Building the Sentiment, Forging the Real Feeling that Goes Deep: Rigor does Not Mean What You Think

Do you believe in coincidences? Of course they happen, but not about some things, especially when little known professors are suddenly brought back to be the quote of the day in a daily education newsletter. The day after the last post where I mentioned the 1948 push for a World Constitution at meetings held at the University of Chicago, the EdTech SmartBrief cited ‘Italian Writer Giuseppe Antonio Borgese’ for an inspiring vision about Change not only being possible, but necessary. How apropos when fundamental change is the daily meme. Borgese of course is more than an Italian writer. He was one of the prime participants in those meetings, a prof there, and the draftsman. He also wrote the 1953 book Foundations of the World Republic laying out the vision.

You don’t really think I grasp how all this fits just from Abstracts or the Cliff Notes versions, do you? No, I had read that book and get the connection to ed. So does someone apparently at Smart Brief and they are fully aware of the pertinence of today’s K-12 juggernaut of changes too. Few terms though come up more often these days or are used so consistently to mislead parents and taxpayers  on the true nature of the intended changes as ‘rigor.’ There’s a reason education consultant, Willard Daggett, with a ridiculously lucrative national professional development business (for someone who used to be in Vo-Tech. I have a few of those mediocre textbooks) says that “relevance makes rigor possible.” Rigor is always grounded in emotion and personal experiences.

When a District Super tells concerned parents that Rigor is about higher standards and provides the metaphor that you cannot turn up the temperature suddenly on an oven from 350 to 550 without burning the turkey and leaving it frozen on the inside, I think that explanation deserves a Pinocchio award. That example of rigor may make parents feel better about upcoming higher than average failure rates on the new state Common Core math assessments, but it does not accurately reflect the nature of the problem. Rigor is about what a student feels, perceives, and does when there is no single correct answer or there are insufficient facts stated to reach a definitive conclusion or the asked about material has never been taught. It provides superb behavioral science data on likely future actions and it primes students to be willing to act in the face of uncertainty. Just what people with visions of transforming and then redesigning societies and societies around Big Data need from a compliant, malleable citizenry.

Facing History and Ourselves, which we met again in the last post, keeps being cited as the perfect example of a curriculum offering ‘rigorous engagement’ and ‘deeper learning.’ Deeper Learning is being trumpeted, formally assessed, and funded generously as the cornerstone of the Common Core and the OECD’s global vision for education by the Hewlett Foundation. Building on the previous post’s revelations and the return of Life Adjustment before that, why is FHAO so crucial for an international bureaucracy pushing for fundamental transformations in the economy, society, and political structures and institutions? Let’s look. advocates that teaching materials force students (their bolding) through the process of Text to Self (this reminds me of a time when… so that personal experiences become involved), Text to Text (building those links to previous school activities or discussions and the concepts involved so that a predictable mental web is being woven by schoolwork), and Text to World (students connect the ideas to things happening in the world today). Did you realize that’s what ‘personalizing learning’ meant? Constantly reenforcing schoolwork to a student’s life experiences and then creating life experiences in school and elsewhere to reenforce the desired concepts and attitudes? As the link says, FHAO allows students to have Mindsets that allow “better questioning of the world and what goes on it. But most importantly, students become more engaged in their own communities and apply the knowledge they learn to their own lives.” (my bolding this time).

Knowledge grounded again more in emotions and instincts than facts, but all the more likely to compel future action for that very reason. Remember Harlan Cleveland from my book? Well, about 10 years before his 80s vision I explain there he did a report in 1976 for UN Leaders meeting in Philadelphia. It laid out his vision on what the significance of the US Bicentennial was for the future. He saw it as igniting the Next Great World Movement: the Global Fairness Revolution. Like the odd sudden citing this week of Borgese, these visions do not go away. They simply keep looking for new sales jobs to have education finally bring them to fruition. That’s precisely what FHAO and PBS intended to do when they created Choosing to Participate to be used as part of what it would mean to be Literate under the Common Core.

When the “challenge for educators” now is announced to be creating “settings that can help young people develop as thoughtful, caring, compassionate, and responsible citizens,” the vision of citizenry is to be Change Agents for Transformation. That is also blatantly a view of education that is primarily focused on Psychosocial Development, not knowledge as academic content. Students are to be deliberately primed, at a deep level, to be unwilling to accept the world as it now exists. They are also to be intentionally manipulated to misperceive the current nature of that world. Ignorance and grievance may be one of the most volatile combinations in the universe. Unlike nitroglycerin though, these Students with carefully cultivated and shaped Mindsets and emotional Push Buttons will not have warning labels. Not yet anyway. I am working on that one.

