COMMUNITY EDUCULTURAL AFTERSCHOOLS
A Place of Their Own
The Community Educultural Afterschools
The Community Educultural Afterschools' Brochure
The Community Educultural Afterschools' Charter
One of the The Public Benefit's main functions is to sponsor and support the forthcoming Community Educultural Centers for the benefit of children, youth, and adults everywhere possible, which is explained in detail below in the essay and the brochure.
As this is a very complex endeavor, rather than go into these complexities on this site, my wife and I will gladly respond to those who are seriously interested in being involved as regards the business and philosophy of operating these centers . Please read the following material for an overall view.
The Community Educultural Centers: An Essay
My wife and I, as parents and educators, envision a place for our three children – for all children and youth –: a haven where they can go after school, weekends, holidays, anytime, any day, when they are bored, when they want diversion, when they want challenge, when they want companionship; a place where they can be safe, where they can be with their friends; where even, say, on New Year's Day, after being with their family for a good part of the day, they can go for recreation, play, culture, even aca- demics if they so wish; a place where they will be excited about learning and creating in a social, interactive environment; a place to help us raise our children with as high standards as we would have for them; a place in which the cost is so minimal that it is not even an issue, a place where members of the community make a small contribution each month for the benefit of each child.
This is what our children deserve, what all worthy children deserve.
Yet there is no such place, and there should be, and there must be.
Children need such a place – almost as soon as now.
Why such urgency?
In answer, my wife and I are experiencing first hand an underlying disquietude about our children's education and socialization. Two of our three sons, ages eleven and six, attend good public schools, and the youngest son, three years old, a Montessori preschool. At home after school they play, do their homework, watch television, play video games, and interact with us intermittently. On the weekends and holidays, they follow much the same pattern except more extendedly, interspersed with family outings and time with friends.
By all standards, we are a fairly well-adjusted, close, struggling family with its particular problems, as with all families more or less. Yet something is disturbingly wrong, is glaringly missing, in our children's lives; and that missing link has to do with their overall inadequate education and social isolation. We have known for many years that our children, and children in general, are not being educated to their full potential; nor are they being socially interactive enough with other children in their community.
As regards children's inadequate education, my wife and I are convinced that public education needs another teaching dimension, a new academic perspective, to deal with the proliferation of knowledge flooding the minds of children mainly through the various media of music, television, movies, magazines – and now that vast reservoir of information (and misinformation): the internet. given the lack of intellectual preparation of so many children and youth, how are they able to assimilate or evaluate much of this information, or to discern misinformation? Does not such discernment have to be taught mainly through an education in critical and creative thinking? Yet the schools do not teach these disciplines except indirectly, if that, through other school subjects.
The same circumstances consequent upon children's inadequate education apply also to their social isolation. How can children of this generation on entering adulthood "make a difference" – and all well-intentioned parents would like their children to make at least a little difference – to a burgeoning, complex society when they have little or no interaction with other children except one or two friends? How will they be able to compare and contrast various ideas, beliefs and values of a wide range of people in their own culture and from other cultures if they have had little or no interaction with them from childhood on? Book learning helps, quality movies and television shows help, the arts help; but these are insufficient by themselves without actual interpersonal assimilation of their learned knowledge. The world is closing in on us politically, economically, intellectually, technologically, artistically, philosophically, psychologically. Are our institutions preparing children and youth adequately for this burgeoning of international exchange and relations? Or are the guardians of these institutions themselves unprepared to meet the demands of the tumultuously changing world perspectives and events for which even they have not been educated properly? Is it a matter of the blind leading the blind?
So, here we are, one of innumerable disconcerted, discontented, parents who seem helpless against a bureaucracy, which is itself floundering against the tide of miscalculated decisions affecting our children's education and lives for better or worse – mostly for worse, as the news of the day tells us.
In response to this disheartening course of events, my wife and I have spent the past fourteen years creating, developing, and teaching a distinctive critical-creative thinking curriculum in preparation for it to be taught in community educultural centers everywhere. The implementation of these two undertakings we emphatically believe will begin the first stages toward a major solution to the educational and social crises facing children almost everywhere. essay following this preface, it will ring clear to the receptive reader that there is hope after all for children everywhere. All that is needed is the mobilization of vast numbers of people to support this innovative and monumental enterprise: an in-depth education taught in community educultural centers supported by the people.
It is time again to perform a miracle on par with the majestic feat of the 1969 moon walk by preparing children for their walk into the future of untold possibilities – and uncertainties. Let us again take that "one small step for man and one giant step for mankind."
To get this monumental task underway, what is needed first and foremost is MOTIVATION, MANPOWER AND MONEY. And all three of these are "out there" in abundance waiting to be tapped for the right cause; and what better cause is there than the benefit of our children, and so of ourselves, and so of our community, and so of our country.
When we look back, let us be confident that we provided the children of our generation the opportunities that prepared them to meet their future in an interrelated global society.
