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"Our Babies, Ourselves: How Biology and Culture Shape the Way We Parent"
http://www.amazon.com/Our-Babi...
"New parents are faced with innumerable decisions to make regarding the best way to care for their baby, and, naturally, they often turn for guidance to friends and family members who have already raised children. But as scientists are discovering, much of the trusted advice that has been passed down through generations needs to be carefully reexamined.
A thought-provoking combination of practical parenting information and scientific analysis, Our Babies, Ourselves is the first book to explore why we raise our children the way we do--and to suggest that we reconsider our culture's traditional views on parenting.
In this ground-breaking book, anthropologist Meredith Small reveals her remarkable findings in the new science of ethnopediatrics. Professor Small joins pediatricians, child-development researchers, and anthropologists across the country who are studying to what extent the way we parent our infants is based on biological needs and to what extent it is based on culture--and how sometimes what is culturally dictated may not be what's best for babies.
Should an infant be encouraged to sleep alone? Is breast-feeding better than bottle-feeding, or is that just a myth of the nineties? How much time should pass before a mother picks up her crying infant? And how important is it really to a baby's development to talk and sing to him or her?
These are but a few of the important questions Small addresses, and the answers not only are surprising but may even change the way we raise our children."

John Holt and Pat Farenga are worth reading too, about "unschooling" as essentially "give your kids all the freedom you can stand, especially in following their own educational interests".
http://www.johnholtgws.com/pat...

Although, I personally feel the more extreme form of "radical unschooling" as some (not all) practice it is like the libertarianism of parenting, emphasizing freedom over all other virtues... Kids are indeed "learning all the time" but the quality of what they are learning can matter too. Also, "supernormal stimuli" of certain media and certain foods may need to be avoided or limited for health reasons because to help kids avoid or recover from "the pleasure trap".
http://en.wikipedia.org/wiki/S...
http://www.drfuhrman.com/libra...

Also related on Myers-Briggs for both parent and child to look at various matchups:
http://www.motherstyles.com/

And:
http://en.wikipedia.org/wiki/P...

That page talks a lot about Authoritative, Authoritarian, Permissive and Neglectful styles. But the page goes into more types than that (including "attachment" parenting which may be close to the human historical norm within hunter/gatherer tribes where it sounds like a crying baby was rare).

By the way, kids can be much more a discipline problem when fed junk, not fed enough fruits and vegetables, lacking in sunlight, lacking in good gut bacteria, lacking in exercise, overstressed by an early focus on academics instead of play, saturated by violent and sexualized media, and so on. See also:
https://www.drfuhrman.com/chil...
https://www.vitamindcouncil.or...
http://drhyman.com/blog/2010/0...
http://www.chrismercogliano.co...

Great pattern you've discovered for a rebuttal.

Step 1. Ad hominem attack.
Step 2. Make vague references to vast numbers of rebutting examples without actually supplying any.
Step 3. More ad hominem.
Step 4. Ignore actual citations (like in Tart's latest book).
Step 5. Claim area is under study by reputable people without naming any.
Step 6. Profit? :-)

== Some links related to healthy democratic education reform

BTW, from 2006, not that I agree with most of their business-oriented recommendations:
"To fix US schools, panel says, start over"
http://www.csmonitor.com/2006/...
"That's the conclusion of a bipartisan group of scholars and business leaders, school chancellors and education commissioners, and former cabinet secretaries and governors. They declare that America's public education system, designed to meet the needs of 100 years ago when the workplace revolved around an assembly line, is unsuited to today's global marketplace. Already, they warn, many Americans are in danger of falling behind and seeing their standard of living plummet."

Reform in what direction? We didn't get where we are today in public schooling without a hugenumber of powerful interlocking factions, as explained here:
https://www.johntaylorgatto.co...
"This is not to say sensitive, intelligent, moral, and concerned individuals aren't distributed through each of the twenty-two categories, but the conflict of interest is so glaring between serving a system loyally and serving the public that it is finally overwhelming. Indeed, it isn't hard to see that in strictly economic terms this edifice of competing and conflicting interests is better served by badly performing schools than by successful ones. On economic grounds alone a disincentive exists to improve schools. When schools are bad, demands for increased funding and personnel, and professional control removed from public oversight, can be pressed by simply pointing to the perilous state of the enterprise. But when things go well, getting an extra buck is like pulling teeth."

