ELR Editor’s Genealogical Scripting

 

A man sitting at a table in front of a computer.

 

This picture was taken in 2005. In the interests of full disclosure here’s a video created by the Statesboro Herald showing what I look like now (February 19, 2020) in context with the members of the Southeast Georgia Scottish Heritage Society carrying in the haggis at our 17th annual Robert Burns Supper at the Forrest Heights Country Club (https://statesboroherald.cdn-anvilcms.net/media/media/2020/02/15/media-6478/ren-6682/1351620000001-100020/SHR_21420.mp4Ann).

I start off this family scripting article with a bit of transactional analysis theory explaining how I view the process of family formation and functioning, having become a certified transactional analyst. If it bores you skip down about ten paragraphs to get into the meat of the what, when, and where’s of my family history that actually happened. If the TA theory interests you read my book Born to Learn: A Transactional Analysis of Human Learning  that is described in the Effective Learning Publications page posted on the masthead of this blog at the top of this page.

My father’s name is Richard Gathright Maury Stapleton and my mother’s name is Ida Belle Coston Stapleton. My grandparents’ birthright names are Sidney Clay Stapleton, Katharine Gathright Maury, Elbert Harry Coston, and Darlie Brown Walker.

Frank Parker, a Statesboro, Georgia hobby genealogist, located all my great grandparents bearing the Stapleton, Coston, Maury, and Walker family names, however many times removed from me in every generation, including basic data for each one such as name, date and location of birth and death, marriages, and offspring in North America, also including anecdotal information about the quality of life some of them had, filling three thick click-open three-ring notebooks filled with copied information on letter sized paper, back to before the American Revolution in 1776 in unbroken family lines. Not all of my great grandparents are mentioned in this article, just some seeming to have had unusual interesting lives. Frank said my great grandparents were easy to find, the easiest search of this type he had conducted with his computerized genealogical system.

Ego states are states of being including thoughts, beliefs, behaviors, feelings, gestures, body language, and other signals determining how people come across with others in communication episodes, whether parent-like, adult-like, or child-like, in all kinds of situations.  People switch ego states depending on who they are communicating with and what sort of circumstances they are in, whether they are parenting, working, socializing, teaching, having fun, playing Games, or whatever.  They transmit messages from three ego states in themselves to three ego states in others in pair vectors, Parent-Parent, Adult-Adult, Child-Child, Parent-Child, Child-Adult, Adult-Parent, or whatever possibility.  These transactions are especially meaningful in situations in which there is some sort of authoritarian system involved, such as parents parenting children in homes, teachers teaching students in schools, or bosses bossing subordinates in a business or political organization, which normally entail primarily Parent-Child transactions. In general however the more Adult-Adult transactions there are the better things go in families, schools, businesses, and political organizations. 

Script messages are transmitted socially and psychologically as I have shown and explained with diagrams in my books. Unfortunately I have not shown one of these diagrams in this blog, having not taken the time to get jpeg pictures of them made to get them posted to my computer desktop to download into this WordPress program. If you want to see what a transactional analysis script diagram looks like right now scroll to the top of this page and click on ELR Editor’s Daily Shares. You can see a picture of a TA script diagram in the assemblage of pictures on the left of the page.

A TA life script diagram shows the three stacked Parent, Adult, and Child ego state circles representing parent, adult, and child ego states for each parent and child. The solid lines in the diagram denote overt spoken social messages and dotted lines denote covert psychological unspoken ulterior messages.  Social messages are verbalized overt auditory messages; psychological messages are covert non-spoken ulterior messages transmitted by body language, emotional states, and after the fact positive or negative stroking as people react to situations and feel and do things.

Scripts in families are created automatically when parents transmit various messages to their children from various ego states socially and psychologically, in and out of awareness.  Scripts are life plans generally decided before the age of eight by offspring based on script messages transmitted to them by their parents and others.  Since parents by and large transmit the same script messages that were transmitted to them before they were eight years old script messages in families can remain intact for many generations.  According to transactional analysts script decisions made before the age of eight have lasting effects determining three general life outcomes:  winner, loser, and non-winner.  These decisions can be redecided and updated later in life but it’s not easy for most people. 

Psychological Child-Child ego state script injunctions are what cause the most trouble for people in their lives.  Script injunctions forbid appropriate behavior in the here and now. Script injunctions are caused by emotional and behavioral requirements created by families through time as they adapted to and coped with problems and environmental forces that may have been appropriate in past environments, but which are inappropriate in here and now more benign and hospitable environments. 

Opposing script messages transmitted by parents can put a child in a Not-OK bind in childhood and throughout adolescence, assuming a divorce has not already occurred, causing considerable trouble within a family, since the child cannot please both parents in the presence of both parents, which can put parents in worse Not-OK positions if the child makes a decision about which parent is right, increasing Not-OKness in the family system as a whole.  

What many people need is psychological permission to violate and ignore their psychological outdated obsolete family Child ego state script message Injunctions, not only to increase their own OKness but the OKness of all living members of the family system, and the OKness of Earthian humans in general, for that matter.

Two common family script Injunctions in most cultures are Don’t Think about the true nature and causes of states of affairs and Don’t Feel certain feelings, such as glad, mad, sad, or scared, when certain things happen in certain environments.

I became a certified transactional analyst in education and organizations, a CTA, after passing written, oral, and experiential comprehensive exams administered by the International Transactional Analysis Association in 1978, after undergoing three years of once-a-month training, all day Saturday and half of Sunday, at the Southeast Institute at Chapel Hill, North Carolina.

I have covered ego states and scripts in my books Business Voyages  and Born to Learn: A Transactional Analysis of Human Learninglisting common Parent ego state script messages and Child ego state injunctions.  All parents do not transmit the same script messages creating considerable variety among family scripts and outcomes.  Certain life scripts conveniently fit certain roles, jobs, professions, careers, and what have you more than others, providing fresh recruits already scripted for job openings, slots, roles, and positions in an economy, which is fine so long as the economy does not change very much.  Unfortunately in recent years in the United States the offshoring of high wage blue collar jobs to foreign low wage countries and the use of more and more automation has rendered many family scripts obsolete. 

Here are some parent and child script messages that were passed down to me by my parents, which were passed down to them from their ancestors.

Father overt Parent ego state social script messages:  Work hard and long; think; know the details; don’t make mistakes; be successful; be productive; Don’t work for anyone but yourself.

Father covert Child ego state psychological script injunctions:  Don’t be a child; Don’t Belong; Don’t be Close; Don’t feel glad or sad; Don’t be sexually promiscuous; Don’t waste time on sports and hobbies; Don’t make good grades in school.

Mother overt Parent ego state social script messages:  Obey the law; know what you’re doing; be good in competitive sports; understand things; pay your bills on time; make money.

Mother covert Child ego state psychological script injunctions:  Don’t be spontaneous or wild; Don’t be happy; Don’t be imperfect; Don’t belong; Don’t feel glad; Don’t act silly; Don’t associate with riffraff; Don’t be sexually promiscuous; Don’t waste time on trivia.      

My brother James Clay Stapleton and I have been generally successful, having been exposed to and ruled by the above script messages, him becoming a multi-millionaire entrepreneur and me becoming a tenured full professor and published author; but both he and I have suffered more from depression and psychological frustrations than most people.  There are no free lunches it seems, and there are advantages and disadvantages to almost everything, including script messages.  The major advantage to knowing about and understanding transactional analysis is that it gives you more Adult ego state knowledge of what caused the Parent and Child ego states and script messages you introjected before you were eight years old that cause you to psychologically function in organizations as they do, giving you more social control over them, enabling you to be more successful than you otherwise would have been, not only making a living, but living harmoniously with others, to live a satisfying life.  

Following are descriptions of some interesting ancestors whose lives in North America were determined by script messages that were probably similar to script messages that percolated up to me on my shoot of my branch of the family tree, contributing to the creation of the family story I present herein.

A great-grandfather many times removed, The Reverend Doctor James Maury, a French Huguenot, taught four American presidents, Washington, Jefferson, Madison, and Monroe, in a boarding school in Virginia.

A distant cousin, Matthew Fontaine Maury, a West Point graduate, a commodore in the Civil War, fighting for the South, published a book still in print, Physical Geography of the Sea.  He was a founder of Virginia Tech, retiring as a professor of physics at Virginia Military Institute, included in a Hall of Fame of great Americans in New York, among other honors, including recognition from kings in other countries for his scientific achievements.

Another distant cousin Dabney Herndon Maury, also a West Point graduate, a general in the Civil War fighting for the South, published a widely circulated book titled, Recollections of a Southerner in the Mexican, Indian, and Civil Wars.

A great great grandfather Thomas Sanford Gathright, a Confederate draft dodger who opposed the South’s seceding from the Union, was the first president of Texas A & M University, recommended for his post by Jefferson Davis, President of the Confederate States of America. Having a liberal arts academic background amid faculty and funding turmoil he was fired as president of Texas A & M after a few years and replaced by a Southern civil war hero with a more agricultural and mechanical academic background.

My father’s uncle, Richard Gathright Maury, was a prominent lawyer in his time, the youngest district attorney in Harris County history, the county in which Houston, Texas just got flooded, who once served papers in person on a golf course in New York to John D. Rockefeller, indicting him and his Standard Oil Trust for violating Texas anti-trust laws, whose grave site in Center, Texas, replete with a statue, is now a designated historical site recognized by the Texas Historical Society. As near as I can tell Richard Gathright Maury never went to school at all. Based on genealogical records produced for me by Frank Parker, a real estate developer and investor and a hobby genealogist, here in Statesboro, he was home schooled on a plantation in Mississippi and read law with a law firm to pass the bar exam. A bachelor, he died mysteriously at age 34 driving his automobile alone when it collided with a cow on a highway, according to a newspaper article, or when he drove his new automobile off a bridge, according to a story someone in the family told.

Richard Gathright Maury’s father, my great grandfather, Matthew Henry Maury, attended the University of Mississippi two years and was later killed along with another “prominent” citizen in a race riot in Wahalak, Mississippi, according to a newspaper article published on page one in a San Francisco newspaper I accidentally ran across in an email promotion by Ancestry.com. My father thought his grandfather was killed on the Maury plantation by an African-American worker, probably a freed slave, or the son of one. Someone wrote in handwriting years ago on one of Frank Parker’s copied genealogical record sheets that he may have been killed in a race riot. This happened when Matthew Henry Maury was in his late-thirties after the Civil War.

My grandfather on my mother’s side, Elbert Harry Coston, a Methodist minister, the son of Isom Alexander Coston, who was blind, according to my grandmother, Darlie Brown Walker Coston, whose father David Montgomery Walker was a cotton farmer and a wagon manufacturer, “never did a day’s work in his life. All he ever did was sit up on the front porch with his brothers and read.”

She said most of the work on the Coston farm near Palestine, Texas was done by African-Americans, freed slaves apparently, managed by her mother-in-law, Mattie Elizabeth Allen Coston, born on a ranch in Texas in 1854, shortly after Texas stopped pretending to be a nation and joined the Union as a mere state.

My mother told me in her last days in Willow Pond here in Statesboro that her grandfather Isom would swat each of his six boys on the rear one time with a razor strop when they came in for supper, telling them he didn’t know what they had done wrong that day but he knew they had been up to somethin’. She also said somebody had to read the whole newspaper to him every day.

I lived with Moma and Snazzy, my maternal grandparents, for two years while I studied for my doctorate at Texas Tech University. Snazzy had a personal library he had collected through the years containing a thousand or more books on various subjects. I named him myself when I was about three years old, Snazzy being the name of a radio character I had listened to. He was called Snazzy by almost everyone the rest of his life.

Snazzy took a few courses at East Texas State College before he became an ordained Methodist minister, becoming a minister according to my hard-working father so he wouldn’t ever have to work at all. One of his brothers graduated from the University of Texas and became a county school superintendent. Another brother graduated from East Texas State College and became a lawyer. Another brother became a successful entrepreneur. A business he started, Coston Concrete, still operates in the town of Palestine, Texas. His youngest brother, who wanted to farm, inherited the whole farm, near Enloe, Texas, thanks to his five older brothers disclaiming their inherited shares of the family farm to him. According to my mother Snazzy was “the doctor” at the Coston farm. He would “see about” the African-American workers who did the work on the farm when they got sick. He had a Coston uncle who was a real medical doctor who practiced medicine in the area.

My mother Ida Belle Coston Stapleton took a few business courses at a Draughn’s Business College after she got out of high school. She told me shortly before she died here in Statesboro, at age 92, that she never made less than an A in school.

My father Richard Gathright Maury Stapleton, born in 1913 at Jasper, Texas, in the Piney Woods of East Texas, where his father managed a sawmill, took some courses in agronomy at Texas Tech before he dropped out to become a successful entrepreneur, farming and ranching, building houses, starting and owning a lumber yard and hardware store for twelve years, installing and servicing two hundred miles of natural gas pipeline, installing and servicing irrigation pumps, starting a bank, in and around Wolfforth, Texas, having never taken a business course or read a business book, or a book of any kind after I was born, to my knowledge, except maybe an arcane treatise or two on Free Masonry, to become a third degree Scottish Rite Mason, as I understand it. He saw to it I became a DeMolay in high school but I never had any interest in it. He told me he was glad his father taught him a trade (carpentry) and he liked to work with his hands. He sold the lumber yard and other holdings on the South Plains of Texas in 1963 at age 51 and bought a 1,000 acre ranch near Eastland, Texas, in Central Texas, spending the rest of his life farming and ranching. His cattle brand was the Spear X, the same brand his father had used on his 10,000 acre cattle ranch near Truth or Consequences, New Mexico before he sold out and moved to Northwest Texas when my father was in junior high school, spending the rest of his life as a carpenter and contractor in Northwest Texas and Oklahoma, spending several years at Muscogee, Oklahoma. His father had a brother who was a Chevrolet dealer in Lone Wolf, Oklahoma. My father graduated from high school at Carnegie, Oklahoma at age twenty, after dropping out of high school for two years to work to help support his family during the Great Depression. My father said he changed high schools five times. He said his father’s favorite saying was, “A rolling stone gathers no moss.”

My father did however assiduously read the local newspaper, farm magazines, and the US News & World Report. He put me to work building houses when I was eight years old. I had no desire to work with my hands and took no satisfaction doing carpenter work. I fell asleep one time in the closet of a house he was building, which he thought was a seriously disgraceful thing for a son twelve or so years old to do, making him look bad in the eyes of the adult carpenters working on the job. He never forgot it. My brother told me about ten years ago he had seriously criticized me for it during recent visits he had had with him.

I made mostly C’s in grade, junior, and high school, but did better in college. I was according to the Lubbock Avalanche Journal probably the youngest and smallest Class A high school starting quarterback in the United States in 1954, at age thirteen, one hundred ten pounds, five feet three inches tall. I played basketball on an athletic scholarship at Hardin-Simmons University two years before transferring to Texas Tech College (now university). I made two A’s in high school, in plane geometry and physics, winning a gold medal in a regional science fair for a project in which I explained in a paper and demonstrated how to generate and measure electricity with magnets and Ohm’s law. I also scored relatively high on aptitude tests administered by the county.

I had a 3.0 in economics in undergraduate school but did better in the doctoral program, graduating with a 3.67 grade point average in a program that included all business disciplines in which A’s were not easy to come by. One of my classmates who became the dean of a business school graduated with a 3.0.

Despite scoring 840 on the Graduate Record Exam (GRE), at a time when 1000 was about average, Texas Tech accepted me provisionally into their doctoral program and gave me a part-time instructor position in economics that paid $3000 per academic year, enough for me to pay my way through the doctoral program and write my dissertation in three years, while living with my Coston grandparents. I taught Eco 133, American Economic History, twelve times, two courses in the fall and spring semesters each academic year during 1966-69 at Texas Tech. I got pretty good at it by the end of my tenure there. A fellow doctoral student who knew someone in the dean’s office several years after we had graduated told me I had scored high on student evaluations as a professor but had never been recognized for it because I was just a graduate student.

The Office of Manpower Evaluation and Research of the US Department of Labor awarded me a $6500 grant to write my dissertation in 1968, An Analysis of Rural Manpower Migration Patterns in the South Plains Region of Texas, free download copies of which are still available online from Texas Tech University.

Frank Parker, the above-mentioned Statesboro real estate developer, investor, and hobby genealogist, traced all four of my grandparents back to Virginia before the American Revolutionary War, in which several ancestors fought. At least two of them, a Walker and a Maury, were mentioned as especially courageous Indian fighters in Virginia, sometimes spending weeks at a time horseback in the woods in all kinds of weather, not living long. Descendants of my Virginia ancestors, many of whom became cotton farmers, spread out from Virginia migrating into South Carolina, North Carolina, Kentucky, Georgia, Florida, Alabama, Tennessee, Mississippi, and New Mexico.

One of my great grandparents many times removed Ludovic Stapleton migrated from Virginia to Marlboro County, South Carolina from where he and his son Stephen Stapleton migrated into what is now Long County, Georgia in the early 1800s, about 75 miles from where I live now, surrounded by cotton fields six miles south of Statesboro, Georgia.

Stephen Stapleton’s descendants later embarked on my Stapleton family intermittent westward trek (and back east in my case) up to now some 200 years later, establishing cotton farms in five states in the process. The first wave of runaways or castaways found cheap land in Florida, near the Alabama line, with excess descendants migrating farther west in search of cheap new land freshly stolen from Indians every generation or two thereafter, after descendant numbers in the immediate family grew too large for the established family farm in a state to support, to Alabama to Mississippi to Texas to New Mexico and back to Northwest Texas where I grew up, starting off in life living on my parents’ cotton farm near Wofforth, Texas, ten miles southwest of Lubbock.

