Showing posts with label Big Picture. Show all posts
Showing posts with label Big Picture. Show all posts

Tuesday, 5 January 2016

Education - a new year - a time to reflect

Mount Taranaki reflected in mountain lake


It is a long time since I posted a blog.

The last was to share a new book written about pioneer educationalist Elwyn Richardson.. Elwyn developed his creative teaching philosophy in the 1950s a time not noted for innovative ideas but changes were in the air following World War Two.

Elwyn's book is worth a read as it represents the importance of valuing the views of classroom teachers - more relevant than ever in today's increasingly standardised teaching environment.

Educationalist John Dewey once commented that it is all too easy to forget to take advantage of  retiring experienced teachers . Sharing creative classroom teachers' ideas , past and present, is what this blog is all about - and it is, as mentioned, more important than ever as top down solutions are imposed on schools.

So ,before I lose the habit of blogging, I thought I would contribute a few personal  reflections I have had over the holidays.

I have   been reflecting on the need to continue with the blog as my own teaching experiences fade into the distance.  At heart I believe it is important for everyone to have something worthwhile to contribute and, as one gets older , more important than ever to still feel relevant. Learning is a lifelong
 adventure and I am always impressed with my older friends who continue to learn and be involved in worthwhile things. In particular I admire the small group of retired educationalists who continue to fight for a creative education system - one that values the voice and experience of teachers and students  rather than distant 'experts' or, worse still, populist politicians.

So blogging is my way to express my own thoughts and hopefully be of some use to those who read the blog.  I believe it is important to provide an outsiders point of view because it is all too easy for busy teachers to come to accept as 'normal' current expectations.

 I like the idea of being a 'critical friend' whose role is to ask questions; to ask does it have to be this way; and , what would happen if we tried new ways of doing things? Sometimes it seems that many teachers, overwhelmed with imposed requirements, find it a lot easier not to face up to alternatives to current practice or to  simply take on board imposed directions without question. It is always easier to 'go along to get along'! Unfortunately  this results in many teachers  becoming oblivious to alternatives. I have always liked the phrase that 'fish are the last to discover water'. It seems it is all too easy to become blind to the obvious.
Avoid 'silo' thinking

Teachers at all levels are trapped in 'silo thinking'  more so at the secondary level with fragmented subject thinking but primary teachers an't see past the unquestioned use of ability grouping.

At the end of last term the current local principals always invite retired principals to join them for breakfast. At this breakfast a newly appointed secondary principal talked to us. His appointment ( coming from the business world) had been a bit controversial and he was keen share with us his views and to emphasize that most of his 'business'  experience had been with non profit organisations. He made the point that schools like his have to ensure that they have the responsibility to ensure all students leave positive about  and equipped for their  future lives. Schools he said should  not just to focus and celebrate those who go on to university. He also thought that students working with multi disciplinary teams of teachers worth trying.
Out of the box thinking

Mind you I am well aware that catering for all students rather than just the 'academic' is the current directive from the Ministry


I left the breakfast feeling his appointment was a positive move. Maybe too many current principals have been captured by the status quo and appointments outside of teaching may provide fresh thinking?

At this breakfast meeting it was  enlightening to be told by the chairperson   that some of the innovative ideas being currently considered had been implemented by some of us older  members years ago and were only now being revisited! Consider, for example, the 'new' idea of Modern Learning Environment (MLEs) which simply are a return to the the open plan schools of the 70/80s. They will only be successful if underpinned by a strong student centred educational philosophy, positive relationships between all involved and well informed and skilled teachers..

While holidaying in Melbourne during December I met a young Australian  secondary school teachers who told me that she had resigned from her position working for the Victorian Education Department.  Her role had been to help teachers implement the Australian testing system ( NAPLAN) but  as she felt uncomfortable assisting teachers implemente a system she didn't believe in she had to resign.  She felt that her job was to make teachers conform. I would've like to have learnt more.