Chris Mercogliano, previously of the Albany Free School, is an example of a true reformer, with 30+ years of success including with some of the toughest kids rejected by mainstream schools, a success almost almost totally ignored:
http://www.chrismercogliano.co...

Or on homeschooling:
http://en.wikipedia.org/wiki/H...
"During this time, the American educational professionals Raymond and Dorothy Moore began to research the academic validity of the rapidly growing Early Childhood Education movement. This research included independent studies by other researchers and a review of over 8,000 studies bearing on Early Childhood Education and the physical and mental development of children.
They asserted that formal schooling before ages 8-12 not only lacked the anticipated effectiveness, but was actually harmful to children. The Moores began to publish their view that formal schooling was damaging young children academically, socially, mentally, and even physiologically. They presented evidence that childhood problems such as juvenile delinquency, nearsightedness, increased enrollment of students in special education classes, and behavioral problems were the result of increasingly earlier enrollment of students.[9] The Moores cited studies demonstrating that orphans who were given surrogate mothers were measurably more intelligent, with superior long term effects - even though the mothers were "mentally retarded teenagers" - and that illiterate tribal mothers in Africa produced children who were socially and emotionally more advanced than typical western children, "by western standards of measurement."[9]
Their primary assertion was that the bonds and emotional developm

http://www.vitamindcouncil.org...
http://www.vitamindcouncil.org...
http://drhyman.com/blog/2010/1...
https://www.drfuhrman.com/chil...

That said, there are other factors besides sunlight and poor diet (esp. junk food additives etc.) as well as other odd factors like too much vitamin A relative to vitamin D in supplements. Society was more formally structured (with "manners") decades ago, which made it easier to navigate for people on the autistic spectrum. Kids were allowed to be kids a lot more. Mothers spent more time with young kids (including working from home together on farms) rather than farming young kids out to day care and preschool all day. And so on.
http://www.thewaronkids.com/
http://www.chrismercogliano.co...

Could boys perhaps be more susceptible to vitamin D deficiency and mitochondrial dysfunction? http://www.vitamindcouncil.org/health-conditions/neurological-conditions/autism/
http://www.huffingtonpost.com/dr-mark-hyman/autism-research-discovery_b_794967.html

One of the reasons we homeschool/unschool is that school especially these days push intense academics on all kids way too early, and boys especially suffer for that. Echoing your point, at least one study I've heard of shows that the focus on early academics is depriving children of the early experiences they need in nature and with water and sandboxes that kids need to later have an intuition about scientific and engineering things (so that they know what the symbols for mass, force, volume, rates of change, and so on actually physically represent).
http://www.ci.pleasanton.ca.us/services/recreation/gb/gb-playessentials.html
http://www.chrismercogliano.com/childhood.htm
http://richardlouv.com/books/last-child/
http://susanlemons.wordpress.com/category/early-academics/

And then the schools push parents to drug the non-compliant children...
http://www.thewaronkids.com/

Almost any school is filled with large numbers of well-meaning good-hearted hard-working adults who really care about children. The problem is they and the children are trapped in "an abstraction that has escaped its handlers":
http://www.johntaylorgatto.com/chapters/16a.htm
http://www.the-open-boat.com/Gatto.html

Here is a psychologist saying the only reason affluent kids do better on math is that their parents teach it to them since most schools are terrible at teaching it:
http://www.psychologytoday.com/blog/freedom-learn/201003/when-less-is-more-the-case-teaching-less-math-in-schools

The iPad has a lot of math-learning games for it that your son might like. We just got several for our kid. Here is one:
https://itunes.apple.com/us/app/motion-math-wings/id508228412?mt=8

See also:
http://www.autismspeaks.org/autism-apps
http://www.cnn.com/2012/05/14/tech/gaming-gadgets/ipad-autism/index.html
http://www.squidoo.com/ipad-for-autism

The directness of the interface is probably a big win for that situation.

There are lots of interactive online resources for learning math of course, and PC simulation environments like "Scratch", and lots of other such tools you can use together with your kid (like geometry related ones).

