Terry. Thanks for inviting me to read this with you.

Two phrases in this paragraph captured my attention. 1) "we have students engage" 2) "we are giving them"

To me, this is tops down thinking. Shouldn't the goal be that students are asking for help from formal and informal learning mentors to help them engage in places and around ideas that interest them?

Here's a concept map that I shared with my #clmooc friends in a 2015 blog article. This shows that kids living in affluent areas face many of the same challenges as kids living in areas of concentrated poverty. The difference is that most of the affluent kids have more extensive support systems.

In a second article I include a graphic of the United Nation's Sustainable Development Goals, along with my race-poverty map.

Many of those in this conversation teach in schools with affluent kids. Some teach in high poverty schools. As you think of the impact of the 2016 election, and race and poverty in America, or the world, think of roles kids in affluent of poverty areas could take to help build information libraries and actively educate peers, parents and others about issues affecting kids in poverty or kids around the world living in areas of need. Think of roles they can take to support kids with disabilities, differences, different religions, etc. As English teachers there are so many roles you and your students could take that lead to a future that is better than the trajectory that we are now on.

Teachers should not shoulder this struggle on their own. I've focused on non-school, volunteer-based tutor/mentor programs for 30+ years because they offer places where other adults from the community can take a role in shaping the future of kids, with, or without, participation from the schools these kids attend.

This graphic (see article) visualizes the many forms of learning that can be included in well-organized, on-going non-school programs. Sadly, too few of these exist in most high poverty areas...where kids have fewer naturally occurring resources made available by more affluent parents and communities.

In many of my blog articles, and in conversations with my #clmooc friends, I've emphasized roles that youth and teachers could take to identify and support existing non-school programs, and to help new ones form where needed.

In doing so a bridge between schools and non-school and community could grow, offering more support to kids, and requiring less total investment from teachers.

Thanks for making this conversation open to all.

I'm not a classroom educator, yet I've worked for more than 40 years to help disadvantaged kids get the adult support and learning opportunities needed for each to move safely and successfully through school and into adult lives.

I read the entire article, and all the comments, before coming back to the top to insert some comments.

First, the election was 2 years ago. As I write this many are holding our collective breath in anticipation of the Nov. 2018 mid term elections, with hopes of putting control of Congress, and this President, back in the hands of responsible elected leaders. What happens if that does not happen? What happens if it does? Nov. 6 is just a landmark on a long journey.

Second, I've attached a graphic that I put in a blog article that I wrote in Nov. 2016, right after the election. In that article I included a 1992 Chicago news story about the murder of a 7-year-old boy as he walked to school. Thus, for many kids, trauma has been a daily part of their lives for decades, not just since 2016.

Third, I used a map in this and many of my blog articles. We need to be thinking of the different needs of kids in different parts of the same city, and the same country, and the world. We need to be thinking of "who" is in the conversation, and who still needs to be drawn in.

POTUS45 ( I refuse to use his name) has dramatically, and rightly, raised the fear level of many, but the need for educators and others to find ways to address the social-emotional and human needs of kids living in poverty, or on the fringes of society, have been with us for a long time.

I hope you'll read the article.

I read this full article last week, then again today, as many more comments have been added. The beauty of the Arabic language, and it's structure as well as the unique formation of it's written words, interests me.

I had studied the Korean language for a year in the late 1960s as part of my military service. It's characters are logical, once you learn them.

So I did a quick Google search tonight to find articles about learning Arabic and found this one. It was written in 2005, but I think it might be interesting to some of those reading this.

As I've been reading this article I thought of the graphic I attached below. It show a role of an intermediary, such as this writer/translator, who is trying to connect people from many different backgrounds with the lives, and stories, of people living in places with so much suffering and horror in their lives that it's almost impossible for the reader to comprehend.

I used this graphic in an article on my blog about network building. I think what I'm writing applies in how readers of this story can share it, and similar articles, in an on-going effort to enlist the interest, empathy, compassion and actions of others.

I got a bit confused as I read this article. The use of the first person "I" seems to sometimes refer to the writer/translator, and other times seems to be the words of whom ever wrote the story or article that is being translated, which seems to be a collection from many different writers.

My confusion does not take anything away from the power of the article and the huge suffering it conveys.....or from the hope and determination to survive that is conveyed through the stories.

The actions of a learner, to seek out, to read, to listen, to experience, to form a personal learning network #PLN, must become habit, built over time.

As this happens, something needs to engage that learner with specific sections of the world wide library of stories that are available and constantly expanding. The tragedy in the Middle East is just one of many that needs an audience of growing learners.

The #unboundeq event is an example of how this can happen.

I came to this article via the Twitter #unboundeq thread. I first read all the annotations, then have read through the article up to this point. So far I've not offered a comment. The story is too powerful. Yet here is a place where a comment is deserved.

