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Ah, it is the case that we, we who are of a conscientious nature or disposition, are tasked to go about our daily lives being more mindful of our impact on the earth.  Of how minimalistic we can be, while still enjoying the journey of life as much as we can.  Being mindful of the fact that living and life is also about the quality of the experience, a nd not just or even about how much we can consume.  While leaving others, present and in the future, to be inconvenienced, and/or avoidably harmed by our thoughtlessness, our, it does not matter or I do not care attitude.  If, indeed, we can even be bothered to think about how what we are about to do, can, could, will have an adverse impact on our, other's ecosystem. If we can be bothered to give a damn, as it were. Now, I know only too well that it is not easy for us to change our bad habits, even when we are aware of their adverse impact on us, others and the environment.  Yes, change is a process. We have beco

But because it really is difficult to arrest and turnaround any of these places, once the rot, as it were, has set in and taken hold.  As I have already noted, we only have to look at the terrible dereliction which has befallen all or parts  of parts of any village, neighbourhood, town or city which have become infected with endemic crime and deprivation.  Once this infection has taken hold of these human habitats, unless firm and appropriate action, collective action is taken to bring them back to good health.  They begin to degenerate, lose the more mobile and able of their population, and fill those who remain with a feeling of being overwhelmed, of not having any control to stop the slide, or power to turn the clock back. Which is why it is so important that all of us take sufficient pride in our homes and the villages, neighbourhoods, towns and cities in which we live.  That we take responsibility to not allow our homes, whether we are homeowners

To keep the wheels turning, as it were. Rather than to facilitate major transformational social and cultural changes. To keep the machine running as smoothly as we are able to. A smaller part of societies' role for education, is that of educating the societal elites, the managers, the inventors and innovators of our society. All good and well, as the saying goes. Everybody might aspire towards getting the rewards of the elites, but not everybody can or want to become the elite.  The human brain is in charge of the human body and its functioning.   Even though all the body's organs make their contribution towards its health and how well it functions. There is an essential  inter-relatedness between them. The human feet is concerned with walking and standing, her hands with holding and manipulating things.  The brain directs them on what to do and how and when to do it, so they are, in these and other respects, dependent on its assistance. Just as ho

That the provision or lack of social amenities for the citizens of the locality to live their lives will be playing a role.  How much of a role is likely to different in different areas. But what is certain, is that the 'solution' to this challenge, this problem, will need an holistic approach.  It will need the affected people to take ownership of the 'problem' and then seek appropriate external assistance to resolve it.  The usual canards about 'no youth club', 'no jobs', the citing of 'police harassment', the citing of family dysfunction', et al, is not going to bring about the solution.  It will just provide an affirmation of the people's feeling of hopelessness and despair. Of them looking for 'outsiders' to come in and 'solve their problem.'  Which outsiders will, in time and to some extent, do.  Not necessarily because of their excess of altruism, but because they are aware that, o

Education, in its early development, some would say it still is, focused not on preparing or equipping the masses to 'think' of what could be beyond the horizons. The lands of the demons, of the gods and fear. Craftsmanship which focused on ensuring that things which have already been invented are continued to be made, and be made to the highest standard of workmanship.  Yes, it was mostly being done by over-possessive men, who were and still are, to a great extent, dominating the world. Education, therefore, in its simplest and most basic form, was and is about system maintenance.  About equipping human functionaries to maintain society in a proper working order. It was not about education and educating people as a way of equipping them to change and transform the world.  That could lead to revolution, which, indeed, it has. It is said of knowledge that it can be a dangerous thing.  Probably because of transference abilities, which means that you can ed

How ironic, how incredible, that one of Europe's, probably the modern world's first and foremost 'democracy.'  Should become so preoccupied with 'navel gazing', with addressing a relatively 'minor' and self-imposed 'internal problem/need.'  And to choosing to do so, irrespective of national, international and global cost to itself and other nations?  That it should seemingly want to achieve and objective which is opposed by 50 per cent or nearly 50 per cent of its people, even if the cost should transpire to be a catastrophic one? Probably even worse, that the British government's obsessive and seemingly imprudent commitment to achieving this quest, should be being framed and powered within the context of 'democracy.'  As if, 'democracy', like 'market forces', are sentient concepts which adhere to some immutable and divine laws which, humans cannot or should not interfere with.  Even when

'Like a seed which is sown in the good earth, good education is an investment in the student's and society's present and future well-being. And should realise  more than what it costs, if it is to be a worthwhile investment.'   'Modern' or contemporary societies have come to believe that 'education' is essential for the advancement of the human intellect, for our enlightenment.  But, it is also the case that the acquisition of 'education', has come to be seen as the, or, a means by which humans are able to secure 'a good job or career.   The purpose of education is primarily that of enabling, facilitating  the 'bearer', the 'achiever' feeding  and caring for him/herself feeding and family.  Weak or strong, it is part of the bargaining chips the bearer takes to academia and/or the job market. It, along with factor X, the bearer to, get a good wage or salary, and have a good life.   Usually as measured

It asks the questions: 'Is it working, and is it working well, to the mutual advantage of all'? 'Can it really work, and is it viable'?  As well as raising serious, though not unique questions about the causes of the apparently increasing crimes and violence in parts of Britain's, as well as other countries' urban and inner cities.  There is also the questions about crime prevention and punishment. From a sociological perspective, there is little doubt that economic and social deprivation can lead to criminal lifestyles.  Not necessarily causing such lifestyles, but make it more difficult for those who exist and live under such conditions, to, as it were, pursue the proverbial 'straigh and narrow path.'  Yes, to some, probably to a greater extent than we are aware or are willing to admit, our locality, the environment in which we live, does have an impact on who we become.  Like caring parents nurturing their children, ou

Quite clearly, if the European Union breaks up, many of the individual and 'artificial nations' of Europe, like those in Africa and other continents of the world.  Will also become at increasing risk of breaking up into their constituents peoples. Whether they are categorised on the basis of their distinctive ethnicity, tribal, religious or regional attributes.  We have seen this happening in the still quite very recent wars in the Baltic. And we have seen the threat of it happening in Spain and in Iraq. All of which foretell of future conflicts and wars in Europe, like in other parts of the world.  Something which should be very sobering and be foremost among the urgent matters which are exercising the minds of European leaders and governments.  But which is certainly not doing so, in the case of the British government. Which is being exercised by the challenge of achieving the 'accession' of Britain from the European Union.  With the