Testing isn't learning
I attended  ( as a guest) a Ministry social function in December and  briefly was critical of current education, particularly secondary education. In my opinion, I said too many students still leave alienated from learning.  This was refuted by those whose job is to assist schools develop pathways to employment. Thought it best to focus on small talk! Maybe this was an example of rhetoric not matching reality? Something I would like to learn more about - maybe things are changing?

I was  also interested to read about a local entrepreneur who had just opened a new hotel in town. In an article about the opening  the developer said that he had found school irrelevant but that he had still done well. My thought was that he obviously had the skills and attitude to get on with
Schools don't suit all brains
life's challenges. Maybe this is a clue for those who want to transform our current education system?

I recently had an interesting conversation with a young teacher on holiday from a position in an international school. International schools follow an American curriculum which does not allow the intellectual freedom she was used to when teaching in NZ.I have had considerable experience presenting at international school conferences and appreciated her situation. It would be shame if we were to go any further down the standardised  test orientated American approach.
Passion, effort and skill

My most recent thought comes from watching artists at the local stone carving symposium held on our cities  coastal walkway. I really admire the passion the artists show and the range of skills required to complete such a difficult task. It will take the artists several days of hard dusty work to complete one piece.

When people do what they love they are prepared to put in the hard work required. I also reflected that with practice artists over the years get better at what they do. Reminds me of educationalist Jerome Bruner saying, many years ago,  that 'people get good at what they get good at'.

I had the thought that if schools spent more time identifying and amplifying the innate talents of their students and then set up opportunities for every student to work towards achieving their potential then all students would leave ready for whatever the future holds for them. Such a personalisation of learning would change the roles both both teachers and students.


This personalised creative approach to learning  was the philosophy that Elwyn Richardson implemented in his small rural school in the 1950s and what has driven all my work since I became aware of such teachers as Elwyn all those years ago. Elwyn saw his students as 'a community of artists and scientists exploring their environment'.

Once you think about the requirements for a 21stC education the answers seem obvious.
This means we need to transform schools

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Thursday, 10 December 2015

Educational reflections/readings for creative teachers

Sticking to ones beliefs is never easy.


By Allan Alach

As the New Zealand school year is coming to an end, this will be the final education readings for this year. Normal service will be resumed towards the end of January.  To give you something to do until then, this week’s list will be a bit longer than usual!

Bruce and I hope you all have an enjoyable festive season with friends and family.

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

No Art Left Behind: Introducing a New Series
Keep an eye on this blog series by Susan Dufresne and Anthony Cody.
“In the past 13 years of No Child Left Behind and Race to the Top test-driven education policies, art has been pushed to the margins in our schools. Students have lost countless hours for creating art, music and dance that expresses themselves. But artistic expression is like the seedling that forces its way through cracks in the asphalt. This blog series will explore how students and teachers use art to express themselves.”

Tablets out, imagination in: the schools that shun technology
“But the fact that parents working for pioneering technology companies are questioning the value of computers in education begs the question– is the futuristic dream of high-tech classrooms really in the best interests of the next generation?”

Classroom technology 'rarely used' by half of teachers
How well are they used?
I remember this problem from my principal days.
“Nearly half of teachers rarely use the technology in their classrooms, with a lack of trainingholding many of those surveyed back, new research suggests. Over a third of teachers in primary schools, and a similar number in secondary schools, also say they are unsure about how to integrate technology into the curriculum, leading to many items going unused on a regular basis.”

Technology makes a difference
However, on the other hand, here’s Steve Wheeler.
On the other hand!
“I have often heard the argument that there is no evidence that technology improves learning. Thisis a vacuous claim that is either a) based on ignorance of the available research literature, or b) possibly the result of a deep seated fear, mistrust or dislike of technology in general. My usual response to such a claim is that children with special educational needs are a classic example of technology improving learning.”