FHAO does not mince words when it states its intention to have Choosing to Participate:

“be a catalyst for conversation about how we treat each other, how we should live together, and what our choices mean. The key challenge is to think deeply [emotions again!] about what democracy really means, and what it asks of each of us. Democracy is a fragile enterprise and can only remain vital through the active, thoughtful, and responsible participation of its people. Education for citizenship means encouraging each of us to recognize that our participation matters.”

Jumping to the punch line, FHAO intentionally uses the horrors of the Holocaust and Legal Segregation by race in the US to justify a belief that economic, redistributive, justice, if desired by a majority of current voters, is a perfectly legitimate demand binding everyone. Resistance then becomes akin to the racism that surrounded the Little Rock 9 trying to integrate Arkansas schools in the 50s. FHAO is the perfect accompaniment to the communitarian focus we have already located in the required Positive School Climate for all K-12 schools and lurking oddly in the definition of what it means to be Career Ready under the Common Core. FHAO early on specifically instructs students:

“communities are not built of friends, or groups of friends, or of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are part of something that is bigger than themselves: a shared goal or enterprise [hence all the hype on collaboration now]…To build a community requires only the ability to see value in others; to look at them and see a potential partner in one’s enterprise…community can also be defined in terms of a ‘universe of obligation’–a group of individuals or groups ‘toward whom obligations are owed, to whom rules apply, and whose injuries call for amends.”

Amends are owed. I am going to end with that quote because clearly this intention is where we should put all these sudden mentions of allegations of White Privilege and conferences centered around preparing teachers to make that and race generally a focus of the K-12 curriculum. Everybody seems to like trilogies so this post is the Human Rights Trilogy’s second part.

I want to come back with considering the implications of targeting values, attitudes, and beliefs about how societies and economies should be structured as just another antiquated area that can, and should be, legitimately targeted by K-12 for change. Comparable in the minds of many educators and certainly the FHAO curriculum to the shifts rightfully needed previously to move beyond legal segregation.

We are going to continue to confront history all right. Especially the implications of requiring that students “prove their humanity” in ways to be mandated by political authority.

Should students be taught that “Built into each individual’s experience must be an occasion for giving, a task of humanity, an act of sharing and sacrifice”?

Is that really Student Achievement? Growth? Should taxpayer-funded education administrators and profs really be making these decisions in a free society?

Or is the disputed nature of freedom itself in the 21st Century the real question?

36 thoughts on “Building the Sentiment, Forging the Real Feeling that Goes Deep: Rigor does Not Mean What You Think

  1. The trouble with “world” anything is that eventually “they” will get it wrong. But if the world is split into many countries, at least one or two will get it right, to keep “right” going until the rest recover.
    World this and that has become too powerful. If “they” wanted world, they should have left the British Empire alone! It spread law and order, and Christianity, for the ordinary Joe, not power for billionaires.
    Mona McNee

  2. Robin,
    I have just finished a semester at one of Georgia’s Universities. My communications professor as well as the Speech classes and Education classes criticize our country and all its founding documents. The Communication Arts professor ended the semester with a bang. She donned a pair of jeans and slid all 250 pounds into them, emulating a Russian peasant who had been on a train for a week, in her attire. For some reason, she thought it would appeal to the 60% African students in the class. Her last assignment was for the class to read
    “Acirema”, which read like a savage tribe of aborigines. The story is on the internet. The purpose was to acknowledge that America had a vicious history, no humanity, and an ugly culture, and much more of an inflammable nature.
    “Acirema”….. is America, spelled backwards. This story is viciously critical of the United States.

    • Barbara=beliefs and values drive most human action, usually from an unconscious level. These documents are painful to read, but they are planned as guidance for our kids and we all need to know that. All I know to do is keep documenting and writing.

      I just wish more people realized the blog and the book are entirely separate and the blog is really filling in additional elements to the book’s basic framework. That knowledge continues to matter and will only become more relevant as education at all levels hits high gear to push the desired transformations I also describe.