Just watch out from becoming even more vitamin D deficient by being even more inside using fascinating computing gadgets. A focus on early academics instead of outdoor play also harms kids in that sense. My speculation about that:
http://p2pfoundation.net/backups/p2p_research-archives/2009-October/005083.html

See also the writings of John Holt and Seymour Papert on math education, including Papert's idea that to learn any foreign language, whether French or Math, it is best to be im

"The student in this case didn't exactly make the best of decisions: With tensions high, it would probably be better to not be drawing guns or give any potential "danger indicators" to school officials, etc."

For adults, your point might make sense. but kids may process information like the tragedy in CT by role-playing through it. That is described in a book called "The War Play Dilemma" by by Diane E. Levin and Nancy Carlsson-Paige, which I review here:
http://www.pdfernhout.net/the-war-play-dilemma.html
"The "dilemma" is about a fundamental conflict parents face when dealing with war play. On the one hand, most parents want children to grow and develop by working through developmental issues (like learning to deal with conflict, learning self-control, and learning respect for themselves and others through play, including play involving conflicts as hands-on-learning). On the other hand, most parents want to convey social values related to their beliefs about violence and war as ways to solve social conflicts. The authors clearly do not say all war play is bad, and they also point out that even a cracker can be turned into a gun with one bite. The authors say there are no easy general answers to this dilemma in all situations, but provide a range of options. ..."

People who draw may often draw what is on their mind. With 24X7 news coverage of the tragedy, how could guns not be on the minds of a lot of kids?

Beyond all the other insightful comments people have made here, this NJ situation shows the fundamental lack of understanding that is so prevalent in so many schools about how children really learn and grow.

Better information on how kids learn:
http://www.chrismercogliano.com/childhood.htm
http://www.youtube.com/watch?v=i0fg73WnLWQ
http://www.holtgws.com/howchildrenlearn.html
http://www.alfiekohn.org/
http://www.youtube.com/watch?v=zDZFcDGpL4U
http://www.ted.com/talks/gever_tulley_on_5_dangerous_things_for_kids.html
http://www.johntaylorgatto.com/underground/prologue.htm

http://johntaylorgatto.com/chapters/16a.htm "Before you can reach a point of effectiveness in defending your own children or your principles against the assault of blind social machinery, you have to stop conspiring against yourself by attempting to negotiate with a set of abstract principles and rules which, by its nature, cannot respond. Under all its disguises, that is what institutional schooling is, an abstraction which has escaped its handlers. Nobody can reform it. First you have to realize that human values are the stuff of madness to a system; in systems-logic the schools we have are already the schools the system needs; the only way they could be much improved is to have kids eat, sleep, live, and die there."

Thus, this initiative. At least Canadian doctors realize a bit more the importance of vitamin D deficiency; keeping kids indoors even more during the summer is going to be terrible for their physical heath. Education serves multiple purposes -- to help an individual grow in human potential, to help someone become an informed citizen of good civic judgment, and also to learn some practical skills. School unfortunately focuses mostly on the last, and mainly in the context of shaping children to fit the needs of 19th century factories which mostly no longer exist. The most important "skill" is to be able to learn from real need and curiosity, and unfortunately that is stomped out of most children very early on because it would be too inconvenient for the school curriculum. Thus we then have the pathetic statements of kids in college saying they finally "learned how to learn", never remembering they were a "scientist in the crib". Keeping kids in school more will only mean even less of that most important "skill" will survive. See also:
"In Defense Of Childhood: Protecting Kids'' Inner Wildness"
http://www.chrismercogliano.com/childhood.htm
"As codirector of the Albany Free School, Chris Mercogliano has had remarkable success in helping a diverse population of youngsters find their way in the world. He regrets, however, that most kids' lives are subject to some form of control from dawn until dusk. Lamenting risk-averse parents, overstructured school days, and a lack of playtime and solitude, Mercogliano argues that we are robbing our young people of "that precious, irreplaceable period in their lives that nature has set aside for exploration and innocent discovery," leaving them ill-equipped to face adulthood. The "domestication of childhood" squeezes the adventure out of kids' lives and threatens to smother the spark that animates each child with talents, dreams, and inclinations. As Mercogliano explains, however, there is plenty that those involved with children can do to protect their spontaneity and exuberance. We can address their desperate thirst for knowledge, give them space to learn from their mistakes, and let them explore what their place in the adult world might be."