Reflections on Teaching: The Craft of Teaching
Posted on Save Our Schools Australia:
“In Victoria, long ago, teaching was left to teachers. It was presumed that there were people skilled in the craft and they would pass on their knowledge to others. But theory has trumped practice in recent decades. Now teaching has been overtaken by education, which deals with students and clients, rather than children, and which often has little respect for the craft of teaching. But learning begins with teaching, not data collection.”

National Academic Standards – Turning Public Education into McSchools
This is happening all over.
“But look almost anywhere in the US of A, and you’ll see a strip mall with almost all of the same stores and fast food restaurants selling the same crusty burgers and fries left waiting for the consumer under a heat lamp. Somehow this has become THE model for public education, as well. Corporations have convinced our lawmakers that the disposable franchise business schematic is perfect to increase student learning.”

Can Competency Based Education Be Stopped?
I haven’t included a Peter Greene article for a while…
‘Every single thing a student does would be recorded, cataloged, tagged, bagged, and tossed into the bowels of the data mine, where computers will crunch data and spit out a "personalized" version of their pre-built educational program. Right now seems like the opportune moment for selling this program, because it can be marketed as as an alternative to the Big Standardized Tests which have been crushed near to death under the wheel of public opinion. "We'll stop giving your children these stupid tests," the reformsters declare. "Just let us monitor every single thing they do every day of the year.”’

Why teacher-powered schools are picking up momentum
“In teacher-powered schools, students are at the center of every decision. Teachers secure autonomy to make the big choices about a wide array of factors, such as the learning program, school-community partnerships, and budgeting. In many such schools, teachers evaluate their colleagues with peer review processes, as is so often the case in other professions.”

‘Not a Math Person’: How to Remove Obstacles to Learning Math
Prof Jo Boalar
“Recently, a colleague’s 7-year-old came home from school and announced he didn’t like math anymore. His mom asked why and he said, “math is too much answering and not enough learning.” This story demonstrates how clearly kids understand that unlike their other courses, math is a performative subject, where their job is to come up with answers quickly. Boaler says that if this approach doesn’t change, the U.S. will always have weak math education.”

Contributed by
Bruce Hammonds:

Can a Truly Student-Centered Education Be Available to All?
Is the public school system scared to put students at the centre of education?
“An education which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent
in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society. Big Picture Schools use the learner and his or her interests and passions as the organising principle of school. The focus is on each and every student, not on a standardised curriculum – an idea pioneer creative New Zealand primary teachers would recognise.”

Why the Greatest Minds Take Long Walks
Charles Darwin.
“Walking isn’t sexy. It’s not the hot new trend or the most enticing productivity hack. Even so, it’s probably one of the most beneficial habits you could add to your routine. But don’t take my word for it. Some of the greatest minds throughout history were notorious for taking walks, from Steve Jobs to Charles Darwin, walking was a part of their routine. Here’s why.”

Stop, Start, Continue: Conceptual Understanding Meets Applied Problem Solving
There must be a better way!!
The end of the year is the time to ask some important questions.
“As simple as these sound, they provided us a safe, predictable set of questions that became habits of mind, a way to pause and reflect before engaging in something else. Our aim was to get better at what we were doing.What should we stop doing?What should we start doing? What should we continue doing?”

Teaching By Doing Something Meaningful
Getting away from corporate testing mad ‘Big Education’ and bringing back the magic of real teaching.
Has teaching lost its magic?
“When my head is in the world of corporate education, my heart isn’t fully in my job. When I am focused on how much there is to “do,” I lose some of my teaching magic…and unfortunately, so does my audience. There are still many abracadabra moments that take me away from the sideshow of Big Education Teaching, in its truest form, is simply inspiring other people to inspire each other, and to learn and grow together.”

A Few Ideas for Better Writing Conferences
Value student's voice
Not a new idea for creative teachers – or is it? Personal writing developing each students ‘voice’ and sense of identity was once a feature in New Zealand classrooms.“That perhaps this was my chance to not lead their conferences.  To not have all of the answers, but instead be ready to listen and support.  To let them tell me what they needed rather than vice versa.  So I did, and it felt like I held my breath all day, but it worked.  It worked!  And I could not be happier with the outcome.  So what did we do?”