My almost-cousin Dave Thompson and I pulled bolls in our uncle Duck Thompson’s cotton field five miles west of Wolfforth with African-American field hands one day when we were about five years old in 1945, learning what hard work was like on a cotton farm at a young age, however little of it we did that day, in my case learning how unfair life could be for some people, especially black people at that time. “Pulling ” bolls in some ways was easier than “picking” cotton, which required picking cotton out of the opened boll or husk on the stalk with your fingers, a much more tedious task that all “cotton pickers” in history in the Deep South had to do. To “pull” a boll all you had to do was run two of your fingers to each side of a stalk and pull up on the boll to separate it from the stalk, and then drop the whole thing in your cotton sack. I think Dave and I pulled about one hundred pounds apiece working four or five hours that day, both of us having our own custom-made scaled-down cotton sacks, made from feed sacks, about three feet long, paid as I recall $1.25 per one hundred pounds pulled, and weighed, the same as the other field hands. Some of the fastest, strongest, and most skillful of the 30 or so adults in the field could pull one thousand pounds of cotton bolls a day as I recall, dragging cotton sacks behind them in the cotton rows ten or more feet long that when full were weighed with a spring actuated scale hanging from a tripod about seven feet off the ground and recorded in a book by the name of each worker by someone who did nothing but weigh cotton and record the results. The weighed and recorded full cotton sacks, most weighing 100 pounds or more, were emptied in a cotton trailer which when filled was hauled off to a cotton gin, replaced in the field by another empty cotton trailer. Most seasoned boll pullers would fill, empty, and refill their cotton sacks six or more times a day, possibly from sunup to sundown, till the harvest season was over. Most of the cotton field hands working on farms around Wolfforth chopping cotton with hoes in the summer and pulling bolls in the fall lived in the nearby city of Lubbock in 1945, riding to and from the fields each day on the beds of large trucks. Herbicides and mechanical cotton strippers came along in Northwest Texas in about ten years eliminating the need for this labor.

I was working at a full time job in a Litton Industries electronics plant in Lubbock as a production control expediter and dispatcher and publishing my weekly newspaper the Wolfforth-Frenship Gazette when I took the Graduate Record Exam (the GRE), having stayed up most of the night before the exam putting out the paper. I fell asleep several times taking the exam, not thinking it was important, just something I had to do to get into graduate school, filling in the remaining blanks for the various timed sections without reading the questions. I saw the exam proctor, the head of the psychology department at Texas Tech at the time, staring at me in amazement when I woke up from those naps.

Considering the GRE computerized grading system took off more points for questions answered wrong than for those left blank, I was lucky to have scored as high as 840.

I was hired at the associate professor rank after finishing my doctorate in 1970, skipping the assistant rank, at the University of Southwestern Louisiana, now Louisiana University–Lafayette, after completing my doctorate in business administration, management science major, economics minor, at Texas Tech, becoming a full professor at age thirty-six at Georgia Southern College (now university), where I was the senior professor of the business school for about fifteen years, carrying the mace as the senior professor of the university for the spring graduation ceremony the year I retired in 2005.

I was the highest paid professor in the business school and maybe the second-highest-paid faculty member at Georgia Southern in 1970, behind Jim Oliver, in biology, who had a large grant for the study of ticks, when I started at age thirty, hired by President Pope Duncan.

My son Jonathan Walker Stapleton was the Star Student for our Congressional District in Georgia in 1990, scoring 1520 on the Scholastic Aptitude Test (SAT) back in the days when 1600 was the maximum score. He maxed the math part of the GRE when he finished his undergraduate degree at Rice University in Houston, Texas in 1994, almost maxing the verbal part.

Jonathan is the inventor of Reptangles™, a plastic educational toy comprising twenty-four parts that snap together and pull apart to assemble into more than one hundred mathematically identifiable geometric shapes and symmetrical configurations, manufactured in China, licensed to, marketed, and distributed around Earth by the Fat Brain Toy Company. Reptangles™ have been demonstrated and explained on national TV, on ABC’s Good Morning America.

According to Frank Parker’s data, one of my great great grandfathers William Anthony Stapleton, according to the 1850 US Census, was a farmer in Dale County, Alabama, owning twenty-one slaves.  According to a first cousin, Stephen Carter, also a hobby genealogist, this great great grandfather made several trips to England, for reasons unknown, apparently doing business of some sort during his adult life.  According to Frank, William Anthony Stapleton was relatively wealthy, since slaves at the time according to Frank were worth about $100,000 each in today’s money.  According to Stephen Carter, who had his Stapleton mother’s DNA line searched using Ancestry.com, the Stapletons and Maurys in our family tree were descended from English, Irish, Scottish, and French aristocracy.  Stephen said he was distantly related to President Jimmy Carter on his father’s side.

One Brian De Stapleton, an English baron, signed Magna Carta in 1215. I have no idea if my Stapleton ancestors were actually related to him but they could have been.

I had my own DNA tested at Ancestry.com.  According to the results, my genes are similar to the genes of humans now living aboard Spaceship Earth in the following places in the following percentages: Scotland, 53%;  England and Northwestern Europe, 30%; Wales, 11%; Ireland, 4%; Norway, 2%.percent.

Here is a passage from my book Business Voyages, first published in 2011, pages 47-50. Read all about it free at https://www.amazon.com/Business-Voyages-Schemata-Discovering-Co-Constructing/dp/1413480810.

“In October 2009 I told and showed my friend Frank Parker a genealogist here in Statesboro, Georgia I had recently found proof on the Internet my grandmother Katharine Gathright Maury was related to Matthew Fontaine Maury, that one of her Maury ancestors taught four American presidents in Virginia, and she was descended from French Huguenots and the Randolphs of Virginia, starting with a family tree furnished me about 1985 by Mary Stapleton, wife of my uncle Matthew Henry Stapleton, that traced our Stapleton/Maury line back four generations to James Woodville Maury and William Anthony Stapleton in 1850, that I used with Horace Randoph’s Updated Database at www.randolpharchives.org that traced Katharine Gathright Maury back to Abraham Maury in Virginia in 1758 that traced Abraham Maury through the Randolph line back to 17th century England, that I used with Some Descendants of Jean de la Fontaine in Bob Juch’s Kin Including 61,000 People at www.juch.org that traced the Maury line from Abraham Maury back to James Fontaine born in Barnstaple, Devonshire, England in 1686 to Guy de la Fontaine, Lord of Seville, born in 1400 in France and to Jean de la Fontaine born in 1375 in France.

“Frank then offered to use his computerized genealogical system to check out people down my family tree. Among much else, he found my father Dick’s grandfather Matthew Henry Maury, age 25, in the 1880 US census living on a plantation in Kemper County, Mississippi with his wife Virginia John Gathright Maury, age 24, and five offspring including Dick’s mother Katharine, infant, and her brother Richard, age 3, in one household and Dick’s great grandfather James Woodville Maury, age 59, living in another unusual household including his wife, Rachel Harris Maury, age 53, and a servant Milby, age 31, and her five young children, all named Maury. Included in another household on the plantation was Sarah Maury, age 55, listed as a mother and farmer, presumably the mother of Milby. Listed in another household was Aaron Maury, age 45, listed as a farmer, presumably the husband of Milby. Dick’s Maury grandfather and his great grandfather and their wives and children were listed as white and the rest of the Maurys on the census page were listed as black.

“Frank also found in the 1850 US census before the Civil War that Dick’s great grandfather William Anthony Stapleton was a farmer in Dale County, Alabama, owning twenty-one slaves. This family history was kept secret from Dick or he kept it secret from me. I would never have known about it had it not been for the Internet and Frank Parker’s genealogical skills in 2009. The slave owning was something not to be proud of and perhaps it should have been kept secret. I sometimes thought as a child Dick was a slave driver; now I know where he got the proclivity. If you Google Richard John Stapleton on the Internet you can find several Stapleton barons, lords and sirs that lived in England and Ireland through the centuries after 1215 and our Stapleton line is likely descended from lesser sons of some of these families who migrated to America in search of their own lands and fortunes.

“Life on the American frontier for most of my ancestors as they fanned out from Virginia into South Carolina, Georgia, Tennessee, North Carolina, Kentucky, Alabama, Mississippi, Missouri, Texas, New Mexico, or Oklahoma was far from easy, secure, squeaky clean or pleasant much of the time. Many of them did not live long, and they were beset with all manner of problems on their farms, plantations and ranches–economic recessions and depressions, diseases of all sorts, psychological problems, hail, drought, sandstorms, hoof and mouth disease, slavery, the Civil War and much else. Dick thought his grandfather Matthew Henry Maury was killed by an African-American farm worker on a Mississippi plantation after the Civil War because Matthew insulted or made some sort of sexual advance toward the worker’s wife and he thought his mother was afterwards reared by her Gathright grandmother. He also said his Maury ancestors were either great or crazy. While his grandfather may or may not have been killed for this reason, his mother was not reared by her Gathright grandmother, at least not completely, although Dick did know something about what he was talking about. According to the 1900 US Census, Dick’s grandmother formerly Virginia John Gathright Maury now listed as age 40 had remarried Thornton Walters born in Illinois and was living in Brazoria, Texas in a reconstituted family consisting of 10 children, six named Maury including Dick’s mother Katharine now age 21 and four children named Walters ranging in age from 9 to 23. According to the 1910 US Census Virginia John Gathright Maury Walters, widowed, now age 50 was back in Lauderdale County, Mississippi listed as a patient in some sort of hospital or nursing home that included 24 other patients, all unrelated females ranging in age from 18 to 66.

“On Ida’s side of the family her grandmother Mattie Elizabeth Allen Coston born in Texas about 1854 according to the 1870 US Census was living in a reconstituted family headed by John Doak married to Catharine Doak, presumably Mattie’s mother, including six children, four named Doak and two named Allen, Mattie and Robert. According to Ida at 90 years of age not many years ago at Willow Pond here in Statesboro, Georgia, Mattie “traveled all over” and had a good time at a ripe old age after her one and only Coston husband died of natural causes in East Texas. For whatever it’s worth my mother was probably related to Doak Walker, the All-American football player at Southern Methodist University, not by blood though the Doak’s, but through her mother’s Walker line . She saw to it I got the same jersey number in high school that Doak Walker had at SMU, number 37.

“While some of Ida’s ancestors were intelligent, relatively well educated and successful professionally none to my knowledge equaled the intellectual achievements of some of Dick’s Maury ancestors. Our Maury ancestor making the most significant contribution, one of my great grandfathers however many times removed, was the Reverend Doctor James Maury who taught four American presidents, George Washington, Thomas Jefferson, James Madison, and James Monroe, all instrumental in creating the US Constitution. The Reverend Doctor Maury taught classics, manners and morals, mathematics, literature, history, and geography in what was considered the best boarding school in Albemarle County,Virginia, attended by Thomas Jefferson who lived with the Reverend Maury and his family two years as a child (Wikipedia.org).

“I heard rumors of this family history growing up as a child, but I had no factual knowledge of it. In general in our family talking about ancestors was taboo. It was as if my parents had no knowledge of anyone in their families back past their parents. I always thought they had something to hide, which I suppose they did, slavery. They seemed shamed by their family history, either ashamed of what their ancestors did, or ashamed their social positions in their societies were generally lower than the social positions their ancestors had in their societies, having been de-classed by the Civil War, with good riddance, in my opinion.”

An unanswered question is Ludowic Stapleton, father of Stephen Stapleton, who may have immigrated to the US from Ireland or England. Frank Parker’s computerized genealogical system does not do tracking in Europe, so I have no verifiable official data about how my Virginia ancestors got over here. Frank did find an interesting tidbit about one of my early Virginia Scottish great grandmothers, whose name was listed as Donnell on official papers. Frank’s anecdotal information however indicates she had changed her name from MacDonald to Donnell. One of my Georgia Scottish Heritage Society friends told me it was common for Scottish immigrants to Americanize their names hoping to escape clan competition and enmity in the new world. Frank found anecdotal data that one of my Scottish great grandfathers, a Watson, got to North America as a stowaway.

Some forty-five percent of the USian population now living in Southeast Georgia apparently have Scottish ancestry. This is probably also true to some degree throughout the South, including Northwest Texas. When I was about five years old I asked my mother what we were and she said, “Oh, I don’t know, Scotch-Irish I guess.”

For whatever it’s worth, while my parents and I seriously discussed political issues at the dinner table during my high school and college years neither of my parents as I recall ever said anything about who they voted for. To my knowledge neither of them had any interest in Democratic or Republican party-line politics.

Most likely a significant percentage of my hundreds of unknown and known relatives on the numerous branches down our family tree from today back to Virginia before the American Revolution in 1776 in the South of North America turned out to be hardcore redneck Republicans. I have been accused of being a redneck myself. My father in many ways was as fascist as you can get, telling me numerous times during my formative years, “There can only be one boss,” namely him. He may have been the only boss bossing his employees during work hours, but he never really bossed me. I did what I had to do to survive subject to his personality as a dependent child, but after age 21 I was on my own.

Having the fate of being the castoff descendants of aristocrats who willed their estates to the eldest sons in their families in Europe, many of my ancestors saw North America as a source of cheap land and a way to perpetuate their aristocratic patriarchal scripting with large families, while escaping grinding poverty, overpopulation, political injustice, and religious persecution and superstition in Europe. Some of them experienced success as they defined success in the so-called New World. Unfortunately the cheap North American land had to be conquered and stolen from its original owners, so some became Indian fighters; and getting control of relatively large plots of land in the South of North America where my parents, grandparents and great grandparents lived required cheap labor to make serious money growing cotton, so some of them owned slaves. Some of them claimed to oppose slavery and claimed to take good care of their slaves and treat them kindly and humanely given the laws and culture in which they lived. But this did not excuse the greed, harshness, and inhumanity required to own and employ slaves. Contrary to a good bit of contemporary opinion slave-based life was not an easy life for most humans in the South, including humans who happened to be “white” and who had enough money, connections, or credit to purchase slaves. Life in the South of North America was full of moral and ethical conflicts and tradeoffs for slavers, who worried about their inmates on their prison farms getting sick, rebelling, and turning violent. Participating in slavery caused white humans to get meaner, harder, and more hypocritical over time the farther West lesser sons moved every generation in search of new cheap land recently conquered and stolen from Indians. It’s a wonder the culture and process did not drive them crazier than they became, making it impossible for most of them to develop I’m OK–You’re OK life positions, causing them to operate with primarily Critical Parent and Adapted Child ego state energy, and adopt and enforce hard rigid doctrines and dogma, learning to live with little real fun, generally requiring the exclusion of Adult, Free Child, and Nurturing Parent ego state energy, obeying Don’t Think and Don’t Feel script injunctions. This evolutionary process has culminated in today’s polarized I’m OK–You’re Not OK hyper-aggressive and competitive USian culture and economy, where another civil war and another world war have again become serious topics of conversation. While Biden has a more I’m OK–You’re OK life position than Trump, I’m OK–You’re Not OK fascist life positions have grown stronger and more prevalent among the general USian population since 1980, as I’m OK–You’re OK democratic processes have grown weaker.

Joe Biden at least socially comes across projecting an I’m OK–You’re OK life position. Donald Trump unfortunately comes across socially and psychologically projecting an I’m OK, my buddy is OK, nothing else is OK, and we are going to make the world pay life position. Even more unfortunate for Spaceship Earth, Trump’s buddies Putin, Kim Jong Un, Bolsonaro and others also operate from this sort of life position. No kind of economic or political system will work for everyone if bad guys get control of them at the top.

Here is what Martin Groder, MD, one of my transactional analysis mentors at Chapel Hill, NC in the late 1970s, had to say about this sort of thing in what I called Groder’s People Map, in a passage I wrote and published in 2011 in Business Voyages: Mental Maps, Scripts, Schemata and Tools for Discovering and Co-Constructing Your Own Business Worlds, pp. 148-150:

The Human Spectrum

“Humans generally give little thought to what kind of human they are and where they fit in the spectrum of various types of humans. Innumerable philosophers, writers, social scientists, and others have categorized humans in various ways. Following is a schema developed by Martin Groder, MD, a psychiatrist, organizational development consultant, and entrepreneur (Groder, 1977). Groder developed this schema while working with inmates of the federal prison system at Marion, Illinois in the late 1960’s and early 1970’s. He was involved in a process of changing hard-core criminals into law-abiding citizens. Such a process would challenge the abilities of the most skillful and powerful of change agents.

“According to Groder, humans vary on two fundamental spatial dimensions. One dimension is Okness, which is estimated on the horizontal axis of Figure 1 (sorry, I could not get the Figure 1 image to copy and paste here, so you’ll just have to imagine it); the other dimension is the energy level of the individual estimated on the vertical axis.

“People vary in terms of how OK they see, feel about, and experience, (1) themselves, (2) the other individual, (3) their group, (4) other groups, and (5) the world. In Groder’s terms, they are OK or not-OK with respect to I, You, We, They, and It (the world). Groder estimates how OK they are on each of these five existential dimensions on a scale of -1 to +1, -1 being as not-OK as possible and +1 being as OK as possible. Thus people with extremely high self-esteem might be at the +1 level regarding themselves; someone with extremely low self-esteem might be at the -1 level regarding themselves. People could exist at any level in between, at -.5, 0, +.25, etc. The same would be true of the positions of specific individuals with respect to buddies on a one-to-one basis, groups with which one belongs, other groups with which your group cooperates or competes, and the world in general. Summing the 5 existential OKness positions for an individual, I, You, We, They, and It, the highest possible OKness rating would be +5 and the lowest possible would be -5. A +5 person would have the highest possible feelings of Okness regarding his OKness, the OKness of his buddy, the OKness of his group, the OKness of other groups, and the OKness of the world. Such an individual would have very positive feelings and thoughts for self and others. On the other end of the spectrum, a -5 person would have the lowest possible feelings and thoughts for self and others. Very negative people tend to end up in prison. Very positive people tend to end up cultural heroes. Probably the most profitable attitude for an entrepreneur in a capitalistic economic system would be I’m OK, my employees are OK, my company is OK, the world is OK, but my competitors aren’t worth a damn, since this attitude would motivate his or her sales employees to steal business from competitors to increase the profit of the company.