Two troubling issues face us regarding the children in our generation and beyond: their social isolation and inadequate education. This essay addresses these two issues and offers their solutions.
PART ONE: Regarding their Social Isolation
A Place of Their Own
We say that children are our most valuable resource, that it is they who will "inherit the earth" and make it a better place for all. But are we preparing them for the task? Not very well, if we observe them from a socially interactive perspective. They are either alone at home doing next to nothing, or on the streets doing "who knows what?"; are either over-watching television or, more positively, taking periodic enrichment classes. In any case, they have little or no constructive relationships with other children in their neighborhood.
Overall they are bored, aimless, inactive, with little to do, with nowhere to go, and with hardly anyone to interact with. If they need help in school, who can they turn to? If they have no friends (not schoolmates), where can they be found? What are they to do, where are they to go, on Saturdays and Sundays or on school holidays? Where are the creative and recreational activities that can help cultivate their minds and bodies?
They need beauty in their lives, they need challenge, they need understanding; they need something of their own together, that they can be proud of, that they can be responsible for, that can give them confidence and self-esteem, as well as a growing awareness of community cohesiveness.
The children need to come together!
Is this possible? Well, let us imagine it to be possible – and then turn it into a reality.
Imagine children engaged in a hive of activities that both uplift and challenge them! See them conducting scientific experiments, rehearsing a play, studying critical thinking, comparing and contrasting literary ideas, listening to and discussing meaningful music, interpreting poetry, giving speeches, viewing and commenting on video documentaries, reading quality books. You will see them studying, relaxing and playing in an individual and group setting that foster both personal and interpersonal achievement.
Imagine again that all these educational and cultural activities happen at a youth center for children, ages six through twelve, or for teenagers; that they happen after school, seven days a week, all year round; that they happen at a place of their own: a place of uplift and enthusiasm; a place that is clean, cheerful, bright, inviting, fun, and safe; a place where children study, relax, and play in an atmosphere of camaraderie.
Imagine further that these youth centers have a distinctive educational program that teaches them how to understand what they read through a critical-creative thinking program that will not only complement their regular schooling, but will enhance it as well.
Imagine even further that these youth centers are staffed be degree-qualified, experienced, and dedicated professionals; and are independently supported, operated, and protected by each community.
Imagine lastly that these youth centers are in every community bearing the same excellent quality though affordable for everyone.
Taken as a whole, the core of these youth centers is to consist of academics, culture, and recreation. In which case, they are more precisely to be called educultural youth centers.
All this may sound too good to be true; yet, I'm sure the formation of the United States as a government for and by the people seemed just as, if not more, utopian in its day and political climate. Yet it happened. And these educultural youth centers can happen too. And just as the Declaration of Independence secured the three basic rights of "Life, Liberty, and the pursuit of Happiness," for all the people, so these educultural community centers will secure for all the children three basic privileges: a depth education, a broad culture, and a place of their own to develop these. That this event should happen, would have as momentous an impact on man and civilization as the founding of the United States of America. Value the children and we change the world!
As regards the initiation of this high endeavor – the eventual implementation of these educultural community centers everywhere – we need to reach the people: those of good will, insight, and concern for the children in their community. And there are many such people. We need next to convince the people of the validity, the integrity, and the value of this endeavor. There should be little problem with this, since twenty-two years have gone into the research, preparation, and teaching for this enterprise which includes: (1) the conception and development of a critical-creative thinking curriculum called Studies In Meaning©, (2) pilot afterschool programs in three public schools of the Los Angeles Unified School District from 1990 through 1994, and (3) a handbook delineating the various phases of this project.
Everything considered, then, let us awaken each other to the urgency for these educultural community centers. Let them be a unifying social force weaving themselves beneficially throughout the social fabric. Accordingly, it is not only our own children we must be concerned about, but, indirectly, all the children in our range of influence. Since they are to succeed us, let us be assured that we did everything possible in our own small way to provide the opportunities necessary for each child to fulfill his own individual and social potentials. In this way, society as a whole will be benefited.
Granted, then, that these youth centers have a vital social need, their success, individually and collectively, depends essentially on the strength of their curriculum as a complement and enhancement to children's regular school curriculum. This strength lies in the aforementioned critical-creative thinking program called Studies In Meaning which teaches understanding through an integrated-interactive learning process.
PART TWO: Regarding Their Inadequate Education
An Education In Understanding
Do children overall understand their textbooks? Do they even read them, or do they merely memorize or track answers to text questions? And relatedly, is the quality of their education preparing them for the future, for the kind of society they are going to live in? The gravity of these questions are cause for concern, if not alarm, for they underlie the current reading crisis – and considerable chaos – in education.
Any parent who is abreast of the current issues in American education knows that something is not quite right with their children's schooling regardless of whether they are failing, getting by, or excelling in their studies. Something clearly is missing; and in a word, it is understanding – contextual understanding, to be precise.