Because of Twitter I and many others from around the world, who are not the traditional media, are reading this story. If we Tweet and ReTweet, and point to it from our blogs and other media, we give attention to the individuals who may never be considered important enough for a traditional reporter to capture in their own stories.

Furthermore, few reporters can tell this story with as much power and emotion as this writer has done.

I've been following the discussion of this article on Twitter, and have read the posts added since I put my own comments in yesterday. The ideas about challenges facing youth in poverty prompted me to create a new concept map, which I've attached.

I posted this at the bottom of a 2015 article that I'd posted following a #clmooc discussion of Race-Poverty-Inequality.

Now that I've read through this I look forward to reading comments from others. While I found this interesting from a historical perspective, I'm curious in learning how this fits into what others are doing in 2018.

Harlem Children's Zone - (https://hcz.org/)

This is still true. Maybe more than before. Most education reform efforts focus on schools, teachers, principles, etc. Discussions of school funding talk about tax dollars allocated per pupil, but don't take into account the value of the community and family supports available to some kids and not others.

Descriptive way of saying that kids in affluent areas are surrounded from birth with a richer diversity of experiences and aspirations than are those born in poorer areas.

The world has changed dramatically since these men were writing.

I read some "cost of poverty" studies in the 1990s that showed that there is a difference between being poor, and being poor without hope. The higher costs come from this second group. In this blog article I point to some other articles where "hope" is discussed as the "secret sauce" to learning and success in life.

Robert D. Putnam wrote a book titled "Our Kids: The American Dream in Crisis" a few years ago, describing how rich and poor kids are growing up in different parts of every community, leading to greater advantages for kids of the rich and greater disadvantages to kids of the poor. This link points to a series of articles where I referenced the book.

As I am reading this I wonder how many others who are reading this also read the "Deschooling Society" paper by Ivan Illich, which was posted for annotated reading last spring.

I started leading a volunteer-based tutor/mentor program in Chicago in 1975 and continued doing that through mid 2011. I have always worked with youth in non-school programs that operate during the hours after school and after work.

In addition, I've thought of the role of volunteer tutors and mentors, of organized programs and of schools as part of a network of on-going support that helps kids move safely from pre school through formal school years and into adult lives. I've used this graphic often to visualize this idea. Here's a 2010 article where I used it.

Simon Ensor posted this paper on Twitter on 9/7/2018 and I've set it up on Hypothes.is so it can be collectively read, highlighted, and annotated.

I read this full article using the version Terry Elliott had market up. His highlights helped me focus on key points in the article.

US elections in 2018, 2020 and beyond are critically important.

If one city innovates a way to collect and share data other cities should be able to borrow and update, using open source agreements. If one city shows promise in solving a problem other cities should be looking for ways to apply that idea, with improvements, in their own city.

Unless people within each city are reading reports like this and looking at the data, this collaboration and learning is not likely to happen very often.

Recognizing city leaders who collect this data and share it regularly via web sites, social media and personal speaking opportunities might be one way to encourage others to do the same.

I've piloted uses of concept maps to show range of support kids need as they move from preschool to jobs. The SDGs indicators can show some of these but city leaders need to be committed to the work and resources of making these supports available in every poverty neighborhood, and keeping them there for decades. See map in this article.

By collecting information about Chicago Tutor/Mentor Programs and mapping locations as overlays to where needs were most concentrated (e.g. poverty areas) we intended to show change in availability and number of youth served, as well as number of volunteers and changes in funding, over a period of years. We were never able to build the financial strength and partnerships needed to do this. Just maintaining a database of existing programs and a map platform to share this has been an almost insurmountable challenge.

When I created Tutor/Mentor Connection in 1993 we developed a 10 step strategy, that became 4 steps within a couple of years. We looked for private sector support because of the transcendent nature of political leadership. That has been difficult to find for me, and may be difficult for SDGs, too.

One way to get involved with this is to connect on Twitter, LinkedIn and Facebook with others who already focus on these issues. I'm @tutormentorteam on Twitter and regularly reTweet posts from SDGs.

For those who focus on "making America great again" being 45th in the world should be a motivator for work that needs to be done. This should be a unifying message, like putting a man on the moon, that people from all parts of the country might support.

This "roadmap" for Chicago region was released in early 2018 by Chicago Metropolitan Planning Council. Not sure that it made any connections to the SDGs effort.

This is challenge for data scientists as well as leaders and funders.

Since forming Tutor/Mentor Connection in Chicago in 1993 I've tried to connect people with information and each other, and with maps that focus attention on poverty areas in the entire Chicago region. See article.

OneNYC web site.

This seems counter to the commitments of the current US president and his administration.

This might be something tech volunteers who gather in events like ChicagoHackNight could investigate.

I use concept maps to show multiple indicators and reasons to be involved in helping youth tutor/mentor programs be available in all high poverty neighborhoods. See article.