“Entrepreneurs have higher energy levels than middle managers and normal people. It takes less energy to be a normal person than anything else. Entrepreneurs in Groder’s schema have approximately the same energy level on the vertical axis of Figure 1 as Monsters, the -3 OKness level convict leaders of other convicts. Monsters have the attitude “I’m OK, my buddy is OK, but everything else is not OK, and I am going to make the world pay.” According to Groder, it’s more difficult to change the energy level of a human than the OKness position. In rehabilitation work, Groder attempted to arc people across the gap of Figure 1, and make +3 OKness level entrepreneurs out of -3 monsters, +2 OKness middle managers out of -2 OKness creeps, slobs, lunch buckets, etc. Sometimes people arc across the gap the other way. Honest entrepreneurs can turn criminal. Entrepreneurs are winner-survivors; Monsters are loser-survivors. Winners achieve goals and objectives; losers do not.”

Unfortunately, a bitter pill to swallow found embedded in my books Business Voyages and Born to Learn is that everything that happens is either predetermined or accidental, as the philosopher Ludwig Wittgenstein postulated in his book of propositions, Prototractatus, and therefore no one is to blame or praise. Believing and acting otherwise will simply perpetuate the same sorry I’m OK–You’re Not OK life position that has bedeviled humankind since time immemorial contributing to if not causing repeats of historical abominations such as genocides, wars, economic depressions, famines, mental illnesses, and social collapses.

One might think with a background like mine I ought to be rounded up and summarily shot for the sins of my ancestors; but I don’t think it was my fault.  I did not make up the rules for how humans or human affairs happen on Earth.  They happen gradually and inexorably from generation to generation according to genetic codes and script messages passed down to children from parents biologically and from all ego states, socially and psychologically, like runners passing a baton in a track race.

DE-GAMING DEMOCRACY

 

De-Gaming And Saving Democracy

By Richard John Stapleton, PhD, CTA

A man sitting at a table in front of a computer.

A decision was made in June of 2018 to start a De-Gaming Democracy group to facilitate relevant face-to-face discussions about economic and political affairs using a new and different discussion process. Humans spending more and more timelistening to right wing and left wing talking heads on a radio, staring at TV, computer, and cell phone screens, watching and hearing talking heads dispensing what they want you to hear and see, now about eight hours per day per human on average in the US, has not stopped the political and economic degeneration and decline of the US, much less produce progress. Something new needs to be tried. As Albert Einstein pointed out, doing the same thing over and over expecting a different result is insane.

The Classroom De-Gamer™, shown under the inventor’s left hand in the above photo, is a three-quarter-inch-thick circular board twelve inches in diameter with concentric circles of numbers affixed to accommodate teaching and learning groups of various sizes. I have published articles describing the purpose and use of the device in Research in Education (1978), the Transactional Analysis Journal (1979), and The Organizational Behavior Teaching Review (1990). I used one over twenty years teaching case method management courses in a business school.

The Classroom De-Gamer™ De-games psychological Games in face-to-face learning processes by banishing from the discussion Persecutors, Rescuers, and Victims. No teacher or learner in a De-gamed process can psychologically feel or think s/he is being persecuted, rescued, or victimized if randomly selected by the Classroom De-Gamer™ to answer questions announced to the whole group. All group participants have an Adult contract to socially participate in the process using their Adult ego states. Drama Triangles around which Rescuers, Persecutors, and Victims switch roles as they transact with one another do not exist in Game-free discussion processes.

Unfortunately almost all political and economic discussions in political parties and in state and federal legislatures are polluted with Drama Triangles and psychological Games. Filabusters are there to destroy democratic discussions entirely.

The De-Gaming process engenders liberty, equality, and fraternity among participants. It encourages and develops response-ability that helps people get their needs met. It causes people not to discount the emotional and intellectual worth and abilities of themselves and others. The process is democratic, not authoritarian.

The De-Gaming teaching and learning process will work regardless of whether you understand transactional analysis concepts such as Parent, Adult, and Child ego states, transactions, scripts, rackets, discounts, the Drama Triangle, OKness, and I’m OK – You’re OK life positions. For more information and understanding of what they are, if interested, read my book Born to Learn: A Transactional Analysis of Human Learning at https://www.amazon.com/Born-Learn-Transactional-Analysis-Learning/dp/0692584331.

For more information showing how I applied this De-Gaming process over five years in a US manufacturing corporation doing business internationally involving some three hundred employees from all departments and levels of a plant read my e-book Recommendations for Waking Up From the American Nightmare at https://www.amazon.com/Richard-John-Stapleton/e/B001KHS3P6.

The major objective after being selected as the Leader of the Moment by the Classroom De-Gamer™ is answering three Adult Questions below as honestly as you can:

What is the most significant economic or political problem right now?

What are the alternatives?

What do you recommend?

Most likely some participants will disagree with your answers. The group will then discuss alternative answers, hopefully developing a consensus by the end of the discussion about what they think is right. Whether you are right or not is irrelevant. The important thing is to have an honest truthful discussion. Being left hanging at the end of a session may motivate you to think of better answers later. Better answers may be brought up in later sessions. Deciding what is the most important problem you know about is the most difficult decision you will have to make if the spinner lands on you. That’s what leaders do; decide what problem to focus on. Most of the time the spinner will only be spun one time per session, at the very beginning. In most sessions most of the time of the session will be spent discussing answers laid out by the De-Gamer-selected person, the most powerful person in the group that day, the randomly selected leader selected by fate at the beginning of the session, the start of a new day. On the other hand, some days the De-Gamer might be spun more than once, if a discussion runs out of steam, in which case the last person pointed out will spin the De-Gamer again to select another leader and set of answers for a different problem or opportunity.

True democracy entails individual humans having an opportunity to influence and vote for actions and people that reflect their factual experiences, thoughts, decisions, and recommendations regarding how families, schools, businesses, social and civic groups, and political organizations should be run. It seems to me all people should have a fundamental right to think about and discuss problems and opportunities facing the organizations that shape and control their lives.

Being a good citizen entails more that just voting. It also entails assuming responsibility for co-constructing consensual answers for what to do about economic and political problems, and making sure people vote for candidates who will vote for answers that are in the best interests of as many citizens as possible, not just an elite rich minority.

All humans around Spaceship Earth, Earthians, learn something every day in various ways, working, playing, and merely existing, from others, from various media, from schools and churches, and from being exposed to facts of experience doing life tasks. The problem is most humans do not learn as well as they might qualitatively and as much as they might quantitatively because of getting set in their ways and because of political and social forces that cause them not to learn, forces that cause them not to think about certain problems and opportunities, not to feel what they feel, and not to say and do what they think is right.

Discussing the three reality questions in De-gamed groups gives isolated individuals feedback from others in the group regarding what they feel, think, do, and want. This teaches and enables people to learn alternative ways of feeling, thinking, doing, and wanting, not just blindly follow what some supposed real leader on TV says.

De-gamed discussion groups are dialectical, meaning people will argue with facts and reasoning about different answers, which tends to develop workable consensual synthetic answers over time, thereby reducing the pernicious effects of dogmatic and doctrinaire polarizations.

Humans are enslaved around Earth in various ways to obsolete scripts, dogmas, and doctrines by family, religious, business, political, and military forces, having been taught by authoritarian teachers that tell their subjects what to feel, think, and do. They primarily teach their subjects to obey and memorize right answers that are not to be quesitoned, not to think and learn.

Conformity is the order of the day in human history, humans feeling, thinking, and doing the same things the same way day after day generation after generation.

A way out of this box is for everyone to become a teacher and a learner in a bottom-up democratic process starting with the basics of reality confronting any child, woman, and man around Spaceship Earth, dealing with three fundamental survival questions:

What is the problem or opportunity?

What are the alternatives?

What do you recommend?

And the process starts with you. You have to get people from various walks of life and ages in your community together for face-to-face democratic discussions, and explain the rules:

1 – A leader will be randomly selected to start all discussions by spinning the De-Gamer

2 – All randomly selected leaders will answer the three basic Adult survival questions if pointed out by the spinner

3 – No one may interrupt anyone in the discussions

4 – Holding up your hand to force someone to force everyone to remain silent so you can talk is outlawed

5 – You may say whatever you want after the randomly selected person finishes presenting his or her answers, but you have to assert yourself and start talking before anyone else does

6 – And so it goes throughout the time of the discussion

7 – How long good discussions should last is up to you but they will generally last an hour or so

8 – Verbal and physical attacks are outlawed

9 – All members of the group must listen to what the person currently talking wants to say regardless of whether they agree. After the person currently talking stops talking you can then rebut or say what you want if you can start talking before anyone else does. Otherwise you have to wait until the person beating you to the punch stops talking before you can try to talk again

10 – Communicating with individuals sitting to your left or right, or anywhere in the circle, is outlawed, except when you are responding to an individual about something s/he has said to the whole group or in response to you about something you said to the whole group

11 – Smirking and negative body language messages of all sorts are outlawed 

12 – There can be no private conversations during the discussion session

13 – All cell phones and electronic devices must be fully disabled during the discussion session

14 – If you are not willing to abide by the laws and rules of the process then you cannot be a member of the De-Gamed democratic community discussion group.

You may need other rules for your groups, depending on unique circumstances, but the above rules cover the basics.  You get the idea.  Everyone should have a chance to be the leader of the day.  This is not a novel idea.  The Greeks had this idea for doing democracy as early as the Sixth Century BCE.  True enough only free Greeks were eligible for random selection for discussions but at least leaders were freely and democratically chosen from a relatively large pool.  The process is known as sortition.   Everyone is a free Greek in the De-Gaming democratic process.  There are no slaves.  All participants, including you, learn by doing, by saying what they truly feel, think, and recommend and by getting feedback from members of the group that generates new Game-free discussion and learning for all participants.

How often should you get your group together for discussions?  Ideally several times a week for several years, but any frequency will be better than none, once a week, once a month, once a year, whatever.

In the interests of full disclosure I used the De-Gaming discussion process teaching with the case method thirty-six years in business schools primarily using paper cases written by casewriters at Georgia Southern, Harvard, Stanford, and the University of Alabama, while using the process using current facts as the case consulting with various groups, such as the above mentioned manufacturing plant. I have described the process in various media, and I have reprinted and included articles, cases, and chapters dealing with complications and conflicts using such a process may entail, caused by agitated threatened teachers and learners in the environment not approving of the De-Gaming discussion process, especially the teacher and learners sitting in circles, also providing data and evidence the democratic De-Gaming discussion process works, in my books Business Voyages: Mental Maps, Scripts, Schemata, and Tools for Discovering and Co-Constructing Your Own Business Worlds and Born to Learn: A Transactional Analysis of Human Learning, both published by Effective Learning Publications, available at:

https://www.amazon.com/Business-Voyages-Schemata-Discovering-Co-Constructing/dp/1413480810

https://www.amazon.com/Born-Learn-Transactional-Analysis-Learning/dp/0692584331.

You can find four articles I published in 1978, 1979, 1990, and 1998 on De-Gaming democracy processes in the Transactional Analysis Journal, a refereed professional journal at

http://journals.sagepub.com/loi/tax.

I also described the democratic De-Gaming process in two out-of-print books of readings and cases I researched, wrote, and used in my small business and entrepreneurship courses, published by University Press of America, Managing Creatively: Action Learning in Action (1976) and The Entrepreneur: Concepts and Cases on Creativity in Business (1985) – and in one out-of-print trade book published by Effective Learning Publications, De-Gaming Teaching and Learning: How to Motivate Learners and Invite OKness (1979).

For more information and some of my current thoughts on how I used the De-Gamer in my classrooms read my article, “The Classroom De-Gamer,” published June 6, 2018 in the Effective Learning Report at https://blog.effectivelearning.net/the-classroom-de-gamer/. This article discusses in more detail some of the procedures, problems, opportunities, and advantages of using a Classroom De-Gamer teaching and learning.

Most teachers are authoritarians, having been taught they have to lecture and/or otherwise impose on hapless students right answers that can be tested with so-called objective tests, using true-false and multiple-choice questions.

It seems to me the best strategy for homo sapiens getting out of their on-going mess, now trending towards global fascism or anarchy, and chaos, is for all humans to become good citizens aboard Spaceship Earth, considering themselves the rightful owners of the planet, and assume responsibility for making political and business decisions necessary to successfully manage planetary affairs in a bottom-up process in the interests of all inhabitants. It seems to me principles of management I espoused in “Academic Entrepreneurship: Using the Case Method and Transactional Analysis to Simulate Competitive Business Markets,” reprinted in full in Business Voyages, apply to citizens and owners of Spaceship Earth as well as they do to business students, small business owners, and employees of large fascist organizations. This article was originally published in the Organizational Behavior Teaching Review (now Journal of Management Education), Vol. XIV, Issue IV, 1989-90.

For more on how to manage Spaceship Earth according to me, read my recent Internet article “Toward the Creation of Spaceship Earth Incorporated,” first published in 2013 by MWC News (Media With Conscience) at http://mwcnews.net/index.php?option=com_content&view=article&id=31023&catid=38&Itemid=125.

Awareness has been growing among independent Internet writers and publishers for several years that democracy in the Western World is in decline. Governments have become increasingly dysfunctional meeting the needs of citizens. The ideals of the French and US revolutions – liberty, equality, and fraternity – incrementally achieved to some degree in the West from about 1800 to about 1980 – are now waning. Since the Reagan administration in the US and the Thatcher administration in the UK in the 1980s the aristocrats have gotten richer and the peasants, serfs, and slaves have gotten poorer, while the bourgeoisie has shrunk. Inequality of incomes, wealth, and quality of life among citizens has skyrocketed in the last few years, while liberty and fraternity have plummeted. Overpopulation, environmental pollution, and global warming increasingly threaten the sustainability of human life itself. It is now obvious that unfettered capitalism does not work for most Earthians. Quasi-communist countries and quasi-dictatorships such as China and Russia are now in some ways as democratic and capitalistic as the US and the UK.

If trends continue … there is a good probability Earthians regardless of what kind of economic and political system they now live under will wind up through time being governed by an authoritarian totalitarian global military police system that rules all countries now geographically delineated aboard Spaceship Earth using a magnum computerized central control system, programmed at the top by a technocratic elite, with robots doing most of the physical work around Earth, with most humans doing what they are told living on handouts in reservations–or after a military nuclear catastrophe what’s left of the human species will atomize into superstitious tribal groups with no control system, with individuals living short hard brutish lives in poisoned inhospitable environments.

There is also some probability a system will evolve that enables humans in groups to democratically decide how to govern and manage their affairs around Spaceship Earth producing consensual approaches that produce peace and prosperity instead of war, and equality of opportunity and respect instead of hatred, while retaining the advantages of life-enhancing scientific and technological discoveries and innovations.

Capitalism in the West and communism in Russia failed because they allowed and encouraged weak-minded greedy unethical individuals at the top of centralized hierarchical organizations to acquire and monopolize more and more power and money through time causing widespread hatred, corruption, and dysfunction in the whole system.

Decentralized ground-up De-Gamed democracy has never been tried aboard Spaceship Earth. It’s time to give it a shot. Bring out the Classroom De-Gamers and let’s see what real people can come up with.

You don’t need a manufactured circular piece of wood with numbers and a spinner attached to De-Game your democratic face-to-face community discussion groups. Anything that will spin on a firm level surface will work, such as a bottle. The best size for discussion groups in my opinion is from ten to thirty people, but they can be larger. Some case method classes in business schools contain as many as one hundred students.

De-Gamed fact-based teaching and learning processes should not be limited to teaching elite students in elite schools that will use what they learn to manipulate economic and political systems to only benefit themselves after they graduate after they reach the top level of large fascist organizations: De-Gamed fact-based discussion groups can cause effective learning to occur in anyone aboard Spaceship Earth in any community, village, town, or city in any sort of clearing or physical structure.

Have your participants sit in a circle and put your spinner in the middle of the group, spin the spinner, and give it a go, answering the three survival questions and discussing the answers, answering the questions yourself if the spinner lands on you:

What is the problem or opportunity?

What are the alternatives?

What do you recommend?

For once give anyone a chance to feel, think, and say what s/he wants face-to-face in a response-able Game-free democratic group of people.

Feel free to forward, share, print, reprint, publish or otherwise disseminate this article any way you see fit, on the Internet or elsewhere.

Richard John Stapleton, Founder & Owner, Effective Learning Company, 32 East Main Street, Statesboro, Georgia, USA, www.effectivelearning.net, June 12, 2018

TRANSACTIONAL ANALYSIS TUTORING

TRANSACTIONAL ANALYSIS TUTORING

Here’s a way you can learn at low cost how you can improve your performance and increase your satisfaction dealing with others in humane relationships.

Transactional analysis is a process of self-discipline, sometimes called verbate, the verbal art of self-defense, a set of concepts and tools you can use to help defend yourself, and others, from stress or loss in interpersonal states of affairs.

Humans transact with one another to get their psychological, social, and economic needs met using ego states. The first thing to learn in a TA tutoring session is what ego states are so you can recognize them in transactional episodes. Then learn how to use ego states and different kinds of transactions to increase your chances of participating in transactional episodes that build confidence and self-esteem that lead to success and satisfaction.

This process entails learning what psychological Games are and how to recognize them, and learning about different ways of structuring time.

You can learn the basics of how to do this one or two hours of one-on-one tutoring.

For TA tutoring contact Richard John Stapleton, PhD, CTA, an educational and organizational specialist in transactional analysis certified by the International Transactional Analysis Association.

Richard is a founder and owner of Effective Learning company, at https://www.effectivelearning.net/. For more detail regarding his TA experience see how he applied transactional analysis as a paid consultant and tutor as listed in his “RJS Academic Vita” at https://.effectivelearning.net/rjs-academic-vita.html.

Tutoring fee: $50 per hour, face-to-face at Effective Learning Company, 32 East Main Street, Statesboro, Georgia. Masks and social distancing are required.

To get started order and read a copy of Born to Learn: A Transactional Analysis of Human Learning, at https://www.amazon.com/Born-Learn-Transactional-Analysis-Learing/dp/0692584331#ace-g9859629705.

The transactional analysis tutoring fee is fractional: One-half hour, $25; fifteen minutes $12.50; etc. It’s your turn to present questions in your first tutoring session after reading Born to Learn to get specific tutoring on what you did not understand reading the book.