    • It is amazing how right the Founding Fathers were! They saw the dangers that now attack the culture of the West, Christianity failing and Islam waving the flags.
      What a sad world for our children.

  3. The scariest thing is that those behind ‘Common Core’ and like initiatives around the globe, are using third generation ‘academics’, employed for their adherence to the ‘philosophy’ to spread the word. Many of the academic sheep actually believe in the empty rhetoric they sprout! They fail to recognise that there is another agenda and they are being ‘used’. This makes them dangerous.

    It’s infuriating that these manipulative drivers of the philosophy use twisted definitions of trusted English words, such as the misuse of ‘rigour’ (covered in this blog). Other examples are ‘Whole Language’ where half of the learning experience is dismissed out of hand (the most critical half in fact); the latest is ‘Balanced Literacy’, what a joke, ‘Biased Literacy’ is a more truthful descriptor; then there is ‘effective’, used to describe the philosophy, not the outcomes. I could go on but I’ll spare the readers.

    • Jean,

      The same school district where the Super used this misleading example of rigor to try to keep suburban parents calm (I was sitting there taking notes) was also hyping its use of Balanced Reading in the elementary schools.

      I wrote about the Literacy Design Collaborative in the book and the literal doling out of vocabulary that ought to be accessible to any 2nd grader over years in a manipulative progression in the book. Anyway LHST is the new Common Core acronym. Literacy is History/Social Studies, Science, and Technical Subjects. That’s what gets embedded as the selections in English so it’s all about the concepts and weaving them together in an associated way just like Piotr Galperin researched and Evald Ilyenkov envisioned as guiding daily perception. That’s the philosophy that permeates the actual required classroom implementation.

      All these administrators calling themselves doctor with online degrees from open admissions programs or programs determined to give certain minorities credentials via means like Vandy’s Group Projects. That principal whose program there I described in the book did not make it as a Principal but about a year. So about 2 years in classroom, 2years as AP, and a year as a controversial principal. All thinking if this philosophy is what they push they will have a 6 figure guarantee for life. And having authority over the superb, experienced teachers who want to throw up at the Fostering Communities of Learners hype.

    • Tell that to the people working for the Veterans Administration who simply did not care.

      When there is no effective recourse or way out, people will suffer. In healthcare or education or consumer products or government powers generally.

      You can help mind the shop here while I take some personal time this week. I have even bought the latest The Hangman’s Daughter book to read.

      Not to worry Part 3 of the Trilogy is outlined with another shoe drop no one seems to have covered before from the early 90s that ties so well with what we are seeing and what FHAO wants to impose on all.

  4. In the Saturday, May 31, 2014 edition of the Wall Street Journal is an article about China’s influence in U.S. Schools. I follow your site and have read your book and you are so right that common core is only the tip of the iceberg. According to this article, David Coleman in partnership with The Confucius Institute (known to mix cultural exchange with communist propaganda) will partner with 20 school districts to “light the path to develop Chinese teaching in the U.S.” Excuse me Mr. Coleman but why are we allowing a communist country to dictate anything that goes on in an American classroom??!!!!!
    Also, this institute has established 1,100 of these programs in 120 countries.
    Robin, look this article up and add it to your arsenal. (China’s Beachhead in American Schools)Then give your faithful readers ideas on how to work together to stop this madness.

    • Vivian-here’s the link . I had missed it today as it is dance recital season. This fits in quite well with the repeated references to the new communitarian and systems thinking arising out of Eastern spirituality and a view of the collective. It also fits with Pearson’s Oceans of Innovation report that Michael Barber did where Arne Duncan and our new UnderSecretary of Ed Red Mitchell are cited as working with a Chinese oriented vision of our ed future.

      They are the sun and we are the moon indeed.

      Yes, I can see how this all fits and will weave it in. Probably next weekend. Everyone needs to chat without me and buy the book if they have not already. It remains the foundation for all this. Came across another reference from the 90s, 1999 and the UK, today talking of the “core of new shared values.”

      Radical Ed Reform amounts to the greatest country the world has ever known and the West that created the propserity taken for granted agreeing to defenestration by people who are largely lying to us about what they are up to. Luckily they are forthright among themselves and I have been able to seize that with time. More supporting info on its way this week.

      • I am not certain of what goes on in European classrooms although I know for sure the UN has it’s dirty hands in there somewhere. What concerns me about this current article is that David Coleman, who is the chief architect of common core in this country, is promoting Chinese communist ideals in our U.S. classrooms. Why isn’t this front page news in every newspaper in this country?! That begs a larger question.