From Bruce’s ‘goldie oldies’ file:

End of year survey – tapping the wisdom of your class/school/community
“At the end of the school year it is a good idea to gather information from the students you are passing on.Not only is this a chance for you to get some insight about your teaching but it is also a great way to value the ‘voice’ of your students.What are your students’ attitudes towards areas of learning?”

What should a parent expect from a teacher in the 21stC?
Steve Wheeler
This an extract from a blog by Steve Wheeler, Professor of Technology, University of Plymouth, UK.
“In this post I'm not going to dwell on digital skills. Instead I'm going to focus on three essential things teachers need to practice, and without which children would be poorer.The first thing parents should expect from teachers is their ability to inspire children to learn.Another allied skill we should expect from teachers is an ability to understand the child's perspective. Parents should also expect teachers to give creative freedom to children.”

Teachers' key role in fostering creativity
“Essential characteristics of creative teachers,are a commitment to: deepen the understandings of the world of each learner; believe in the creative ability of all students; encourage empathy in students; value creative expression in learners; teach in ways that facilitate it; adapt the curriculum to meet students individual needs.”

The corporate takeover of society and education.
“Since the early 90s society has been reshaped by a neo liberal corporate ideology. An emphasis on
private enterprise and self-centred individualism has replaced an earlier concern for collective good of all members of society.  As a result of this ideological shift a wider gap has been created between the rich and poor causing a number of social concerns. Schools as part of this shift have been transformed from a community orientation to being part of a competitive cut throat ideology.”

Thursday, 26 November 2015

Education Readings for creative teachers

We need to avoid the political press for standardized teching!


By Allan Alach


I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Robert Sternberg
The Conversation: Why 1904 Testing Methods Should Not Be Used for Today’s Students “Testing is compromising the future of many of our able students. Today’s testing comes at the expense of validity (strong prediction of future success), equity (ensuring that members of various groups have an equal shot), and common sense in identifying those students who think deeply and reflectively rather than those who are good at answering shallow multiple-choice questions.”


Avoiding "Learned Helplessness”
“Instead of coming immediately to the teacher, we want students to experiment on their own. Many of us wonder why students constantly do the opposite instead. I've got news for you. It's our fault. We, as educators, are often responsible for learned helplessness, and we have a responsibility to change it! How can we empower our students to be self-directed learners?”

Growth Mindset: Clearing up Some Common Confusions
Carol Dweck
“Recently some critiques have emerged. Of course we invite critical analysis and feedback, as it helps all of us learn and improve, but some of the recent commentary seems to point to misunderstandings of growth mindset research and practice. This article summarizes some common confusions and offers some reflections.”



Moving away from factory teaching
Levels of Understanding: Learning That Fits All
“In order to reach diverse learners, we need diverse teaching strategies. Student voice and choice lie at the foundation of a differentiated classroom. When voice and choice are honored, the one-size-fits-all model transforms into multiple pathways for student growth.”

Why Understanding These Four Types of Mistakes Can Help Us Learn
“We can deepen our own and our students’ understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it.”


The Global Search for Education: Just Imagine – Tony Wagner and Ted Dintersmith
“The Global Search for Education consistently focuses on how to better prepare students for the21st century — an age which will be all about innovating and building. Today, we’ve invited education expert Tony Wagner and entrepreneur and filmmaker Ted Dintersmith to imagine the school of the future.”




Contributed by Bruce Hammonds:

Ditch cameras - draw!
Museum Asks Visitors to Put Down Cameras and Pick Up Pencils and Sketch Pads
“Rijksmuseum, the Netherlands national museum dedicated to arts and history in Amsterdam, recently launched a new campaign called “The Big Draw.” It’s an effort to get museum visitors toditch cameras and simple snapshots in favor of drawing the artworks in order to more fully appreciate the easy-to-miss detailsThe tagline of the campaign is “You See More When You Draw,””

Are Schools Designed to Help Children Learn?
In trying to wrap our hands around learning about learning, we  need to understand how to personalize learning by focusing on the learner first. This article discusses three “space
One size doesn't fit all
invaders”
that take up the space as teaching, performance and work instead of what they should be focusing on: LEARNING.
“When you see learners noticing and reflecting on their learning during their learning, that is the Wow of learning. This is the higher-order thinking skills we want our children to adopt: learning about learning and thinking about learning. This makes learning visible.”

