There are big problems that remain. None of the above should give us reason to become complacent. On the contrary, it shows us that a lot of work still needs to be done – accomplishing the fastest reduction of poverty is a tremendous achievement, but the fact that 1 out of 10 people lives in extreme poverty today is unacceptable. We also must not accept the restrictions of our liberty that remain and that are put in place. And it is also clear that humanity’s impact on the environment is at a level that is not sustainable and is endangering the biosphere and climate on which we depend. We urgently need to reduce our impact.
Orphica, Theogonies Fragment 57 (from Athenogoras) :
"The gods, as they [the Greeks] say, did not exist from the beginning, but each of them was born just as we are born. And this is agreed by them all, Homer saying ‘Okeanos (Oceanus) the genesis of the gods, and mother Tethys [Thesis],’ and Orpheus--who was the original inventor of the gods' names and recounted their births and said what they have all done, and who enjoys some credit among them as a true theologian, and is generally followed by Homer, above all about the gods--also making their first genesis from water : ‘Okeanos , who is the genesis of the all.’ For Hydros (Water) was according to him the origin of everything, and from Hydros (the Water) Mud [. the primordial Gaia (Earth)] formed, and from the pair of them a living creature was generated with an extra head growing upon it of a lion, and another of a bull, and in the middle of them a god's countenance; its name was Herakles and Khronos (Chronos, Time). This Herakles generated a huge egg [which formed the earth, sea and sky]."
Most important, we must consider how our own class biases affect our interactions with and expectations of our students. And then we must ask ourselves, Where, in reality, does the deficit lie? Does it lie in poor people, the most disenfranchised people among us? Does it lie in the education system itself—in, as Jonathan Kozol says, the savage inequalities of our schools? Or does it lie in us—educators with unquestionably good intentions who too often fall to the temptation of the quick fix, the easily digestible framework that never requires us to consider how we comply with the culture of classism.