmers' and wanting to just sit on the bottom of the pool with my legs crossed like genie and my goggles on. Just to hear what music could sound like when removed from air and how I could literally feel the music.
I don't think I've ever heard anything like it.
It's so modest and overwhelming at the same time.
And vaguely reminds me of having the last fifteen minutes of my Monday night swimming lessons overlap with the syncronized swimmers' and wanting to just sit on the bottom of the pool with my legs crossed like genie and my goggles on. Just to hear what music could sound like when removed from air and how I could literally feel the music.
Thursday, June 17, 2010
P-nut Party
Are you done?
This is a huge pet peeve of mine. ONE single blob of sandwich spread and the rest of the toast, dry. Look at it sitting all lonely. Like a jam factory in the middle of the desert. Anyone who knows me should know that I'm very particular about the way I eat my food. I'm not the type to just eat the rice, then eat the beans, then scoop some salsa into my mouth. I like to think that all the plates I dive into are made of components that were meant complement and to be eaten together. I usually cut a piece of the hardest thing on the plate, then have the softies meet on another side of the plate at a little merging of two rivers, and then have the hard thing staked to my prongs and then sort of lift everything else onto the better of the fork - the flatbed, you could say.
Would you really gnaw at the dry crusties while you're telling a joke to your friend, knowing that an oasis of - what is meant to be all over the toast - is just crying with loneliness while it stands awe-struck at how you distribute the paste.
This photo is my step one and I'd be embarrassed to possess traits that allowed me to finish here and walk away smiling.
Sunday, June 13, 2010
I think it is safe to say that most people believe that men holding doors for women represents some kind of chivalry or gentlemanliness.
Men feel gracious and powerful when they do it, while women tend to feel flattered and or deserving.
I on the other hand have things to argue about this social reflex.
People should hold doors open for people.
This door-holding business imitates a sense of true aid. It makes it seem like the man is willing to help women in lots of different aspects of life. From standing on the car-side of the sidewalk to paying the bill to throwing his own laundry in the laundry bin, he may feel he is the absolute "man" and his lady would be nothing without those helpful little hands. (Where are the men when women need help with domestic labour, doing his laundry, making meals for the both of them?)
How dare a man who is holding two T.V.s in each hand while balancing a record player on his head and wobbling with a DVD player in between his legs let a woman open the door for him? *spits* And how dare he not drop everything to make sure her empty-handed self can glide through the door? Men tend to place these gallantries above the practical reality of the situation. The door-opening and other small services are intended for people who are generally incapacitated, burdened or generally unable in some way to do that thing for themselves. Wouldn’t this mean then that if a person was carrying something while approaching a doorway that anyone near should rush ahead a bit to open the door - regardless of gender? In this sense, it seems obvious that these tiny tasks (that even sometimes woo women) are actually just actions that reinstate their inferiority and place men as the only mover for the unmoved and the only ones willing to literally step forward and do something.
Don't get me wrong, I appreciate when people hold the door open for me and never fail to say "Thank You". What I cannot handle is when I do hold the door open for a guy and he stops before he crosses the threshold so that I can walk away and he can open the door for himself to walk through. Another situation is when I stop walking to hold a door open and the man in question puts his hand on the door while he walks through (sometimes even using a whole forearm), as if I need help doing it. Then he says "Thanks", in a way that I take as a pitiful "Thanks for trying". Or maybe because he is insulted that I'd dare to doubt his ability to do it for himself - or his manhood in not doing it for me,. Just let me hold the fucking door open for you. I'll be fine, I know I will.
Men feel gracious and powerful when they do it, while women tend to feel flattered and or deserving.
I on the other hand have things to argue about this social reflex.
People should hold doors open for people.
This door-holding business imitates a sense of true aid. It makes it seem like the man is willing to help women in lots of different aspects of life. From standing on the car-side of the sidewalk to paying the bill to throwing his own laundry in the laundry bin, he may feel he is the absolute "man" and his lady would be nothing without those helpful little hands. (Where are the men when women need help with domestic labour, doing his laundry, making meals for the both of them?)