Teacher Burnout: What Are the Warning Signs?
“It is not a matter of teachers becoming superhuman and overcoming all horrible conditions and indignities trying to succeed in doing what is virtually impossible, especially in a sustained way. The students need their teachers to stay engaged and fight for them. When the conditions of teaching are bad, the conditions of learning tend to be worse, and children suffer in lasting ways. That's why the collateral damage of burned-out teachers is burned-up children.”

Teaching By Doing Something Meaningful
“The illusion of making progress in education, the continuous re-evaluating, revising, and reorganizing of educational principles and practices, and the use of flawed data to direct our course of action, are all part of a grand illusion that is producing much “confusion, inefficiency, and demoralization.””

From Bruce’s ‘goldie oldies’ file:

Reflection on my teaching beliefs
“There are many, including myself, who believe we are now entering a new age of creativity- some even call it a 'second Renaissance'. If this is so then many of our current organisations, with their genesis in an industrial age, will need dramatic transformation, as will, more importantly our mindsets. We will need new minds for a new millennium.We will need to create networks of creative schools so as to to be in the forefront of such exciting changes. To achieve this schools, and their communities, need to stop and think about what is required of education in such exciting and very unpredictable times. Traditional education just won't do.”
Get out for a better view

The power of visiting other schools
“It is my belief that focused school visits ( hence the need for a guide) are the most powerful means to gain professional development and, in particular, to gain insights in to what other schools/teachers feel important. This is all the more necessary as schools are increasingly under pressure to distort their teaching programmes by the need to respond to the reactionary and politically inspired introduction of National Standards.”

Monday, 16 November 2015

Moving into a Post- Capitalist world - A book by Paul Mason. 'Market forces' past its used by date!


Someone once told me I am always captured by the last book I have read.

Paul Mason
There is some truth in this. I also can’t resist ordering books I have heard reviewed on National Radio that capture my interest. One such book was Paul Mason’s ‘Post capitalism – a Guide to Our Future ‘- the author was interviewed by Kim Hill.

The ideas in the book certainly have impressed me and all I will be able to do will share, best I can,  some of his  ideas. I really enjoyed the historical development of the relationship between labour and power and, in particular, the dramatic rise of socialism and capitalism.

Well worth a read. It was referenced by speakers at the recent NZ Labour Party Conference which I recently attended.

The book is premised by the belief that ‘for the developed world the best of capitalism is behind us, and for the rest it will be over in our lifetime’.

‘What started in 2008 as an economic crisis morphed into a social crisis, leading to mass unrest’. There are two ways it can end. In the first scenario, the global elite clings on’ but with stagnating
Escaping the neo liberal box
growth and growing inequality.

In the second scenario, as ordinary people refuse to pay the price, a variant of what happened in 1930s could emerge.

In both scenarios, the serious impact of climate change, demographic aging, mass migration and growing debt will combine to create chaos by 2050.

 Mason proposes an alternative, we ditch neo -liberalism; then we save the planet – and rescue ourselves from inequality – by moving beyond capitalism. There is a growing consensus as to how you do it: suppress high finance, reverse austerity, invest in green energy and promote high waged work. But, as Greece found out, any government that defies austerity will clash with the global institutions that protect the 1%..

‘Neo - liberalism’, writes Mason, ‘ is the doctrine ofuncontrolled markets: it says that the best route to prosperity is individualspursuing their own self-interest…. It says the state should be small…that financial speculation is good; that inequality is good’ and that the natural state of humankind is ‘individuals competing with each other’. And, of course, unions need to be crushed.

