TTTT Takeaway Activism and Notes – May 2013 (Candidate Forum)

The Meeting

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In lieu of our regularly scheduled Third Tuesday Tea Time, the members of Cape County Tea Party organized and executed a 8th Congressional District Special Election Candidate Forum.  The six candidates for the office vacated by Jo Ann Emerson took part in the forum held on Wednesday May 22, 2013 at 6:30pm.

The normal meeting held on Tuesday night was canceled.

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Here are still photos of the candidates:

Candidate Forum – 8th CD – Photos – 01

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Here are the questions used by the moderator:

Candidate Forum – 8th CD – Questions – 02

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Here are the questions as given to the audience:

Candidate Forum – 8th CD – Questions – 03

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Here is the SEMO Activism Calendar distributed at the end of the meeting

Candidate Forum – 8th CD – SEMO Activism Calendar – 01

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Video Evidence!

Below are the videos from the event:

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Cape County Tea Party – 8th Congressional District Candidate Forum

The members of the Cape County Tea Party invite the citizens of Cape Girardeau County (and beyond) to hear from Missouri Candidates who wish to represent them at the Cape County Tea Party 8th Congressional District Candidate Forum.

Join us for an opportunity to hear from the six candidates who seek to represent you as a citizen of Cape Girardeau County, Missouri in the U.S. House of Representatives.

DATE:                    

  • Wednesday May 22nd, 2013

TIME:

  • 6:30 – 8:00pm
  • Doors by 6:00pm
  • Eevent will start promptly at 6:30pm
  • Arrive early to mingle with the candidates

PLACE:                  

  • Cape Public Library
  • 711 N. Clark
  • Cape Girardeau, MO

 

CONTACT:            

PARTICIPANTS:   

  • Bill Slantz
  • Doug Enyart
  • Jason Smith
  • Dr. Robert George
  • Steve Hodges
  • Tom Brown

WEB:

FACEBOOK:          

NOTE:

  • There will be no regular Cape County Tea Party Meeting (a.k.a. Third Tuesday Tea Time) for the month of May which normally would have been held on Tuesday 05/21/13

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Cape County Tea Party – 8th Congressional District Candidate Forum

So, Now What’s Going On At The CBO? (Updated)

Update: 2 More E-Mails

I’ve been monitoring the activity at the CBO (Congressional Budget Office) for a little over two years now.  It’s a great way to know what legislation is coming down the pike in Congress.  I highly recommend that you sign up for their e-mail list.

CBO - 01

Yesterday was a banner day.  I received four six different e-mails from the CBO with a total of twenty-four thirty-two different documents (four twelve were duplicates).  I’ve never received that many documents from the CBO let alone four six different e-mails.  Were we not buried in an avalanche of Obama scandals, I would likely ignore the avalanche of e-mails.  But, in the current environment, it got my attention.

A couple of items stood out (links are below):

  • The Budget Baseline
  • The Supplemental Security Income
  • Medicare Baseline
  • Medicaid Baseline

Scariest is the Budget Baseline which shows that by the 2023, our gross Federal Debt will be over $25,000,000,000,000… …another $9 Trillion in Federal Debt.  This cannot be allowed to happen!

It’s been said that “Disability” is the fastest growing employment sector under the Obama administration.  This expenditure stays static at about a $1 Trillion per year over the next 10 years.  Yes, we will be spending $10 Trillion of our General Tax Revenues to help ‘Disabled’ people… …some who need it… …and (I suspect) most like the ones I saw dancing and smoking pot in Illinois a few months ago.

For Medicare, the next 10 years sees mandatory outlays doubling from $549 Billion to $1062 Billion ($1.062 Trillion) per year.  Yes, I know you’ve paid for Medicare; so have I.  But, have you paid into Medicare the same amount that you’ve taken out?!?  For both SSOAI and Medicare, receivers should first be provided with the balance of their account… …the amount they paid in less expenses.

And finally, for Medicaid, the next 10 years sees outlays double from $251 Billion to $554 Billion per year.  The DSH (Disproportionate Share Hospital) amount goes from $10 Billion to $13 Billion… …you know that horrible thing where people go to hospitals when they don’t have insurance and the government has to pay for them so we need to have the government fix the $10 Billion problem by taking over the entire healthcare system to the tune of $2 Trillion… …that DSH.

