These are snooping, snitching, massive canceling, censorious times.
I just talked with a friend who is in San Francisco who has been working hard as a science teacher. He has opened up the curriculum, has worked to be in his school’s union and he has just gotten married. That’s 55, now, and he has to step down from teaching since the school teacher mandates for California are going into effect January 4 or thereabouts.
He might be against mandates because a mandate is oppressive, a dead-end to critical thinking, critical engagement. The mandates, the masking, the social distancing, the forced PCR tests, the constant fear-fear-fear. He sees what this has done to teaching, teachers, students and staff.
But the cat is out of the bag, because the National Union and his state union all are on the same sheet of Moderna-Pfizer-Fauci music. For a science nerd, someone who ended up in physics at Harvard, who has undertaken teaching high school students science, including physics, well having a one size fits all formula, without a scientific robust challenge to any theory, sticks in his craw.
Criminalizing thought, that’s what this Planned Pandemic is about: no pushback. We have talked, and I have been the liberal arts dude, with some notion that critical thinking can only be gained from liberal arts within the system of education. STEM is fine, but not in a vacuum. How we got here, today, how we are products of the history of everything.
Here, Hedges and Lowkey, and I am not sure of Hedges’ position on the vaccination mandates, and Lowkey, well, who knows. But the interview is powerful in that both talk about the prison industrial complex, and about education, and about deep thinking, truly. Literacy beyond being a serf of the ruling class and the warehouse employment class system.
Education as a key component of resistence. Resistence and pushing back on the corporate, elite paradigms. And some of those elites and oppressive paradigms are in academe/academia.
The discussion of topics in science is also something we talked about, how there are off-limits discussion, and we talked about how teachers in the old days, if they were valuable and valiant and honorable and truly mentors, that they were honored. That students and parents looked at teachers as guides, as facilitators of inquiry, learning. Showing the stepping stones to life-long learning. As elements in the pathway from youth to participatory democracy. Giving an open hand to youth as a place of dissident thinking.
But the pressure from this gentleman’s school district, the union, the honchos, is to vax up, mask up, and booster up. Schools, where the least vulnerable are being forced to take not one, not two, but many shots in this grand experiment of the SARS-MERS-CoV2-DARPA kind.
As if refusing to get a vaccination, when he is healthy, and capable of doing his own health screens at home. Imagine, how much the landscape of the Delta, Omicron and now Omega-crons have changed. How it is now a cold, or where oh where do the variants go? The seesaw, yo-yo, 180-degree turnaround of the science. Follow the science.
And he is not going to be forced to vax. And, his 20 years teaching in public school is now ended. i am not sure how much he gets from the 20 year “pension/retirement,” but he states it’s like collecting his unemployment. He has just taken a job at a very very small school.
Charter school, a tuition free charter school covering 7th and 8th grades. Two hundred students. Mostly African-American and Latinx youth. And, my friend says, right now, there is a don’t ask, don’t tell approach to Corona Madness.
You know, no mask mandates, but option. No tracking of health records. No mandates for jabs.
Yet. This is December 30, 2021. The courts have ruled against workers, and the mandates for businesses in places like WA, OR and CA are about to go wide and far. So, he is now ending his public education career.
Newly married, my friend is thinking that he is only biding his time. That the charter school, private, with parents and youth, BIPOC, and in liberal (sic) San Fran-Oakland area will be subject to the mandates.
He thought he’d be retiring at 62 with a semi-decent pension. He doesn’t want to leave the Bay area because he has to. He knows the clock is ticking. He talks of creating a pod of other like-minded teachers to open up a free school. Tutoring.
He knows that I look at things asymetrically. That the reality is this is a universal vaccination, testing, digital dashboard (health, banking, jobs, education, purchases, etc) future. You can’t get a job without being a member of the test-shot-record-big data frame. No subsidized housing without test-shot-record-big data. Proof of life, test-shot-record-big data frame, for your college course. This proof of compliance, test-shot-record-big data frame, for getting health insurance. Move this test-shot-record-big data frame to car insurance, even getting a driver’s license. Social seruit? Proof of this test-shot-record-big data cohersion compliance.