The route to a new future beyond capitalism has been created by technology ( just as the printing press provided the impetus to create the Renaissance). Modern  technology, through automation, has reduced the need for labour to produce goods. Secondly information technology corrodes the markets ability form prices correctly - - consider the ease of downloading music from the internet. Thirdly there is the rise of collaborative production – Wikipedia, the biggest information product in the world is free as is the rise the ‘creative commons’.

Networked world
'A networked world',  Mason believes ‘offers an escape route’ and this ‘must be driven by a change in our thinking about technology, ownership and work itself’.

‘In the old socialist project the state takes over the market, runs it in favour of the poor instead of the rich, then moves key areas of production out of the market and into a planned economy’. This has been tried but it hasn’t worked.

The state’s future role is to create the framework for change.   ‘The new information technology has created a new agent for change; the educated and connected human being. Revolutions in highly complex information driven society will look very different from the revolutions of the 20th century.’

The challenge of the future is between the availability of free and abundant goods (with minimal labour input)  and a system of monopolies, banks and governments trying to keep things private, scarce and commercial. ‘Everything comes down to the struggle between the network and the hierarchy, between old forms of society molded around capitalism and new forms of society that prefigure what comes next’.

The power elites and the financial institutions have a lot at stake. The idea of TINA (there is no alternative) is now under attack. ‘Millions of people are beginning to realize they’ve been sold a dream that they can never live’. There is no ‘trickle down’; growing inequalities are a feature of capitalist societies

In his book Mason writes that  in the decades after WW2  prosperity was the result of state ownership and control. It was an era that resulted in technological changes and the spreading of best practices. This came to a halt with the oil shocks of the 70s and with President Nixon removing the gold standard for the dollar.

This was the beginning of neo-liberalism – Thatcher, Reagan and in New Zealand ‘Rogernomics resulting in the dis empowerment of worker unions and the rise of business elites and corporate domination.

Mason’s book is premised on the concept of cycles of political change in power structures; neo-liberalism is coming to end.

It is Mason's belief that the  new information technology, rather than creating a new and stable form of capitalism, is dissolving it; corroding market mechanisms, eroding property rights and destroying the old relationships between wages, work and profit. 
Recommends Mason's book

More radically it is leading us towards a post capitalist economy; a move as great as when the financial merchant families replaced the power of the feudal monarchs' ; a change that will redefine the nature of work itself as automation takes effect.

This automation will result in making human labour largely redundant  resulting, for many, more free time than work time  leading to the problem of what to do with the millions of people whose jobs are automated? In this process work will lose its centrality as part of a person’s identity. Networked individuals will increasing become a power for change.

Transitions are always hard to understand as the plot of Downton
Changing times in an earlier era 
Abbey illustrates. The question is how will humans have to change in order for post capitalism to emerge?

Four time bombs Mason writes  will create the press for change – all are interrelated an all will require dramatic action.
Peace talks 1939

The first is climate change – the result of ‘free market’ capitalist economic growth -primarily caused by the use of carbon fossil fuels  to fuel economic growth. Strong positive action focusing on renewable energy will help but, as Mason writes, ‘more and more the climate talks…come to resemble the peace treaties that paved the way for the Second World War’.
The aging problem

The second time bomb is the demographic problem of aging, potentially as big a threat as climate change but with a more immediate economic impact.  Fewer and fewer workers will be available to pay  pensions and the  care of an aging population. This is an irreversible change added to by falling birth rates.

The demands of spending on pensions, health and care will create devastating problems of public debt.

The fourth time bomb is the impact of mass migration resulting from poverty. Mason predicts that we have not seen anything compared to what is to come. 'Either poor countries will become richer or poor people will migrate to richer countries.’

Notwithstanding all these problems, even following the GFC of 2008, the ‘financial aristocracy  is determined to go on living as if the threats outlined above are not real,’ believing that market forces will solve all problems. Those in power will do whatever they can to avoid real transformational change that requires the end of neo-liberalism and the development of a post capitalistic world. The illusions, bred over the last twenty-five years, feed our paralysis – the illusion  that everything is going to be OK.