BOY! That’s a big document dump on the same day the IRS, Benghazi, Kermit Gosnell, Fast and Furious, and AP scandals hit a fever pitch.  I’m glad I’m not a conspiracy theorist, or the black helicopters would be circling…

SQUIRREL!!

New from CBO

New from CBO

New from CBO

New from CBO

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More e-mails found after original blog post publication…

New from CBO

New from CBO

The Individual as Property

By Timothy Birdnow

In 2011 a woman named Sharrie Gavan beat a man with a baseball bat. Now, this is not all that unusual, as domestic disputes, home invasions, and overheated arguments sometimes end with an act of assault, but this particular case is different. In this instance the woman took a baseball bat to the drug pusher who was gleefully destroying her 20-year-old son with heroin. Mrs. Gavan was recently convicted of the assault and faces up to a year in prison.

This story seems destined to die a dull death, although there are locals in the St. Louis area who have cheered the actions of this woman. But when looked at in a larger context this story speaks volumes about the fundamental changes that have occurred in our culture and in our thinking.

What is the nature of the relationship between the citizen and the State? America was founded on principles found in the Bible and in the writings of 17th century philosophers such as John Locke.

John Locke pointed out in his First Treatise on Government:

Though the Earth… be common to all Men, yet every Man has a Property in his own Person. This no Body has any Right to but himself.

So, all men have first and foremost the right to own themselves.

This is of critical importance because it is this most fundamental principle that the modern Left and Right part company over. Liberals do not believe this basic assertion, preferring to believe that we as a collective own each other. This distinction is absolutely critical, because it informs our beliefs in terms of actions.

The English Philosophers Hobbes and Hume argued that property was a creation of the State, and were not held in high regard by the Founders of the United States. If property is a creation of the State, then one can argue that the State has sovereignty over the individual.

And of course later philosophers came to dismiss the view of self-ownership as illusory. Rousseau believed individuals enter voluntarily into a social contract which creates a “sovereign”, a sort of group entity, a collective. Rousseau was extraordinarily influential on later leftist thinking, as was Karl Marx who disdained the concept of personal sovereignty, as did Benito Mussolini. As in communism and fascism, the entire undercurrent of modern liberalism is anti-individualism. Even the Anarchists, though they may seem to be radical individualists, ultimately seek the collectivization of property as a means to grant themselves the individualism they seem to believe in — making them as statist as any other leftist branch. Without property rights one cannot have individual rights.

It is no surprise that the general degradation of property rights should coincide with the rise of statism and the devaluing of the individual. Either we own property — including ourselves – or we do not.

From such a belief system comes abortion; the right to life is subject to the granting of permission by the collective.

Gun control is another example; the Left hates guns because they empower the individual over the collective. A man with a gun does not need the protection of the State but can deal with violations of his rights by himself. The man with a gun can, if need be, do without the collective. This chafes at liberal sensibilities, as they are absolute in their determination to make us all not just our brother’s keeper but his master. There can be no right to self-defense in a world where one does not own even himself. The State is master and it is a usurpation, an act of rebellion, to defend yourself. It is even more an act of treason to defend yourself against the State. This is why there is such anger in the Progressive community against “bitter clingers” holding onto their guns; what right does any individual have to take the power of the State?

It affects religion, too. The Judeo-Christian religions believe in the duty of the individual to govern himself first and foremost. The Progressive thinking is that nobody has a right to govern himself, so Christianity and Judaism are rebels, antithetical to the cause of community and the idea that “it takes a village”. Islam, on the other hand, is both a handy tool to use against them and is a system where there is no division between the State and the Faith, and the individual must submit to the larger collective.

Almost any position held by the Progressive Left can be understood if one thinks about it in terms of property rights.

The liberal view has largely emerged triumphant in our modern era. The case of Mrs. Gavan is illustrative of that.

Not sixty years ago Mrs. Gavan would not have been arrested, nor tried, nor convicted. She had gone to the police like any good citizen and was told there was nothing that could be done, so, in desperation, she took very modest steps to protect her family. Please note the pusher was not seriously harmed — merely warned away with a couple of bruises. The Founders would have shrugged at that.

But not the modern python state; laws have become nooses around the necks of the citizenry while leaving the predators (who follow no law but their own) free rein. Society will not allow a person to defend himself. Now if a crime victim shoots an attacker he is the person in trouble (ask George Zimmerman). Now any action outside of official channels is punished because it is considered an act of rebellion. It is the reason why the Obama administration keeps pushing this “right-wing domestic terrorist” shibboleth; they are frightened of anybody outside of their control, outside of the Borg Collective.