And, what if these smart students ask my smart friend, their teacher, about virus research, about big tech, about the politics of climate change, and, well, about other things that might go contrary to the test-shot-record-big data frame of things? Questioning any number of paradigms and theories and cultural expectations and prejudices and blind spots? And, these youth, many want to know what they should do after high school. How many will go from a charter school to a public school? How will they navigate mandates? And, what about what to major in if they go to college? Would all those years of school, from age 6 to 22, or to 24 or 28, be worth it? What is the value of things now and what about the future?
We talked about how young people this age want answers, want leaders, want direction, demand options and want to work with alternative solutions to today’s problems, and we know today’s supposed solutions will be problems of tomorrow.
Even questions about climate change, globalization, and where this CoV2 came from. Lab experiment gone bad? Intentional outbreak? These youth are smart.
These kids want answers, and they want to rumble in the jungle, truly, with smart teachers willing to take risks, willing to lead. Yet, we are in sniping times. We are in superficial thinking times. Black v. White times.
So where oh where do we go with teaching, and now, Charter Schools, and that is one messed up economic and education and investment model in most cases — Dissident Voice, Shawgi Tell!
He talked about getting farther away from urban centers, into red counties, red states, as a way to insulate himself from the inevitable. He is a Marxist, and that has been his huge disappointment — how the left has abandoned questioning authority, science, elites, agendas, mass media, propaganda, prevailing commercial interests, and more!
Of course, we could be dealing with Ayotzinapa, and the Mexican oligarchs and narcos and others hating these rural normal colleges where young people go to learn how to teach in order to teach youth and communities how to stand up to the powers. Resistance. Worker rights. Land rights!
Mexico: Documentary looks at lives of 43 missing Ayotzinapa students — A documentary will premier this week at Mexico City’s Cineteca Nacional on the lives of the 43 missing Ayotzinapa students. Filmmaker Rafael Rangel says that the full-length documentary, “A Day in Ayotzinapa 43”, featuring first hand accounts of the events and interviews with classmates and family members of the disappeared students, aims to boost awareness of another reality of Mexico that often remains hidden from the broader public.
So it goes — we can always find other people’s realities much more dramatically harsh than our own. And, teachers get these shots for other things, and, well, there is so much swirling around about how the bat virus got to this highly infectious state, who had the blood and feces of people who got infected almost a decade ago, who was funding the gain of function research. So so much, here, rightly set straight into a world of skepticism.
But, all of them in on it — the vaccination paranoia is real, and the stories, well, we are in a time of shut down, zero critical thinking, echo chambers, and this is a military propaganda campaign.
How many more shots are we to take now that we are in this Virus World?
Here, Sonia Shah, who I interviewed several times in person in Spokane on the stage and in my radio studio. We are talking January 2020. This is a time capsule moment, since so much has changed in two years:
The number of coronavirus cases has overtaken that of the 2003 SARS epidemic. Officials and scientists are racing to track the path of the virus and develop a vaccine. Twenty-two countries have reported finding people sickened with the virus. The WHO has announced a “public health emergency of international concern.”
We’re in a relatively new era of infectious disease outbreak, said prominent science journalist Sonia Shah. Diseases are sequenced faster and tracked more accurately than ever before – but they also arise more frequently, as humankind and nature collide often and with greater intensity.
Shah knows her way around infectious disease outbreaks – along with the public health, epidemiology, and social consequences surrounding them. She’s the author of the 2010 book The Fever: How Malaria Has Ruled Humankind for 500,000 Years, along with 2016’s Pandemic: Tracking Contagions from Cholera to Ebola and Beyond.
She sat down with Direct Relief this week to talk about the likely scope of the coronavirus outbreak, the public health response – and the potential impacts.