Textbook comprehension exercises require that students understand what they read, when in fact, understanding of complex textbook material often involves careful analysis and synthesis (summarization, title, theme, main idea, etc.) – which are necessary steps to comprehension. Yet, standard textbooks do not teach comprehension; they assume that students have that ability already, or if not, then can have it "if they think hard enough." It is this dubious assumption that touches the nerve of the current crisis in education, because the very meaning of the word 'comprehension' implies "an understanding [author's italics] of the object of thought in its entire compass and extent "; which clearly goes beyond the average, and above average, student's textbook reading ability without some kind of training for that attainment.
To the point: The pedagogical weakness in standard textbook learning is that students answer comprehension questions after they read a section or chapter in their textbooks – which casts doubt on whether they even read the material much less understand it; by which I mean, they can simply read the questions, then track the answers without having to read the material at all. This practice is known as finding the fact, which is one type of rote learning, meaning: mechanical learning by memory or repetition, etc. with little intelligence or reasoning applied – which has its place in academics, since a good part of academics requires rote learning. My argument, however, is that something complementary to, something more substantial than, rote learning is needed in our times – and urgently. [As a side note, current textbooks do attempt to minimize rote fact-finding and cursory reading, but in such a way that the study questions are framed in such complicated, comprehensive, inferential, and abstract terms that they only compound the problem by requiring students to "think hard" about what so many of them hardly even understand or bother to read.]
Another type of rote learning that has its failings is recognizing patterns; such as, "ly" at the end of words which signals adverbs. However, if students do not understand the meaning of an adverb, then they fail to recognize adverbs that are exceptions, such as, "not"; or think that "lovely", is an adverb because it ends "ly," when in fact it is an adjective.
Still another type of rote learning that fails students is memorizing definitions without understanding their meaning. Students' definition of a noun is the paradigm of the overall weakness of rote learning. Almost all students say that a noun is "a person, place, thing, or an idea"; yet, there is no such thing as a noun, nor such place, nor such person. A noun is the name of a person, place, thing, or idea. Somehow students miss that essential phrase, "name of," which indicates that the function of a noun is to name anything; and with that understanding, students would be less inclined to confuse the function of nouns with the function of other parts of speech.
These comments lead to the conclusion that an education based primarily on rote learning is superficial at best, and is inadequate to meet the requirements of those students who need to understand what they read. A related consequence – and a critical one in fact – concerning this inadequate education is that since standard textbook learning methods do not teach understanding, students accordingly miss much of what they read, and so are inadequately prepared intellectually and psychologically to meet the demands of a highly sophisticated, competitive, troubled, and confused American society – not to mention the world.
[By "the" solution, I mean it in regards to a new, distinctive curriculum, Studies In Meaning©, which teaches critical-creative thinking. There are, of course, other solutions to the present crisis in education other than curriculum.]
Granting, then, that understanding needs to be an integral part of education, how is it to be taught? Through critical thinking – which is the current catchword among teachers and educators. But then we have to be very clear on the relationship between critical thinking and understanding; and accordingly, THREE QUESTIONS arise regarding this matter: (1) What is critical thinking, (2) What method would best teach it, and (3) Does such a teaching method exist?
In answer to the FIRST QUESTION, critical thinking, in the broadest terms, is the cognitive process by which a person can determine whether what he reads is true or false, effective or ineffective, sound or unsound, genuine or misleading. Skillful judgment is the mark of critical thinking.
Before answering the second question, we have first to consider that before students can critically evaluate a reading passage, they first have to understand it; and if they do not, they then have to know how to analyze its component ideas. This analysis is called analytical reading. Next, in order to comprehend the passage as a whole, they have to know how to synthesize (summarize, title, find the main idea, and theme, etc.) the material. In simple terms, then, critical thinking requires understanding, and understanding requires analytical and synthetical reading ability. The ideal, of course, is that this threefold intellectual process happens both simultaneously and instantaneously.
Now, to answer the SECOND QUESTION one point at a time. If we expect students to understand what they learn, then they are to be questioned coincidentally with their reading. Such a teaching procedure will ensure that students think through their reading material, not skim through it; and will engage them in an active, challenging, and individualized learning process through which they progress at their own level and pace.
These continual exercises are of the type in which students have to make distinctions, relationships, inferences, evaluations, projections; exercises that will teach careful and clear thinking patterns; will develop their analytical, synthetical, interpretative, and creative potentials.
This in general is the learning method that will effectively teach critical thinking; and will change the face of education.
What in particular is this method? Its name is Studies In Meaning©. It is a textbook curriculum based on the language arts, and its method is an integrated-interactive learning process.
As integrated, this method combines exercises in vocabulary, grammar, analytical reading, writing, creative thinking into one study whether of social studies, science, literature, logic, math, etc..