This false sense of security, echoing the feelings prior to the outbreak of World War Two, will eventually require dramatic action.

Only states and states acting together can organize positive actions – responding to the challenges that lie ahead will require more state ownership and will require more planning than anybody currently expects..

Mason’s book provides an antidote to despair. For all the rhetoric about free markets, the capitalist system will not provide any answers and, rather, will contribute the problems..

The theme of Mason’s book is that technology is developing a world that requires fewer workers and introduces the idea of a transition to a world without work driven by information technology able to produce goods almost for free; a challenge to profit orientated capitalism. In the future people will be involved in providing services beyond the market – for example free information through Wikipedia or the creative commons.

In his final chapter Mason outlines what a post capitalist society might involve. He calls it Project Zero as its aims are a zero- carbon energy systems; the productions of machines, products and services with zero marginal costs; and the reduction of labour time as close as possible to zero.

This is not about returning to deadening state control but rather will require a state foresight and guidance rather than command and control; networks rather than hierarchies.

 Mason outlines five principles.
The 1 %

Test all proposals on a small scale before attempting them on a larger scale.

Design transitions to ecological sustainability, responding to problems as they emerge.

This transition will not be just about economics but will require the emergence of new kinds of people that will be created created by the growth of networked communities. The growing cohorts of networked citizens will have different perceptions from their parents or grandparents. 

The fourth principle will be to attack all problems from all angles.  The rise of networked citizens allows them to organise meaningful spontaneous actions as powerful agents of change beyond the control of governments,  political parties and corporations. New forms of democracy will need to evolve allowing solutions to be found through a mix of small scale   experiments that, if shown successful, can be scaled up through top down action.

The fifth principal for a successful transition is to maximize the power of information. Already aggregated data about our lives is available too often controlled by governments or corporations.

There will be a need to create democratic control over aggregated information to prevent its misuse by states and corporations.  Once information has been 'socialised' it will have the power to amplify the results of collective action by mapping problems and providing immediate assistance.

In Mason’s scenario decision making is decentralised; the structures needed to deliver it emerge
during the delivery; targets evolve in response to real-time information – and all actions should e modelled through simulations tools before enacted for real. ‘The best method is for small groups to pick a task, work on it for a bit, document what they’ve done and move on.’

Top level aims of a post capitalist project would be:

Rapidly reduce carbon emissions -work towards sustainability

Stabilize and socialize the finance system to take into account problems of aging, climate change and debt.

Deliver high levels of material prosperity and well-being by facing up to inequalities in society.

Gear technology towards the reduction of necessary work – eventually work becomes voluntary with  the rapid transition towards an automated society.

Such changes will require a ‘new spirit’ – a new attitude to replace the current misplaced faith in ‘market forces’ which is unable to solve current problems.

Mason’s solutions provide his best guesses and is open to be changed by the wisdom of others.

‘The most challenging arena for action is the state; we need to think positively about its role in the transition to post capitalism.’

‘The state has to see itself as one of nurturing new economic forms to the point where they take off.’ Currently the state, under neo-liberalism, has been deregulated to allow marketization, corporatisation and privatisation in such areas as education and health. ‘The state has to reshape markets to favour sustainable, collaborative and socially just outcomes. ’Local energy systems could be incentivised and infrastructures developed to allow local innovation. The state has to ‘own’ the agenda for responses to the challenges of climate change, demographic aging, energy security and migration’.

Governments will have to do something clear and progressive about debts – in countries that are unable to repay debts they could be written off.

Collaborative business models need to be fostered. The tax system needs to be reshaped to reward the creation of non-profits and collaborative productions. 

Large corporations need to be controlled by regulation. This might sound harsh but similar restrictions outlawed slavery and child labour despite protests of factory bosses and plantation owners. 
New minds required

Monopolies to be be outlawed. ‘For twenty five years’, Mason writes, ‘ the public sector has been forced to outsize and break itself into pieces; now would come the turn of such monopolies such as Apple and Google’.