And so a decent woman protecting her family may go to prison for the sake of upholding the right of the State over the individual. This is not just an elitist-Progressive thing, either; ordinary citizens and minor officials in Jefferson County, Missouri pursued, charged, tried, and convicted this woman. This mindset is now a part of the American psyche.

And it won’t change, not without enormous social, educational, and informational changes in this country. We have to remember who we once were, and that means the schools need to teach, the arts need to remember, movies and television need to change, an entire culture has to be revamped. The prognosis for a restoration is grim.

But not impossible. As long as there is a spark of liberty in the individual there remains hope. We have to teach our children. We have to remember who we once were.

Timothy Birdnow is a St. Louis-based writer. Read more from Tim and friends at www.tbirdnow.mee.nu

Page Printed from:

http://www.americanthinker.com/articles/../2013/05/the_individual_as_property.html

CCSSO Releases C3 Framework for Social Studies State Standards

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Earlier this month the Council of Chief State School Officers released the draft of the “College, Career and Civic Life (C3) Framework for Social Studies State Standards.  I just got my hands on a copy yesterday and skimmed through it.

It focuses on civics, economics, geography and history.  States involved in the project are: Arizona, Arkansas, Colorado, District of Columbia, Georgia, Hawaii, Iowa, Illinois, Indiana, Kansas, Kentucky, Maine, Maryland, Missouri, Montana, Nebraska, North Carolina, Ohio, Utah, Wisconsin, and Wyoming.

It is unclear what state involvement in the creation of Social Studies standards means for future implementation.  I’m not certain whether these states signed an Memorandum of Understanding similar to what they did with the Common Core State Standards.  You can see that some of the same players are involved as associate members, such as, Pearson.  It is heavily tied into the Common Core ELA standards which was expected.

Having skimmed through this my primary concern is the encouragement of civic and political activism.  While on its face that isn’t a bad thing, but I have to wonder what is encouraged.  I saw where potential indoctrination could occur within the Civics section.  I have little hope from what I’ve seen from progressive elements within public education that this won’t be the case.  The task force of professional organizations related to this gives me little hope for ideological diversity and I  while I don’t know for certain looking at the writing team (pg. 8) I am doubtful it exists there as well.

I noticed that on pg. 29 it is mentioned we live in a constitutional democracy when in fact we live in a constitutional republic.  It is troubling that those writing this document couldn’t get something as basic as that right.

Pg. 18 points out their definition of an “active and responsible citizen” which appears to be what they hope the “product” of these standards will be:

Active and responsible citizens identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small. They vote, serve on juries, follow the news and current events, and participate in voluntary groups and efforts. Teaching students to act in these ways—as citizens—significantly enhances preparation for college and career. Many of the same skills that are needed for active and responsible citizenship—working effectively with other people, deliberating and reasoning quantitatively about issues, following the news, and forming and sustaining groups—are also crucial to success in the 21st century workplace and in college. Individual mastery of content often no longer suffices; students should also develop the capacity to work together to apply knowledge to real problems. Thus, a rich social studies education is an education for college, career, and civic life.

Discussion of “Applying Civic Virtues and Democratic Principles” (pgs. 31-32) also raise a red flag for me.  They define Democratic principles in their glossary on pg. 70 as “the fundamental ideas and ideals expressed in the Declaration of Independence, the Constitution and other early influential documents.”

That’s fine, but then one of the goals is “describe democratic principles such as equality and fairness.”  Also what do they consider a “human right” that isn’t a “constitutional right”?

Anyway, my intent here is not to provide an in-depth review, but share a couple of thoughts after skimming through this document.  I’m sure many questions will be asked and the final product will look different.  Please take the time to read through the framework below and share your thoughts.

The College, Career, and Civic Life (C3) Framework for Social Studies State Standards

Shane Vander Hart is the Editor-in-Chief of Caffeinated Thoughts, a popular Christian conservative blog in Iowa. He is also the President of 4:15 Communications, a social media & communications consulting/management firm, along with serving as the communications director for American Principles Project’s Preserve Innocence Initiative.  Prior to this Shane spent 20 years in youth ministry serving in church, parachurch, and school settings.  He has taught Jr. High History along with being the Dean of Students for Christian school in Indiana.  Shane and his wife home school their three teenage children and have done so since the beginning.   He has recently been recognized by Campaigns & Elections Magazine as one of the top political influencers in Iowa. Shane and his family reside near Des Moines, IA.  You can connect with Shane on Facebook, follow him on Twitter or connect with him on Google +.