As interactive, this method requires that students be continually questioned analytically and creatively in vocabulary, grammar, and reading topics at the same time (or coincidently) that they read a given topic – not after they read it.
In answer to the THIRD QUESTION, no such teaching method exists in the schools. But it does exist as a studybook curriculum (Studies In Meaning) that complements the regular school curriculum. Many hundreds of students have been benefited markedly from this distinctive critical-creative thinking method, privately, in afterschool programs in three elementary public schools of the Los Angeles Unified School District's, and in one elementary public school of the Redondo Beach Unified School District; and in regular school classes at Coushatta High School, Louisiana, at Hot Springs High School, Arkansas, and currently at 24th Street Elementary of the Los Angeles Unified School District.
In summary, Studies In Meaning is a critical-creative thinking program, and can be considered as depth learning as distinguished from rote learning.
Thinking, understanding, and meaning – these are the criteria by which the quality of education will be measured in the near future; and hopefully your children will be part of this depth education.
PART THREE: Regarding The Solutions
The Proof of Conviction
So far this essay has articulated its two fundamental solutions to children's social isolation and inadequate education; it has next to convince its receptive reader that these solutions are both clear-sighted and levelheaded.
The idea of establishing these educultural-community-centers everywhere is a stupendous ideal; the actuality of them, however, would be just as stupendous an undertaking – next to impossible, many would declaim.
What then would convince a person interested in contributing to these educultural-community-centers; yet who at the same time is skeptical that they could succeed in the long run? Would he not have to be convinced of the efficiency of their management, of the excellence of their service, and of the integrity of their purpose? For without integrity underlying these centers, however well-meaning their purpose, however well-organized their management, and however excellent their service, the sensitivity necessary to permanently sustain them would be lacking. For consider the adverse consequences of a well-meaning purpose without sensitivity to irresponsibility, or of an efficient management without sensitivity to incompetence, or of an excellent service without a sensitivity to mediocrity. It is integrity that provides this sensitivity, without which either rigidity or failure eventually prevails.
As understood, the main purpose of the educultural-community centers is to offer children in all communities a place of their own where they can fully develop educationally, culturally, and inter- relationally. The underlying integrity of these centers is to assure that the focus is foremost on this purpose; in which case, all facets of management and service reflect this integrity. This is an inter-dependent integrity as to the perfection of each part of the whole and their mutual interdependence
as a unity of purpose. Yet the basis of this interdependent integrity is a moral integrity that determines the effectiveness of this interdependence: a moral integrity in which sincerity, truthfulness, and honesty are its components coupled with the judgment to make distinctions between right and wrong, truth and falsehood, sympathy and pretense.
The management of the educultural centers motivated by this principle of integrity ensures that the centers are organized efficiently and consistently with the appropriate business forms, task assignments, qualified staff, monetary apportionment, public relations, staff relations, promotional strategies – and an economic system based on equity and proportion to hold all the facets of management together. What- ever mistakes made in management will be due more to human fallibility or unexpected outside factors than to the integrity of their purpose.
Accordingly, the educultural services motivated by this principle of integrity ensures that the children will be taught, supervised and enriched by qualified and dedicated teachers and assistants whose main concern is that the children understand, enjoy, and appreciate their studies and activities.
The integrity of purpose of each of these youth centers unites all individual aspects together as one organically interwoven power of effect. Each person involved in a given center will have a stake in, a responsibility for, its success. Everyone collaborates individually, with his or her own specialty, for the benefit of the whole. Though each educultural-community center is autonomous according to its own particular environment, it nonetheless operates as one of a uniformity of youth centers.
Considering the ranges of human fallibility and diversity, a set of principles is set down to insure this uniformity that is rigid to integrity, though flexible to diversity; a uniformity that all persons agree to from the onset of their involvement. Accordingly, a charter of tenets serves as the document of uniformity for each and every educultural-community center.
A supervisory committee with representatives from management, service, and the community insures that the principles of the charter are upheld.
In perspective, then, the educultural-community centers employ the best of business, corporate, and governmental policies and practices – without, however, being themselves either a business, corporation, or government. As a matter of fact, these educultural-community-centers differ radically from either of these institutions inasmuch as integrity first and foremost infuses all policies and practices. We might consider integrity to be the insignia that shines from and through the educultural centers everywhere.
As a closing remark, for those who are by now fairly convinced of the workability of these educultural youth centers, yet who might request some concrete evidence before committing themselves, a handbook is available on request. containing (1) a compilation of the various types of managerial forms, (2) the charter, (3) a sample of the Studies In Meaning curriculum, (4) letters of endorsement regarding the aforementioned afterschool programs at three elementary schools of the Los Angeles Unified School District, and (5) the statement of practices, objectives, strategies, and goals.
These educultural-community-centers are "ready to go," with their curriculum, their logistics, and their charter. What follows next is the distribution of this essay and the responses.
