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Dont you just love economics and media? aka jobs and the curriculum of youth economics
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Don't you just love economics and media? aka curriculum of youth economics

You might think that parents, teachers and children would want to study what determines whether the future of a place will be job-rich or job poor. Wonderful developments in this course were assembled by Maynard Keynes in the 1930s. What happened next was doubly tragic for the human race. World War 2 happened -evil and fear touched ever hemisphere of our planet. Then the educational systems of the winning nations of world war 2 not only blocked access to studying Keynes, over the next quarter of a century Keynes language and mindset  were so inconvenient to those who powered over the biggest decisions that the actual constructs he had clarified were polluted.

Why and how this happened involved very local cultural and geopolitical  pressures and loss of human trust. My father spent 1947-1972 diarising this in The Economist . He had such unique vantage points as being the only journalist at Messina where the European Union was born or being assigned to track how the emergence of the National Health Service turned out for better or for worse  Father was 38 in 1962 when he was first permitted to sign a survey in The Economist. It celebrated Japan, whose planes he had battled, as the nation having best impacts on the world and best compound consequences for its peoples livelihoods

 

 By 1972 the job number 1 of economists that peers of Keynes had agreed in the 1930 : designing systems to help unite the human race in ending poverty was lost from what over 99% of Western economists believed their purpose to be. Big not better had become embedded in this and other ruling professions. It was from this context that seeing early student experiments in digital learning networks in 1972 was to be a life changing moment for father and I .

 

Being 21 I went off to the UK's National Development Project for Computer Assisted Learning as my first job. I hadnt lived through Europe and Asian crises the way my father had as son of a british consular stationed during the 1930s in such hot spots as Stalin's Moscow and places were people were fleeing Hitler's continental madness. I hadnt spent my last days as a teenager navigating RAF planes over modern day Bangladesh. I hadnt married the wife of the Scottish Barrister who spent 25 years in dialogue with Gandhi ultimately to write up the legalese of India's independence. So I was future shocked by the 1984 book I contributed to. I was innocently questioning how wonderful innovations of te net generation could be. My father frned the book as the last system's chance humanity would get to prevent Orwellian Big Brother being our species destiny.

 

Norman Macrae died in 2010. In 2008 he met Muhammad Yunus the most cheerful meeting he had with an economist since dinner parties with George Soros in the 1980s. Dad got out his pen for one last time to contextualise the miracle of 15 million Bangladesh village mothers grassroots networking to solve Keynes greatest challenge - ending village poverty. The World Record Book of Job Creators is a search motivated by such mediations as well as who chose to link their job creating maps with remembrance parties of Norman Macrae. We welcome your suggestions of links if youth economics and future of good jobs everywhere is a colaborative search that you enjoy doing now

  20 freedoms old men's big brothers are most at risk of destroying for next generation and little sisters

fantasy game of 5 universities  why students most valuable curricula are emerging from open partnerships http://womenuni.com  

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Obituaries - Norman Macrae - UG,  

Family Foundation : Remembrance Celebrations Youth Economics & Open Education

Video:The Economist Board Remembers

As far as we know the only 2 videos of Norman are on: 

 Bank  ;   Health  ;   Is Gates grounded enough?   Is it enetrpreneurial for 85 people to have more resources designing future of planet than 3 billion

Norman's last articles

 Entrepreneurial Revolution archives out of The Economist

online library of norman macrae-- 

1984 Future History of Net Generation to 2025- sustainability or not of human race depends on open learning search for 30000 microfrachises and investing in millennials goals. Why not a borderless world empowering women and 25-35 year old professionals of 2015-2025 to be the most connecetd, educated, collaborative the human race has every enjoyed growing up with?

is any computer science major (or any parent) interested in affordable education also interested in MOOCYUNUS or MOOCwho's world record job creation who 

 

URGENT COLLABORATION CHALLENGE OF OPEN SOCIETY & EDUCATION WORLD

Which is the most valuable job creating brand partnbership helping millenials to unite human race - study how did The Economist, BBC and Grameen all lose this open society pitch? 

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 Leapfrogging - empowers huge numbers approaching billions of people (typically ppoorest) to be 10 times more productive and sustainable than ever before -how many ways to leapfrog are there

proven ways involve mobile (eg cashless banking, nanocredit)) or solar energy where people previpusly had no banks or were off grid

learning will offer many ways - check out the story of www.yazmi.com - its leader owns 2 elearning satellitees - one for africa , one for asia- he's looking for urgent missing curricula like how to stop viruses from spreading -in other words his motivations mempower people to serve communities with life critical solutions and productivity whose value stays in the commnity- this sint what 99% of teachers have been emploted to do in the past

could the free nursing college be the first elearning leapfrog - if not what do you want the first elearning elapfrog to be? 

WISE SUMMITS EXPLORE LEARNING FUTURES - this year's fall 2014 summit is exploring views like Chomski's below - for more on chomski and video go to this link - for more on WISE go to this  web  and this linkedin group

 

Passing tests doesn’t begin to compare with searching and inquiring and into pursuing topics that engages and excite us. That’s far more significant than passing tests. In fact, if that’s the kind of educational career that you’re given the opportunity to pursue, you will remember what you’ve discovered. There’s a famous physicist, a world famous physicist right here at MIT who, like a lot of the senior faculty, was teaching freshmen courses, he once said that in his freshmen course, students will ask, “What are we going to cover this semester?” His standard answer was, “It doesn’t matter what we cover, it matters what you discover.”

 

That’s what teaching ought to be; inspiring students to discover on their own, to challenge if they don’t agree, to look for alternatives if they think there are better ones, to work through the great achievements of the past and try to master them on their own because they’re interested in them. If that’s the way a teaching is done, students will really gain from it and will, not really remember what they studied, but will be able to use it as a basis for growing, on their own. Again, education is really aimed to just helping students get to the point where they can learn on their own because that’s what you’re going to do for your life, not just to absorb materials given to you from the outside and repeat it.

 

 

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