I've posted many articles on this blog that focus on the poverty and inequality in Chicago and other cities.

this is path for US to become a third world country

These are long term problems. Maybe the UN focus will motivate more leaders to share knowledge and find solutions.

I urge SDG organizers to create participation maps showing who is reading articles like this, and who is connecting in on-line information sharing. Use in analysis of "who's here and who's not". I point to this Connected Learning map in this article.

I'm following #TeachSDGs @TeachSDGs on Twitter and encourage people from Chicago and other cities to do the same.

In June 2018 I read an article that suggested that the SDGs are undermining democracy by not focusing on issues of democracy and human rights. As you read this report keep the thoughts of this article in mind.

This was my goal in creating the Tutor/Mentor Connection in 1993.

More than 85% of US population live in cities, with over 66& living in largest 100 metro areas.

I created a "race poverty" graphic a couple of years ago and combined it with SDGs graphic last spring. See article.

"US cities home to 85.5% of population" reinforces why I've focused efforts of Tutor/Mentor Connection on cities.

As I've seen SDGs mentioned on Twitter most of the focus has seemed to be in other parts of the world. I've been focusing on poverty in Chicago and other US cities for more than 20 years. Here's one article from my blog, that points to a 1993 Chicago SunTimes article.

For past two years I've been using Hypothes.is to read and comment on articles related to education. I've found this to be a powerful tool and have suggested that it be applied in other issue areas. The UN Sustainable Development Goals report for US Cities offers that opportunity.

I invite others to join in.

I think someone should research the type of digital learning that was available to the students of Marjory Stoneman Douglas High School in Parkland, Florida who seem to be using all sorts of digital literacy tools to take the lead on student engagement in the #GunReform movement.

How they built the skills they are demonstrating would be a useful case study.

Identifying schools and non-school organizations around the country with similar learning experiences would also be valuable.

I've been following a #World GEOChat on Twitter.

The ideas they share would be valuable for the #clmooc type educators while using Hypothesis and reading articles like this would be valuable to them.

What and how teachers teach and students learn has so much greater potential than just what happens in the classroom.

Current events show how important this is.

I just do not agree with this. By embedding the Bill Moyers article and other links you've said "learn from what others have done in the past" which I do agree with.

I feel we need to find a way to build web libraries with this information and motivate people, starting at an early age, to spend time reading and discussing this information.

Earlier in this paragraph you said "We need..." then you conclude with "We will save ourselves."

Finding the resources that provide the "we need" stuff is essential to enabling the "we will save ourselves" stage.

I don't see this conversation.

Have you read Robert Putnam's book "Bowling Alone"? Here's a video that introduces key points.

I've been collecting links to articles about network analysis for about 10 years and attempted to do some to understand participation in conferences I've hosted in the past. This image is from one effort. See it in this article.

So far, I don't find many efforts to map participants in events and movements, to see who's there, and who's missing, or to show growth over time.

I think this type of analysis is critical to understanding and guiding movement growth.

In the Bill Moyers article the "powerholders" that he described then are the same power holders we face 40 years later.

We've still not figured out a way to change how these people use their power. Something fundamentally different is needed, but what is that?

I hope people take the time to read this. I added it to a sub section of the Tutor/Mentor web library that includes links to articles about political organizing and resistance to unfair government.

I think we need to take a longer view of seeing how this plays out...maybe five, ten years or longer.

I think I've heard it said that "Democracy is a pretty inefficient form of government, but it's better than the alternatives."

Must be difficult to hold progressive views in area dominated by conservative POV. My situation is opposite. Illinois and Chicago are vast majority Blue POV. However, this means my vote may do little to influence national policy.

Merri Dee, a Chicago TV personality, gave me this slogan in the early 1990s and I've used it ever since.

If it is to be, it is up to me....and you."

The challenge I see is that there are literally thousands of people building platforms and inviting people to join in an effort, on their platform, to create a better world. Here's a Living Bridges Planet group that I connected with on Facebook in 2011.

The challenge is that going to someone else's platform, takes you away from the work of building your own platform, which is how you're trying to generate income to do this work and stay involved for the long term.

Until the platform generates income for everyone who participates, it will be difficult for it to attract and retain the type of on-going involvement that is needed.

In this page on my planning wiki you can see how I've described a platform that would serve as a crowd funding site for each of the organizations using the platform.

My organization was severely hurt by the financial meltdown that started in late 2007. In 2011 this led the Board of Directors to discontinue support for Tutor/Mentor Connection. I formed Tutor/Mentor Institute, LLC to keep it going and try to help similar structures grow in other cities, but have never found the financial support needed to do this.

I created the wiki in 2011 as a sort of open business plan that anyone could use to understand where I've been and where I'm trying to go.

I don't find this type of open thinking in many places since anyone could go onto the site, see what I'm doing then apply the ideas themselves, without ever telling me or compensating me.