Public schools as we know them are going the way of the Dodo bird. Khan Academy is just one example of "learning on demand" as a larger trend I wrote about five years ago:
http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.html

Pushes like these are just one last gasp of a dying system. Jerry Mintz talks about that here:
http://www.educationrevolution.org/blog/sustainable-education/

If we are to continue to have public schools, they should become a lot more like public libraries -- but at John Taylor Gatto points out, "public" means something very different in those two terms. See also:
http://www.newciv.org/whole/schoolteacher.txt
"Look again at the seven lessons of schoolteaching: confusion, class assignment, dulled respon

People start off being able to reason, school stomps it out of most of them:
http://www.alisongopnik.com/TheScientistInTheCrib.htm

Well-rounded (or rather, healthy, which does not always mean being perfectly rounded) human beings are more likely to come out of healthy communities and healthy families...

Some other links;

"The Underground History of American Education" by 1991 NYS Teacher of
the Year John Taylor Gatto
http://www.johntaylorgatto.com/underground/toc1.htm

"The Seven Lesson Schoolteacher" also by John Taylor Gatto
http://www.newciv.org/whole/schoolteacher.txt

"State Controlled Consciousness" also by John Taylor Gatto
http://www.the-open-boat.com/Gatto.html

"The Big Crunch" by David Goodstein, Vice Provost, Caltech
http://www.its.caltech.edu/~dg/crunch_art.html

"Disciplined Minds" by Jeff Schmidt
http://www.disciplined-minds.com/

"What Makes Mainstream Media Mainstream" by Noam Chomsky
http://www.chomsky.info/articles/199710--.htm

"University Secrets:Your Guide to Surviving a College Education" by
Robert D. Honigman
http://web.archive.org/web/20060707100524/www.universitysecrets.com/us.htm
http://web.archive.org/web/20060710145531/www.universitysecrets.com/table.htm

"The Kept University"
http://www.theatlantic.com/issues/2000/03/press.htm

"In Defense of Childhood: Protecting Kids' Inner Wildness " by Chris
Mercogliano, who spent thirty-five years teaching at the Albany Free School
http://www.chrismercogliano.com/childhood.htm

"Teach Your Own" by John Holt (and other books)
http://www.holtgws.com/

"The Teenage Liberation Handbook" by Grace Llewellyn (and other books)
http://gracellewellyn.com/

"The Emergence of Compulsory Schooling and Anarchist Resistance" By Matt Hern
http://web.archive.org/web/20071014123355/http://www.social-ecology.org/article.php?story=20031028151034651
http://www.mindfully.org/Reform/2003/Compulsory-Schooling-AnarchistMar03.htm

"Sustainable Education" by Jerry Mintz
http://www.greenmoneyjournal.com/article.mpl?articleid=195&newsletterid=1

"Federated Learning Communities"
http://www.ericdigests.org/2000-1/learning.html
http://www.

What a great post.

To keep thing going well, I hope you and your family are also getting the right amount of vitamin D and eating lots of vegetables, fruits, and beans (and some nuts, seeds, whole grains, and omega-3s and a multi-vitamin with iodine).
http://www.drfuhrman.com/library/vitamin_D_recommendations.aspx
http://drfuhrman.com/disease/ChildrensHealth.aspx

Our indoor-oriented junk-food-promoting society is not that family friendly in those ways.

As Paul Graham writes:
http://www.paulgraham.com/addiction.html
"Already someone trying to live well would seem eccentrically abstemious in most of the US. That phenomenon is only going to become more pronounced. You can probably take it as a rule of thumb from now on that if people don't think you're weird, you're living badly."

Also related:
http://drfuhrman.com/library/article16.aspx

Other resources:
http://www.chrismercogliano.com/childhood.htm
"As codirector of the Albany Free School, Chris Mercogliano has had remarkable success in helping a diverse population of youngsters find their way in the world. He regrets, however, that most kids' lives are subject to some form of control from dawn until dusk. Lamenting risk-averse parents, overstructured school days, and a lack of playtime and solitude, Mercogliano argues that we are robbing our young people of "that precious, irreplaceable period in their lives that nature has set aside for exploration and innocent discovery," leaving them ill-equipped to face adulthood. The "domestication of childhood" squeezes the adventure out of kids' lives and threatens to smother the spark that animates each child with talents, dreams, and inclinations."

All the best in navigating through our family-unfriendly and child-unfriendly society. At least there are now tons of helpful resource on the internet, but it can take a lot of trouble to wade through them.