Direct Relief: Your book, Pandemic, is a look at the major contagious disease outbreaks of modern history, including Ebola, MERS, and SARS. Considering what you’ve seen so far, how does the new coronavirus outbreak compare to other infectious disease outbreaks – in transmission, scope, or public perception?
Shah: It’s obviously one that’s causing a lot of alarm, and there’s been a very vigorous public health response, so in some ways that makes it unusual. There are a lot of outbreaks of a disease where you don’t see a big public health response, so I think that’s actually a positive.
China is doing a lot to contain it. And I think you can debate whether all those measures are worthwhile or not, but there’s no lack of attention to this outbreak.
Direct Relief: How are the epidemics of modern history different from those of, say, the 1918 Spanish influenza pandemic? Why are there more frequent disease outbreaks, and what are the challenges of fighting them in the modern world?
Shah: About 60% of these new pathogens that we’re seeing, that have come out in the last 50 years or so, they derive from the bodies of animals. About 70% of those derive from the bodies of wild animals.
And that’s because people and wild animals are coming into novel, intimate contact. That allows the microbes that live in their bodies to cross over into our bodies.
Ebola, Zika virus, SARS, West Nile virus – there are any number of novel pathogens that have emerged in the past few decades that come from the bodies of animals.
Animals and people are coming into new kinds of contact because of a variety of reasons, the biggest one being that we are essentially destroying so much wildlife habitat.
What that means is a lot of animals are going extinct, but the ones that remain have to crowd into ever-tightening little patches of habitat that we leave for them. That’s more frequently not in some distant, intact forest. Instead, it’s our farms and gardens and our towns and cities.
Direct Relief: Are we better at fighting infectious disease over the past couple of decades?
Shah: I think there are some ways in which we’re getting better. The fact that we had a diagnostic for this new coronavirus so fast, that’s amazing, and that means that you can track it.
I think in terms of scientific collaboration, discovery of how these pathogens work, diagnostics, and genotyping, those are happening a lot faster now as the technology gets better. We just have so much more knowledge.
But then I think there are valid questions to be asked about whether we’re using that knowledge effectively. Just because we can know that this novel coronavirus is causing this pneumonia – not some other pathogen – is that actually helping us to contain it, or not?
I don’t think we know the answer to that question yet, and we won’t for some years, until after this whole thing blows over and we have time to analyze how it went down.
We saw this in Haiti with the cholera outbreak after the [2010] earthquake. Cell phones were relatively new at the time and it was possible for people to map how cholera was spreading just based on cell phone data.
They could see, “OK, it’s coming down this road, it’s going to be going down this trucking route, it’s probably going to lead to this village in the next week or two.”
All of that…was amazing, scientifically, but it didn’t actually help anyone prevent cholera from breaking out. We knew it was coming, but it happened anyway.
Direct Relief: Why do you think this virus has inspired such a media frenzy and such widespread fear?
Shah: I think there are some good reasons. One is that it’s similar to SARS – it’s a coronavirus, like SARS – and we know that SARS was very virulent and it spread pretty well and it got pretty far. It got to dozens of countries really rapidly and killed 800 people, and this virus is in the same family.
That said, it’s a pretty big family. There are some coronaviruses that are very mild and some that are very virulent, so just the fact that it’s in that family of viruses doesn’t necessarily mean that it’s going to kill a lot of people.
And I think the other good reason is that it’s respiratory. There isn’t a lot of evidence that we know how to control the spread of respiratory illnesses. Seasonal flus every year take out hundreds of thousands of people.
We try. We have vaccines, we tell people to wash their hands, we tell people to stay home when they’re sick. Do they make any headway at all? It’s hard to know. With the huge scale of flu every year, it would be hard to argue that those measures actually work.
Direct Relief: If coronavirus continues to spread into a pandemic on the level of SARS, what are the likely long-term economic and social impacts?
Shah: There’s going to be huge economic fallout from this. It’s only just starting. SARS had a huge economic impact, and that wasn’t nearly as widespread as this thing will probably be. China is clamping down on its trade routes and travel routes. How do you function in a global economy without China? We don’t know.
