Source at Examiner.com.

US universities and colleges could end unlawful US wars and stop banksters’ rigged-casino fraud if they taught the central facts of these issues. This four-part series of articles is an open proposal for their action. Feel free to share it.

This is my proposal for the Harvard Graduate School of Education (HGSE) Ed.L.D. program. I’ll add one link a day:
 
Open proposal to US higher education: End unlawful war, oligarchy economics with education. 1 of 4
 
Open proposal to US higher education: End unlawful war through breakthrough civic education. 2 of 4
 
Open proposal to US higher education: end oligarchy economics, save trillions with education. 3 of 4
 
Open proposal to US higher education: expose government, media propaganda with education. 4 of 4

Ed.L.D. program proposal inquiry

As leaders in education, I respectfully present the following area of study for your consideration:
 
American civic education requires a transformative breakthrough. Current US wars are unlawful to an Orwellian degree. The US economy is transferring unprecedented wealth of trillions of dollars every year to financial elite within corporate cartels that have captured their government regulators. Civic education in both of these areas is crippled by colluding political and corporate propaganda.
 
These are factual claims easily verified as objective data, and substantiated by recognized experts within the Harvard community, as explained and cited in this paper. Although the factual claims are “emperor has no clothes” obvious when one focuses on the facts rather than believing “official” rhetoric, overcoming both propaganda and public cognitive dissonance is a formidable educational challenge. The public belief in “American exceptionalism” is also strong; that “it can’t happen here” or we’re “too modern” for these facts to be true. This belief exists despite the acknowledged history of every other developed country in the 20th Century engaging in wars of aggressive invasion disguised by government propaganda as “defensive,” and/or wars for empire. Ironically, Americans would accept these facts if they applied to Russia or China today.
 
Once the factual claims have been verified, it becomes self-evident that the US public is being “taught” and “learning” war and not justice, domination and not cooperation, and the destruction of American ideals of unalienable rights. This is also the shameful truth of what the US is “teaching” the global community who Americans are in the 21st Century as the world’s superpower.
 
Because current work in academic and professional areas of political science, economics, and journalism have been insufficient as yet to cause this transformative educational breakthrough, HGSE should accept a leadership role.
 
This is similar to professional academic consideration of how HGSE could have assisted the Civil Rights Movement if Dr. King had asked, or ending parasitic imperialism if Mohandas Gandhi had asked for HGSE’s help.
 
The Civil Rights Movement was a function of transformative civic education inside and outside of classrooms, transformative media communication, and transformative political education and policy. Its foundation was honor and enforcement of the 1868 legislative victory of the 14th Amendment to the US Constitution that promised equal protection under the law.
 
The specific project I envision is similar to the Civil Rights Movement for transformative civic education to end unlawful wars and create full economic transparency with public money. Ending war is founded upon the 1945 legislative victory of the United Nations Charter (UN), and protection of public money is in multiple statutes with its spirit in the Preamble of the US Constitution. The benefits of HGSE’s acceptance and project success are literally peace, trillions of dollars annually freed for constructive investment (yes, trillions every year as I’ll explain, document, and prove), a breakthrough in critical thinking and civic participation, transformation of how Americans see themselves in the global community, and perhaps the final breakthrough for humanity to close its entire recorded history of political/economic relationships of vicious antagonism with the transformation of realized cooperation, justice, universal dignity, and unprecedented freedom.
 
The end of war and unleashing trillions of annual dollars into the US economy will create a renaissance in US public education. The inspiration of participating in creating peace and full rewards of work will translate into all participants in education living into a much brighter future. A specific measurable benefit would be higher high school graduation rates, especially improved from the current 52% among the US’ largest 50 cities. My own teaching at Adams Middle School and Jefferson High School in Los Angeles Unified School District suggest this is possible when students just know the facts of war and their money. New pilot programs could be invented with interested schools. Again, imagine what HGSE could have facilitated with participation in the Civil Rights Movement or ending parasitic imperialism.
 
With project acceptance and success, HGSE will be historically honored as a leading catalyst for this civic educational accomplishment.
 
If this area of work sparks your interest, please read on. If further inspired by our possible synergy in this work, please respond. Feel free to call me if you prefer (Pacific time). Documentation and further explanation are embedded in hyperlinks; if your e-mail doesn’t allow for hyperlinks, I’ll send a Word document at your request.
 