‘Public ownership delivered in the past huge social benefits and in the post capitalist society it would deliver that and more.’

Public provision of water, energy, housing, transport, telecoms infrastructure and education would feel like a revolution as these have been privatised under ‘market forces’ for the benefit of a few.

'A mix of government encouraged initiatives and highly regulated corporations would create the framework of the next economic system, not its substance.’ ‘There is no reason to abolish markets by diktat, as long as you abolish the basic power imbalances that the term ‘free market’ disguises.’ Innovation and creatitivity would be rewarded. Patents and intellectual property rights would be designed to taper away. State funded research should be free and shared.

‘The only sector where it is imperative to suppress market forces completely is wholesale energy. To meet climate change with urgent action the state should take ownership and control of the energy distribution grid, plus all big carbon suppliers of energy. Renewable sources of energy need to be subsidized. Mason believes in' decentralizing and allowing local communities to keep the efficiency gains they make’.
The neo-liberal position

The next big piece of social technology would be focused on the financial system. Central nationalized banks should have sustainability targets. Other banks would need to be restructured to reward innovation and to be penalised for speculative rent seeking loans.

The biggest structural change to make post capitalism  possible is to establish a state guaranteed universal basic income. 

The purpose of a basic income is to formalize the separation of work and wages and to subsidize the transition to a shorter working week, or day, or life.

The idea is simple: everybody of working age gets an unconditional basic income from the state funded by taxation, and this replaces the unemployment benefit. Other forms of need-based
welfare would still exist topping up the basic income.

This move would radically accelerate technological progress.One study states that 47% of all jobs in an advanced economy will be redundant due to automation – this would result in an enormous unemployment problem. A basic income paid out of taxes gives people a chance to build a life in a non –market economy allowing individuals to involve themselves in work or non-work activities. 
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The fiscal cost for this would be high costing, according to UK figures, twice the current welfare bill.. This would be affordable if current tax exemptions were abolished  combined with cost saving changes to other public spending.

‘Under this system there would be no stigma attached to not working.  The universal basic income would be an antidote to the low paying service jobs that capitalism has created over the past twenty-five years that pay little and demean the worker.

‘As we pursue these goals, a general pattern is likely to emerge; the transition to post capitalism is going to be driven by surprise discoveries made by groups of people working in teams’. ‘This is not going to be a controlled process. The most valuable thing that networks can do ( and individuals within them) is to disrupt everything above.’

Asking what is the end state is not the wrong question according to Mason. Post capitalism is a ‘beginning state’.

As the reproduction cost of labour shrinks dramatically the employment problems that have defined human history will shrink or disappear. ‘So instead of looking for an end state, it’s more important to ask how we might ... escape a dead end.’

We are entering an era when the labour that is necessary to sustain life falls and free time grows – where the division between work and free time is blurred.

Mason concludes his book writing, ‘we are at a moment of possibility; of a controlled transition beyond the free market, beyond carbon, beyond compulsory work.What happens to the state? It probably gets less powerful over time- and in the end its
function are assumed by society.’

‘What happens to the 1%? 

Their ideology tells them their uniqueness has made them successful but their success depends on a plentiful supply of cheap labour and repressed democracy –  where inequality is rising. 'To live in a world so separate, dominated by the myth of uniqueness but in reality so uniform, constantly worrying you’re going to lose it all, is- I am not kidding, tough.’

‘But there is good news. The 99% are coming to the rescue. Post capitalism will set you free.’

Not an easy book to summarise. Best you read it for yourself


Mason is asking readers to imagine a more socially just and sustainable society beyond capitalism – a world we can help shape rather than simply react to problems that face us .


Link to the corporate takeover of society - including education

Pope Francis - inequality and capitalism and Thomas Piketty

Lestor Thorow - challenges that lie ahead for capitalism