All of these outbreaks, when they go global, just show us again and again how interconnected we are, and how much we really rely on each other for all of our essential services.
Direct Relief: Why do you say it’s going to be bigger than SARS?
Shah: Well, because it’s only just starting. New outbreaks are being seeded right now. We know 5 million people left Wuhan before the travel restrictions were put into place, and that’s a lot of people.
Each of those people could seed new outbreaks if they are carrying the virus, and I think we’re seeing the first signs of that.
It appears to be carried by people who are non-symptomatic. That means it’s going to be really hard to contain it. I don’t think we’re anywhere near the peak or end of this thing. If it goes on on the current trajectory it’s going to be bigger than SARS.
[The virus is] not necessarily more deadly. It always seems more virulent at the beginning, because all you see are the worst cases. So as we get more information, it will probably become clear to us that it’s less virulent than we originally thought, but that doesn’t mean it can’t have a huge toll.
Because if something’s really catchy, even if it’s only slightly more deadly than a regular flu or respiratory illness that we’re used to, a lot of people can get sick and can die.
This interview has been edited and condensed.
Science, and science journalists. Interesting — “The Coronavirus in Context: A Q&A with Sonia Shah, Author of Pandemic“
How does my friend field questions from youth who are on the Internet, who are on social media and the dark web and so on? How does the world shape up with all these curriculum controls, when at times, our times seem chaotic, and fearful? Youth are directionless. Attacked by Democrats and Republicans.
Biggest issues with youth is “the GAD” — generalized anxiety disorder. Big problems with the dirty water, dirty air, polluted food, contaminated oceans and repulsive airwaves and entertainment rackets.
My friend is on his journey, and he is fighting for his small family’s survival. This is not what many of us thought would play out in our lives in our 50s and 60s, but in reality Western Lives/Western Culture/Western Privilege has come at a price — all those billions of people we have stolen futures from. Capitalism. Rapacious consumerism. Rapacious tourism. Wars, war machines, subjugation by proxy.
From 10 years ago — Haeder and Real Change News, Seattle!
Drawing on Plato and Malcom X, West said the death process is part of real education — paideia — a concept developed by Socrates that means deep, critical thinking.
It is the antithesis of contemporary culture: “The problem in American society is we are a culture of death-denying, death-dodging… a joyless culture where pleasure-seeking replaces what it means to be human.”
Fresh from a trip to Occupy Seattle earlier in the day, West praised the movement, which he said represents “a deep democratic awakening where people are finding the courage to find their voice.”
Greed has corroded society, he said.
“Market moralities and mentalities — fueled by economic imperatives to make a profit at nearly any cost — yield unprecedented levels of loneliness, isolation and sadness. Our public life lies in shambles, shot through with icy cynicism and paralyzing pessimism. To put it bluntly, beneath the record-breaking stock markets on Wall Street and bipartisan budget-balancing deals in the White House, lurk ominous clouds of despair across this nation.”
West said that in this age of fear, economic instability and employment challenges, young people must learn “to have a love of wisdom, love of your neighbors and love of justice.”
Such love, embedded in our cultural and social justice traditions, is powerful, he said.
“That Coltrane love, that subversive love. It’s there in the Occupy Wall Street movement. … When it’s organized and mobilized, love is a threat.”
Alas, privatizing schools, for investment and control, especially children, BIPOC, to militarize and technotize their minds, is the goal. Check out this site: Network for Public Education!
And, here, again, Alison McDowell, on monetizing poverty, struggle, students, for not just social control, but Internet of Bodies control.
The post Twenty Years of Teaching Science in Public School Down the Covid Drain first appeared on Dissident Voice.
This content originally appeared on Dissident Voice and was authored by Paul Haeder.
Paul Haeder | Radio Free (2022-01-06T13:28:07+00:00) Twenty Years of Teaching Science in Public School Down the Covid Drain. Retrieved from https://www.radiofree.org/2022/01/06/twenty-years-of-teaching-science-in-public-school-down-the-covid-drain/
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