The Ideal Community Educultural Center
The main purpose of the Community Educultural Centers will be to provide an environment comple- mentary to children's and youth's school and home – a place of their own – which promotes an appreciation and enthusiasm for education, culture, play, and interaction. The philosophy of each community educultural center is the development of children's full potential through understanding
THE CORE PROGRAM
Studies In Meaning©. is a studybook program that develops critical-creative thinking based on the language arts. Its method is an integrated-interactive learning process. The studybook curriculum ranges from beginning reading through high school.
As integrated, this method combines exercises in vocabulary, grammar, English usage, analytical and synthetical reading, writing, and creative thinking, into one study of either social studies, science, literature, logic, math, etc. Each topic is interrelated with the other topics.
As interactive, this method requires that students be continually questioned analytically, synthetically, and creatively in vocabulary, grammar, English usage, and reading topics at the same time as they read
– not after they read. This STUDY-AS-YOU-READ learning process ensures that students think through what they read, not skim through it.
Such a learning process teaches students careful and clear thinking patterns; and develops their analytical, comprehensive, interpretative, and creative potentials.
STUDIES IN MEANING© CURRICULUM
COURSE OF STUDIES
Academic (Studies In Meaning©) – critical-creative thinking in the language arts)
science & social studies: (documentary videos / experiments / projects)
classical reading / vocabulary in context
memorization / concentration studies
homework assistance /
art / crafts / manuals
drama / speech /
music interpretation dance interpretation
board games / puzzles / physical games
THE MAIN FEATURES
OF THE COMMUNITY EDUCULTURAL CENTERS
is open to all children and youths seven days a week, from 7:00 a.m. to 7:00 p.m., year round, and secured at all times.
is located in the vicinity of its community public school(s).
has degree-qualified staff consisting of: a director, an instructional advisor, and instructors with assistants.
offers Studies In Meaning©, a critical-creative thinking curriculum, as well as academic and cultural studies, and recreational activities, during 9:00 a.m. and 6:00 p.m., seven days a week.
offers a class schedule to meet individual needs and choices.
has supervised free times: between 7:00 a.m. and 9:00 a.m., and between 6:00 p.m. and 7:00 p.m.
is for the benefit of the community.
complements students' regular schoolwork is a non-profitable establishment.
is supported by small monthly contributions, and/or donations.
is counseled by a community advisory committee.
is guided by a constitutional charter.
has a structured business format.
is available for adult discussions, lecture groups, activities, and interests.
offers a free monthly educultural magazine.
Community Educultural Centers
Given the array of human beliefs and values, limitations and peculiarities, it is both necessary and desirable to formulate a charter which provides a structure for the organization and governance of all Community Educultural Centers wherever located. The purpose of this charter is to promulgate guidelines which reinforce the integrity and standards of excellence of such Centers so as to that will insure a uniformity of integrity of purpose that assures all receptive children a place of their own for education, play, interaction, and culture and excellence, of service for all Community Educultural Centers everywhere.
This charter consists of the comprehensive and fundamental principles and tenets governing each and every Community Educultural Center. As such, it sets forth the necessary and sufficient conditions by which any given Community Educultural Center is established and managed.
Accordingly, a written agreement to unconditionally abide by the charter is to be signed by each member of the Community's Advisory Committee prior to the initiation of a given Community Educultural Center, and prior to the employment of personnel. Which means that the Community Advisory Committee is to be formed prior to a Community Educultural Center.
A copy of this charter is to be distributed freely to potentially and actually interested persons. All participants in a given Community Educultural Center are to familiarize themselves with the contents of this charter so that there will be no misunderstandings as to its contents.
I: BASIC TENETS
The following tenets were conceived and formulated for the continuous benefit and security of all receptive children who are to receive in their respective Community Educultural Center an academic-cultural education in understanding as well as recreational activities that are complementary to their regular schooling and home life.
Title I. Concerning the Community Educultural Centers Charter
1. Each Community Educultural Center (hereafter: CEC) shall be self-contained and self-sufficient in its respective community, yet linked by the CEC Charter to all other CECs.
2. As self-contained and self-sufficient, each CEC shall handle its own affairs -- funding, management, promotion, etc., in accordance with the CEC Charter.
3. No principle or tenet of the CEC Charter shall be amended, unless it is deemed inherently insufficient as to the security and benefit of the Community's Educultural Centers' main purpose of providing children a place of their own for education, play, interaction, and culture, either individually and/or collectively, and for which the principles and tenets were formulated.
4. A principle or tenet of the CEC charter that is amended may or may not apply to more than one, or all, CECs, depending upon the special conditions and/or environment for which reason the amendment was made.
5. No principle or tenet may be added to the original charter unless it is necessary and sufficient to the security and benefit of the children in one or more CECs.
6. All additional principals, tenets, and amendments, to the charter will be added as an appendix to the original charter.
7. A decision to amend a principle or tenet requires a 2/3 majority vote of each and every CECs' Community Advisory Committee (see Title III for the Community Advisory Committee.)