Satisfaction guaranteed: If you don’t think TA will work for you after your first tutoring session you owe nothing for the tutoring.

EFFECTIVE LEARNING PUBLICATIONS

 

A book is on the table next to a wooden shelf.

Effective Learning Publications

Established 1979 by Richard John Stapleton

Now located:
32 East Main Street
PO Box 2265
Statesboro, Georgia 30459
Tel: 912-687-5049

Email: [email protected]

Publisher of:

Born to Learn:  A Transactional Analysis of Human Learning

BOOK REVIEW

by

KIRKUS REVIEWS

BORN TO LEARN

A Transactional Analysis of Human Learning  

Richard John Stapleton    

Effective Learning Publications (274 pp.)

$14.99 paperback, $4.50 e-book

ISBN: 978-0-692-58433-0; February 24, 2016

Amazon.com, Barnes & Noble, Your Local Bookseller

A refresher course in Transactional Analysis emphasizes its application to the classroom.

Transactional Analysis (TA) was invented by psychiatrist Eric Berne and then popularized in his classic book, Games People Play, originally published in 1964. Stapleton (De-Gaming Teaching and Learning: How to Motivate Learners and Invite OKness, 1979), a retired professor, acknowledges Berne’s contribution by providing a salient overview of TA principles, including ego states and “OKness, in the early chapters of this book. The focus of the content, though, is applying TA to “the total learning process” in a volume updating material that appeared in Stapleton’s previous work. While the author suggests his new book could apply generally to organizations and businesses, it seems most relevant to educators. Four of the eleven chapters concentrate on such specifics as classroom layouts, teaching methods, tests, grading, classroom management, and classroom games. The psychology behind classroom games is particularly intriguing; “classrooms are inherently Gamey,” writes Stapleton, “because of the natural presumption that students need teachers to help them, which more or less creates a Drama Triangle situation.” Perhaps most enticing is the author’s description of the “Classroom De-Gamer,” a “roulette”-type device he created to effectively spread out student anxiety. Students spin the De-Gamer’s arrow to randomize being called on. With the De-Gamer’s proper usage, “all ego states in students can see and feel that they are not being Persecuted or Rescued by a teacher playing a Game when they are called on to respond to classroom requirements and challenges.” This idea alone should spark a creative teacher’s rethinking of the traditional classroom environment, but it is just one of a number of alternative learning concepts covered in this enlightening book. Stapleton uses the final chapter to reflect on his career from the perspective of a retired 75-year-old looking back on chapters he wrote as a 38-year-old. Somewhat loose, freewheeling, and maybe a bit beyond the book’s scope, Stapleton’s parting shot more broadly concerns the state of students, universities, society, politics, and the world.

Illuminating, if quirky at times; insightful, eye-opening observations about the interplay of teachers and students in the classroom.

See INSIDE BORN TO LEARN free at Amazon.com for the entire Table of Contents and much of the writing.

A major feature of BORN TO LEARN is its transactional analysis of the significance and importance of classroom layouts, teaching methods, and testing methods used by teachers of all kinds in all environments, parents in homes, teachers in schools, managers in businesses, Sunday School teachers in churches, and others.

ORDER NOW! by clicking here.

Amazon.com, Barnes & Noble, your Local Bookseller

If you are someone with the responsibility of teaching others’ a parent, a school teacher, a manager, a preacher, a leader of a civic club, a fraternity or sorority, or some sort of military organization’ you should read this book.

Why?

Because it can help you do a better job of teaching and leading and gain more satisfaction from the process.

The most important lessons in life are not lessons memorized in school; they are messages learned about how to live life so as to increase satisfaction for everyone.

Born to Learn points out an obvious fact:  Everyone is indeed born to learn.  And they will learn, no matter how good or poor their teachers or leaders were or what they learn.  But the question is, what will the learning cause them to do?  Hopefully gaining some knowledge of transactional analysis will enable readers to gain more control of their personal learning process so as to get where they want to go. 

Born to Learn is based on clinical observations and research conducted by Eric Berne, MD, a psychiatrist, and millions of people have used his findings since the early 1960s to help themselves and others learn better messages for getting on with the business of surviving and succeeding in the world.

But much of Born to Learn is concerned with problems especially relevant to classroom teachers.

I wrote a short piece called Appendix I in the back of Born to Learn recommending readers read our (Stapleton & Murkison) article “Optimizing the Fairness of Student Evaluations:  A Study of Correlations Between Instructor Excellence, Study Production, Learning Production, and Expected Grades,” published in the Journal of Management Education in 2001 by the Organizational Behavior Teaching Society in 2000.. 

The article is concerned with how to fairly evaluate and reward teachers, probably the most vexing problem in the teaching profession.  Teachers want to achieve something and be recognized for their achievements.  Achieving for teachers is causing students and to learn relevant and useful ideas, concepts, facts, techniques.  Excellent teachers are not satisfied with merely doing a passable job; they want to do an excellent job.  But how do you know what is excellent and what is good, average, and poor?

“Optimizing the Fairness of Student Evaluations” provides hard evidence, proof some say, that teachers in some cases can increase their student evaluation scores and their merit raises by lowering the requirements and grading standards of their courses, by dumbing them down and teaching to easy tests, which is not good teaching.

Using a CITP, a Composite Indicator of Teaching Productivity, a new computer-based quantitative metric I invented, presented in “Optimizing the Fairness of Student Evaluations,” in a department or school will eliminate this possibility and optimize fairness for all teachers in the department or school when it comes time to grade teachers and reward commensurately.  It will clearly show which teachers really were the top learning producers.

To verify the 91 refereed journal articles citing “Optimizing the Fairness of Student Evaluations” as a reference since 2000 up to now in 2024, just punch Optimizing the Fairness of Student Evaluations into Google and read the sources.

Read “Optimizing the Fairness of Student Evaluations,” in full by scrolling back up to the top of this page and and clicking on the FAIR TEACHER EVALUATIONS prompt in the Effective Learning Report menu.

Optimizing the Fairness of Student Evaluations gets to the heart of intractable problems of the teaching profession, the most serious of which is probably teacher evaluations. How can you as a teacher or evaluator know with any degree of certainty how well you or any other teacher is doing his/her job? What sort of criteria can you use for making this judgment? Certainly the purpose of teaching is to cause learning to occur in students, but how do you measure this? What kind of learning? How much learning? How much learning relative to what? What percentage of a prescribed content or syllabus a teacher causes students to memorize? Or how much learning a teacher produces in students relative to how much peer teachers produce? In other words are you attempting to measure absolute learning or relative learning?

Optimizing the Fairness of Student Evaluations presents a unique Composite Indicator of Teaching Productivity (CITP), one of the most sophisticated metrics of teaching productivity yet developed in the teacher evaluation literature for measuring how well a teacher relatively caused learning to occur in his/her learners.

Business Voyages:  Mental Maps, Scripts, Schemata and Tools for Discovering and Co-Constructing Your Own Business Worlds

A book is on the table next to a pen.

 

Copyright © 2008, 2010, 2011 by Richard John Stapleton
Library of Congress Control Number: 2004098342
ISBN: Hardcover : 978-1-4134-8082-5;  Softcover: 978-1-4134-8081-8, Effective Learning Publications, First printing, August 2008 756 pages, 76 illustrations, index, 5.5 x 8.5 inches in size

$28.99 softcover; $38.99 hardcover; $2.99 ebook

Amazon.com, Barnes & Noble, Your Local Bookseller

Why start a small business?

A good answer for this question it seems to me is because you thought about it.  Your portion of life causes, your history up to this point, caused you to think about it; something in your family background, your early life experiences, your formal education, your work experience, your general reading, and so forth caused you to think about starting a small business of your own.

Most likely you have visualized starting a business that involves selling products and services that you enjoy and have produced satisfaction for you personally.  For young people most visualizations of small businesses to start are gender-based.  Females tend to want to start dress shops, beauty shops, and bridal shops; a lot of males want to start taverns and pubs, weight lifting gyms, sporting goods stores, and the like.  Starting a business to sell products and services you like to buy in some cases works out, but in general the probabilities of long term survival is low for businesses started for these reasons.

There are all kinds of small businesses, such as hobby businesses, moonlight businesses, businesses with or without employees, scripted businesses, and planned businesses.  Should you start a small business just for the fun of it?  Well, why not, if you can make a living while doing the business on the side.  If it takes off you might want to go at it full time down the road.  If it does not work out, that is, generate enough revenue to justify your time, energy, and investment, just shut it down and move on to something else.  So long as you don’t lose too much money and can pay back any creditors you might have consider the business a successful learning experience, learning by doing.  If you look into the backgrounds of successful entrepreneurs most likely you will find that most of them learned about entrepreneurship like this.

Scripted businesses are internal visualizations and fantasies someone creates in his or her head about what owning and running a business will be like, including not only the products and services to be sold but what it will be like to operate the business, where it will be located, what the employees and customers will be like, what sort of office furniture and fixtures will be required (the stage and scenery of the business), what short of computers and so forth will be required'”including visualizations of the owner talking with and interacting with people in the business.

Planned  businesses are based on facts, data, and evidence garnered from the real world, such as knowing what the total sales of the existing market is and what market share the business to be might capture, and how much start up capital will be required to hire employees and purchase facilities and equipment, leaving some over for working capital; and the plan will include a realistic knowledge of numbers to be recorded in income statements, balance sheets, and cash flow statements, not only for the first few months but for next year and the years after.  Perhaps most important the plan will include an executive summary showing the experience of the founder(s) and key employees.

How long a business will last depends on many factors, including the management abilities, energy, and overall talent of the owne(s) and employees if any; but it also depends on whether the market really needed the additional small business.  Both management ability (being able to do the work) and entrepreneurial ability (knowing what sort of business to start in the first place) are important; but, all other things being equal, the market will make the final decision.  In general plan-based business last longer than script-based businesses. 

About forty percent of all new small businesses are discontinued after the first year.  Only about twenty percent last ten years.  A business discontinuance is a shut-down with all creditors satisfied; a business failure is a shut-down with creditors unsatisfied.  Most shut downs are business discontinuances.

Not everyone is cut out to be an entrepreneur.  Business Voyages provides information and techniques that will enable you to better assess how your script fits the profile of the typical successful entrepreneur.

The biggest cause of new small businesses not making it, according to Business Voyages, is not poor management but poor entrepreneurship.  It’s fairly easy to learn the management tasks of most small businesses once they are set up, but it’s not easy to set up the right small business in the right place in the first place.  In some cases if you set up the wrong small business in the wrong market you are doomed from the git go regardless of how hard and well you and your employees work once the business is set up.  In most cases it takes about one year operating a new business to learn all the nitty-gritty details required for success in the business. 

The only requirement in the long run is positive net cash flow, which is what is left over after you pay all your expenses, including your own living expenses.  Very few people are willing to own and run zombie businesses (businesses with negative cash flow) year after year, doing it just for the fun of it.

This can happen if there aren’t enough customers in the market you chose who will buy enough of whatever it is you sell at a price sufficient to generate a gross profit percentage sufficient to absorb all your fixed expenses, and leave something left over for you to live on.  This means you need to know how to calculate a break-even point for your business.  Business Voyages will teach you how to do this, before you start your business.

According to Business Voyages most new small businesses are not based on business plans but on personal psychological scripts, fantasies people carry around in their heads about what a business is like and how much they would enjoy running it.

Learning the difference between a business plan and a business script could be worth far more than the cost of Business Voyages.

Business Voyages is not a get-rich-quick book making readers think that all people need is passion for doing what they do to make it big.  Passion is important but it won’t do any good if nobody wants or needs what you are selling.  Business Voyages is based on about forty years of experience and case research, telling it like it is with facts and cases to give you an accurate picture of what small business is like.

Most small business environments today are more insecure and uncertain than they were in the past, especially retail businesses, caused by the advent of Walmart type big box race-to-the-bottom pricing selling low priced imports produced in third world countries to which middle class income blue collar US manufacturing jobs were shipped.  Not only do US consumers now need cheaper goods produced in low wage countries because of their jobs being outsourced, small businesses find it harder to compete with the low priced goods in the big box stores, some of which are now suffering from Amazon type mail order selling, rendering even the big box model obsolete in some cases.

Round and round it goes, where markets will actually go, nobody knows, caused by today’s bizarre monetary policies.  Despite this new Federal Reserve monetary policy, e.g. quantitative easing and low interest rates, designed to stave off recessons, the US still suffers from insufficient aggregate demand, i.e., purchasing power among consumers sufficient for stimulating the creation of new small businesses and producing significant economic growth.

The tax reductions, military spending increases, money creation, and interest rate reductions since 1980 by the US Government, the US Federal Reserve System, and other governments and central banking systems around the world have primarily enriched the rich, and have done little or nothing to help middle and working classes, including small business people, who have experienced income decreases.

We may be in the eye of a monster economic depression that started in 2008.  If so, we will have to batten down the hatches and hope for the best when we hit the back side of it.   

Chapters and sections in Business Voyages are titled:  Causes and Influences; Where to Go?; What Lies Ahead?; People Along the Way; Running a Tight Ship; Mixing Business and Family; The Case Method; Cases; Articles; Exercises; Integration; On Living With and Changing Worlds; Recent Business History and the Future; Down to Earth Learning Right Now; Bibliography, Index.

It’s not easy to figure out today where to go on any business voyage.  Nobody knows for sure what lies ahead.  Read BUSINESS VOYAGES to learn cases, concepts, and techniques about how to cope with the process and the possibilities.

BUSINESS VOYAGES contains several cases showing the history of the Georgia Southern University business school during 1970-2005.  If you intend to study business, you should read the case “Evidence the Case Method Works” in the case section of Business Voyages.  The research data in this case alone is worth the price of the book.  Longitudinal ten-year data in the case, based on a survey of former students who had been in the real world at least five years after graduation, show that students taking courses in which the case method was used made more money than students taking the same courses in which the lecture, telling, or computer game methods were used.  Former students who became entreprenerurs who took case method courses reported the highest mean income of any group.  A large majority of the respondents said the case method is the best method for learning about business and recommended that more case method teaching be offered in the Georgia Southern University business school.  The case method is an experience-based learning process, such as you find among successful entrepreneurs in the real world.

Following are some comments by readers.

In his tour de force, of Business Voyages, Professor Stapleton combines the values of his pioneering American family, the leadership learned from quarterbacking winning football teams, the insights gained from decades of teaching future CEOs, and practical commercial acumen into a must-read chronicle for those seeking to recover from the economic chaos gripping our nation. 


William John Cox, public interest lawyer, retired prosecutor, author and political activist, Los Angeles, California 

Business Voyages is four books in one it is an autobiography (so that we learn something about the author), a brief guide to transactional analysis (to learn briefly about scripts, ego states and games that people play), a small business case book (to learn from others) and it is a book for entrepreneurs (inviting them to look at the available web and other resources, encouraging them to plan a business voyage and challenging them to actually go on that voyage). The entrepreneurs will smile as they go through this book and just look forward to so much that life can bring. From a business learning and teaching viewpoint this book has much to offer.


(Dr.) Bill Dimovski, Former student and now Senior Lecturer in Finance, Deakin University, Australia, and a director of various companies engaged in construction and retail activities.

 

In an informative chapter called “Games Educators Play,” Richard Stapleton applies his expertise in management and mathematics to a persistent and vexing question: what weight should be given to university students’ ratings of their professors.  In a significant addition to the debate, Stapleton’s hard data show that neither professors nor their students are well served when student ratings are used in personnel decisions.


Judith D. Fischer, Associate Professor of Law, Louis D. Brandeis School of Law, University of Louisville, Louisville, Kentucky

 

Finding the Way, September 16, 2010
By West Texan (Muleshoe, Texas), a review at amazon.com
This review is from: Business Voyages: Mental Maps, Scripts, Schemata, and Tools for Discovering and Co-Constructing Your Own Business Worlds (Paperback)
A friend sent me a copy of Business Voyages, to entertain me in my early “retirement,” to encourage me in finding my way during these uncertain times, and, perhaps, to provide me with a map and some guidelines to get where I want to go.
It was a very nice and greatly appreciated gift.

The book is almost like a year-long, small-group graduate seminar with your favorite teacher, as Professor Stapleton reminisces about growing up as the son of the local successful entrepreneur in a small West Texas town, quarterbacking the football team, working his way through college and starting his own businesses, before deciding that he had something to offer to students who want to learn about running a business.

Take a while, read the book slowly and take to heart what the good professor has to say. It’s worth the time and the price.

See INSIDE THE BOOK (BUSINESS VOYAGES) free at Amazon.com for the Table of Contents and much of the writing.

ORDER NOW
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To Order Now!, click here.

 

RECOMMENDATIONS FOR WAKING UP FROM THE AMERICAN NIGHTMARE

by Richard John Stapleton

Effective Learning Publications

Publication Date: October 19, 2012

Amazon.com eBook, 180 equivalent print pages, $2.99.

Recommendations For Waking Up From The American Nightmare is an analysis of how the US got in the predicament it is in and what the author recommends for getting out of it. 

A major feature of the book is a case study of an organizational development consulting engagement the writer experienced in the late 1970s and early 1980s with a manufacturing plant over five years, showing how he applied transactional analysis de-Gaming principles with some 300 members of the organization from several areas and levels in the chain of command, resulting in the creation of a new computerized scheduling and control system implemented plant wide, increasing the efficiency and profitability of the plant, and the cohesion and job satisfaction of organizational members’ until the parent corporation owning the plant sold it, and most of its jobs were shipped overseas to a low wage country. 


Stapleton is convinced the root cause of American economic troubles is political, economic, religious and social polarization among US voters who since 1980 have voted into office polarized politicians out to feather their own nests and promote idiosyncratic economic interests, beliefs, values, dogmas, doctrines and ideologies, rather than use common sense to analyze the real causes of problems and recommend logical solutions.

Polarized politicians since 1980 voted for or against legislation based on their predetermined economic interests, ideologies, dogmas and doctrines, not the facts of cases, resulting in the deadlocked dysfunctional government we have today.