Since my goal is that these ideas be implemented, I guest I can live/die with that if someone else does more with these ideas than I've been able to.

I wrote this article in 2005, describing a "new operating system that is needed".

The challenge I have never solved, which you and anyone else who wants to try, is to find a benefactor who will support your vision with a consistent, on-going, flow of dollars so you can recruit the talent and commitment of others to help build and maintain the platform you're describing.

That's exactly what I've been trying to build for nearly 25 years. see article

I've been reaching out to Chicago and international universities for nearly 20 years with the goal that one or more would adopt the Tutor/Mentor Connection, support it via student and alumni involvement, and teach students to lead the process as careers. see article

This is exactly the purpose of the web library I've been hosting since the late 1990s. Links in the library can be accessed by anyone from anywhere. see article

In addition, the library is an effort to break down silos. Each site I point to is a hub, hosting its own information, and often, links to many others. The people who work in these organizations are part of many networks.

In some ways each of these is a Front Porch.

I point to more than 2000 links. Just by doing this I am connecting them to each other and encouraging them to connect in more ways than they do now.

I'm annotating your article to offer my ideas, but also to demonstrate the use of Hypothes.is as a tool for group learning. See more examples of this by looking up #MarginalSyllabus on Twitter, then scrolling through past Tweets.

I think one of the habits that needs to be learned is an old one. People need to spend time on their own, reading, thinking, reflecting and building a deeper understanding of issues, opportunities and solutions. I wrote about this in this 2012 article.

One sub section of the Tutor/Mentor Library focuses on collaboration, innovation, knowledge management, visualization, etc. These are things new leaders need to understand and apply to solve complex problems. See article.

Here's a cMap visualizing talent needed...in every movement. Finding and keeping this talent involved, as volunteers, or as paid staff, is difficult. See article

Have you looked at Chicago's OnTheTable event, organized each May for past 5 years by Chicago Community Trust?

Thousands of people meet for breakfast, lunch or dinner and talk about issues of Chicago that are important to them. You can find recaps of previous years on the web site.

What you can't find is evidence that these are serving as the type of on-going Front Porch discussions I think you are describing.

I'm sure this type of activity is taking place in many locations. Would be great to find data mapping this.

Clay, thus far I only see this as a huge vision with no proof on a large scale that it can do what government is failing to do.

I've been part of on-line groups that started as cMOOCs in 2012 and 2013 and continue today. This article describes this network growth.

In it I embed a cMap that I keep updating, pointing to conversations on Twitter that I'm following. Getting people from each of these smaller groups to connect and interact with people from other groups is a goal.

See what I wrote above about book titled The Starfish and the Spider. I point to it from this page on my web site.

I agree with this. Making it happen is a huge mountain to climb.

I've used maps since 1993 to visualize all of the different places in Chicago where kids need extra support from organizations such as tutor/mentor programs. I can't imagine any movement that can ever fully succeed that does not use a map to either show all the places where something needs to happen over and over for a long time, and to show "what is happening in what places" from year to year. The graphic I've attached is part of this article and visualizes the planning process that leads to filling map areas with needed programs and keeping them there for man years.

At the right is a "map". At the far left is a box that talks about the need to build and sustain public will. This is too often not included in the up-front planning.

This graphic visualizes a goal that many want to achieve. "All kids move safely through school and into jobs and careers." At t he bottom of the graphic is a knowledge base and steps that need to be repeated over and over to bring people together. See article.

They are people who recognized a need and decided to step forward to try to do something about it.

I recommend a book about movements and the strength of decentralized organizations titled The Starfish and the Spider.

I point to that book from this page on the Tutor/Mentor Institute, LLC web site. The final chapters of the book talk about platforms such as eBey and Wikipedia that support millions of users. I think movements need this type of support.

I use concept maps to visualize complex problems. In this one I show that people in poverty face many challenges that need to be addressed. In any movement someone needs to be mapping this complexity so that others can adopt different parts of the problem, which each offer their own complexity.

I've used graphics like this for 20 years to emphasize the 12 years it takes for a youth to go from 1st grade through high school, and another 4-8 years after that to be starting a job and career.

This is the focus of the first half of this article.

If the job they want to do is dividing America, keeping White people in positions of power, etc. I hope they prove to be inept if they get elected.

Some of DT's cabinet members have proven to be pretty capable in the work they are doing...even amid the corruption.

Clay is from Billings, Montana the largest city in Montana, with a population of 110,323. I'm from Chicago with a city population of around 2.7 million and a regional population of close to 9 million.

I've been following, reading and commenting on articles by Clay Forsberg for a couple of years. When I read this article I had so much to say that I decided to set it up in Hypothes.is and add my comments in the margins.

I hope that my demonstration of using Hypothes.is to annotate and comment on this document will encourage others to post their own work for group reading and discussion. It's one way to build the community of support needed to address the issues in this paper.