8. All decisions regarding the CEC Charter are to be ratified by a two-thirds majority vote. So if there is a committee consisting of 6 members, then for a decision to be ratified, a minimum of 4 members must vote in the affirmative for it. If the membership is not a multiple of thirds – 5, for example – then the two-thirds falls to the highest quotient (disregarding the remainder) – in this example: a 3-member majority)
Title II. Concerning the Community Educultural Centers Establishment
9. Each CAC shall be incorporated as a non-profit educational-cultural establishment under the title of Community Educultural Center [n...n:1... n:4... etc.] The 'n' in the brackets refers to the particular community's Roman numeral number of extant CECs everywhere. The subnumber, following the colon refers to the number of CECs in n's specific community.
10. No person(s), business, partnership, corporation, bank, community, or any other institution shall own either by license, titleship, deed, or proxy, any one or more CEC establishment. Each and every CEC belongs to a given community, but no one and no entity(ies) own it.
11. No one person, persons, business, partnership, corporation, bank, community, or institution shall own either by license, titleship, deed or proxy, any one or more items of property, such as office equipment or supplies. Each and every item of property or supplies belongs to a given community, but no one person(s), or no entity(ies) owns it.
12. Each CEC shall be open 7:00 a.m. to 7:00 p.m., 7 days a week, all year, unless conditions prohibit or restrain following this tenet to the letter.
13. All children shall be welcome at any time, on any day, in any class of their, or their parent's, choice so long as their are openings; and at unscheduled times only when space permits.
14. Each CEC can formulate its own specific rules and regulations in accordance with the basic principles and tenets of the CEC Charter.
15. For whatever reason a parent is not satisfied with a particular CEC, that child can attend another of the Centers in the same community.
16. Each CEC shall have various activities which directly or indirectly interact with other CECs.
17. Each CEC shall have a minimum of 9 room-divisions: academics, culture, office, recreation, library/homework, waiting room, store/workroom, audio-visual, restroom.
18. Each and every CEC shall conform to all city, state, and federal legal requirements for taxes, insurance, zoning, licenses, and safety necessary for its establishment and maintenance.
Title III Concerning the Community Advisory Committee
20. Each CEC shall be governed by its community advisory committee (henceforth: CAC).
21. The paramount purpose and function of the CAC is to uphold the integrity of the CEC Charter's principles and tenets through specific policies and procedures, legal and otherwise, necessary for this task.
22. Committee meetings shall normally convene bi-monthly with minutes held, and decisions executed. For each CEC shall be obtained and maintained by the CAC.
23. The dismissal of any CAC committee member shall be decided by a 2/3 majority vote of each and every other committee member after all pertinent facts of the dismissal have been considered logically, psychologically, ethically and legally.
24. Each CAC for its respective CEC, shall consist of (1) the director, (2) the head instructor, and (3) one community member representing each of the CEC's business functions; i.e., management, specialists, overhead, and promotion.
Title IV Concerning the Interactive Economic Theory
25. Each CEC business structure shall be determined by the Interactive Economic Theory (hereafter IET) based on Equity and Proportion as conceived and developed by Joseph Sguigna, December, 1986.
26. All monies received from contributions, donations or grants shall be distributed to each business division according to the percentage proportions as set forth in the IET.
27. The business divisions and their respective percentage proportions of the IET are as follows: coordination (management) 16.7%; specialization (labor) 33.3%; overhead 16.7%; promotion 8.3%; logistics 16.7%; development 8.3%.
28. The IET is a budgetary guideline, and thereby serves as an adjustable proportional distribution within reasonable limitations.
29. No adjustment to the IET shall be made without it first being approved by a two-thirds majority vote of the CAC.
30. All monies distributed through the IET shall be subject to appropriate legal tax liability.
31. Of the six business divisions of the IET, four of these divisions, namely: management, specialization, overhead, and promotion, fall under the proportional formula for each CAC.
32. Two of the business divisions of the IET fall under the proportional formula for the Public Benefit sponsorship.
Title V Concerning The Public Benefit
33. The Public Benefit is a sponsorship for the advancement of education, society, and wisdom through its treasury of funds and philosophy of goodwill.
34. The Public Benefit shall be in charge of the integrity of the treasury and philosophy of the CECs.
35. The Public Benefit has its own set of principles and tenets that underlie and accord with the tenets of the CECs' Charter.
36. The Public Benefit is not, nor shall be in association with, a corporation, business, religion, or any bureaucratic institution.
37. The Public Benefit shall sponsor the initial stages of the establishment of each and every CEC.
38. The Public Benefit furnishes the funds, the curriculum, and the blueprint necessary to initiate the establishment of each and every CEC.
39. The Public Benefit receives its financial compensation from the allotted percentages from the logistics and development divisions of the IET.