Introduction: HGSE’s Ed.L.D Program asks for transformation in education; by definition this will occur in the domain of what is currently unimaginable and unpredictable. The following proposal will take about an hour of your time to read, and further time to verify factual accuracy of the claims. However, if you’ve spent more than an hour thinking about the broad national civic education breakthrough to end a vicious history of wars and predatory capitalism, this investment of reading is worthwhile. You’re receiving the comprehensive facts and context of 30 years of my academic and professional work. This paper specifically focuses on the educational transformation required and pathway for accomplishment.
 
I will present factual claims that are objective data anyone with intellectual integrity and moral courage can verify. But you know that some people, even with title and positions in leadership, will reject academic integrity. You have the academic training to identify and crush unprofessional attacks that distract attention away from the data. You’re also familiar with excuses of surrendering obvious responsibility. Given political, economic, and media failure, the costs of millions of lives and trillions of our dollars, HGSE can and should welcome education leadership.
 
The alternative, of course, is HGSE declining to participate in this area of civic education, and not intervene in public ignorance and suffering under propaganda. “Propaganda” is accurate; I will prove beyond doubt that American civic education is bombarded by intentional disinformation from “official” government sources and corporate media. The facts of “emperor has no clothes” lies in war, economic manipulation costing this nation literally trillions of our dollars, and propaganda lies of commission and omission are obvious when pointed out, as you shall see in this proposal. Our students sense these facts and are disheartened by them. Once you take the responsible step to verify the claims, I hope it becomes obvious that teaching them is our only alternative if we want to improve education and build a brighter future.
 
HGSE will either rightfully receive public appreciation for this transformative role in the “teaching and learning” for Americans, or public disappointment for rejecting the opportunity.
 
I respectfully remind you of the ancient Greek insult for those who chose to non-participation in the most important policy areas; so powerful it has remained untranslated in our language today: idiot.
 
Other transformative leaders have eloquently written of your position of choice. I’ll allow Rene Descartes to speak, then present my proposal.
 
“But now, after having once and for all put to the test the judgments of men, I here again approach these same questions regarding God and the human mind, and at the same time treat the beginnings of the whole of first philosophy, but in such a way that I have no expectation of approval from the vulgar and no wide audience of readers. Rather, I am an author to none who read these things but those who seriously meditate with me, who have the ability and the desire to withdraw their mind from the senses and at the same time from all prejudices. Such people I know all too well to be few and far between. As to those who do not take care to comprehend the order and series of my reasons but eagerly dispute over single conclusions by themselves, as is the custom for many-those, I say, will derive little benefit from a reading of this treatise; and although perhaps they might find an occasion for quibbling in many spots, still it is not an easy matter for them to raise an objection that is either compelling or worthy of response.” 
 
- Rene Descartes, Meditations on First Philosophy, 1641, “Preface to the Reader.” This book is usual reading in college philosophy courses today. Descartes is considered the founder of modern philosophy, the founder of analytical geometry (which led to calculus), and a founder of the Scientific Revolution. Descartes was well-known in his age, but highly controversial. His work was condemned by the Roman Catholic Church in 1633, and his books put on the Index of Prohibited Books in 1663. The University of Utrecht condemned his work in 1643, where he had previously taught.
 
 
In respectful appreciation of the hour or so we’ll spend together, my proposal is organized to brief you on the key documented facts and expert testimony of current US wars, economics, corporate media propaganda, and my specific proposal for HGSE’s Ed.L.D Program to produce the stated transformational result in US civic education. I’ll provide my background as up to this task.
 
I’ve cited mostly Harvard sources for evidence in consideration of bridging the likely cognitive dissonance among proposal readers, as the information shatters propaganda many people falsely believe. Please understand the art of my communication to you must balance respect for your time with the requirement for sufficient documentation to prove these disturbing claims beyond any reasonable doubt.
 
“At first blush, a man is not capable of reporting truth; he must be drenched and saturated with it first.” - Henry David Thoreau (Harvard graduate, 1837), I to myself: an annotated selection from the journal of Henry D. Thoreau.
 

Tomorrow: explaining and documenting unlawful US wars.