This article was written in 1995 about the Tutor/Mentor Connection. Read this blog article where I include a presentation created following my participation in 1997 Presidents' Summit for America's Future.

I was never able to build on-going philanthropic and civic support for the T/MC and was negatively impacted by the loss of the Montgomery Ward Corporation as our major supporter when they went out of business in 2000. I'm offering the T/MC as a base that others could build on to do this work better over the next 20 years.

I hope my articles and visualizations, and uses of geographic maps, will inspire others to use these tools to communicate their own ideas and strategies.

I've posted my graphics with links to blog articles with a similar hope.

I've been following Dan Pallotta since I read his book "Uncharitable" in 2012. While he focuses on the broad social sector I feel that there are such great differences that there needs to be an effort to connect like-kinded organizations in efforts that help overcome the challenges they face. See article.

I've used graphics like this to visualize the need to connect many in on-going efforts to build and sustain needed youth services that reach kids in all high poverty areas. Those who need to be in the conversation extend far beyond just the staff and leaders of tutor/mentor programs. See article.

In 1994 I was able to launch a partnership with the Lawyers Lend A Hand Program at the Chicago Bar Foundation, intended to raise general operating dollars to fund volunteer-based tutor/mentor programs throughout Chicago. While the grant pool from 1994 to 2006 was never larger than $50k and grants ranged from $500 to $2000, with one larger award, a huge award from the Chicago SunTimes in 2006 increased the annual grant pool to over $200k a year. Unfortunately leadership changes from 1999 through today led to an end to this partnership and a reduction in the scope of this effort.

However, when it operated it helped us gather information about existing tutor/mentor programs (required in the grant proposal) and helped motivate programs to connect and share information in the May and November Tutor/Mentor Conferences my organization hosted in Chicago. It's a model that I kept promoting with the goal that other industries and professional groups would adopt it. See article.

I feel intermediaries need to be doing four things concurrently. Donors need to support such work. See article.

If donors truly want non profits to have an impact they need to provide enough fuel for the entire journey. See article.

Yep.

In the 2018 Grantmakers for Effective Organizations Conference held recently I heard on call for 10 year operating grants. Here's one of the blog articles that summarized the conferences.

Yes! Yes!

Yes!

What are all the things we need to know and do to accomplish this? Building a knowledge base, attracting learners, etc. See article.

I referred to this earlier in my "drain the swamp" message. Non profit leaders are forced to compete for scarce resources with makes it almost impossible to contribute time and talent to networks and movements.

Imagine if Thomas Edison had not have on-going financing to do the thousand experiments needed to create a working light bulb, or then to create an energy industry to light up the world. Finding that type of on-going support for social innovators has been my long-term goal. See article.

This has been my deepest wish for nearly 28 years, since first forming the Cabrini Green Tutoring Program, Inc. NPO in Chicago in late 1990.

In this article I point to a pdf that I created to try to visualize this multi dimensional challenge.

This cMap visualizes a process that needs to be adopted by many in the social, philanthropic, business and faith sectors. See article.

If we can create information libraries that show where problems are concentrated and what types of services are in those areas to try to reduce the problem, then how can we motivate donors to shop and choose who to support, and how much, based on information in these libraries and information on program web sites?

If just 10% of foundations took this role it could lower the costs (emotional and financial) of non-profits seeking support, thus helping keep talented leaders in the jobs longer, and helping build organizational knowledge and capacity.

In the model I have been advocating volunteers, donors, clients, and other stakeholders in a service area all take roles of trying to attract needed resources to needed service organizations in targeted areas.

It should not be the sole responsibility of the non profit CEO and her volunteer board to attract needed resources and develop high impact programming. See graphic in this article.

I've been collecting articles focusing on challenges facing non profits since 1990s.

The big challenge is motivating more people to read and respond. I wonder how many will take time to read this article and annotate it as I have.

I've used this image often to draw attention to the systems thinking needed to solve complex problems over a period of many years.

It's used in this article with a headline of "What if 1 % of election funding were focused on problem solving?"

This article focuses on building learning organizations.

I've written more than 230 articles since 2005 that I've tagged with "learning".

If group of philanthropists wanted to spend time learning from this, it's available for FREE.

If we're talking about all the things we need to know, and do, talent development would be high on the list. Here's one article where I focus on this.

The image below visualizes the organizational infrastructure that is needed to support on-going youth serving organizations. In this article I talk about the role of intermediaries in helping draw resources to an entire sector of youth organizations. Part of this involves focusing on talent development...at the high school and university level, not just within individual organizations.

This describes my own weakness. I can recall a couple of situations where the donor talked up my ask from a few thousand to $40-$50k a year.

My goal has been to find ways to engage volunteers, donors, business people, policy makers, etc on an on-going basis, with the goal that each contributes to the success of an endeavor, based on who they are, how much they care, and what they are willing to do. See graphic in this article.