DESE Common Core Meeting / A lesson in controlling the message

I attended the DESE Common Core Meeting at 6:30pm on 05/02/13 in Cape Girardeau, MO at the Career and Technology Center, and what I witnessed was mastery of controlling the message.  Of course, there was not prayer or Pledge of Allegiance; this is the school!  Prayers are forbidden by the Constitution and the Pledge is offensive (/sarc)

The sound quality was ridiculous, and I have no idea the name of the gentleman that led the event.  He worked through a PowerPoint presentation including videos by educators that could not be understood due to the poor sound.

The leader of the event stated clearly at one point:  “There will be no data collection.”  However, a quick review of CCSSO.org website leads you to these two pages self-refuting the leader’s claims:

CCSSO - Data Collection - 02 CCSSO - Data Collection - 01Sadly, a leader in the Education industry would absolutely LIE about whether or not there will be data collection involved with Common Core Standards

Divide and Conquer

We had heard that there would be 15 leaders or members of DESE at the event.  We couldn’t imagine why they would put so many on the dais.  As it turned out there was no dais, and there were 30 DESE organized leaders at the event.  Why?

As you entered the event, you were assigned to 1 of 15 tables.  Each table had a Table Leader and a Table Recorder.  The attendees (proponent or opponent) were divided into 15 tables, so the interaction was between approximately 6 attendees and two studied proponents of Common Core.

Each table was provided with a form to complete.  The form contained two questions:

  • What do you like about Common Core?
  • What questions do you have about Common Core?

The facilitators at table #12 were Jeff Lindsey and Wade Bartels.  Both were very nice and listened as we tried to fill out the form.  Jeff gave anecdotal information about the process of aligning to Common Core in St. Genevieve, MO and how great it was going.

When we asked him our questions about CCSS, the typical answer was “I don’t know”.

  • How much will this cost the state? I don’t know
  • How much will this cost your school? I don’t know
  • What is the cost going to be for the technology to allow completion of the standardized tests? I don’t know
  • According to the CCSSO web site, there will be data collection.  What data will be collected?  I don’t know
  • We read that the standards are copyrighted.  Will the schools be able to make changes? I don’t know

What Jeff Lindsey did know was that he really wanted his table to come up with an answer to the question… What do you like about Common Core?

Unfortunately, the time allotted for table discussions, and table #12 never listed a positive feeling about Common Core.

Following the kitchen table discussion, the messaging control continued.  Table Recorders, not attendees, were summoned to the front one-by-one to read the list of things that attendees liked about Common Core.  All of the ‘likes’ were read.  For the questions about Common Core, duplicate questions were skipped.  One CCTP member noted that 5 items were read from their lies of ‘likes’ that weren’t discussed at the table.  They ‘magically’ appeared.

I provided Jeff and Wade a long paragraph with questions about data collection, CCSSO, and EIMAC.  When Wade asked the question on microphone he simply said, “What is EIMAC?”

Strategy Worked

As I said, the DESE folks employed a brilliant Divide and Conquer strategy, and it worked to perfection.

  • Prevented general attendees from hearing tough questions asked at one table that was not asked at another table
  • Prevented mini-speeches given by attendees
  • Separated less knowledgeable attendees from stronger more studied attendees
  • No negative press to be reported by the media
  • DESE walked away with positive talking points and a long list of things that Cape Girardeau liked about Common Core

For me, there was a positive outcome.  At a Table #12 side discussion, a teacher stated that she liked common core because every school would teach the same topics at the same grade levels.  She continued that children moving state-to-state would be able to pick right up where they left off in their new school.

Her statement helped me finally crystallize my foremost reason for opposing Common Core.  CCSS removes any desire for one school to work to excel.  Children will be tested for certain skills at certain ages, and there will actually be negative reinforcement should a school decide to teach subjects at different grade levels to help them excel.  Should the school choose to teach some subject in a different order or different grade, their assessment ratings will suffer.  They will see lower ratings and less funding.

This is the absolute antithesis of freedom and self-governance.