Recommendations For Waking Up From the American Nightmare advocates more dialectical democratic Game-free case method discussions among people from all walks of life in more and more Town Hall Meetings to foster more discussion of facts of cases and their logical solutions, hopefully resulting in more voters concerned about the facts of cases and inducing logical solutions, resulting in the election of like-minded politicians voting to do the right thing for we the people based on the facts of cases, not predetermined idiosyncratic ideologies, economic interests, beliefs, values, dogmas and doctrines.

In order for the performance of the US government to improve we need better politicians, and to get better politicians we need better voters.  To get better voters we need more and better adult education, and the place to start is by creating spaces where adults can discuss issues and cases by answering three adult questions:  What is the problem?  What are the alternatives?  What are the alternatives?


Recommendations for Waking Up From the American Nightmare  describes and explains a dialectical democratic case method process that can be used to discuss cases in a Game-free way to enable disparate groups to reach consensual truth about what to do about real problems and opportunities.

The author is convinced Republican neoconservative ideologies inflicted on the US economy since 1980 are major causes of the economic problems we have today; and, while he is not overly impressed with the neoliberal ideologies of the Obama administration since 2009 he thinks this administration has done more good than harm.  The Obama administration (OA) at least made a start toward creating a rational health care system in the US and did not create military disasters with new wars.  Whether any US president no matter how ethical or intelligent can do much about correcting the deformations and impediments created by the lobbyists of large corporations and the elite rich since 1980 that have disrupted and hamstrung the rational and orderly functioning of the US economy remains to be seen. 

The author recommends amending the US Constitution as soon as possible to eradicate Citizens United of 2010, the absurd and abominable 5-4 Supreme Court case in which five extreme right wing Republican judges ruled corporations are people with free speech, entitled to spend as much money as they wish buying propaganda in mainstream media to influence federal elections in their favor, at the expense of we the people.

Stapleton recommends the United States Voters’ Rights Amendment (USVRA), proposed by William John Cox, to improve the functioning of US democracy.  See Transforming America:  A Voter’s Bill of Rights, by William John Cox, Amazon.com, for a full analysis and discussion of how to amend the US constitution.

See INSIDE THE BOOK (RECOMMENDATIONS FOR WAKING UP FROM THE AMERICAN NIGHTMARE) free at Amazon.com for the Table of Contents and much of the writing.

ORDER NOW
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To Order Now!, click here.

 

STAPLETON LEARNING COMPANY

A door with the sign " welcome to " written on it.
Three women sitting at a table with papers on it.

Debbye in action tutoring two tutorees at once

Two people sitting at a table with a laptop.

Learning mathematics with your tutor looking over your shoulder. Debbye has twice been voted the best math tutor in Statesboro.

Stapleton Learning Company

Established June 2005 by Deborah and Richard Stapleton

MATHEMATICS TUTORING FROM GRADE SCHOOL THOUGH GRADUATE SCHOOL

32 East Main Street
PO Box 2265
Statesboro, Georgia 30459

Cell phone Deborah: 912-687-1094
Cell phone Richard: 912-687-5049

Email: [email protected]

Email: [email protected]

Website:  www.effectivelearning.net

Deborah Coleman Stapleton, BSED, MED, EDS, MSOR is an emeritus assistant professor of mathematics at Georgia Southern University.  She has an undergraduate degree in mathematics education from the University of Georgia, two masters degrees in mathematics education from Georgia Southern University, and a masters degree in operations research from Georgia Tech.  She started out at the University of Georgia majoring in speech pathology, following the lead of her Aunt Tommie, Tommie Jean Corbett, at one time secretary to President Zack Henderson at Georgia Southern University, who became a professional speech pathologist counseling primarily children and young adults with learning difficulties. 

Debbye was always relatively talented in mathematics, and she decided at the University of Georgia mathematics was her long suit, so she switched her major from speech pathology to become a math teacher. While teaching in Montgomery and Toombs County public schools near Vidalia she furthered her education in mathematics education driving to Statesboro for courses at Georgia Southern. At a later date she moved to Atlanta and lived with her Aunt Tommie while earning a masters degree at Georgia Tech in operations research, considering for a time pursuing a career in operations research in industry. After finishing her MSOR from Georgia Tech and interviewing a few corporations for operations research positions she decided the corporate life was not for her. She then came back to Georgia Southern and taught math in the mathematics and learning support departments. 

After marrying husband Rick in 1989 and after the learning support department at Georgia Southern was discontinued she transferred to the Georgia Southern business school where she taught business statistics and decision science courses, and crunched the statistical numbers for quite a few research papers she co-authored with Rick through the years.

Debbye co-founded Stapleton Learning Company in June 2005 after retiring at Georgia Southern and has tutored students in mathematics subjects ranging from basic grade school arithmetic to college-level Calculus II.  Most of her tutorees at Stapleton Learning Company have been high school students preparing for what lies ahead in university math courses and Georgia Southern students who have had difficulties in their math courses.  She has tutored high school students taking courses in college prep math and college students taking math department courses in modeling, algebra, statistics, plane geometry, trigonometry and calculus.  She has also tutored students taking courses in business school statistics, decision science, and operations management. 

She quickly flunked out of retirement in 2005.  In addition to teaching two modeling courses part-time each fall in the math department at Georgia Southern, she has been busy tutoring since 2005, generally from four to eight hours per day.  Debbye’s tutorees do well in their math courses and are satisfied with the results of their one-on-one tutoring.

For information regarding Mrs. Stapleton’s hourly fee and schedule contact her at 912-687-1094, or [email protected].

A man and woman sitting in front of each other.



Richard John Stapleton, BS, MBA, PhD, CTA is an emeritus professor of entrepreneurship, small business, and business policy at Georgia Southern University where he taught small business, operations management, organizational behavior, management information systems, control, entrepreneurship, business policy, and business ethics 37 years.  He has a BS in economics, an MBA in organizational behavior, and a PhD in management science, all from Texas Tech University during 1962-1969.  He received a professional certification in transactional analysis in 1978 from the International Transactional Analysis Association, a CTA (Certified Transactional Analyst).  Richard trained and consulted using transactional analysis at the Southeast Institute at Chapel Hill, NC during 1975-1978. 

He worked 10 years for his parents to age 21 in 1962 in their small businesses at Wolfforth, Texas, ten miles from Lubbock, started from scratch in 1950, including a lumber yard and hardware store, farms, ranches, a housing subdivision, a natural gas pipeline installation and service business, a farm irrigation and home water pump installation and service business, and a bank. He started and ran two businesses of his own at age 22–a weekly newspaper, the Wolfforth-Frenship Gazette, and Rick Stapleton Agency, a fire and casualty insurance agency, a real estate brokerage, and a mortgage loan brokerage–before returning to Texas Tech for graduate work at age 25, having decided to move on from his small hometown.  He made a profit in his businesses, which he sold.  He documented these experiences in his 2008 book, Business Voyages.

In addition to teaching a full load of courses every quarter or semester throughout his career at Georgia Southern from July 1970-June 2005 he supervised student teams consulting with over 300 small businesses in Southeast Georgia and directed a Small Business Institute 18 years. He has researched, written and published 47 refereed scholarly articles and 5 books.  He founded the Entrepreneurship/Small Business Emphasis in the business school at Georgia Southern in 1987.

Since retiring from Georgia Southern and co-founding Stapleton Learning Company Richard wrote and published in 2008 Business Voyages, a 756-page summary of his life and experience, presenting what he considers the most relevant theories, concepts, techniques and learning processes anyone should know for coping with, surviving in, or succeeding in business worlds, primarily in small business worlds as an entrepreneur. 

Sometimes called a business bible, Business Voyages is must reading for anyone thinking about making money as an entrepreneur starting with little capital, the major determinant of high incomes under capitalism.

Richard published in 2016 Born to Learn:  A Transactional Analysis of Human Learning, a 245-page book explaining how people naturally learn, and what might be done to make timely changes, using transactional analysis concepts and models.

Born to Learn is must reading for teachers of all kinds, teachers in schools, parents in homes, managers in businesses, and many others.

Born to Learn will help anyone more fully understand how they came to learn what they naturally learned through experience.  A unique feature of the book is the insight it provides into how people learn scripts in families and organizations and what is required to get along, survive, or succeed in organizations.

For information regarding any of the concepts and techniques in the “Running A Tight Ship” chapter of Business Voyages such as balance sheets, income statements, cash flow statements, break-even points, present value or business planning or concepts and techniques in the “People Along the Way” chapter of Business Voyages, or the transactional analysis content of Born to Learn contact Richard at 912-687-5049 or [email protected].

In the process of writing
Business Voyages, Richard became increasingly dismayed by political developments in the US since 1980 that worked to the advantage of rich CEO employees hired at the top of large corporations and to the disadvantage of small business owners and middle and lower income citizens.  Small business people now have to worry about more than finding customers, hiring and training employees, and managing their cash flows; they also have to worry about politicians changing the rules of the game in favor of large public corporations.

Politicians not regulating greedy corporate money manipulators in Wall Street skyscrapers is one thing; it is another matter for politicians to increase the sales taxes of the poor and decrease the income taxes of corporations and the elite rich, thereby reducing aggregate demand for goods and services sold by small businesses on Main Streets, as has happened since 1980. 

Anyone could see the remains of small businesses in downtown areas and in malls in towns and cities that were shut down and discontinued after 2007; and there is a significant risk if politicians in most states up to the present time increase the sales taxes of the poor and decrease the income taxes of the rich while they cut state expenditures they will continue to decrease aggregate consumer demand to the point that a new wave of small business discontinuances will result, creating higher unemployment and more Mad Hatter-like demonstrations, diatribes and threats on town squares, on talk radio, and on Fox (so-called) News.  These issues are discussed in depth and detail in Business Voyages.

Business knowledge is not like mathematical knowledge. Math is hard because there are right answers you have to find that are provably true using deductive logic. Most business courses are considered easier than math courses because students do not have to work problems that are provably true. Unfortunately the real world is not cut and dried. Almost never can you prove anything is true in business or politics. The causes of real world problems are many, obscure and diverse, and most people have no way of proving what is causing what, causing them to live in a befuddled state making them susceptible to being exploited by whatever stories and lies unethical politicians and business communicators tell them.

One answer about the economy however seems clear. 

It has become harder and harder for most small business owners to make a profit and stay in business in the US since Ronald Reagan’s time in 1981 thanks to the machinations of large corporations and their political lapdogs, paying politicians to cut their taxes, outsourcing jobs to low wage countries, and the like; and the way to deal with this pernicious predicament is to educate all voters to help them separate fact from fantasy, form from substance and truth from lies, to better understand what is in their interests and in the interests of all people, not merely the elite rich.  At the same time, central banks of all developed nations, especially in the US, have resorted to expanding their money supplies in the form of debt by simply adding digits to bank accounts, flooding Earth with debt that has to be paid back, a process that slowly but surely sucks the blood out of real main street economies as debtors attempt to pay back their loans, siphoning money out of the system into the hands of creditors who issued the debt.

The above process worldwide has caused a process since 1980 that has resulted in the top ten percent of the human population owning and controlling about eighty percent of Earth’s wealth and resources resulting in extreme income inequality, which continues to worsen year after year.  Consequently humans now live under a Sword of Damocles waiting for the next financial crisis or the next political or military catastrophe, having to worry all the while about the possible consequences of climate change.

What the world needs now is better informed and educated voters who will elect better politicians who will pass better rules and laws.  How to produce this learning is one of the most pressing problems of our time.  What is needed are more and more public forums where adults can discuss relevant issues in face-to-face dialectical discussions.  Read Born to Learn for insights into how such processes work.  Good discussions should be Game-free, that is, devoid of psychological Games.  Born to Learn shows how to conduct Game-free discussions, a skill sorely needed by one of the most Game-infested groups on Earth, the US Congress.

See Inside the Book at Amazon.com for the Table of Contents and content samples of Born to Learn.

Most people think most small business owners are as rich as rich CEO employees hired by large corporations, when in reality there is a big difference between small business and big business.  Most small business owners make about as much money as the average lower-level employee of a large corporation.  According to William J. Dennis, Jr. of the National Federation of Independent Business Research Foundation, in 2007 the median income of owners of small employing businesses was about $72,500; and 6 percent earned less than $12,500, when only 5 percent earned more than $250,000 (NFIB Small Business Facts, Vol. 7, Issue 7, 2007). 

The actual median income of CEOs of some 5,000 large public corporations in the US is hard to find, caused by the way large public corporations determine executive compensation, whether in salary, bonuses, stock options, etc.  Regardless, it’s safe to say the compensation of most hired CEO employees in large public corporations in the US is over $2,000,000 per year.  Some say the average compensation of CEOs of the largest corporations in the US is about $12,000,000 per year, making them salaried oligarchs. 

Do these corporate oligarchs really do this much valuable work?  Do they work harder and longer than most people?  Enough harder and longer to justify their salaries?  Are they intelligent and knowledgeable enough to justify their salaries?  Most of them are good politicians, skilled at bonding with cronies, which gives them power to negotiate and set their high salaries.  Power not work or productivity is the source of their high incomes.

Large corporations are as much public utilities as businesses since the actual stock owners in most cases are clueless about how to run them, and could care less so long as their stock price goes up; and many are too big to fail, so why not regulate them in the public interest, including the compensation packages of their top employees?

Why should the hired CEO employees of large US public corporations be paid ten to fifty times more per year than the elected President of the United States, the Chief Executive of about 3 million civil service workers and the Commander in Chief of about 2.25 million military workers?

Who should govern whom?  The corporate oligarchs the US government, or the US government the corporate oligarchs?

It’s not that the president of the United States is underpaid.  Most corporate CEOs in the US are overpaid.  Vote in politicians with strong characters and a clear sense of ethics who will vote for we the people of the US rather than large corporations and the elite rich.

Get rid of Citizens United of 2010, the abominable 5-4 right wing US Supreme Court decision that legalized the spending of unlimited sums of money by large corporations and the elite rich to bribe politicians to lower their taxes and legalize them favors in business markets.

FreeFairProgressParty

 

A man sitting at a table in front of a computer.

FreeFairProgressParty of Spaceship Earth

The FFPP

Join Now!

By RICHARD JOHN STAPLETON

From a passage I (Richard) wrote in 2004 on page 645 of Business Voyages: Mental Maps, Scripts, Schemata, and Tools for Discovering and Co-Constructing Your Own Business Worlds, first published in 2008:

“I am not a Democrat, or a Liberal, and for sure I am not a Republican, or a Conservative. I am a member of the FFPP, my own creation, the FreedomFairnessProgressParty. If you would like to join this party, send no money, but act in such a way as to encourage all people to act and vote in truly free, fair, and progressive ways. Most Democratic congress people seem about as devoid of workable solutions for real problems in today’s world as Reagan and Bush II, although I will say I think Democratic politicians in Washington in general have been more Christian-like than Republican politicians in Washington since 1980. At least they were less inclined to take from the poor and give to the rich. Most Republican and Democratic politicians have done little in the last twenty-five years but slavishly vote for their party line, as they were told by their party bosses, to conserve their chances of getting help from their party bosses in their next election.”

Unfortunately the French Revolution failed:  What humans still desperately need is liberty, equality, and fraternity.

Vote the incompetents in Washington out ASAP and replace them with free, fair, responsible, progressive members of the FFPP, who want to do the right thing for all people, not just large corporations and the elite rich.


Unfortunately, as of this writing January 11, 2020, it seems most Demos voting in the 2016 primaries were not very bright, not having the sense to vote in their own interests, since most voted for Hillary, the establishment candidate, instead of Bernie, who could have beaten Trump in the Electoral College.

Get rid of the Electoral College. The Electoral College makes the popular votes of voters in red states count more than the votes of voters in blue states, a gross insult to voters in blue states.

Following are some planks in the FFPP platform.  Read Business Voyages for more about what this party stands for and advocates. To learn more about the book go to the Effective Learning Publications page on the Masthead of this blog at the top of this page.

The last thing we need now are more party-line pandering establishment-financed career politicians, out to feather their own nests and the nests of their sugar daddies ensconced in their corporate headquarters atop skyscrapers and their favored elite rich few by slavishly voting for bills, acts, laws and rules in their favor, such as their current so-called tax reform proposals, another tax cut for the rich, at the expense of we the people on the ground, in the on-going US class war, exponentially increasing the incomes and wealth of the elite rich from year to year, creating ever-widening inequality, inexorably destroying our society from the inside, as climate change destroys it from the outside.

Trump is not a career politician. Even worse, he is a troglodyte who has lived in penthouses atop New York City skyscrapers, who never worked a day in his life at a real job for a real boss. He is a classic example of the class of people who pay career politicians to vote in their favor. Working and middle class voters in 2016 foolishly voted for Trump expecting him to work in their interests after he got in office as president.  Unfortunately, as history has shown, Trump has given the elite rich and the deep state everything they wanted, greater tax breaks and higher military spending than they ever dreamed of. The US debt has again exploded, and nothing has been done to help working people.

Most local politicians are ethical conscientious citizens doing their best to serve their fellow citizens, but the farther from home the government is located for which politicians are elected the more likely politicians are to be corrupted and bought off by large corporations and the elite rich, causing them to vote in the interests of the elite rich and the corporate deep state, rather than in the interests of we the people.

Get rid of lesser evil voting. I was criticized for not voting for the lesser evil for president in 2016, voting for Jill Stein, of the Green Party, instead.  I voted for Jill Stein because I think she is intelligent, rational, and ethical.  One of the most rational, intelligent, and ethical procedures she continues to advocate is rank-order voting wherein voters rank their top three choices and the candidate with the highest overall score wins, thereby getting rid of voters being forced to vote for the lesser of two evils.

Get rid of flat taxes. Large corporations and the elite rich now pay about the same after loophole effective tax rate as the middle class. Reset the top ALETR, After Loophole Effective Tax Rate, to above 70 percent where our wisest ancestors set it before 1980, who knew you have to have progressive income tax rates to prevent inequality from destroying democracy under capitalism.