Yes! I worked in corporate retail advertising for 17 years. We spent over $250 million a year to draw customers to over 400 stores in 40 states, while other functional teams at the corporate office worked to help each store be great at serving these customers.

With the Internet I feel the web site of an organization should be the proposal. Volunteers, donors, media, service recipients, etc. should be educated to shop these sites and choose orgs to support based on what area they serve, what work they do, what information they show on their web sites.

This "Shoppers Guide" pdf is one presentation that focuses on this.

Again, this is not new. In 1990s a young entrepreneur visited my office and I walked him through the Tutor/Mentor Connection strategy. He told me "I like what you're doing, but I want to start my own thing."

Without a shift in mind-set from intermediaries and funders, small community based organizations will never have the consistent, flexible funding, needed to enable them to participate in collective efforts on a long-term basis.

Furthermore, these efforts will always suffer from on-going turn-over of key people who do participate.

I used this graphic along with the "can't drain the swamp because I'm up to my neck in alligators" phrase in this article.

In the 1990s more than one youth org leader said to me "I love what you're doing and if I ever get my own house in order, I'll help you." I walked away knowing they'd never help because they can't solve the problems they face on their own. That's still true today.

This entire paragraph is critically important and highlights role Tutor/Mentor Connection has tried to play since forming in 1993. The graphic I've attached reflects many roles that I feel need to be taken. It's from this article.

I have faced this on a smaller scale. While my organization raised over $6 million in 18 years, it was through mostly small grants of under $30,000 and individual donations. Thus on the few occasions when we did receive one-time gifts of $50k, the challenge was how to find that same investment the following years so that whatever we built with the first donation could be sustained.

I'm one of those. I did not anticipate the 2008 meltdown, either in my personal finances, or in it's impact on the non profit I was leading.

I'm not certain what I could have done differently since I was working with a pretty dysfunctional board of directors who did little to help with fund raising. I accept blame for that.

While there are many intermediaries and consultants who provide training, host conferences and networking events, and support collaborations, such as the collective impact initiatives, I find few who strategically focus on drawing needed resources directly to organizations in their networks, which has been a strategy of the T/MC since it was started. Here's one article that includes t his graphic.

yes

I think this has been happening since the late 2000s as the middle class has faced more and more financial challenges.

I am jumping to solutions with this comment, but what if a large, and on-going public education campaign tried to disconnect the "act of giving" with "choosing a 501-c-3" to support and with the benefit of a "tax deduction".

Small donors giving $250-$100 don't get much of a tax break anyway for such donations. Why not try to remove the mental and emotional connection.

Support a cause because it's the right thing to do, and it's in your own self interest.

Smaller organizations have always had more challenges finding and keeping donors. That's why I created the Tutor/Mentor Connection.

This has been a problem. Will get worse.

Since I've already read this article once, I can say that I've not found maps anywhere. Why are these important? Because while this discussion already identifies severe and complex challenges, the problem gets even bigger when you look at a map showing poverty areas in a region, and start talking about how EVERY organization has the same problems and needs. Helping a few does not do much to strengthen the entire system.

I've used maps in hundreds of articles with the goal of influencing the adoption of spatial thinking. Here's one.

This need has always existed. The current climate is making the need more visible, and more urgent.

This is sad. Not sure how true it is.

The graphic I've attached points to two lists that I maintain on Facebook. One points to more than 150 Chicago youth serving organizations and the other points to 20-30 intermediary organizations. I share it in this article, where I point to the recent Grant Makers for Effective Organization's conference.

I've been trying for 25 years to draw all of these groups into on-going conversation. While I hosted Tutor/Mentor Conferences in Chicago every six months from 1994 to 2015, I've been committed to using the internet as a meeting place since first learning about it in the late 1990s.

It's been broken for a long time.

I created this graphic in the 1990s to visualize the goal of drawing consistent support to all organizations supporting youth in Chicago who include some form of volunteer-based tutoring and mentoring in their strategy.

The challenges the writer is talking about have been with us for a long time, and may get worse.

Having led a small non profit for 25 years I'm acutely aware of how difficult it is to generate consistent, flexible operating revenue to support on-going operations and growth.

I created Tutor/Mentor Connection in 1993 to try to influence the information available about tutor/mentor programs in Chicago, with goal of creating more attention for programs in every neighborhood, and a better flow of needed talent, technology, ideas and dollars.

I've used maps since 1993 to show where help is needed, based on indicators such as high poverty concentrations, and to show the inequity that exists between rich and poor neighborhoods of Chicago.

The graphic I've attached can be seen in this article. It visualize the goal of people from many sectors discussion the complex problems facing Chicago while focusing resources and solutions to specific areas where this help is most needed.

