Introduction to Topics
The topics pages are in headed groups. They are not designed as a -start here and finish there- structure. The idea is. I thought they could be used to put together a workshop, walk, project, or ideas for discussion.
History, in school, we are usually taught from the top down. Wars, Battles, Victories, Kings and Queens, charismatic leaders. The history of ordinary people tends to be rewritten to fit the established view or misinterpreted, sidelined, and sometimes ignored
Social effects of moterised transport
For the sole purpose of transporting people, 250 million Americans allocate more fuel than is used by 1.3 billion Chinese and Indians for all purposes
Democracy and citizenship
Recently the Government has been starting to crack the whip to implement teaching democracy in school. There are some shortcomings to the education of citizenship in schools. The most obvious warning being, “The last place to seek advice concerning democracy is from a government of any description,” or indeed a government education system.
Who owns the media? What has entertainment to do with world affairs? What is Disney about. The business behind the characters. The politics of film. Cultural colonization. Educated by television. Children and computers.
The three main opportunities where people can develop and exercise creativity is school, work or in their own time, the latter being the most efficient. The first thing school knocks out of children is creativity…
One of the best ways to revive democracy in our country is to make sure every organisation, school, and club meeting is run according to its principals. Sam Smith
This is an example of a modern day problem of trying to place something (in this case a painting) to serve the purpose of an ideological category.
Mention ‘Alexander Greek Thomson’ and he or she might give you a blank stare, (which means the city council can still trash his buildings without anyone bothering too much, apart from the minority hard core of Thomson fans and watchdogs who endeavor to protect them).
In our communities we can be quiet and wait for things to be done, other people to act and government agents to get-round-to-it. Or ask yourself the question. When has this ever worked? The answer is never. All we have to look forward to in none action is the excuses and reasons of someone else who will be happy with your apathy.
The youth in our communities are one of the most useful scapegoats for societies ills. It is not youth that creates most crime, control most wealth, make the law, start wars (only fight them), control corporations, empower politicians, control television, education and public relations firms. Youth do not generate billion pound industries, third world misery, fashion empires, arms manufacturing, penal law, property ownership, land ownership, wage and rent structures or tax laws.
Apart from being a very narrow and trite perception of human endeavor, that money and personal adulation are the ultimate aspects of success. This notion of success it is a condition that affects a small minority of the population. but has a great effect through propaganda and the media to the greater majority That, in order to ‘succeed’ you will only find success through the use of these value systems
This section of the web site will develop as interests accrue, time permits My main interest in this section is to encourage and help to develop what is already in the community. I am willing to do workshops in cross disciplines, chat, discuss, and learn from others experiences.
One of the aims of the learn section is to is the idea of looking at things from a different angle. To look at the world from a different perspective. We are continually getting things drummed into us from school, television, newspapers, politics and in the workplace about how things are and why they need to be as they are.