Use the new tax revenue and borrowed money (including funny money–money created by the Federal Reserve System punching digits into computers and calling the resulting numbers money, that is used to purchase US Treasury bills and notes) to fund infrastructure projects in green energy, transportation, education and the like to improve the quality of life of all US citizens, that will create jobs generating middle class incomes in the US, that will spur more job growth as the incomes are spent, increasing sales in businesses, creating a multiplier effect that will create even more jobs, putting the US back on an uphill track, not a downhill one.

Reduce military spending. The US now spends almost one trillion dollars per year on its military, over half of discretionary spending in the US yearly budget, more than the next eight largest nations combined spend on military activities around Earth. We have become an imperialistic war-mongering nation. Most of the military budget is for offense, not defense.

Increased tax revenues and military cost savings could be used to fund some sort of guaranteed income system such as proposed by Democratic presidential primary candidate Andrew Yang, who proposes providing $1000 per month for families.  Whether this is the right amount is debatable but the idea is sound. This would significantly increase aggregate demand which would increase sales for businesses and promote job growth.

Get rid of the Gramm-Leach-Bliley Act. Bring back the Glass-Steagall Act of 1933 which was gotten rid of in 1999 by the Gramm-Leach-Bliley Act, signed by Hillary’s husband Bill when he was president, possibly the most unethical and harmful piece of US legislative action of the 20th Century, which gave bankers in too big to fail Wall Street banks permission to gamble with bank money backed by depositors and citizens using derivatives, financial weapons of mass destruction, turning the money and banking system into a giant gambling casino, putting the deposits and pension money of all citizens at risk to this very day, unfairly biasing the economic system in favor of banksters in big New York City banks.

Get Rid of For-Profit Healthcare. The United States is the only developed nation on Earth in which the healthcare system is a major cause of bankruptcy for citizens with one of the worst ratios between cost of service and outcomes, such as infant survival and life expectancy for all. Vote in and install a Medicare for All system that insures all citizens with rational premiums and controls costs by setting rational prices for drugs and medical services based on time-honored procedures used to regulate natural monopolies such as electricity and water utilities. Read my article “Why Healthcare Should Be Managed As A Natural Monopoly,” for more detail on natural monopolies. Free enterprise does not work in the healthcare industry because demand is inelastic, meaning customers are forced by necessity to buy products and services regardless of the price charged, if they want to stay alive or prevent chronic unnecessary impairments.

Randomly Select Discussion Leaders. I used a spinning arrow, called a Classroom De-Gamer™, over 30 years in all my university case method business courses at Georgia Southern University to point out and randomly select the discussion leader of the day, thereby insuring every student in the class had an equal opportunity to be the class leader of the day, thereby teaching democratic leadership behaviors. I am convinced you could randomly select intelligent knowledgeable citizens off the streets of the US and send them to Washington replacing all sitting politicians and the US government would improve overnight, since these citizens could use their common sense to vote for things benefiting we the people, having not been paid with corporate and elite rich money to fight on the side of large corporations and the elite rich in the US class war. Randomly select committee members and discussion leaders for real debates on house and senate floors and in all committees to define problems and opportunities, discuss advantages and disadvantages of alternatives for everyone, and make recommendations.

Randomly selecting leaders is not a novel idea. The ancient Greeks had the idea and used it as early as the 6th Century bce. The process is called sortition.
Random selection of political leaders would be better than the election systems we now use–for the simple reason randomly selected leaders would not be beholden to vested interests, or corrupted by the money current politicians have to raise from rich patrons to purchase TV and mainstream media print advertising to get elected to federal offices, money that has to be paid back once they get in office, insuring the government is run primarily to benefit large corporations and the elite rich, not we the people. Read my book
Born to Learn: A Transactional Analysis of Human Learning to get the full picture for how this process works.

Elect Better Leaders.  I recommend some combination of Sanders, Warren, Gabbard, and Yang for president and vice president in 2020. Assuming the DNC and the Deep State again get their way and Biden, the DNC preferred candidate at the time of this writing, winds up the Dem candidate in the general election, in my opinion he will become another establishment lesser-evil candidate unlikely to cause significant improvements in the functioning of the US government if elected president.

Get Rid of Unfairness and Corruption. Both the Repug and Dem Parties are corrupt, rigging their states of affairs to benefit RNC and DNC insiders and hacks. The biggest problem Bernie Sanders has running for president is the rigging, unfairness, and corruption of the Democratic National Committee attempting to deny him the Demo nomination to run against Trump.

Here’s a way Bernie supporters can maximize their power to prevent unfair treatment of Bernie and themselves by DNC insiders in the event Bernie does not win 1,990 delegates (despite winning more of the popular votes than any other candidate) in the DNC state primaries in 2020. To make sure Bernie is not screwed out of the popular vote nomination by superdelegates in second round voting at the DNC Convention July 13, 2020 in Milwaukee, Bernie supporters should let potentially-unfair Dems know now in clear language they will not vote for a DNC nominee other than Bernie in the general election against Trump if they unfairly screw Bernie out of the nomination using superdelegates. If they do they will then be guilty of causing Trump to win by choosing the greater evil–choosing their insider vested-interest favorite regardless of the fact Bernie fairly won the popular vote in the primaries.

Get rid of Citizens United of 2010. This abominable 5-4 Supreme Court decision affirmed into law by five right wing judges was possibly the most deleterious US Supreme Court decision in US history, sabotaging democracy in the US, defining corporations as people with free speech and therefore free to spend as much money as they wished for political campaigns, to cause politicians to enact laws reducing their taxes and bending the rules of the economic game in their favor, thereby undermining the interests of middle and working class people in the US .

Modernize the US Constitution.  Did you know the US Constitution does not actually guarantee a right to vote for all US citizens? Well, it doesn’t, as William John Cox points out in his Counterpunch article at https://www.counterpunch.org/2017/01/25/the-us-voters-rights-amendment-explained/. Cox, a retired public interest lawyer and a prolific author has proposed a US Voters Rights amendment to the US Constitution to insure a right to vote for all US citizens, and correct many other deficiencies in the US voting system, such as problems caused by the abominable US Electoral College and the equally abominable Citizens United of 2010 Supreme Court case that legalized large corporations as people for campaign contribution purposes. Read Wm Cox’s article at https://www.counterpunch.org/2017/01/25/the-us-voters-rights-amendment-explained/ for a detailed plan on how to make these corrections and several more that are greatly needed to modernize the US Constitution.

Feel free to share, forward, post, copy, reprint, or otherwise disseminate this post any way you see fit.

Richard John Stapleton, PhD, CTA, Founder & Director, FreeFairProgressParty of America, 32 East Main Street, Statesboro, Georgia, USA, February 25, 2020

THE EVOLUTION OF SPACESHIP EARTH, INC.

 

A man sitting at a table in front of a computer.

By Richard John Stapleton

I argued in my article “Moving Farther West to Escape Problems at Home is No Longer an Option,” published August 29, 2013 in the Intrepid Report, that capitalism and most religions are now almost obsolete; and, given the advent of modern computers, computer programmers, computer software and the Internet, it is now technologically feasible to construct a new economic system vastly more efficient, effective and fair than what now exists around Spaceship Earth.

Democracy, Fascism, or What?
 
Here’s what I think ought to be done. The US is a democratic republic. Think about that. What is that? A coalition of states that are to be ruled by democratic votes? Nope. not that. That does not happen in the US. The democratic part of the USian democratic republic means you vote for a representative to vote for you in a state or federal aggregation of voters who will decide what to do. You do not get to vote about what to do. You get to vote for someone who theoretically can. That’s where the problem starts.
 
Who you vote for can vote in the interests of whomever has contributed most to his or her campaign fund to buy propaganda advertising to get elected. Money corrupts the system. The proposed system below entails groups of randomly selected citizens of all elements of society of all countries getting together and discussing governmental issues, with each of the randomly selected participants being selected having an equal opportunity, caused by a random selection device, to lead discussions of cases confronting the country and Spaceship Earth, to develop consensual answers and policies about what to do.
 
Such groups would do this all around Spaceship Earth and their answers and policies would be aggregated and tabulated to develop consensual answers used to change the AI magnum computer program described in the article below as needed.
 
This computer-based AI system would manage the scheduling, producing, and distributing of the necessities of life for all Earthian citizens, who were issued one share of Spaceship Earth, Inc stock at birth. This one share of inherited stock would insure every human born on Earth adequate necessities of life. Everyone would be born rich, like the offspring of the elite rich are now.
 
There would be no voting on what to do and no dictates by dictators. This would be democracy without voting. Whatever the aggregated consensual answers were as developed in the above described process would be implemented by the AI magnum computer system.
 
Democracy as provided in the USian constitution is better than fascism, but it is not a panacea. Witness the fact that a little less than one-third of USian eligible voters were able by law November 5, 2024 to select a president of the US that can inflict his fascist world view on everyone. The system described in the article below would not allow a fascist to get control of a country.
 
 
Implementing such a system would not be easy and could not be done overnight. As I see it, it could only happen gradually and peacefully as more and more I’m OK—You’re OK Adult—Adult Game-Free Democratic Case-Based Discussion Groups using the above-described process were established around Spaceship Earth.
 
Reading Buckminster Fuller’s book Operating Manual for Spaceship Earth (1969) back in the 1970s stimulated some of these ideas.He was the first person I read to assert that computers are the best hope for human survival on Earth, that humans should never do work that machines can do better, and that unemployment can be eliminated overnight by governments issuing mind grants to all citizens, paying them to think.


Progressives now argue something must be done about poorly regulated quasi-obsolete economic systems, religious systems, legal systems, and production and distribution systems that have resulted in the richest 20 percent of Earthians consuming about 76 percent of all goods and services produced every year on Earth, with the bottom 20 percent consuming about 1.5 percent of all goods and services, while a small free Earthian elite, about 26 million humans own and control about 40 percent of Earth’s wealth, living in luxury with almost unlimited options for travel and entertainment, living cheek by jowl among billions of humans mired in poverty, owning almost nothing, doing almost the equivalent of slave labor day in and day out all their lives, yet living in constant fear of being fired from their jobs for disloyalty or slackness, who are condemned to poverty by their wages, in most cases within miles of where they were accidentally born, where they grew up with little or no opportunity to learn relevant knowledge about how the world works, in many cases not even having an opportunity to learn how to read.

I am not advocating abolishing capitalism, communism, socialism, atheism, or any religious ism; since I think certain aspects of capitalism and most religions are humane and beneficial, such as the decentralization of production at the entrepreneurial and small business level and the rewarding of people for creating new ideas, products and services under capitalism.On the other hand, I think the inevitable centralizing of wealth and power in large corporations in the hands of the elite rich caused by capitalism is an incredible abomination, causing many of Earth’s most threatening problems, including global warming and inequality among humans, now increasing at a faster rate.

Religions have provided people around Earth with solace in the face of grim and gruesome realities of human life, such as inevitable death, and the constant possibility of pain and suffering.

Here’s an idea I developed using a management science technique to eventually solve the Earthian poverty and inequality problem, a major cause of today’s political and military problems. To my knowledge, I am the first human Earthian to think of this, although I know this is almost impossible, since it’s almost impossible for anyone today to think of something that nobody has thought of before.  Regardless, I first published this idea in 2008 in my book Business Voyages, a business bible for people who would like to do the right thing for all Earthians. 

An Earthian  is an individual member of any species of fauna and flora living aboard Spaceship Earth.  The human species now threatens the existence of all other species around Earth, and itself, causing hundreds of species to become extinct daily, because of inexorably increasing the human population aboard Spaceship Earth, thereby causing the destruction of habitats and the creating of global warming and climate change, caused by igniting and burning more and more millions of barrels, tons, and cubic feet of oil, coal, and natural gas every day , which is necessary to feed, clothe, house, and entertain the burgeoning human population. 

I first read Buckminster Fuller’s assertion that the computer would eventually save us in the 1970s in his book titled Operating Manual for Spaceship Earth ; but I, to my knowledge, am the first person to show in some detail how it could happen with computers, computer programming, and the management science technique linear programming.  Buckminster Fuller also invented the appellation Spaceship Earth and the word Earthian.

Here is my schema for how Buckminster Fuller’s general idea might come to fruition, from my book Business Voyages, first published in 2008, from a passage embarking on page 617:

 “It still seems to me Buckminster Fuller in his Operating Manual for Spaceship Earth (1969) that I first read in 1973 had some of the most creative and cogent ideas I have read for getting humanity out of its ongoing mess. One of Fuller’s ideas was that people should not do work that machines can do better. Another of his ideas was that people should be paid to think with mind grants to maintain full employment. Bringing this about in World 1 would require tremendous change, probably entailing decreasing the human population aboard Spaceship Earth through lower birth rates over time, but it seems to me Fuller’s ideas about the nature of work, full employment, and prosperity for all could happen, perhaps within the next one hundred years.

“I do not think any of the economic ideas I have read or heard from Republican or Democratic political candidates in the US in the last year (2003-2004) will do anything to solve problems such as overpopulation in poor countries and jobs being outsourced to poor countries or automated away by robots. Seemingly politicians of all stripes will not or cannot face up to the fact that wages are low in poor countries because there are billions of poor people in such countries willing to work hard for a pittance compared to wages and salaries in rich countries, and so long as such conditions exist workers in rich countries will experience inexorable downward pressure on their wages and salaries because of the iron laws of economic competition and supply and demand, which can only be temporarily suppressed in the short run by politicians bending the laws of economic competition for their favored few through measures such as tariffs, subsidies, currency manipulation, deficit spending, tax reductions, interest rate reductions, and money-printing.

“The long-term solution is for all people aboard Spaceship Earth to get rich, free, and friendly, but to reach that happy state of affairs much patience and sacrifice will be required of billions of poverty-stricken people around the globe–social heroes and martyrs who peacefully live their lives knowing they inherited a relatively mean, short, brutish and unfair fate (Hobbes, 1651).

“Although some biological constructivists think humanity is involved in a meaningless drift in the infinity of time and space, it’s possible most people aboard Spaceship Earth could achieve satisfying lives devoid of economic insecurity and threat of terrorism and military attack within one hundred years. It seems to me this is possible with current rates of progress using free enterprise market systems and democratic political processes, coupled with the ongoing evolutionary bottom-up discovery and application of scientific knowledge (Stapleton & Stapleton, 1998), assuming humans do not blow themselves up with weapons of mass destruction or render themselves extinct with global warming and climate change in the meantime. On the other hand, it’s possible that new economic, social, and political alternatives can be tried that might accelerate the current rate of progress; assuming human beings are intelligent enough and creative enough to co-construct them.

“Being a good entrepreneur, or any other kind of good human being, is not easy these days; but despite the gathering storm clouds clearly visible ahead and the wind, heat, and choppy water we are now experiencing caused by religious fanaticism, terrorism, overpopulation, resource depletion, war mongering for profit, and global warming, the entrepreneur remains the captain of his or her ship.

“It is not easy to remain positive and work hard every day running a tight ship dealing with the problems and details of one’s particular daily existence while one is constantly reminded by news media that the world is going to hell in a hand basket. While the world may be going to hell in a hand basket at some time, it is not going to self- destruct today, this year, or this decade. Despite the problems of World 1, there remain myriad opportunities–right now–for entrepreneurs all over Earth to invent, produce, and sell new products, services, and processes, and get rich, as many are doing.

“The problem is that if everyone should ignore global warming, overpopulation, religious fanaticism, energy depletion, unnecessary military activity, and terrorism, focusing solely on her or his personal life problems, goals, and ambitions, problems of global warming, overpopulation, religious fanaticism, resource depletion, terrorism, and war are sure to worsen; and if negative trends caused by these problems continue indefinitely, the “world” could come to an end as prophesied by religious fanatics. To help insure this does not happen, the time may come when all conscientious and intelligent human beings, including self-interested entrepreneurs in the process of getting rich, must contribute a significant portion of their time and money to solving the world’s problems if “the world” is to continue to exist.

“Solving problems caused by global warming, religious fanaticism, overpopulation, energy depletion, and terrorism may become the moral equivalent of fighting in world wars, as President Jimmy Carter of the US pointed out regarding the energy crisis of the 1970’s, requiring courageous efforts of mythic proportions and the sacrifices of millions of heroes.

“It seems to me a mathematical formulation exists that one day may develop for human Earthians power in economics loosely analogous to the power of E=mc2(squared) in physics. This formulation is Max or Min CjXj, subject to, AijXj ≤, =, or ≥ Bi, which is a general form of the linear programming model, which has been around for many years in management science, operations research, and linear algebra courses. It seems to me Max CjXj, s.t. AijXj ≤, =, or ≥ Bi symbolizes knowledge that gives the human species about as much potential power to perpetuate itself as E=mc2(squared) symbolizes knowledge that gives the human species the power to exterminate itself.

“The upshot of this linear programming discussion is that if computers and computer programs become powerful enough, they might eventually store data in matrices for food, clothing, shelter, energy, transportation, and medicine requirements for every single human living on Planet Earth. These requirements could be summed to develop the total requirement for food, clothing, shelter, energy, etc. for Earth as a whole, per week, month, year, or whatever. An Xj matrix stored in a magnum computer system might contain all the various products required by humans, a Bi matrix in the linear programming formulation might contain all the types of resources available to produce the required goods, which will constrain production below some limit, an Aij matrix in the LP model might contain the amount of various resources required to produce one unit of each necessity of life, or Xj, and a Cj matrix in the linear programming formulation might contain the relative utility of each alternative good, or Xj.

“The Magnum Computer System could then scientifically compute the optimum number of units of alternative products to produce for humans then alive on Earth, once data have been read into the requisite data bases, by someone clicking an icon energizing a “Do loop” of the magnum program to do the processing of the Magnum Production Schedule. Once the goods are produced the Magnum Computer System could then scientifically distribute them among all humans living on Earth using another quantitative management science technique known as the transportation model to minimize transportation costs from raw materials to finished products to consumers. Such a process would insure the world’s resources necessary to sustain human life were used in an optimum manner and were consumed in a generally fair manner.