Some books related to your excellent points:

"In defense of childhood: protecting kids' inner wildness"
http://www.chrismercogliano.com/childhood.htm
"As codirector of the Albany Free School, Chris Mercogliano has had remarkable success in helping a diverse population of youngsters find their way in the world. He regrets, however, that most kids' lives are subject to some form of control from dawn until dusk. Lamenting risk-averse parents, overstructured school days, and a lack of playtime and solitude, Mercogliano argues that we are robbing our young people of "that precious, irreplaceable period in their lives that nature has set aside for exploration and innocent discovery," leaving them ill-equipped to face adulthood. The "domestication of childhood" squeezes the adventure out of kids' lives and threatens to smother the spark that animates each child with talents, dreams, and inclinations."

"Last Child in the Woods"
http://richardlouv.com/books/last-child/
"In this influential work about the staggering divide between children and the outdoors, child advocacy expert Richard Louv directly links the lack of nature in the lives of today's wired generation--he calls it nature-deficit--to some of the most disturbing childhood trends, such as the rises in obesity, attention disorders, and depression."

"Underground History of American Education"
http://www.johntaylorgatto.com/chapters/16a.htm
"A huge price had to be paid for business and government efficiency, a price we still pay in the quality of our existence. Part of what kids gave up was the prospect of being able to read very well, a historic part of the American genius. Instead, school had to train them for their role in the new overarching social system. But spare yourself the agony of thinking of this as a conspiracy. It was and is a fully rational transaction, the very epitome of rationalization engendered by a group of honorable men, all honorable men -- but with decisive help from ordinary citizens, from almost all of us as we gradually lost touch with the fact that being followers instead of leaders, becoming consumers in place of producers, rendered us incompletely human. It was a naturally occurring conspiracy, one which required no criminal genius. The real conspirators were ourselves. When we sold our liberty for the promise of automatic security, we became like children in a conspiracy against growing up, sad children who conspire against their own children, consigning them over and over to the denaturing vats of compulsory state factory schooling."

And a TED Talk:
"Gever Tulley on 5 dangerous things you should let your kids do"
http://www.ted.com/talks/gever_tulley_on_5_dangerous_things_for_kids.html

We've taught our kid early on to use a sharp knife to cut up vegetables and fruits, in part because US emergency medicine to deal with knife injuries is far better than US medicine to deal with chronic health problems that come from not eating enough vegetables and fruits. Related:
http://www.drfuhrman.com/children/default.aspx
http://www.youtube.com/watch?v=ffJAePZFg90

Unfortunately, we listened to advice from doctors to "protect" our kid (and ourselves) from the sun and ended up with vitamin D deficiency and related health issues.
http://www.vitamindcouncil.org/health-conditions//kids_fall_short_on_vitamin_D.aspx

We're slowly learning. There is a l

Thanks. No need to go out of your way. I see a bunch of links here:
http://www.google.com/#q=play+therapy
http://www.a4pt.org/
http://en.wikipedia.org/wiki/Play_therapy

And more specific stuff here:
http://www.google.com/#q=play+therapy+autism
http://www.a4pt.org/ps.playtherapy.cfm?ID=1161
http://www.playproject.org/
http://www.autismlink.com/pages/autism_therapy_play
"Play therapy, or floortime, as some refer to it, is the t ype of therapy coined by Dr. Stanley Greenspan. The theory behind the concept is to enter the child 's world, play with the child on his or her terms, and slowly expand the base of play to include new ideas. Although there have been few studies on the efficacy of play therapy/ floortime, many parents have seen excellent results. For example, if a child is perseverating or obsessing with cars and perhaps watching the wheels spin, the play therapy approach would be to get down on the floor with the child and begin by watching the wheels spin with him or her, then eventually d o other things with the car, such as drive it on the floor as a typical child would do. Slowly, over time, the child will learn to expand his or her repetoire o f play, and will learn to interact with others. An excellent book on this subject, called "The Child with Special Needs," by Dr. Stanely I. Greenspan, explains the concept in depth, or you can click on some of the links below.
AutismLink does not recommend one type of therapy over another. We can, however, tell you that what counts is the amount of time that the child spends ENGAGED with other people. No matter which modality of treatment you choose, you will see your child make progress. There is considerable debate among parents and pro fessionals as to which type of therapy is the "best" or the most effective. Choose what you feel is right for your child. Only you can make that decision. You can also choose more than one type of therapy and use a combination approach."