        • Vivian-here is your answer and it ties directly to David Coleman if you listen to the TED talk of his mother, Bennington College Pres Elizabeth Coleman, and her reverence for Dewey.

          I can tell this book matters because it fits in perfectly with the deliberative democracy/collective governance/ communitarian emphasis we keep running into with the actual implementation of the Common Core. Plus Tan has created a Teaching & Learning Study Guide for this published in 2012.

          I never forgot your question but an educated guess is never as good as a decisive link even if it took me 3 weeks to get back to you.

  5. I am glad I am learning this foreign language of the radical reformers. Just added two more words to the key, Rigor and deep learning. Definitely mean something different than what parents are led to believe they mean.

    • How about “Analytic Phonics”. When this was first raised it consisted of choosing an arbitrary word while reading a ‘big book’ – sounding the letters – then moving on.

      Now they are using valid phonic teaching ‘snippets’ (attached to words in a child’s story) that the student will never remember and may think they are ‘dumb’ because they forget. Even adults struggle with this type of haphazard approach. There is zero regard for the complexity of the word, prior phonic knowledge (no sequence) or the child’s sensibilities. Even more alarming is that there is zero followup practice and zero consolidation! And they call this ‘Analytic Phonics’?

  6. Two interesting finds:
    When I copied and pasted “what a student feels, perceives, and does when there is no single correct answer or there are insufficient facts stated to reach a definitive conclusion” into a search the second site listed under this one was:
    It’s a long description but tells you everything in a nutshell at the beginning, particularly the “misconceptions” that they are trying to fight. It’s about a methodology course for pre-service math teachers.

    Then, and perhaps you touched on this term before (I’m still reading your book and haven’t been reading the blog more than a couple of months), I came across the term “embodied cognition”. Action, action, action. As a teacher this makes me ill to read. Research has shown that even when people think that they multi-task well, they don’t. Much of the group work and action assigned in today’s classroom is really just distracting away from the learning (their true goal, of course). And, group work demands a great deal of (already limited) working memory to be devoted simply to the social dynamic which leaves even less for actual learning.

    The hardest part is convincing my 13 year old who hears lots of discussion about the stupidity of the education system here at home (my husband and I are both on the battle front) to keep his mouth shut at school. 7th grade at out local, small town, Midwestern middle school has been the most ridiculous socialist experience ever. I would home school in a heartbeat if it were an option. Instead we have to accomplish what we can in evenings, weekends and summers and consider the school day an opportunity for him to get to know the enemy.

    • OMG … I thought our Els (Essential Learnings) was appalling. I don’t even know if ‘Essential Learnings’ is even proper English! Millions were spent on this bundle of rhetorical skulduggery. Teachers were overwhelmed and bamboozled by the tomes of ‘processes’ and ‘organised procedures’ and ‘loosely defined assessment’ – so open to interpretation that they had ‘moderations meetings’ to come to a consensus on what “The child can express himself in written form.” actually meant. One group decided that a child who ‘wrote’ an arrow pointing to a picture of a shop was expressing his message clearly and should receive a tick in that box. !!!! It was parental complaint on report cards on a massive scale that brought the Els to it’s knees & it was removed. Millions of dollars of taxpayers money down the drain.

      The slide share was full of ‘organisation’ and ‘process’ – are these guys OCD or something? This degree of ‘focus on process’ is obsessive for sure. There is no thought of what is and isn’t practical. More importantly, there is no reference to the students or the content.
      It’s all ‘HOW’ and no ‘WHAT’ or ‘WHO’. Mind-boggling.
      Worse, it has a sinister undertone and an undeniable arrogance.

    • What is so frustrating to me about articles like this one is statements like the following:

      “Common Core…..was intended to develop a set of high standards in classrooms across the nation that would ensure children graduated from high school prepared for college and a career in an increasingly competitive workforce. It was originally designed as a state-lead – not federal – initiative that each state could choose to voluntarily adopt.”

      None of this is in fact true as Robin has shown us with proof. Now, I hope as much as anyone here that OK gets rid of CC. But as long as educrats there persist in imagining that “Rigor” means demanding academic standards and not fixation on emotional entrainment to hypothetical “real world” solutions for all citizen students everywhere …we are getting nowhere.