Questions and likes reported back to the attendees:

  • If state led, why were funders from Federal Tax $$$?
  • Liked Crosswalk on DESE web site
  • Will International books be implemented?
  • Federal Control?
  • Why no question about what we don’t like?
  • What comprehensive studies have been developed?
  • How often reviewed / revised?
  • How can standards be enacted that haven’t been evaluated in classrooms?
  • How will they handle gifted students?
  • How will they help students not currently meeting standards?
  • How will local districts have a say?
  • What pilot studies have been conducted?
  • Too one size fits all
  • Not enough options for teacher flexibility
  • Govt grab for control of education
  • Not enough parental involvement
  • Ideologically different from local values
  • Is common core copyrighted?
  • What is EIMAC?
  • Has state legislature voted to adopt CCSS?
  • Liked fewer standards / flexible teacher instructions
  • Liked incorporation of non-fiction / promotion of critical thinking
  • Further investigation of who initiated development?
  • Who will profit?
  • Can state of MO step back and wait for other states to prove CCSS works?

Below are Miscellaneous Notes taken that may or may not make sense:

  • Crosswalk
    • Shows where a concept is located in CCSS vs. Show-Me
    • Fewer topics but more in dept
    • Teachers saw that common core was more rigorous
  • Why need for common state standards?
    • 2007 NGA / CCSSO decided to define Common Core Standards
    • Facilitated State-Led development
    • Rigorous
    • Research and Evidence Based
    • Define what all students are expected to know
    • Teachers develop lesson plans
    • Adoption was voluntary
    • Aligned to Show-Me standards / College Standards
    • All students will graduate college and career ready
    • Currently
      • 36% must take remedial
      • $90M cost for remedial
      • $32M lost wages
  • Video – Chris Nicastro / Mr. Russell
    • State-Led involving parents / teachers
  • Missouri Involvement
    • College and Career readiness standards
    • Based on career readiness, k-12 learning progressions developed
    • MO Represented on Development Team
    • Standards released on 6/2/10
    • Teachers
    • Principles
    • Parents
    • Education Experts
  • ELA
    • Non-fiction
      • More
    • Complex Text Academic Vocabulary
      • Regular practice with complex text and its vocab words
      • Spelling?
  • Math
    • Focus
      • 2-4 concepts focused deeply in each grade
    • Coherence
      • Connect learning from one grade to next linked topics
    • Rigor
      • Real world situations
  • Preparing for Transition
    • Crosswalk document
    • Statewide public sessions on standards
    • Model curriculum
  • Wrap-up
    • Federal Government Played no Role
  • Discussion
    • Anything said here tonight means absolutely nothing next year because criteria will keep changing
    • Jeff L – I look at common core as a plan
    • Jeff L – Doesn’t know anything about it being copyrighted

Is the Common Core in Trouble?

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That is a question asked by Valerie Strauss at the Washington Post’s Answer Sheet blog.  She writes:

Education Secretary Arne Duncan recently met with Chamber of Commerce leaders and urged them to be more vocal and forceful in defending the Common Core State Standards. Why?

Duncan made the appeal, which was reported by Education Week, because the initiative — a set of common standards adopted by 45 states and the District of Columbia designed to raise student achievement — has come under such withering attack in recent months that what once seemed like a major policy success for the Obama administration now looks troubled.

A handful of states (including Indiana, Alabama, South Dakota and Georgia) are either pulling back or considering it, and core supporters fear more states will too.  A growing number of educators are complaining that states have done a poor job implementing the standards and are pushing core-aligned tests on students too early. And parents have started a campaign to “opt” their children out of the Common Core-aligned high-stakes standardized tests.

She then mentions the RNC resolution  which helped resurrect an Alabama bill,  See also mentioned Senator Grassley’s move to defund the Common Core and that it has bipartisan opposition.

Just today the Michigan House just voted to defund the Common Core.  The Indiana Senate passed a measure to slow down the implementation (twice actually!).  The Indiana House and Governor Mike Pence are under pressure to act.

All of this must have lead the Indiana Chamber of Commerce to act with this smear campaign for a blog post.

Two moms from Indianapolis, a handful of their friends and a couple dozen small but vocal Tea Party groups. That’s the entire Indiana movement that is advocating for a halt to the Common Core State Standards. No educational backgrounds. No track record of supporting education reforms or any other past education issues. And worst of all: A demonstrated willingness to say just about anything, no matter how unsubstantiated or blatantly false, to advocate their cause.