40. The Public Benefit shall be presided over by committee of safekeepers.
Title VI. Concerning the Central Integrity Committee
41. The Central Integrity Committee (hereafter:CIC) shall consist of 6 sectors representing the prototypical business structure as set forth in the IET: management, specialization, overhead, promotion, logistics, development.
42. Each sector of the CIC shall function from two perspectives: from the expertise of its members (henceforth called safekeepers) and from the integrity of its decisions. This integrity is assured by considering each issue to be decided upon from three perspectives: logic, psychology, and ethics. Accordingly, a decision to be made must not only include the knowledge of expertise, but the wisdom of integrity through logical, psychological, and ethical analysis.
43. The CIC committee safekeepers shall consist of three safekeepers representing each of the six IET divisions: 3 safekeepers representing management, 3 members representing specialization, etc.
44. Each safekeeper of each division is responsible for the efficient, integral functioning of his/her division.
45. Committee meetings shall be held at least once each week.
46. CIC meetings shall convene with at least 1 safekeeper from each of the 6 divisions.
47. All decisions regarding the tenets and dealings of the Public Benefit shall be finalized by a 2/3 majority vote of all CIC committee safekeepers.
48. All decisions regarding the tenets of the Public Benefit shall be finalized by a 2/3 majority vote of the CIC.
49. All finalized CIC decisions shall be made in accordance with all the available facts integrated with, and balanced by, (1) the 6 IET divisions of the CIC, and (2) by the 3 perspectives of integrity: logic, psychology, and ethics
50. All decisions are to be finalized according to the IET and the ethics, logic, and psychology.
51. Selecting and discharging committee safekeepers shall be decided upon a 2/3 majority vote of each and every CIC committee safekeeper other than the person in question.
Title VII: Concerning the Director
52. Each CEC director shall be chosen by a 2/3 majority vote of the Central Integrity Committee.
53. The CEC director shall be responsible for all matters pertaining to the business of his/her CEC in accordance with the IET and the CEC Charter.
54. The director shall oversee all pertinent instructional matters concerning his/her CEC.
55. The CEC shall make all decisions regarding the business of a CEC that do not require the intervention of either the head instructor or CAC.
56. All decisions determined by the director shall be reported to the CAC.
57. The dismissal of a director shall requires a 2/3 majority vote in the affirmative by the CAC less the director's vote.
58. The election of a new director shall be decided upon by a 2/3 majority vote of the CAC less the former director's or candidate director's vote.
Title VIII. Concerning the Instructional Advisor
59. All instructional advisors shall be appointed or dismissed by a 2/3 majority vote of the CAC.
60. All instructional advisors shall be tested in their expertise to determine their teaching ability and qualification.
61. The instructional advisor shall supervise all matters regarding instruction: curriculum, pupils, instructors, and assistants.
62. All instructional decisions shall be determined by the instructional advisor in conference with, and consent of, the director ad/or the CAC.
63. Should the instructional advisor disapprove of the director's decision in a particular issue of instruction, he/she shall have recourse to a 2/3 majority pro/con vote of the CAC. The final decision is to be made within two weeks of the instructional advisor's appeal to the CAC.
64. All finalized instructional decisions shall be in accord with the principles and tenets of the CEC charter.
65. The director and instructional advisor shall meet periodically regarding instructional matters and issues, such as perceived needs, effective remedies, and appropriate time lines related to expected outcomes of enrolled pupils.
66. The instructional advisor's main teaching task is to teach on a one-to-one basis with each student, according to each individual need.
67. The instructional advisor shall test, enroll, dismiss, discipline pupils, and help decide each pupil's course and level of studies.
68. The instructional advisor shall analyze pupils' study data to identify areas of weakness and strengths.
69. The instructional advisor shall train new instructors and assistants, and inform them of their responsibilities.
Title IX Concerning Instructors and Assistants
70. All instructors and assistants shall be thoroughly prepared for the teaching of their subject.
71. All instructors and assistants shall be cleared in accordance with state health regulations.
72. All instructors and assistants shall be tested in their expertise to determine their teaching ability and qualification.
73. No instructor and assistant shall use derogatory or insulting language, nor display adversarial attitude toward any pupil at any time, for any reason.
74. All instructors shall have at minimum a B.A. in their specialty.
75. Assistants shall be at least a college junior.
76. Instructors and assistants shall abide by all policies, procedures, and regulations of their respective CEC.
77. Instructors and assistants shall be considered employees in accordance with state and federal tax laws.
78. Instructors and assistants shall maintain a positive environment using efficient and effective teaching procedures.
79. Instructors shall hold periodic parent conferences.
Title X Concerning Pupils
80. All pupils enrolled in any one CEC shall select classes of their own or parent's choice. No class shall be mandatory, only advisory.
81. All pupils enrolled in any one CEC shall abide by its rules and regulations as set down in the CEC parent handbook.
82. All receptive pupils of all ethnicities and religions are welcome to each and every CEC. By "receptive" is meant willing, without overt resistance.