This article, includes the image below. We need strong organizations in all high poverty areas. Each needs strong leadership and support and consistent funding. Networks need to support the growth of such programs in defined geographic areas.

This is message I've delivered in many ways since forming the T/MC in 1993. Here's one article where I include a "Tipping Points" PDF along with the "influence" graphic shown here. We need to influence what resource providers do, not just what non-profit and social sector organizations do.

I've been building a research and learning library since 1970s and accelerated this growth when I created Tutor/Mentor Connection in 1993. We started putting this library on the Internet in 1998 and have added to it often since then. One section contains articles focusing on challenges to non profits. I've added this article.

I read this yesterday and decided to go back today and highlight and annotate sections that resonated with me and related to work I've been trying to do via the Tutor/Mentor Connection since 1993.

Like the writers, I also hope more people will read, discuss, reflect and then react in ways that build stronger, more flexible, and on-going operating support for youth serving organizations in all high poverty areas of Chicago, the US, and the world.

On the CLMOOC web site where this paper was introduced are a set of questions. These included:

• What do you think is wrong with our educational system? How does Illich answer that question?
• How might CLMOOC be an answer to Illich’s critique? Are there other answers?
• How might you change your practice in the light of Illich’s writings?

I think many might have criticism of the education system, but doubt that many will share the views Illich has expressed.

Maybe. Maybe not.

This idea has been driving philanthropy and social investment since the mid 1990s.

I started to read the next section, and had to look up definition of Epimethean.

Here's what I found: "In Greek mythology, Epimetheus (/ɛpɪˈmiːθiəs/; Greek: Ἐπιμηθεύς, which might mean "hindsight", literally "afterthinker") was the brother of Prometheus (traditionally interpreted as "foresight", literally "fore-thinker"), a pair of Titans who "acted as representatives of mankind" (Kerenyi 1951, p 207)."

Someone who lives in past, or looks at the past? As opposed to "forward thinking". Need help here.

Maybe reading next section will clarify this.

Those launching cMOOCs and/or on-line Twitter or FB chats are taking this initiative.

Is he speaking to #clmooc? Putting this, and similar documents, on Hypothesis.is for reading, annotation and discussion is just one step that is needed.

The system he's describing somewhat parallels the 4-part strategy I've created and followed since 1993. Part 1 is collection and organizing information. Part 2 is a communications network that helps people know what's available. Part 3, which this graphic focuses on, includes people and systems that help you understand and apply info collected in part 1.

He talks about "the wise student" and "the motivated student" often. What happens to the "less motivated" or "less wise"?

This describes #clmooc and similar on-line communities.

I think this is the goal of the Community Schools Initiative.

I've used this cMap to show resources & supports kids need as they move through school and into adult lives, with jobs that enable them to raise their own kids free of the challenges of high poverty.

When Illich says "from their earliest age" ![] is he thinking pre-school and elementary school age (up to age 10-11)?

I feel the motivation and ability for someone to seek out others to find ideas, or help with learning, or with life, is a learned skill, and not something that is present in many adults. How is this skill, or habit, learned by youth at "earliest age"?

In the 1990s I connected with the Time Dollar institute, which now is called TimeBanks USA. https://timebanks.org/

a mentor, tutor, coach, etc?

I think mainframe computers were widely used in 1970, and that an internet existed that was used to connect people from different colleges with each other. May have been used by military, too. Is that were he is drawing his vision for use of technology from?

1. access to resources at any time
2. enable connection between those who want to share with those who want to learn from them
3. support the sharing of ideas

What it should be is defined by what it should not be.

I keep looking for examples where people are trying to do this.

How much progress has been made since 1971 toward achieving this goal?

I've led Tutor/Mentor Connection since 1993 and Tutor/Mentor Institute, LLC since 2011. I share this strategy map frequently with goal that people from different sectors of business, religion, higher education, professions, entertainment, etc. adopt the strategy and show their commitment by creating their own version of this map, with themselves and/or their org logo, in the blue box at the top. I can't point to any who are actually doing this, so understand how difficult it is to try to find disciples to support new ideas.

Early prediction of the Internet and personal learning networks.

This has become particularly acute sine the mid 1990s as teacher accountability driven by political mandates has grown.

Aren't we seeing the romanticizing of this idea in the #gunreform activism of young people following the Florida school shooting?

This is what I was referring to in my previous comment.

I created the graphic below, shown in this article, to illustrate how we start looking at one idea, but then as we dig deeper, this leads to more and more other questions and ideas. Based on the previous essays and my own 70 years of life, I believe the education system in more economically developed countries has grown as a result of industry's demand for better skilled workers. That demand is different around the world where economies are not yet as developed, but is changing fast. I hope to see concept maps done by others to illustrate what Illich is describing.

As I read these essays this article and visualization from my blog comes to mind. To create the future he was writing about in 1970 requires involvement and commitment of many people, in many places. To build and sustain a full system of supports helping inner city kids move from birth to adult lives and work, requires similar involvement.