Meanwhile, the policy that they are attacking was implemented by former Gov. Mitch Daniels, then State Superintendent Tony Bennett, the Indiana Education Roundtable and the State Board of Education. To date, 45 other states have also adopted it. Common Core has been supported by superintendents, school boards, Indiana’s Catholic and other private schools, principals, teachers unions, the Indiana PTA, various education reform groups, higher education and more. The business community is actively engaged, including strong support from the Indiana Chamber, Eli Lilly, Cummins, Dow AgroSciences, IU Health and many others.

Can you say elitist snob?  Perhaps many educators are not speaking out because they are encouraged told not to.  They also fail to mention the person who unseated Tony Bennett – Glenda Ritz – has stated opposition to the Common Core.

Also I’d love to know exactly what they claim to be blatantly false?  See we are pretty good at referencing our claims about the Common Core.  Those who advocate for it, not so much.

Also while we are on the subject of truth then the Indiana Chamber of Commerce should tell the truth about who is funding the Common Core and the reviews of it – the Gates Foundation.

Sad.  The Common Core is in trouble and Arne Duncan, and it would seem the Indiana Chamber of Commerce, are getting desperate.

Shane Vander Hart is the Editor-in-Chief of Caffeinated Thoughts, a popular Christian conservative blog in Iowa. He is also the President of 4:15 Communications, a social media & communications consulting/management firm, along with serving as the communications director for American Principles Project’s Preserve Innocence Initiative.  Prior to this Shane spent 20 years in youth ministry serving in church, parachurch, and school settings.  He has taught Jr. High History along with being the Dean of Students for Christian school in Indiana.  Shane and his wife home school their three teenage children and have done so since the beginning.   He has recently been recognized by Campaigns & Elections Magazine as one of the top political influencers in Iowa. Shane and his family reside near Des Moines, IA.  You can connect with Shane on Facebook, follow him on Twitter or connect with him on Google +.

Why Common Core Will Fail: Hippos and Tomatoes.

No matter how big the tomatoes get, they are not what the communities need.

And this is why Common Core will fail.

Watch Ernesto Sirolli in this TED talk on Want to help someone? Shut up and listen!  and see if you agree that the education reformers are akin to the aid workers planting tomatoes where they shouldn’t be planted.  This type of approach didn’t help Sirolli in helping impoverished African communities.  Why would the same methodology be successful in solving the “crisis in education” we’ve been led to believe we have in the US?

Everything I do, and everything I do professionally — my life — has been shaped by seven years of work as a young man in Africa. From 1971 to 1977 — I look young, but I’m not — (Laughter) — I worked in Zambia, Kenya, Ivory Coast, Algeria, Somalia, in projects of technical cooperation with African countries.

I worked for an Italian NGO, and every single project that we set up in Africa failed. And I was distraught. I thought, age 21, that we Italians were good people and we were doing good work in Africa. Instead, everything we touched we killed.

Our first project, the one that has inspired my first book, “Ripples from the Zambezi,” was a project where we Italians decided to teach Zambian people how to grow food. So we arrived there with Italian seeds in southern Zambia in this absolutely magnificent valley going down to the Zambezi River, and we taught the local people how to grow Italian tomatoes and zucchini and … And of course the local people had absolutely no interest in doing that, so we paid them to come and work, and sometimes they would show up. (Laughter) And we were amazed that the local people, in such a fertile valley, would not have any agriculture. But instead of asking them how come they were not growing anything, we simply said, “Thank God we’re here.” (Laughter) “Just in the nick of time to save the Zambian people from starvation.”

And of course, everything in Africa grew beautifully. We had these magnificent tomatoes. In Italy, a tomato would grow to this size. In Zambia, to this size. And we could not believe, and we were telling the Zambians, “Look how easy agriculture is.” When the tomatoes were nice and ripe and red, overnight, some 200 hippos came out from the river and they ate everything. (Laughter)

And we said to the Zambians, “My God, the hippos!”

And the Zambians said, “Yes, that’s why we have no agriculture here.” (Laughter)

“Why didn’t you tell us?” “You never asked.”

I thought it was only us Italians blundering around Africa, but then I saw what the Americans were doing, what the English were doing, what the French were doing, and after seeing what they were doing, I became quite proud of our project in Zambia. Because, you see, at least we fed the hippos.

