This fundraiser is presented in hopes of paying the costs of writing a three-year curriculum of activities that treats the school environment as a microcosm of daily life. Meant for high school and secondary schools in the US and Europe, teachers and staff will enable our youth to develop a personalized, moral judgement that meets the requirements of the situations they will meet in the course of their daily lives. A text book will first be written that teaches students about the fundamentals of independent thought and informs them that they will face a variety of challenges throughout the period of their attendance in ‘School X’. A teacher’s edition will put forth ideas for subject matter suited to the classroom model of education. Teachers and students will explore together how judgement is a creative endeavour rather than a process by which decisions are ordered up from a predetermined menu of options.

Determinations are reached through ingrained habits of performance that enter into our novel thoughts about the ‘here and now’ before us. Fear creeps in when we are led to believe that the answers to every problem have to be learned and stored in memory. That basic distrust of ourselves as humans and members of a larger regional group, (as a majority member or as a minority), is a source of dis-ease within society as we await the next instruction required to please those perceived to be smarter or in authority.

Activities for all personnel, from grounds-keepers and cafeteria workers to the principal, will be suggested for the following years of this curriculum. These events will engage the students’ minds, hearts and bodies to provide an understanding of how to erase conflict within the individual and reach determinations about each new situation. The overarching goal is to transform what seems to be ‘moral dilemmas’ into normal plans of action. The teenager must cease to ask, “Who am I to be judging this situation?” and be prepared to determine the optimal outcome of every encounter with reality. Otherwise, the individual mind lives in a state of terror that he or she will be unable to extricate him or herself from a context deemed not to be their responsibility. Maturity dictates that what is not ‘your fault’, nonetheless becomes ‘your responsibility’ to either redeem or to extricate yourself. High schools are ideal for this experimentation, allowing errors in judgement to become a learning laboratory without the sense of shame engendered out in ‘the real world’. We must distinguish between trial and error learning apart from real moral failings that may happen in adulthood.

Terror takes place in the minds of two year olds fearing the monster under the bed and in the lives of every adult who lives in today's modern neighbourhoods. From crime families in New York City to the San Bernadino massacre, that might have been thwarted by a single suspicious neighbour taking action, our children must don that suit of armor woven into the basic moral fiber of human reason. Our high schools must tailor this inborn armor into a visible suit before our children exit their last, sheltered educational environment as either a naked Emperor or an inexpensively dressed, upwardly mobile human being. A divided mind can’t live in two worlds allowing the individual to both reach legitimate goals while also pleasing all those around him or her. We must graduate whole individuals, able to integrate the bizarre shards of reality placed before them into the full portrait of a world yet to be won.

Monies raised will go towards replacement of stolen writing tools like my laptop and tablet, editing fees, travel to research libraries and interviews with experts in various fields.