“Computers can not only store and manipulate data in two dimensional matrices in rows and columns on one plane; they can store and manipulate data in three dimensional matrices that not only go east-west in rows and north-south in columns on one plane, but up and down on different planes. Instead of only having an M x N matrix, you can have an M x N x O matrix, and tell a computer to store data in the cell located at the intersection of the Mth row, the Nth column, and the Oth plane, much like you would park an automobile in a particular space of a multi-story garage. And you can have many more dimensions if you like. You can put M x N x O matrices in larger labeled matrices, and put those labeled matrices in even larger matrices, and so on. Xt,k,c,q,n,p,g, stored in a computer, could be a variable representing the gth good required by the pth person, in the nth city, of the qth state, of the cth country, of the kth continent, in the tth year, entailing accessing data in 7 interrelated matrices, or dimensions. Subscripts attached to variables such as X in this example tell the computer how to track down specific values through the maze of interrelated matrices. Numbers for the subscripts can theoretically increment from 1 to any finite number (the number of cells in the matrix) and entail that many passes through nested do-loops (7 in this example) in the overall computer algorithm (sequence of iterative mathematical steps) to develop aggregate totals. The process is similar to storing data in labeled files on your personal computer, putting those labeled files in labeled folders, and then putting those labeled folders into other labeled folders, etc., and using subscripts to keep track of what value you put in what variable in what file of what folder.

“Writing a computer program to manage a global economy would require many thousands of man-hours of flowcharting and programming time and a magnum computer system. Requirements for such a project might approximate the man-hour and technical knowledge and skill requirements of the Manhattan project that produced the first atom bomb, or the US space program that put the first man on the moon. Writing such a program would require flowcharting and programming skill many orders of magnitude greater than mine. I have not written a line of computer code since earning my doctorate in 1969, and I learned only one computer language, Fortran IV.

 “Using linear programming to schedule world production and distribution of the necessities of life is at present little more than business science fiction, however mathematically feasible this is or shall become as computers and computer software become more powerful and sophisticated. On the other hand, such a system may evolve through time through synergistic learning as more and more humans comprehend what is going on. For more on synergistic learning and comprehension refer back to Buckminster Fuller’s definitions of synergy and comprehension in Chapter 1 of Business Voyages, “Where to Go.”

“It’s possible a computerized global economic system shall evolve for the production and distribution of the necessities of life–food, clothing, shelter, and medicine–with the national identities, cultures, political systems, economic systems, religions, and so forth of the some 200 nations now on Earth remaining intact. Free enterprise could exist for everything but the production and distribution of the necessities of life. I have no idea what are the probabilities of any of these things happening, but it seems to me they are possible, which, it seems to me, is hopeful for all mankind.

“Today in reality the market system, composed of billions of isolated customers voting for the producing of various goods by buying things, is used to decide what to produce and how to distribute the produced items. The market system works pretty well for billions of people on Earth, but poorly for a billion or so, those who go to bed hungry at night. Politicians and bureaucrats spasmodically intervene at various times and places based on impulses, fears, power needs, sympathy, and other motivations to provide charitable aid for fellow humans clearly in need of help, regardless of where the people needing help might have been unlucky enough to have been born on Earth, and regardless of global market determinations, in a loose system of governments and charitable organizations including the United Nations that has enabled the human species as a whole to muddle through.

 “Management scientists using something like linear programming to schedule, produce, and distribute the necessities of life for all humanity as outlined above would prove those in control of the Magnum Computer System truly cared about every single human alive on Earth, creating a World 1 in which every man, woman, and child alive on Earth would know for a fact she or he was truly appreciated and protected by a rational fair global system during her or his infinitesimally short existence on Earth. The implementation of such a system might finally untie the Gordian knot that has kept much of mankind threatened and terrorized by fear, ignorance, poverty, hunger, disease, misery and violence since time immemorial.”

According to the philosopher Karl Popper, quoted in Business Voyages, “World 1 includes hydrogen and helium, the heavier elements, liquids and crystals, and living organisms; World 2 includes consciousness of self and of death, and sentience or animal consciousness; and World 3 includes works of art and science and technology, human language, and theories of self and of death.”

According to Popper and Eccles Worlds 1, 2, and 3 comprise all forms of knowing that humans might discover and construct on Earth, which continually evolve, hopefully at a fast enough rate for humans to learn how to stave off their current existential threats.

To read inside Business Voyages and read a review and maybe buy yourself a copy go to https://www.amazon.com/Business-Voyages-Schemata-Discovering-Co-Constructing/dp/1413480810.

It seems human Earthians must make major changes or live with the probabilities of an environmental catastrophe, possibly extinction. Better birth control measures are needed to reduce overpopulation, a major cause of global warming; and changes must be made in economic strategies and belief systems that inevitably cause Earth’s resources to wind up in the hands of fewer and fewer humans who do no work for a living while most of Earth’s population becomes poorer and poorer, while the environment is polluted and contaminated more and more, having possibly already passed a tipping point.

Here’s an idea for dealing with the over-population problem, which would peacefully shrink Earth’s human population from generation to generation until a sustainable population level is reached, by Earthian women deciding to have no more than one child each, of either sex, assuming they had the power to do so.

A solution for the Earthian plight, if there is one, probably entails humans inventing a bottom-up religion and a spiritual god, similar to the god and religion advocated by Michael Adzema and Native American Elders. Adzema defines a spiritual god as the highest moral, ethical and spiritual state individual humans are capable of achieving, becoming an Atman, using pure subjectivity. Native American elders conceive of god as a Great Spirit that exists in all nature, spiritually present in Earth itself, in its waters, mountains, and animals. These gods are not commanding gods ruling from above, but rather exist in the minds of humans who feel their presence here on Earth.

Native Americans worshipped their ancestors, sensing, feeling and reliving the ego states, beliefs and behaviors that had been introjected into their neuronal networks from earliest childhood, probably even during the perinatal process, from first-hand exposure to mothers in their wombs and their parents and grandparents who showed and used them after birth, which were passed like a baton between runners in a track race every generation since time immemorial, causing the last generation produced to feel, think and do in the here and now much as their ancestors had, which like all human processes on Earth produced both good and bad effects from one perspective or another depending on circumstances.

Both the old God of the Book and the new US surveillance and drone technological god of computers and the Internet rely on threats, fear and intimidation to cause humans to do the right thing in the opinion of the gods, using top-down quasi-legal systems with built-in punishments for wrongdoers. The old God also promised a fantastical reward in a heaven throughout eternity as his major incentive for humans who signed up for his program in various religions and who met his expectations and requirements when alive on Earth, and an unspeakable hell throughout eternity for those who did not live up to his expectations and requirements.

One can build the case what humans need now is a non-commanding bottom-up belief system that supports the decisions of all Earthians capable of producing learning that will cause human Earthians to do the right thing for themselves and other species of fauna and flora, causing them to do what is necessary for all to survive and experience a modicum of satisfaction during their infinitesimally short lives, simply because the right thing is the right thing for all species on Earth, with no thought of earning a fantastical eternal reward in some sort of heaven.

The old God fostered economic and legal systems that encouraged the selfish acquisition of land and goods; the new bottom-up god would peacefully encourage the sharing of resources so as to enhance the welfare and survival of all Earthians, not merely the richest, most powerful, most manipulative, most callous, most hypocritical, most deceitful and most obedient.

From a practical standpoint, a program similar to the one above would probably entail the internationalization and amalgamation of all large corporations and industries into one corporation, Spaceship Earth, Inc., so as to produce and distribute the necessities of life in a fair way to all human Earthians. This would entail an overhaul of the way people work and live and their human relationships.  In this New World all humans would be born free and empowered; and, like those born truly rich today, they would not have to worry about ever having to work for a living as long as they live. 

Under this new regime, every human born on Earth would inherit at birth the same number of stock shares in Spaceship Earth, Inc., which would pay sufficient dividends to provide a decent life year after year until death. 

Some jobs in various occupational categories might be impossible to automate, and some humans would have to do those jobs; but greedy humans could be enticed to do those jobs by offering special rewards, if there was no risk of them losing their Spaceship Earth, Inc. dividend check income.

Anyone lucky enough to inherit the right kind of strong, fast, and quick muscles, height, weight, and coordination and a will to win with a willingness to train and work hard could still receive extra rewards by playing sports. The same goes for people lucky enough to inherit artistic and entertainment talents of all sorts.  I guess it might be permissable for some of these athletes and entertainers to get filthy rich as they do now, while retaining their Spaceship Earth, Inc. dividend checks, but the main thing would be to make sure every human Earthian had a guaranteed good life provided by their inherited Spaceship Earth, Inc. dividend checks. 

This, surely, would finally get rid of the need for large expensive military forces and wars to keep people employed and kill people off.

Most Earthians fully satisfied with their dividend checks from Spaceship Earth, Inc. could spend their time reading, writing and solving math problems, visiting with one another, communicating on the Internet, doing scientific experiments, mowing their own grass, perhaps growing some of their own eggs, milk and vegetables, cooking their own food, attending plays and art shows, and traveling now and then on trains and ships powered by green energy to see firsthand new, beautiful and inspiring sights around Earth. 

For ramifications see Business Voyages: Mental Maps, Scripts, Schemata and Tools for Discovering and Co-Constructing Your Own Business Worlds, a business bible for people who would like to do the right thing for all Earthians.



Richard John Stapleton is an emeritus professor of business policy, ethics and entrepreneurship who writes on business and politics at https://www.effectivelearning.net.  He is the Editor & Publisher of the Effective Learning Report and The Earthian Forum.

Please feel free to forward, share, print, reprint, or otherwise disseminate this article any way you see fit.

OGEECHEE ECONOMIC FORUM

 


The Ogeechee Economic Forum provides open, free, fair, democratic face-to-face discussions of relevant Earthian economic problems and opportunities to foster better management policies and practices for organizations and groups around Spaceship Earth.

The Ogeechee Economic Forum is non-partisan politically and theistically. The purpose is to discuss causes and cures of economic problems and related political, social, educational, religious, and military problems. Forum participants express their thoughts on a first come first serve basis with no interruptions in a collegial manner.

The laws and rules for participating in the Ogeechee Economic Forum are presented in “De-Gaming and Saving Democracy.”

Participating in the Ogeechee Economic Forum enables you to test your ideas for managing Spaceship Earth giving you more certainty about what is going on.

Expose your ideas to the light of day and see what happens.  If you do someone will learn something making for smoother sailing aboard Spaceship Earth.

The Ogeechee Economic Forum is open from 11-12 a.m. on the third Saturday of each month at the Eagle Creek Brewing Company, 106 Main Street, Statesboro, Georgia, USA.

FULL SAIL AHEAD!

https://blog.effectivelearning.net/the-earthian-2/

http://www.effectivelearning.net/de-gaming-and-saving-democracy.html   

https://blog.effectivelearning.net/the-evolution-of-spaceship-earth-inc/   

THE UniDesk™

 

US Patent Reg. No. 3,826,031, July 27, 2010

A book is on the table next to a wooden shelf.

I, Richard John Stapleton, invented and designed the first model of the Uni-Desk™, originally called the Tesk, the upside-down desk, in 1960 for holding up heavy textbooks for reading that were positioned upside-down over my head in bed when I was pledging Phi Delta Gamma, FIJI, a social fraternity at Texas Tech University, so when my alarm clock woke me up two or three times at night I could do bit of studying for a few minutes, before I reset the alarm clock for the next reading, because I had very little study time during the day because of work, hazing, and harassment inflicted during the day by active brothers, because, according to FIJI sayings and beliefs at the time, pledges had to learn to take orders before they could give them as active brothers. I made my grades that semester when one-half of my pledge brothers did not. 

The US patent drawings and application for this model were drawn, written, rendered, and executed by my son, my only child, Jonathan Walker Stapleton, now a high school physics and earth sciences teacher, and a professional inventor.  He is the inventor of Reptangles™, a toy system with twenty-four pieces of plastic poured and shaped in China that look like turtles that assemble into geometric shapes, puzzles, and symmetrical structures.  The pieces and constructions flip, slide, and turn in what are known as “geometric transformations”, an essential part of our National Math Standards.

Jonathan as a bio-chemistry major at Rice University hatched his Reptangles idea in 1993 while taking an elective art class during the spring semester of his junior year, getting his patent two years later. 

His geometry invention was licensed to, manufactured, packaged, and distributed by the Fat Brain Toy Company, who sold thousands of copies. You can find Reptangles™ by typing Reptangles™ into Google or any Internet browser, or by clicking here, https://www.fatbraintoys.com/toy_companies/fat_brain_toy_co/reptangles.cfm.

Every box of Reptangles™ pieces includes an eighteen-page Reptangles Exploration Guide, written and designed by Jonathan, containing 237 informative multi-colored illustrations showing how to play with and assemble the pieces, and interpret the resulting constructions. While the system is called a toy, and will entertain and fuel the imagination and thinking skills of children, it will challenge the conceptual and visual-spatial abilities of any adult. The system requires the use of imagination–the pieces look like turtles–but there is nothing new or fake about the immortal geometric shapes they create.

A benefit derived from playing with and using this toy/system is that it causes users to learn the names of geometric shapes they have never heard of, as it causes them to visualize manipulating objects in spatial dimensions using logical thought.  The twenty-four pieces and learning guide cost about twenty-seven dollars. 

A TV broadcast demonstrating Reptangles™ was produced and shown by George Stephanopoulos on ABC’s Good Morning America. Here’s a video showing how they work: https://www.youtube.com/watch?v=uf3SjfcRYFk.

Here is a current list of Internet sites about Reptangles™ and offering them for sale. https://www.google.com/search?client=firefox-b-1-d&q=reptangles%E2%84%A2

For a detailed story about how the Reptangle™ entrepreneurial venture happened over time, read Case 9, “The Toytle Company,” page 323, in Business Voyages:  Mental Maps, Scripts, Schemata, and Tools for Discovering and Co-Constructing Your Own Business Worlds, by clicking here.

Back to the UniDesk™

A UniDesk™ will enable a reader to position the height and angle of the desk top to hold books, magazines, newspapers, iPads, Kendals, and laptop computers at the most comfortable position. 

You might think anyone could invent, design, trademark, and patent such an invention, and you would be right.  It’s so simple one might wonder why someone had not thought of it before.

Most likely no one thought of it because few people have strong desires or needs to read heavy books for any length of time.  No one may have patented such an idea because everyone thinking about it thought the idea was too simple to patent.

I made a wooden model of the UniDesk when I was an undergraduate student pledging Phi Gamma Delta at Texas Tech in 1960, back in the days when fraternities still had serious hazing and pledges were not allowed to sleep much by the active members.

You can read upside down lying flat of your back with a UniDesk by adjusting the desk’s legs to extend the desk top over whatever it is you want to lie on, a bed or sofa, after strapping a heavy book to the desk top with belts and running a rubber band around the outside margins of the pages of the strapped-in book.  After loosening the pegs and screws on the legs and adjusting the desk top to the right height and angle, all you have to do is lie down, get under the book, and read.  Unfortunately, you still have to reach up with your arms and hands to take the page on the right side of the book from under its rubber band and turn it over to position it under the rubber band on the left side of the book, after you finish two pages of reading, to keep on reading.

To see more graphically how the UniDesk works, read my case
“Tesk:  The Upside-Down Desk” in Business Voyages.

Getting about four hours of sleep per day pledging, I affixed the desk (what I called a Tesk in those days) over my dorm room bed and most nights I would set my alarm clock for two or so hours later after going to bed.  I would then read until I fell asleep.  When the alarm woke me up I would immediately reset the alarm for two or so hours later, and read until I fell asleep again.  After the alarm woke me up the second time I would then immediately set the alarm again for thirty or so minutes later, hopefully leaving me enough time to make it to an eight o’clock class after the alarm woke me up again, if I went to sleep again.  I made my grades the first time as a pledge whereas about half my pledge class did not, which was not a trivial thing in those days, since you had to go through another whole semester of pledging, or drop out, if you did not have passing grades the first time around.  One determined brother went through pledgeship three times before he finally became an active member.

I developed a desire for something to hold up heavy books the summer between my sophomore and junior years in high school during which I lay in bed in a body cast three months recuperating from a spinal fusion operation. Unfortunately I had not had this upside-down desk reading idea before the summer in the body cast happened.

For whatever it’s worth, you can strap a laptop computer to a UniDesk today and read and type upside-down.

To read in a serious way you have to structure your time in such a way as to set aside time to read for some length of time per sitting or lying, certainly for more than a few seconds or minutes at a stretch like most people do reading stuff on the Internet.

I am convinced most people would read more frequently and longer at a stretch if they did not have to hold, support, and position their reading materials with their hands and arms, including escapist reading such as romance novels, murder mysteries, westerns, sports pages, and most religious material, as well as heavy books, using a UniDesk, as if watching TV.

Unfortunately, to my knowledge there is no desk on the market today that will perform all the functions of a UniDesk. I have had five UniDesks made of oak wood by Harold Warstler, a master woodwoker and craftsman, who lives near Franklin, North Carolina, for about $350 each. Debbye and I use three of them in our Stapleton Learning Company offices, one in our home near Statesboro, and the other one in our log cabin near Franklin, North Carolina, which has no Internet or TV distractions.

I did a national search in 2011 using an Internet information service for manufacturers of desks similar to the UniDesk, searching for a manufacturer who would manufacture the UniDesk in larger quantities and ship them to customers for me as an independent contractor, also offering to license the rights to the UniDesk for a royalty.

I had no takers. The consensus among the respondents was there was no way they could manufacture the desk at a price that would sell in the US at a profit. One of the respondents pointed out, even if it did sell at a profit, some low wage manufacturer overseas using sweat shop labor would produce a knock off model that would sell in the US, infringing my US patent, at a price much lower than the price it could be sold for produced by US labor.

So I gave up on the idea.

As a last resort, if you are a serious reader tired of holding up heavy books and other reading materials, especially if you would like to read in bed on your back without having to hold up books, to reduce your discomfort, let me know via [email protected] and I will snail snail mail you a xerox copy of the UniDesk patent drawings, which are detailed enough to enable a local woodworker to custom make you a UniDesk™.


The UniDesk™ can also be made using telescoping tubular steel, which I used for the first model in 1963, and there are probably still some small metalworking shops in the US that would make you a custom model using tubular steel or some other metal.