You should see the rubbish — (Applause) — You should see the rubbish that we have bestowed on unsuspecting African people. You want to read the book, read “Dead Aid,” by Dambisa Moyo, Zambian woman economist. The book was published in 2009. We Western donor countries have given the African continent two trillion American dollars in the last 50 years. I’m not going to tell you the damage that that money has done. Just go and read her book. Read it from an African woman, the damage that we have done.

We Western people are imperialist, colonialist missionaries, and there are only two ways we deal with people: We either patronize them, or we are paternalistic. The two words come from the Latin root “pater,” which means “father.” But they mean two different things. Paternalistic, I treat anybody from a different culture as if they were my children. “I love you so much.” Patronizing, I treat everybody from another culture as if they were my servants. That’s why the white people in Africa are called “bwana,” boss.

I was given a slap in the face reading a book, “Small is Beautiful,” written by Schumacher, who said, above all in economic development, if people do not wish to be helped, leave them alone. This should be the first principle of aid. The first principle of aid is respect. This morning, the gentleman who opened this conference lay a stick on the floor, and said, “Can we — can you imagine a city that is not neocolonial?”

I decided when I was 27 years old to only respond to people, and I invented a system called Enterprise Facilitation, where you never initiate anything, you never motivate anybody, but you become a servant of the local passion, the servant of local people who have a dream to become a better person. So what you do — you shut up. You never arrive in a community with any ideas, and you sit with the local people. We don’t work from offices. We meet at the cafe. We meet at the pub. We have zero infrastructure. And what we do, we become friends, and we find out what that person wants to do.

The most important thing is passion. You can give somebody an idea. If that person doesn’t want to do it, what are you going to do? The passion that the person has for her own growth is the most important thing. The passion that that man has for his own personal growth is the most important thing. And then we help them to go and find the knowledge, because nobody in the world can succeed alone. The person with the idea may not have the knowledge, but the knowledge is available.

So years and years ago, I had this idea: Why don’t we, for once, instead of arriving in the community to tell people what to do, why don’t, for once, listen to them? But not in community meetings.

Let me tell you a secret. There is a problem with community meetings. Entrepreneurs never come, and they never tell you, in a public meeting, what they want to do with their own money, what opportunity they have identified. So planning has this blind spot. The smartest people in your community you don’t even know, because they don’t come to your public meetings.

What we do, we work one-on-one, and to work one-on-one, you have to create a social infrastructure that doesn’t exist. You have to create a new profession. The profession is the family doctor of enterprise, the family doctor of business, who sits with you in your house, at your kitchen table, at the cafe, and helps you find the resources to transform your passion into a way to make a living.

I started this as a tryout in Esperance, in Western Australia. I was a doing a Ph.D. at the time, trying to go away from this patronizing bullshit that we arrive and tell you what to do. And so what I did in Esperance that first year was to just walk the streets, and in three days I had my first client, and I helped this first guy who was smoking fish from a garage, was a Maori guy, and I helped him to sell to the restaurant in Perth, to get organized, and then the fishermen came to me to say, “You the guy who helped Maori? Can you help us?

And I helped these five fishermen to work together and get this beautiful tuna not to the cannery in Albany for 60 cents a kilo, but we found a way to take the fish for sushi to Japan for 15 dollars a kilo, and the farmers came to talk to me, said, “Hey, you helped them. Can you help us?” In a year, I had 27 projects going on, and the government came to see me to say, “How can you do that? How can you do — ?” And I said, “I do something very, very, very difficult. I shut up, and listen to them.” (Laughter)

So — (Applause) — So the government says, “Do it again.” (Laughter) We’ve done it in 300 communities around the world. We have helped to start 40,000 businesses. There is a new generation of entrepreneurs who are dying of solitude.

Peter Drucker, one of the greatest management consultants in history, died age 96, a few years ago. Peter Drucker was a professor of philosophy before becoming involved in business, and this is what Peter Drucker says: “Planning is actually incompatible with an entrepreneurial society and economy.” Planning is the kiss of death of entrepreneurship.

So now you’re rebuilding Christchurch without knowing what the smartest people in Christchurch want to do with their own money and their own energy. You have to learn how to get these people to come and talk to you. You have to offer them confidentiality, privacy, you have to be fantastic at helping them, and then they will come, and they will come in droves. In a community of 10,000 people, we get 200 clients. Can you imagine a community of 400,000 people, the intelligence and the passion? Which presentation have you applauded the most this morning? Local, passionate people. That’s who you have applauded.