I like this book, btw, just about play and education in general, from someone who helped run a "free school" that was play-based for thirty years:
http://www.chrismercogliano.com/childhood.htm

By the way, make sure you check vitamin D levels:
http://www.vitamindcouncil.org/health/autism/autism-information.shtml
http://www.vitamindcouncil.org/newsletter/another-autism-case-report.shtml

After discussing it with our (new) pediatrician, we give our kid about 2000 IU D3 daily (as one 5000 IU D3 gel cap every other day or so). Dental issues should have been an early clue to vitamin D deficiency, but the medical and dental community have been clueless in the past about nutrition. A source for better general advice we like is Dr. Fuhrman (even as I think he is a tad low about vitamin D):
http://www.drfuhrman.com/children/default.aspx
"As parents, we want what is best for our children. We would never intentionally harm them. In fact, we make sure to get them the best care we know, read to them at bedtime and insist they wear their seatbelts, but when it comes to children and food, somehow we don't know what is the best thing to do. Our children seem finicky and only eat cheese, pasta, chicken fingers or milk and cook

which is dumbing us down: http://www.johntaylorgatto.com/chapters/16a.htm
http://www.newciv.org/whole/schoolteacher.txt
http://www.the-open-boat.com/Gatto.html
Give them more money, and as NYS Teacher of the Year John Taylor Gatto says, they will only do that job better... We need to change the whole paradigm...
http://www.educationrevolution.org/
http://www.holtgws.com/
http://www.chrismercogliano.com/childhood.htm
http://www.pdfernhout.net/towards-a-post-scarcity-new-york-state-of-mind.html

These posts of mine lead to endless links about what is wrong with the current schooling system at all levels:
"[p2p-research] College Daze links (was Re: : FlossedBk, "Free/Libre and Open Source Solutions for Education")"
http://listcultures.org/pipermail/p2presearch_listcultures.org/2009-October/005379.html
"[p2p-research] The Higher Educational Bubble Continues to Grow"
http://listcultures.org/pipermail/p2presearch_listcultures.org/2009-November/005584.html
"[p2p-research] Rebutting Communiqué from an Absent Future (was Re: Information on student protests)"
http://listcultures.org/pipermail/p2presearch_listcultures.org/2009-November/006005.html

But key ideas can be found at these links:

      "Disciplined Minds" by Jeff Schmidt
      http://www.disciplined-minds.com/

      "The Big Crunch" by David Goodstein, Vice Provost, Caltech
      http://www.its.caltech.edu/~dg/crunch_art.html

      "What Makes Mainstream Media Mainstream" by Noam Chomsky
      http://www.chomsky.info/articles/199710--.htm

      "University Secrets:Your Guide to Surviving a College Education" by
Robert D. Honigman
    http://web.archive.org/web/20060707100524/www.universitysecrets.com/us.htm
    http://web.archive.org/web/20060710145531/www.universitysecrets.com/table.htm

      "The Kept University"
      http://www.theatlantic.com/issues/2000/03/press.htm

      "We're NOT Off to See the Wizard: REVISITING THE IDEA OF COLLEGE"
      http://unconventionalideas.wordpress.com/?s=wizard

      "The Underground History of American Education" by 1991 NYS Teacher of
the Year John Taylor Gatto
      http://www.johntaylorgatto.com/underground/toc1.htm

      "In Defense of Childhood: Protecting Kids' Inner Wildness " by Chris
Mercogliano, who spent thirty-five years teaching at the Albany Free School
      http://www.chrismercogliano.com/childhood.htm

And there are many more I link to in the posts, but these are starting points.