ON READING IN GENERAL

Following is a passage from another book I wrote and published in 2016, Born to Learn: A Transactional Analysis of Human Learning, page 232:

The Three Adult Questions–What is the problem? What are the alternatives? What do you recommend?

“A relevant question is, “Why do most people not learn as much as they might?” Heeding my advice in this book answering this question, here is my subjective answer, answering the Three Adult Questions–What is the problem? What are the Alternatives? What do you Recommend?. The problem of most humans not learning as much as they might is caused by subjectively not-OK parents, teachers, neighborhoods, communities, schools, religions, businesses, corporations, governments and cultures that script people to be less OK, functional, knowledgeable and rational than they would have been had they been taught and influenced in OK ways. What are the alternatives? The fundamental alternatives are business as usual or change. What do you recommend? I recommend that all teachers, especially parents, attempting to teach, train or educate humans, especially children, use a classroom de-Gamer and a circle classroom layout at least some of the time in their educational activities and discussions–to cathect all ego states and encourage I’m OK–You’re OK, Adult–Adult transactions–while answering and discussing the Three Adult Questions: What is the problem? What are the alternatives? What do you recommend?”

The Three Adult Questions apply to anything that might have been experienced or read. Why and how to use a circle classroom layout and a classroom de-Gamer is a major focus of Born to Learn. All adults and children teach others something sometime. Parents, managers, and others naturally teach children and adults in rooms laid out in various ways. The most common layout is the row and column layout with the teacher standing up talking in front using a Parent ego state, as supposed learners sit and listen in their Adapted Child ego states, and hopefully stay awake.

Read BORN TO LEARN to fully understand the significance and importance of classroom layouts, teaching methods, and testing methods used by teachers. The row and column layout is the most authoritarian layout. If you want to teach people how to memorize what you say and follow orders this is the best layout. A circle layout with a Classroom De-Gamer™ in the center of the circle is the most democratic layout. If you want teach people how to think and communicate the circle layout with a Classroom De-Gamer™ is by far the best layout to use.

How to Read

I learned how to read eating Campbell alphabet vegetable soup.  I remember seeing strange shapes of noodles mixed in my soup at age three or four, and asking my mother “what is that?”  She would tell me such and such was an “A”, such and such was a “B”, such and such was a “C”,  and so on. 

My father would read funny books to me, what are now called comic books, about super heroes such as Superman, Batman, Roy Rogers, and Gene Autry.

By the time I went to school at age five I had pretty much learned how to read.  I remember reading “See Spot run” and similar statements about Dick and Jane in the first grade, and thinking “so what?”

Not much it turned out.  But somehow Dick and Jane and Spot in first grade looking at picture books caused most kids to learn how to read.

The Advantages of Reading and the Disadvantages of Not Reading

According to Wikipedia at
https://en.wikipedia.org/wiki/Functional_illiteracy, currently “over 60% of adults in the US prison system read at or below the fourth grade level. 85% of US juvenile inmates are functionally illiterate. 43% of adults at the lowest level of literacy lived below the poverty line, as opposed to 4% of those with the highest levels of literacy.”

According to Live Science at
http://www.livescience.com/3211-14-percent-adults-read.html, 14 percent of US adults can’t read at all.

Abraham Lincoln became president of the US with less than three years in school, but in some ways he was a lazy son. Although he chopped down trees and split them into rails with an axe to make fences to corral cows, obeying Kentucky law at the time, working as a slave on his father’s farm in the wilderness of Kentucky until he reached age eighteen, the age of child slavery liberation, he was brave enough and audacious enough to sometimes in broad daylight sneak back to their log cabin to read. Frederick Douglas, born a real slave in the South, became a US senator and author with almost no schooling, after having taught himself to read. Thomas Edison invented the light bulb with about six years of schooling.

Therefore it seems one’s reading is, among other things, a function of genetic predispositions and early influences that cause one to want to read.

Back in Abraham Lincoln’s time children were considered the property of their parents until they turned eighteen, at which time Honest Abe promptly left home, so he would have more time to read heavy law books and other reading material, rather than spend his time felling trees and splitting them into rails, and laboring at other farm tasks, on his father’s farm.

Yes, some USian pioneer farmers, planters, and ranchers wanted to breed as many white children of their own as they could, so they could make slaves of sorts out of them. In some ways white children could be cheaper to breed and acquire than African slaves, and lots of white farmers and ranchers could not afford African slaves. There was always lots of hard physical work to be done on farms, plantations, and ranches carved from land recently stolen from Indians.

I graduated from funny books in grade school to magazines such as Outdoor Life and Sports Afield in junior high and then to sports pages in newspapers in high school. I read the Bible some during my high school years, and I read books on anthropology during study hall in high school. I would check out some Hardy Boys books in the local town library now and then, and books by Jack London. I also did some surreptitious reading starting around age twelve in certain illicit magazines circulating among my friends, mainly just looking at pictures of buxom females in them.

Sad to say, I did almost no reading for my classes in grade, junior, and high school. I had only three courses in public school in which the teacher allowed or required any discussion of assigned reading in class. Two of these courses were in English and plane geometry, taught in high school by one of my football and basketball coaches, Jerry Helmer, by far the best teacher I had in public school, and one was a physics course taught by Dr. Jim Mallard, who had a PhD in physics, who came to our high school my senior year to set up an experimental science program. I won a Gold Medal at a Regional Science Fair at Texas Tech for my science project I constructed under his supervision in his physics course, “A Simple Means of Producing and Measuring Electricity.” I made A’s in all three of them, the only A’s I made in high school. Dr. Mallard said I might have won Grand Champion of the science fair had I been there to defend my paper. I was not there because I had to be at a college at that time trying out for a basketball scholarship, which I won.
When I told Dr. Mallard I had decided to major in economics in college he was obviously disappointed. He simply said, “No science?” I did not think I was smart enough to major in science, taking only two required courses in botany and zoology. Based on those two courses however and my score on an aptitude test required for all entering freshmen at Hardin-Simmons University, where I won the basketball scholarship, I was selected along with a few other students to take a battery of tests to determine if we had aptitude for science. I refused to take them. I did not want to show my ignorance. I majored in economics because it was easy for me and most students thought it was hard.

Public school teachers and university professors rarely require and grade discussion of assigned reading in class because there is no verifiable proof what grade a student deserves, whether A, B, C, D or F. Grading class discussion of assigned reading has to be subjective, based on the judgement of the teacher regarding the relative merits of students’ contributions.

Not requiring and grading class discussion of assigned reading is deleterious and detrimental since it causes students to be poor readers and communicators because of lack of practice and rewards for reading. 

Not requiring and grading discussion of assigned reading also causes teachers to be poor teachers, since students learn less than they should. 

Not requiring and grading class discussion of assigned reading in class causes students to be graded primarily on how well they can or will memorize answers for so-called “objective” true-false, multiple-choice, or short answer questions, using their Adaped Child ego states, rather than being primarily graded on their relative comprehension of complex issues, situations, and cases, using their Adult and Free Child ego states, and their relative ability to communicate with people regarding serious issues, situations, and problems–abilities and skills sorely lacking today in our so-called democratic political process in the US. 

Not requiring and grading assigned reading in class in schools dumbs down the learning process, causing teachers to spend most of their time spoon-feeding students answers for tests, all that counts, commonly called teaching to the test, making class time boring, stiff, authoritarian, and routine, turning off most students, stifling, sometimes eliminating, creative, original, and critical thinking and communicating among students in class.

Teachers not requiring students to discuss assigned reading in class and grading them on their performance in class gets to the core of problems in education.  All people have to defend themselves from hostile forces in society to survive.  Teachers can’t be too demanding or students will complain to parents and administrators and they might get fired.  If administrators get too many complaints about teachers they might get fired.  If teachers allow a situation in their classes in which some students can demonstrate they are obviously more prepared and more able than others this can cause hostile forces to arise, since less responsible and abled students are exposed, possibly causing hostile forces to arise for students, teachers, administrators, and parents.  People may assume parents are derelict, for not requiring their children to do homework, possibly causing parents to be exposed to hostile forces in the community. 

Who is to blame? And what should be done about the problem? The general solution is to control classroom time in such a way as to make sure differences in student achievement and performance as readers, thinkers, decision-makers, and communicators are not obvious to all students in the class, by keeping students quiet in the class as a whole, with “firm” discipline being applied by the teacher, whose job it is to consume about eighty percent of the class air time, doing almost all the talking, forcing students to obediently and passively sit and listen, and pay attention, having been taken off the hook, not being held responsible for reading assigned reading and discussing books and other materials in class using a responsible Adult ego state. Among other things this scripted process rewards childish behavior and prolongs childhood in deleterious ways, even into college and university courses, causing students to discount reality and their abilities to read and understand what is printed in books and in all media on their own, figure out responsible and effective responses to real problems and opportunities, and think and behave in effective, efficient, ethical ways.

Read my book Born to Learn:  A Transactional Analysis of Human Learning about problems ego states, transactions, scripts, and Games cause in the educational process, and what to do about them.

Interestingly, football and basketball coaches generally do not have to worry about hostile forces arising when their players’ abilities and performances are exposed on their fields and courts, since everyone wants their school teams to win playing against competing schools; and most players and parents do not seem to mind if their children have to sit on the bench while the most able and prepared players are cheered on the field or court, receiving most of the strokes and glory.  Most coaches have little or no fear of hostile reactions from parents for requiring their players to perform responsibly using their Adult ego states dealing with serious problems and challenges on their courts and fields. 

Rather than have their players take it easy as they (coaches) do all the work on the field or court most coaches require serious work and even some suffering from their players in practices and games.  You’ll never catch a coach doing push-ups or running windsprints with his players. 

Thus athletes in general are several orders of magnitude tougher, more energetic, more accomplished, more responsible, and more Adult-like on courts and fields than students are in classes, having been dumbed down into Adapted Child positions.  

Read my book Born to Learn: A Transactional Analysis of Human Learning to see how I used a Classroom De-Gamer™ and subjective grading of assigned reading and discussion in all my courses and classes for thirty-five years to solve the pernicious problem of teachers not grading students on how well they discuss assigned reading in class. 

Discussing assigned reading in my classes counted for eighty percent of the final course grade.  Students also did most of the talking in my classes, probably consuming eighty percent of the class air time.  Most of the time I just sat there and watched and listened.  On the other hand, if no student in the day’s discussion told the class what I considered good answers for the problems and opportunities in the case I would tell them what I thought was a good answer.  If no student in the class corrected what I considered really bad answers or ideas told by fellow students I would.  On the other hand, some days I said almost nothing in class, depending on how well prepared the students were and how well they did their jobs. If I thought students in the class had told good answers in the class discussion why should I deprive them of job satisfaction by trying to top them? I can tell you after thirty-five years of case method discussion teaching students can remember good answers told by fellow students in class as well or better than they can remember good answers told by a teacher. 

Students lost a whole letter grade from their course grade if the Classroom De-Gamer™ randomly caught them unprepared when they came to class, thus insuring most of them had read the assigned reading every day.

According to survey data in Born to Learn and Business Voyages my case method students in general studied more for class, learned more, and were more successful in the real world than students taking the same courses in which teachers did all the work in class using the telling method, the row and column classroom layout, and standardized tests.  I reprinted several refereed professional articles and cases in Business Voyages substantiating this assertion using data generated by several surveys, one of them being a longitudinal study of former students who had used what they had been taught for at least five years after graduating, some having used it fifteen years.  

The best way to read for serious comprehension is to look over the material to be read, whether a case, article, essay, textbook chapter, whole book, or whatever, three times, once quickly to see what is involved, to estimate how long it will take, how difficult the material is, and so on; then read it word for word fairly fast; and then, perhaps the next day after the material has soaked in a bit and you have had time to think about it consciously and subconsciously, go back and read it again attempting to understand the finer and more difficult parts of the reading; and then lastly, ideally, discuss the material you have read with others–friends, classmates, family members, club members, etc.–who read the same material that you read, relying on others to explain any part of the reading you could not understand on your own, and helping others understand parts of the material you understood, but they did not. In some cases you might need a teacher who has read the material several or many times teaching the material and the course for years to explain the hardest or most complicated parts. But that will rarely happen in a well-functioning discussion course.

I am convinced learners can and will learn more and better using this process than they can and will when teachers use the lecture or telling method, essentially telling students what will be on the tests by what they emphasize in their lectures and telling sessions with body language and other signals and messages.  I explain this in more detail in Born to Learn in the chapter on teaching methods. 

Unfortunately on-line computer courses, programs, and schools generally require an extreme form of the fill in the blank method, filling in blanks on computer screens for answers to tests.  Such approaches are fortunate in the sense some people are able to learn something and get credentials and degrees they would not otherwise be able to do because of time, place, and financial constraints.  Such approaches are unfortunate and ineffective in the sense they do not entail face-to-face learning and discussion.  They do not give students practice communicating about real problems, opportunities, and intellectual ideas in social groups, so as to develop leadership and citizenship skills. 

The predominant teaching methods are the lecture or telling method and the fill in the blank method, in which students simply find right (dogmatic or doctrinaire) answers to fill in blanks for questions in workbooks, assignment sheets, and computer programs.  The seminar method is often used in college courses, especially in graduate schools.  The case method is sometimes used in business schools and predominately in law schools.  I used almost nothing but the case method in my face-to-face business school courses in entrepreneurship, operations management, organizational behavior, and business policy. 

Most people today do not read much in or out of school.  Some people say people have been entertained to death, an intellectual death, by school teachers, preachers, and mainstream media.  They are so consumed with memorizing dogma, doctrine, and techniques for tests, activities, and rituals in school, at work, in church, and on the Internet they do not have time to comprehensively read books for significant periods of time or comprehend whole systems in the real world through face-to-face communication with others.  Not understanding their worlds as a whole they thus become vulnerable prey for manipulation and exploitation by demagogues in business, religion, and politics.

I can tell you as a writer and publisher of books very few people want to read anything I write, and I know this is true for most writers and publishers.  People act as if they think they are doing you a favor to read one of your books, especially a heavy serious book, such as Business Voyages, containing 756 pages, or something like Immanuel Kant’s A Critique of Pure Reason, David Hume’s A Treatise on Human Nature, or Ludwig Wittgenstein’s Prototractatus.  I had a graduate assistant check these books out from the Georgia Southern Library for me in my name.  He had to find Wittgenstein’s book through the Intercollegiate Library Loan system, since few copies were ever published, much less read.  I read these books and used and cited them in Business Voyages.  All were physically and intellectually heavy and were held to the right height and angle by a UniDesk™.

Following are passages from Business Voyages regarding Ludwig Wittgenstein and his heavy book Prototractatus:

Page 606. “In my desultory reading of recent years probably the most original truth-seeking writer I have run across is Ludwig Wittgenstein, a philosopher, who wrote Prototractatus (1971). Prototractatus, originally called Tractatus Logico-Philosophicus, originally published in Leipsig, Germany in 1921 by Verlag Enesma, is without doubt the most unusual book I have read.

“Ludwig Wittgenstein grew up in a wealthy Austrian industrial family, the youngest of eight children. He never married. He inherited a fortune but gave it away because the money contaminated his friendships. He was proficient in music, mathematics, science, mechanical engineering, aeronautical research, and architecture, but he became a philosopher. He taught mathematics in an Austrian public school and philosophy at Cambridge in England, and he worked in a hospital as an orderly. He spent two years designing, drawing, and supervising the construction of a mansion for a sister using her inherited money that she did not give away. He also served as a military officer in World War I. He studied philosophy with Bertrand Russell at Cambridge, and, according to Russell, Wittgenstein was the most brilliant protégé he ever had, who quickly surpassed anything Russell had to teach.”

Page 607.  “The Prototractatus copy I read was published by Cornell University Press in 1971 and included three versions of Wittgenstein’s manuscript, one in German and one in English set in type, and an original copy in German in Wittgenstein’s handwriting. The English and German typeset versions say the same thing on opposite pages throughout the book. This alone may make Prototractatus the most unusual book in history. The book contains 200 pages of propositions, or propositions about propositions, typeset in both English and German, not counting the photocopied copy in Wittgenstein’s handwritten script.

“Proposition 1 is “The world is all that is the case,” and Proposition 7 is “What we cannot speak about we must pass over in silence.”

Prototractatus contains probably some 700-900 propositions, numbered between 1 and 7, using decimal points. There are no indented paragraphs or chapters in the book. According to Wittgenstein (1971, p. 41), “All the good propositions of my other manuscripts are fitted in among the propositions in this book. The numbers indicate the order of the propositions and their importance. Thus 5.04101 follows 5.041 and is followed by 5.0411, which is a more important proposition than 5.04101.”

“Most of the propositions are one sentence long and there is double-spacing between the propositions.

“Wittgenstein in Prototractatus attempted to explain how one might know something about the real world, although he probably would have generally agreed with postmodern constructivists that no one can fully understand the real world globally and the degree to which one does understand the real world depends on what one has experienced, which can never be more than a part of the whole. Wittgenstein, on the other hand, had something to say about what one could know about the world, however relatively little or much one might have experienced the world.

“Wittgenstein said in Prototractatus that one knows about the world by sensing objects that exist in the world and knowing facts and propositions about objects in the world so as to understand states of affairs in the world so as to develop pictures in the mind of what is going on in the world.”

“Everything that happens happens by accident,” is my favorite proposition in Protractatus.  I forget what number it was. 

Ludwig Wittgenstein is possibly the greatest philosopher of all time.

I had several students tell me through the years my course was the only course they had had in which they read a “whole” book. 

Most people have little or no desire to read heavy serious books because they feel and think their content is uninteresting and not worth the time and effort, or they think they cannot understand them.  They think such books are too much trouble to check out at libraries, and are too expensive to buy.  Another reason people do not like to read heavy books is that they are hard to hold and position to catch the light to see the print, causing discomfort in the hands and arms. 

Most learners think all they need are good teachers whose job it is to tell them right answers for immediate so-callled “objective” problems and tests, saving them the time and trouble of reading for themselves, especially whole heavy books.