Title XI. Concerning Curriculum
83. The curriculum set for one CEC is the same set for all CECs.
84. The curriculum for all CECs shall consist of (1) the academic section: Studies In Meaning© critical-creative thinking studies, science, social studies, math-logic reasoning, classical readings with vocabulary in context, memorization, concentration, test preparation, homework; (2) the cultural section: drama, music, poetry, dance, speech, etc., and (3) recreational activities, such as, boardgames, puzzles physical games. Additional classes may be included so long as they accord with the basic critical-creative educational philosophy of the CECs.
Title XII. Concerning the Community Educultural Centers Instructional Philosophy
All CECs shall:
85. Maintain high expectations for all pupils.
86. Ensure greater pupil achievement through approaches which foster self-esteem, confidence, and challenge.
87. Emphasize active pupil and parent involvement in the learning process, and inform them of expected academic and cultural competencies.
88. Provide student group in structures which guarantee heterogeneous grouping as the predominant instructional format for educultural growth, challenge, and achievement.
89. Recognize all subject areas as effective vehicles for developing language proficiency and implement language-driven instruction which requires pupils to use critical-creative thinking skills in reading, written, and oral communication.
90. Promote a balance of listening, speaking, writing, and reading activities for all pupils which emphasize self-expression rather than rote completion activities.
91. Focus on acquisition of fundamental and higher order thinking skills through developmentally appropriate curriculum and experiences.
92. Emphasize cultural and recreational activities that promote self-expression, self-understanding, and interpersonal interaction
Title XIII. Concerning Contributions
93. The CECs shall be supported mainly by monthly open-contributions.
94. All open-contributions shall be made to each individual CEC's nonprofit designation.
Title XIV. Concerning the Newsmagazine: EPIC
95. A monthly newsmagazine titled EPIC shall be freely distributed to each CEC contributor.--The acronym "EPIC" stands for E: education, P: play, I: interaction, and C: culture.
96. The contents of the newsmagazine shall consist of (1) brief capsulations of major educational, social, cultural, and scientific news stories; (2) literary passages of significant topics by great and noted minds of all countries, of all times; (3) contributions of writings, art, etc. from contributors and children; (4) services information; (5) business update; and (6) calendar of events.
97. The responsibility of the distribution of the newmagazine shall be in the promotion sector of the IET.
I: BASIC PRINCIPLES
1. Mixed age and ethnic grouping
2. Freedom of choice with responsibility
3. Character and personality development
4. Progression at pupils' own pace and level
5. An aesthetically designed atmosphere and decor
6. Control of error built into curriculum lessons
6. Instructors as a guide/mentor
7. Encouragement of positive self-image
8. Self-understanding through study, culture, and recreation
9. critical-creative thinking educational curriculum
10. Control of error built into curriculum lessons
11. Individual and group interactions
12. Non-judgmental teaching and interpersonal approach
13. Appreciation of the unity and diversity of human life
14. Security of belonging to one's own individual center, as well as being indirectly related to centers everywhere
15. A structured, yet open and free environment
16. A "place of their own" for receptive children and youths in any given community
17. A growing sensitivity toward the credo of the Community Educultural Centers: integrity, grace, and humor
EQUITABLE ECONOMIC PRINCIPLE
E = 1/3C
E = equity
C = contribution
The business divisions and their respective percentage proportions of the IET are as follows: coordination (management) 16.7%; specialization (labor) 33.3%; overhead 16.7%; promotion 8.3%; logistics 16.7%; development 8.3%.
EQUITABLE ECONOMIC APPORTIONMENT
I: Operational Apportionment
II: Beneficial Apportionment
coordination: logistics, safekeepers, overseers, directors,
specialization: developers, teachers/tutors, distributors, marketers, secretaries, messengers, accountants, clerics, consultants, technicians,
overhead: rent, utilities, office supplies, office equipment, office furniture, etc.
promotion: ads, telemarketing, e-mailing, radio, leaflets, brochures
services: food distribution, specialized critical-creative thinking education,...
The more income, the more expenses, the more employees (independents), the more services
Expenses are ¼ less than income.
Reinvestment motivates contributors.
All contributions are accounted for.
Personnel consists of independents, not employees
If the budget amount does not allow for the full cost of, say, a computer, that is needed, then means are taken to increase the budget accordingly and/or to acquire a computer within the existing budget.
The Public Benefit Enterprise is divided into three proportions: personnel
, and benefits
All monetary contributions are allocated for these three proportions.
The personnel and maintenance proportions include the operational expense,
or simply expenses.
The benefits proportion includes beneficial apportionment
, or simply benefits
Two-thirds of all contributions are allotted for operational expenses and one-third of all contributions are allotted for beneficial apportionment.
Operational expenses are divided into four headings: management, specialization, promotion, overhead.
Beneficial apportionment is divided into two headings: services and reinvestment.