It would take years to read through all the references I link to in the three posts (and it has. :-)

AERO is one place that catalogs most of the alternatives:
    http://www.educationrevolution.org/

These are some ways to deal with increasing joblessness, even if our economy recovers for those who still have jobs or money, which will be explored in more depth over time:

• temporary measures like unemployment insurance and retraining funds, and when those fail, letting people live with relatives who still have jobs or be homeless (the USA now has one million homeless schoolchildren, an amount that has doubled in the last two years);
• government public works like in the 1930s (infrastructure, arts, research, medicine, etc.);
• a basic income for everyone, essentially Social Security and Medicaid for all with no means testing;
• improved local subsistence like with 3D printing and organic gardening;
• a p2p gift economy (like Wikipedia and Debian GNU/Linux);
• a shorter work week (like tried in France);
• rethinking work to be more fun so it is done as play;
• alternative currencies or other forms of exchange like barter or more formal rationing;
• increasing advertising to entice people into more debt (one cause of the current economic crisis as the debt bubble burst);
• intentionally producing shoddy merchandise or things with planned obsolescence, perhaps encouraged by promoting faddism in the culture;
• more prisons (employs guards and keeps people out of the labor pool);
• more schooling (employs guards/teachers and keeps people out of the labor pool) while suppressing true education; and
• more war (employs guards/soldiers, blows up and wastes abundance, and kills or disables workers to keep them out of the labor pool).

Likely we will see a mix of all those in the future, and in fact, a mix of all those is what we have now (not that the last five options of advertising, faddism, schooling, prison, and war are recommended, even as our society currently relies on them heavily to destroy abundance and create guarding jobs). This web site will go into the details of all this over time. That list is defining the landscape of a jobless recovery, showing connections between things that dont usually seem connected. Like for example, why President Obama just suggested the school year should be longer while our best educators say compulsory school as we know it should disappear entirely.

The important thing to remember is that joblessness is not necessarily a bad thing. It means people have more time for family, friends, hobbies, and volunteerism. What is bad about formal un

"On the way out the door I deposit any mail I have to be sent out via the U.S. Postal Service and drop the kids off at the public school."

I should have caught that as a problem too. Someday, public schools may be much more like public libraries open to anyone to use than day prisons for children of working parents, but until then, consider:

"Links about alternative peer-oriented education"
http://p2pfoundation.net/Category:Education

"The Underground History of American Education" by 1991 NYS Teacher of
the Year John Taylor Gatto
http://www.johntaylorgatto.com/underground/toc1.htm

"The Seven Lesson Schoolteacher" also by John Taylor Gatto
http://www.newciv.org/whole/schoolteacher.txt

"State Controlled Consciousness" also by John Taylor Gatto
http://www.the-open-boat.com/Gatto.html

"The Big Crunch" by David Goodstein, Vice Provost, Caltech
http://www.its.caltech.edu/~dg/crunch_art.html

"Disciplined Minds" by Jeff Schmidt
http://www.disciplined-minds.com/

"What Makes Mainstream Media Mainstream" by Noam Chomsky
http://www.chomsky.info/articles/199710--.htm

"University Secrets:Your Guide to Surviving a College Education" by Robert D. Honigman
http://web.archive.org/web/20060707100524/www.universitysecrets.com/us.htm

"In Defense of Childhood: Protecting Kids' Inner Wildness " by Chris
Mercogliano, who spent thirty-five years teaching at the Albany Free School
http://www.chrismercogliano.com/childhood.htm

"Teach Your Own" by John Holt (and other books)
http://www.holtgws.com/

"The Teenage Liberation Handbook" by Grace Llewellyn (and other books)
http://gracellewellyn.com/

"The Emergence of Compulsory Schooling and ... Resistance" By Matt Hern
http://web.archive.org/web/20071014123355/http://www.social-ecology.org/article.php?story=20031028151034651

"Sustainable Education" by Jerry Mintz
http://www.greenmoneyjournal.com/article.mpl?articleid=195&newsletterid=1

"Federated Learning Communities"
http://www.ericdigests.org/2000-1/learning.html
http://www.mcli.dist.maricopa.edu/ilc/models.html

"The Three Boxes of Life and How to Get Out of Them: An Introduction to
Life/Work Planning" by Richard N. Bolles (also writes "What Color is Your
Parachute")
http://www.amazon.com/Three-Boxes-Life-How-Them/dp/0913668583

General related:
http://en.wikipedia.org/wiki/Lies_My_Teacher_Told_Me

I'm shocked by the amount of ignorance in the comments here about schooling and the reason for alternatives. I can only think the "Stockholm Syndrome" is in play. With that said, I did not understand these issue when I was in school, either, and I resisted accepting them even when they were pointed out once or twice back then.