How dare a man who is holding two T.V.s in each hand while balancing a record player on his head and wobbling with a DVD player in between his legs let a woman open the door for him? *spits* And how dare he not drop everything to make sure her empty-handed self can glide through the door? Men tend to place these gallantries above the practical reality of the situation. The door-opening and other small services are intended for people who are generally incapacitated, burdened or generally unable in some way to do that thing for themselves. Wouldn’t this mean then that if a person was carrying something while approaching a doorway that anyone near should rush ahead a bit to open the door - regardless of gender? In this sense, it seems obvious that these tiny tasks (that even sometimes woo women) are actually just actions that reinstate their inferiority and place men as the only mover for the unmoved and the only ones willing to literally step forward and do something.
Don't get me wrong, I appreciate when people hold the door open for me and never fail to say "Thank You". What I cannot handle is when I do hold the door open for a guy and he stops before he crosses the threshold so that I can walk away and he can open the door for himself to walk through. Another situation is when I stop walking to hold a door open and the man in question puts his hand on the door while he walks through (sometimes even using a whole forearm), as if I need help doing it. Then he says "Thanks", in a way that I take as a pitiful "Thanks for trying". Or maybe because he is insulted that I'd dare to doubt his ability to do it for himself - or his manhood in not doing it for me,. Just let me hold the fucking door open for you. I'll be fine, I know I will.
Thursday, June 3, 2010
Bubble
"Are you angry? Punch a pillow. Was it satisfying? Not hardly. These days people are too angry for punching. What you might try is stabbing. Take an old pillow and lay it on the front lawn. Stab it with a big pointy knife. Again and again and again. Stab hard enough for the point of the knife to go into the ground. Stab until the pillow is gone and you are just stabbing the earth again and again, as if you want to kill it for continuing to spin, as if you are getting revenge for having to live on this planet day after day, alone."
-Miranda July from No One Belongs Here More Than You
Photo from FFFFOUND.com
Tuesday, May 18, 2010
Baby Madonna
The dying of childrens' imagination is so terribly sad.
So sad that I barely let myself comprehend how real it is. Our world doesn't let kids relish in the imagination that is so crucial to creativity and freedom of thought and speech that they also need to be in touch with later in life.
Kids used to play in the streets til it was dark out, playing marbles or drawing with chalk. Now they sit in front of Leap Frogs or PlayStations as their parents peer out the windows for child molesters.
Kids used to draw on paper and on the walls. Now there are coloring books to stay in the lines and Mr Clean Magic Erasers.
Hide and Seek to Hannah Montana.
This revolution is really brutal for me to just stand-by and watch as someone who was an impressionable child not too long ago and who understands - at least from a subjective viewpoint - that just being a dumb, rampant kid is so much more important than trying to figure out how to use a cellphone to tell the neighbour to meet at the sandbox in five.
I don't want to see "sexy" 8-year olds, or the very rigid outlines of gender in general,
I don't want to see training bras for infants,
I don't want kids to only know how to think "in the box",
I don't want there to be necessity for sexual education for kindergarteners,
I don't want kids to have calculators before they have paintbrushes,
I don't want a child's post-secondary potential to be determined by their reading capability at age six,
I don't want kids to have eating disorders and body-image issues before they even hit puberty, or see punishment for screwing up while experimenting with harmless but possibly "weird" things.
The list goes on and on.
Just some food for thought.
So sad that I barely let myself comprehend how real it is. Our world doesn't let kids relish in the imagination that is so crucial to creativity and freedom of thought and speech that they also need to be in touch with later in life.
Kids used to play in the streets til it was dark out, playing marbles or drawing with chalk. Now they sit in front of Leap Frogs or PlayStations as their parents peer out the windows for child molesters.
Kids used to draw on paper and on the walls. Now there are coloring books to stay in the lines and Mr Clean Magic Erasers.
Hide and Seek to Hannah Montana.
This revolution is really brutal for me to just stand-by and watch as someone who was an impressionable child not too long ago and who understands - at least from a subjective viewpoint - that just being a dumb, rampant kid is so much more important than trying to figure out how to use a cellphone to tell the neighbour to meet at the sandbox in five.
I don't want to see "sexy" 8-year olds, or the very rigid outlines of gender in general,
I don't want to see training bras for infants,
I don't want kids to only know how to think "in the box",
I don't want there to be necessity for sexual education for kindergarteners,
I don't want kids to have calculators before they have paintbrushes,
I don't want a child's post-secondary potential to be determined by their reading capability at age six,
I don't want kids to have eating disorders and body-image issues before they even hit puberty, or see punishment for screwing up while experimenting with harmless but possibly "weird" things.
The list goes on and on.
Just some food for thought.
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