      I suspect the biggest hurdle with all this is language. Radical Ed uses words and catch phrases that mean one thing to them and something else entirely to the rest of society. The supers and state education administrators that parrot the inclusive, clubby semantics are a HUGE part of the problem. They are stockholm victims chanting the narratives of their captors even as they say they want something else.

      They may have the best intentions in the world and they may see that CC is bollocks but their desire to appear in the know has them spewing eduspeak and lending credence to words that perform the role of wolves in sheeps clothing.

      We have to take the language back. We have to find a way to inform the educators who don’t like what they see to create language that is OTHER than what the radical progressives are manipulating us with until our heads spin.

      As long as resistors in the form of parents, teachers and administrators are using the language of the enemy we are losing the war. To accept terms like Rigor and College and Career ready as having legitimate value and meaning is to acquiesce to radical ed ‘s presumptions about what education should be.

      We need to name the elephant in the room and go back to basic, clear forthright language. Education means……… Academic standards mean……….. If we keep it short and simple it all becomes really clear. Radical eds verbosity can be their undoing. Truth never needs to hide behind excessive verbiage.

      • “Truth never needs to hide behind excessive verbiage.” You have it in a nutshell Mari. I’ve asked a few of these educrats to explain what they mean in plain English. They can’t. They respond with more edupeak.

      • Fabians etc. The U of E. Anglia (Norwich) is now “celebrating” 50 years. In al that time it has been mistraining teachers. Even before one load of concrete was poured, when the education bit was at Keswick Hall, students invited me to talk about phonics, but when I arrived, only the chairman and secretary turned up. Evidently the staff had told students not to attend. So much for free speech. The same thing happened some years later, when about 10 students turned up.
        Marj Sommerfield, a City & Guilds lecturer in Knowsley, invited me to take a day of the next course in literacy for adults and I agreed; end of story. Her superiors killed it. A lecturer from Liverpool JM asked if I would talk to the students and I agreed: end of story.
        With failure at 1 in 4 for decades, you would expect teacher trainers to look for what works, but instead they use their power to keep failure in control. Students invest their time and money and after 5 years half of them have quit. The answer to this illiteracy is simple and costs nothing – indeed would allow cuts of £billions in the ed-budget. Bu too many people have a vested interest in their own income, regardless of wrecking education (for life) of millions, for decades.
        Even when the word “phonics” was accepted, government managed to keep failure alive and well. We need phonics based on 26 letters, with rules, so government sent to schools phonics based on 44 sounds with no rules! And that’s how simple it is!
        Please tell teachers, parents, taxpayers, to use (on its own) for any age, dyslexic or not.

        • I have a strong appreciation for this blog and Robin’s book. I read them in perfect timing to learn the importance of learning to read by using phonics. I have been teaching my daughter this way since then. We recently had placement testing, she shocked them with her abilities and scored first grade levels at four years of age.

          As a parent with one in pre-k, one elementary and one high school I am able to observe what happens here in all areas. My super in district knows using phonics will work better but will not change it. They also know now that using illogical math in grade school as Robin describes in her book with the history of PME, creates failure in the high school years. We end up with kids who have little knowledge.

          My point in posting the article above was this. Will signing that bill change anything? Just remove the name and now the stigma of Common Core, yet leave all the harmful practices in place? Mari is right, until they learn the edu-speak and the true definitions it will still remain.

          • LL-take a look at this Rights & Religions Breaking Through program that formally commenced last fall out of UNion Theological Seminary in NYC.

            We kept being accosted by human rights organizers all over NYC and my brain tends to pick up on patterns. As much as I am picking up on in Atlanta and you have seen your way, NYC has become very aggressive in pushing the equity vision. The merger of religions and the insistence on what values are now to be acceptable is consistent with my consistent encountering over decafes of all sorts of admitted radical visionaries for transformation that to get what they want the core has to be moral-ethical change.

            Plays in with what I am going to write next as soon as I can get the cold medicine to kick in.

          • Wow. That paper is certainly a bold statement. It does fit right in with the movement. Also the movement in the church I see. Is there any such thing as personal ethical, moral responsibility these days? Or can we do anything, say anything and just expect when challenged to claim or demand diversity, justice, tolerance, acceptance simply because I demand it, not because what I claim is truth. Like spoiled children.