Yet, as I read this, i'm not sure if he'd describe tutor/mentor programs as convivial, on the left, or as part of the production systems he describes on the right.

Is this the choice?

I read a fascinating book describing this a few years ago, but cannot recall the title. Did some searches, but could not find.

Looks like he'd fit in at POTUS45's EPA.

I guess he did not foresee the coming of hand held android phones.

At what point on this spectrum do we find people who use free open MOOCs to draw consumers to their books and training services? Anyone can participate, but to fully integrate, you need to buy the book.

He repeats this idea often. Jobs are created, the rich get richer, by creating services that help poor people, disabled, etc.

It's interesting that I'm reading this during a week that I also attended a session of the Parliament of the World's Religions, where a 1993 declaration titled "Toward a Global Ethic" was discussed. I finished reading this last night and some of the aspirations are similar to what Illich writes about.

Each of us responsible for developing our own Personal Learning Network (PLN). #clmooc is a structure for that, but depends on motivation of its members top exist.

Sounds like a 2018 GOP propagandist.

This idea has driven business, education, philanthropy and social sector work for past 20-30 years.

Sounds like something Ayn Rand would write.

I never tried to provide much advance training to volunteer tutors/mentors, beyond an orientation, showing the rules and where the bathrooms were, and when we meet. That's because I understand to be a good mentor, you need to be connected and doing mentoring.

However, once a person does become a volunteer, then their learning is on-going and I tried to support that in a variety of ways. The image I've attached visualizes the "service-learning" loop that takes place in on-going programs. Here's the article.

I created this graphic to show that violence prevention needs to start with pre school and continue until a person is an adult and working. It's life long. Here's one article where I included this graphic.

His ideas are taking shape at the height of the anti-Viet Nam War period.

I've recently seen some articles and videos focusing on the idea of "decolonizing the mind" which refer to how people in former European colonies have been brainwashed to view life from a Western perspective, and are now involved in efforts to change that, creating local histories, cultures and credentials that emphasize local values. Here's one writer.

Is this the #clmooc community, and other education groups who I find on Twitter?

Wonder what he's say about teacher strikes now taking place in different states.

Anyone still using these?

Just starting third section and keeping in mind that this was written in 1970-71 with ideas generated in years prior to that. Much has changed, especially the costs of higher education! That would make this claim more true in 2018 than when he wrote it.

OK. I'm ready. Can't wait to read what's next.

Why does he only focus on Western culture? Are the systems of educating and raising children in Easter cultures so much better? Or different?

If he were writing about religion I suspect he'd say the same, with the same thought in mind. That is that the "system and those who earn a living from it seek to perpetuate it and make it grow."

He makes strong claims based on what evidence?

I'm starting the second essay, and stuck on the first word. Had to look up the definition. Here's a Wikipedia article).

I've used the #clmooc maps to initiate a discussion of participation, and "who's here" and "who's not". Some type of tools would need to be developed to know if this type of learning process was actually reaching and including people in all margins of a geographic area. Otherwise we could see a crowd of activity, and still be not including large portions of the population.

To me, this describes an organized, non-school, tutor/mentor meeting site. I was the facilitator helping make this site available to youth and adults.

The "unexpected question" might be the Tweet which announced this article for collective reading and annotation which has opened new doors of learning for myself, and hopefully for others.

I led non-school tutor/mentor programs from 1975-2011. Here's an article describing efforts to influence student aspirations. The logic was that if we could send kids to school every day more motivated to learn and able to demand support from their teachers, teachers and schools would have more success in teaching.

I don't find many writing about non-school tutor/mentor programs this way.

In 1999 while attending a conference in Oregon I hear a speaker talk about "aspirations" as a condition for student motivation. For many years prior to that I'd recognized that motivated students were more successful learners than non-motivated, and that the challenge we face was figuring ways to motivate the un-motivated masses. Here's a link to the Center for Student Aspirations.

Wasn't the Department of Education established as a cabinet position a few years following this?

Must be an awful lot of educators squirming in their seats as they read this.

Reminds me of how much money colleges spend telling how important a college education is.

He made this claim in 1970?

Is this where George Bush's "No Child Left Behind" came from?

I've used this graphic in articles like this to illustrate the point he is making.

I've used this graphic since 1990s to show youth as center of community of support, not the school.

interesting

The benefits of advertising and mass communications.

A volunteer once said to me "so you're trying to duplicate what rich kids have in their neighborhoods". I said "yes". As much as possible. I wrote about that here.

charter schools?

I point to Robert D. Putnam's book, "Our Kids: The American Dream in Crisis" from this and several other articles on my blog.

In the book he discounts the impact schools have and focuses more on the communities surrounding schools and the different advantages and supports available to rich kids vs poor kids.

He makes a strong claim here.