Some links:

"John Taylor Gatto - State Controlled Consciousness"
http://www.youtube.com/watch?v=8ogCc8ObiwQ

http://www.school-survival.net/
http://www.psychologytoday.com/blog/freedom-learn/200909/why-don-t-students-school-well-duhhhh
http://www.its.caltech.edu/~dg/crunch_art.html
http://www.disciplined-minds.com/
http://www.johntaylorgatto.com/underground/toc1.htm
http://www.johntaylorgatto.com/chapters/18s.htm
http://homeschooling.gomilpitas.com/
http://www.greenmoneyjournal.com/article.mpl?articleid=195&newsletterid=1
http://web.archive.org/web/20071014123355/http://www.social-ecology.org/article.php?story=20031028151034651
http://www.chrismercogliano.com/freeschool.htm
http://www.holtgws.com/faqabouthomescho.html

My writings:
http://www.pdfernhout.net/towards-a-post-scarcity-new-york-state-of-mind.html
http://www.pdfernhout.net/the-war-play-dilemma.html
http://www.pdfernhout.net/post-scarcity-princeton.html

From:
http://en.wikipedia.org/wiki/Homeschooling
"""
During this time, the American educational professionals Raymond and Dorothy
Moore began to research the academic validity of the rapidly growing Early
Childhood Education movement. This research included independent studies by
other researchers and a review of over 8,000 studies bearing on Early
Childhood Education and the physical and mental development of children.
They asserted that formal schooling before ages 8-12 not only lacked the
anticipated effectiveness, but was actually harmful to children. The Moores
began to publish their view that formal schooling was damaging young
children academically, socially, mentally, and even physiologically. They
presented evidence that childhood problems such as juvenile delinquency,
nearsightedness, increased enrollment of students in special education
classes, and behavioral problems were the result of increasingly earlier
enrollment of students.[9] The Moores cited studies demonstrating that
orphans who were given surrogate mothers were measurably more intelligent,
with superior long term effects - even though the mothers were mentally
retarded teenagers - and that illiterate tribal mothers in Africa produced
children who were socially and emotionally more advanced than typical
western children, by western standards of measurement.[9]
Their primary assertion was that the bonds and emotional development made
at home with parents during these years produced critical long term results
that were cut short by enro

Some collected thoughts on building meaning and happiness in life.

People are like trees that need roots to keep from falling over in the storms of life. Those roots come from all sorts of relationships to people, places, ideas, causes, experiences, and so on. When we lose a root (a relationship), sometimes we can grow another. People with shallow roots are more likely to fall over from a storm of life -- but some storms are worse than others, and sometimes trees fall over for no obvious reason.

The book "Descartes' Error" is about how emotions underlie all "logical" thought.
http://en.wikipedia.org/wiki/Descartes'_Error

Happiness (and meaning) in life comes from various directions:
* sensuality
* helping others
* a sense of "Flow" in what we do, even if it is "hard fun"
* human relationships, including parenting
* humor
* creating things we love, and maybe even destroying things we hate (a tricky thing)
* preserving a pattern important to us
* probably many others?
The first three are from this guy's book "Aging Well":
    http://en.wikipedia.org/wiki/George_Eman_Vaillant

But watch out for progressive desensitization and "The Pleasure Trap":
    http://www.amazon.com/Pleasure-Trap-Mastering-Undermines-Happiness/dp/1570671508

Addictive-looking behavior otherwise often has more to do with the environment than the person:
    http://en.wikipedia.org/wiki/Rat_park

How we look at time has a lot to do with happiness, too:
    http://www.ted.com/talks/philip_zimbardo_prescribes_a_healthy_take_on_time.html

It is often better to build on strengths than try to eliminate weaknesses:
    http://en.wikipedia.org/wiki/Positive_psychology

Alfie Kohn has a lot to say about eliminating competition and grading from our lives:
    http://en.wikipedia.org/wiki/Alfie_Kohn

Good sleep, pleasurable exercise, a relationship to nature, education-on-demand instead of education-just-in-case, and eating right help a lot:
    http://www.mayoclinic.org/feature-articles/levine-office-of-future.html
    http://www.chrismercogliano.com/childhood.htm
    http://www.newciv.org/whole/schoolteacher.txt
    http://www.honestfoodguide.org/

Solar panels and a basic income are ways forward towards a happier global society:
    http://en.wikipedia.org/wiki/Nanosolar
    http://en.wikipedia.org/wiki/Basic_income