      • Mari-I just knew you’d appreciate the power of the federal government’s Justice and Ed Departments allied to Soros’ money and priorities.

        I keep bringing up Positive School Climate and SEL and Response to Intervention for all for good reason. It is coming in invisibly as a matter of how federal law is being misinterpretd. What school district will buck it though? Especially with every ambitious administrator knowing it is suicide for lucrative further advancement and future consulting contracts.

        Atlantic Philanthropies was behind the (co)lab equivalent event in NYC in October I have also written about.

        • Hi Robin-

          Thanks for this link. I just now saw it . What a load of crap. Positive School Climate my Aunt Fanny. Every other word is “Data.” How can we collect the data, what data best helps us, how can we make best use of the data.” Snort.

          Why don’t Soros and Gates just come out with it and say what they mean? ” We aim to control you and use your taxes to fund our public-private globalist enterprises.”

          It is an indicator of how far down the rabbit hole most educators ( and citizens ) have fallen that documents like this one which barely address anything academic are considered relevant in any way to what Education is about.

  7. I am reading a debate between traditionalists (rote learning, discipline, knowledge based) and progressives (child centred, active learning and learning across the disciplines – who needs subjects?). The UN initiatives are on the progressive side of the debate, of course. What I find myself doing is swaying between the one side, traditionalists, and the other, progressives.

    I would not want excessive discipline, nor rote learning, although I would wish children to know the alphabet and their multiplication tables.. Nor would I wish knowledge to be out-of-date (obviously it will be to a degree) – So I am all over the place as to how I wish children to be taught., and then there is the question `What is education for?`

    I think education is for every child who can take advantage of it so that the child can go as far as possible. I have a Platonic view, I think, and believe there is a `truth` out there to be sought.

    Although one has to have a moral education and to be socialised into the culture of one`s birth, I see this as less important than the quest for truth.

    The indoctrination programme being pushed from the United Nations would have us believe that `socialisation` is all, and they have the one world view.
    I do not like it.

    Please tell me if I am analysing this right, and if not, where I am going wrong.

    • Alice-

      I do not disagree with that which is why I go through the misdescription of rote in the book. As much detail as I have in the book detailing the broad sought transformations and what it is grounded in, I have so much more that backs up everything on the blog and book. It is unimaginably graphic on intentions. When I read the UN plans, I get to ground it not only in what I have already written about, but the research I have pulled together for what will have to be a sequel. It will be more international even though everything in CTD is applicable in every common law country plus many other places. It will really ground the psychological, which is why the socialization is so important. A new worldview is necessary.

      Had a book written in 93 and simultaneously published in UK, US, and Canada along with Australia show up while I was gone. So graphic. That’s how I ground what UN is up to. It’s what they have been up to since at least 1948, use education to change the dominant values, beliefs, and attitudes in the West.

      Picked up the crud while traveling so it may take me a day or so to end the Trilogy but I believe it will make so much completely without ambiguity on intentions.

    • This came out while I was out of town.

      Look especially at Target 5–“values and attitudes” appropriate to transformational, experimental, societal change. History grounded in murderous dictatorships or written Constitutions giving individuals, not governments, the final say makes no difference in what will be required of a citizen in the future. Yikes!!

  8. I have just returned from church. I picked up a church classified ad while on the way out. I was reading through it on the drive home. In the jobs section there was an advertisement for a director of technology for the Kairos program, a joint venture between western & Corban University. I nearly spewed water all over the windshield! I was certain I had read that word Kairos in what you posted this a.m. when I got home I looked at the paper Rights and Religions, sure enough it is sponsored by Kairos! Gah!!
    The church I attend is very traditional christian, extremely patriotic. Our lead pastor is retired Green Beret, we have the largest patriotic services in July in OR.
    Just because a member put the ad in the classifieds doesn’t mean the church supports this philosophy or are even aware of what it means. You can bet your backside I will be finding out!
    Nothing like hitting close to home. Yikes.

  9. Watch this video about Common Core by a university professor who has been researching this and is trying to educate people about it, you will be floored:

    • If you haven’t watched this presentation, I strongly recommend it. I opened the link and saw the 2+ hour length and was not very excited, but it was raining so I decided to watch a few minutes. At about an hour and a half, my wife wandered in to see what I was watching. I ended up watching the credits. I’m now going to write my state congressman and encourage one of his staffers to watch it and then I’ve got a few friends that will get the link.

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