So what I’m saying is that entrepreneurship is where it’s at. We are at the end of the first industrial revolution — nonrenewable fossil fuels, manufacturing — and all of a sudden, we have systems which are not sustainable. The internal combustion engine is not sustainable. Freon way of maintaining things is not sustainable. What we have to look at is at how we feed, cure, educate, transport, communicate for seven billion people in a sustainable way. The technologies do not exist to do that. Who is going to invent the technology for the green revolution? Universities? Forget about it! Government? Forget about it! It will be entrepreneurs, and they’re doing it now.

There’s a lovely story that I read in a futurist magazine many, many years ago. There was a group of experts who were invited to discuss the future of the city of New York in 1860. And in 1860, this group of people came together, and they all speculated about what would happen to the city of New York in 100 years, and the conclusion was unanimous: The city of New York would not exist in 100 years. Why? Because they looked at the curve and said, if the population keeps growing at this rate, to move the population of New York around, they would have needed six million horses, and the manure created by six million horses would be impossible to deal with. They were already drowning in manure. (Laughter) So 1860, they are seeing this dirty technology that is going to choke the life out of New York.

So what happens? In 40 years’ time, in the year 1900, in the United States of America, there were 1,001 car manufacturing companies — 1,001. The idea of finding a different technology had absolutely taken over, and there were tiny, tiny little factories in backwaters. Dearborn, Michigan. Henry Ford.

However, there is a secret to work with entrepreneurs. First, you have to offer them confidentiality. Otherwise they don’t come and talk to you. Then you have to offer them absolute, dedicated, passionate service to them. And then you have to tell them the truth about entrepreneurship. The smallest company, the biggest company, has to be capable of doing three things beautifully: The product that you want to sell has to be fantastic, you have to have fantastic marketing, and you have to have tremendous financial management.

Guess what? We have never met a single human being in the world who can make it, sell it and look after the money. It doesn’t exist. This person has never been born. We’ve done the research, and we have looked at the 100 iconic companies of the world — Carnegie, Westinghouse, Edison, Ford, all the new companies, Google, Yahoo. There’s only one thing that all the successful companies in the world have in common, only one: None were started by one person.

Now we teach entrepreneurship to 16-year-olds in Northumberland, and we start the class by giving them the first two pages of Richard Branson’s autobiography, and the task of the 16-year-olds is to underline, in the first two pages of Richard Branson’s autobiography how many times Richard uses the word “I” and how many times he uses the word “we.” Never the word “I,” and the word “we” 32 times. He wasn’t alone when he started. Nobody started a company alone. No one.

So we can create the community where we have facilitators who come from a small business background sitting in cafes, in bars, and your dedicated buddies who will do to you, what somebody did for this gentleman who talks about this epic, somebody who will say to you, “What do you need? What can you do? Can you make it? Okay, can you sell it? Can you look after the money?” “Oh, no, I cannot do this.” “Would you like me to find you somebody?”

We activate communities. We have groups of volunteers supporting the Enterprise Facilitator to help you to find resources and people and we have discovered that the miracle of the intelligence of local people is such that you can change the culture and the economy of this community just by capturing the passion, the energy and imagination of your own people.

Thank you. (Applause)

Think about the creation/adoption/implementation of Common Core:

Did David Coleman, Bill Gates, Jeb Bush, Missouri Governor Jay Nixon, and other education reformers ask the communities what they wanted?

Are these reformers paternalistic or patronizing?

Do the reformers respect the taxpayers or have they even asked for their respect?

Are they respectful of what the communities want in schools?

Are the reformers servants of local passion, or are the taxpayers the servants of the education reformers?

Is the passion from the reformers for student personal growth or for data?

Have the education reformers ever listened to the community and its needs?

Is the structuring of education and time consuming assessments into a “one size fits all” approach the death of individualism and entrepreneurship?

Do you believe that private companies who have crafted standards that are copyrighted and cannot be altered/modified in any manner care about the passion, energy and imagination of teachers and students?

Do you believe the reformers have planted tomatoes that serve no purpose except for the reformers’ needs?

They’ve never asked the communities what they wanted and they have given us what we don’t need.