Return to Video

"Zeitgeist Day" 2012 Los Angeles - "Communicating RBE Concepts" by Jen Wilding

  • 0:05 - 0:10
    A practical Strategy for Communicating RBE Concepts by Jen Wilding
  • 0:16 - 0:19
    Hi. Ok.
  • 0:20 - 0:22
    By a quick show of hands.
  • 0:22 - 0:24
    How many people on this room have introduced somebody
  • 0:24 - 0:27
    to the concept of a resource-based economic model and
  • 0:27 - 0:33
    as a result you received a response of sincere gratitude from the person?
  • 0:33 - 0:36
    You were told 'thank you for sharing this with me'.
  • 0:37 - 0:39
    Ok good.
  • 0:39 - 0:42
    Well I don't know how many of you have actually shared...
  • 0:42 - 0:44
    How many of you (up) have shared this with other people?
  • 0:44 - 0:47
    Ok, so not everyone has received that response.
  • 0:47 - 0:50
    But hopefully I'm gonna help you out with that.
  • 0:50 - 0:55
    So now, how many people may have received feedback at all
  • 0:55 - 0:58
    similar to this note of gratitude I'm gonna read to you?
  • 0:59 - 1:03
    I just wanna thank you for posting the facebook status:
  • 1:03 - 1:07
    'WAKE UP YOU IGNORANT SHEEPLES BEFORE WE ALL DIE'
  • 1:08 - 1:11
    Followed by eleven exclamation points
  • 1:11 - 1:14
    because if you haven't done that myself, my wife and two children
  • 1:14 - 1:17
    might not have watched the fourteen youtube links
  • 1:17 - 1:21
    you posted in the two hours following that and thus
  • 1:21 - 1:25
    discovered this new resource-based economic paradigm,
  • 1:25 - 1:28
    information that has been life-changing for us.
  • 1:28 - 1:32
    I shatter to think that if your status had been typed
  • 1:32 - 1:34
    into lower case letters instead of all caps,
  • 1:34 - 1:38
    we might still be in the dark today about solutions that offer
  • 1:38 - 1:41
    encouraging possibilities to all mankind.
  • 1:41 - 1:46
    So, I don't think any of you identify with that.
  • 1:46 - 1:49
    Fortunately! and this is not a real post
  • 1:49 - 1:54
    but unfortunately it was modeled after some people's real posts.
  • 1:54 - 1:58
    No one here I'm sure... and I bring this up as an extreme example of
  • 1:58 - 2:03
    how our strategy for communicating information
  • 2:03 - 2:07
    has a direct impact on wheter or not someone is open
  • 2:07 - 2:11
    to considering the information you have to offer.
  • 2:11 - 2:17
    And I bring this up as an extreme example to illustrate that in particular.
  • 2:17 - 2:21
    And what's... even though this is nothing new
  • 2:21 - 2:25
    (that the way you communicate makes a difference)
  • 2:25 - 2:28
    as a US coordinator one of the most frequent question
  • 2:28 - 2:32
    I'm asked by people is: How do I communicate this information
  • 2:32 - 2:35
    in a way that my friends, relatives and coworkers
  • 2:35 - 2:38
    will be more likely to receive it?
  • 2:38 - 2:41
    So, I've been invited to offer some advice to, perhaps,
  • 2:41 - 2:44
    optimize your communication strategy
  • 2:44 - 2:47
    which I offer to you in six parts.
  • 2:47 - 2:50
    Part one is Adjusting Your Expectations
  • 2:50 - 2:53
    When trying to contribute to an evolution
  • 2:53 - 2:56
    you have to consider a major component that has been prevalent
  • 2:56 - 3:00
    in our own existing evolution up until now
  • 3:00 - 3:05
    and that is the component that humans have a history
  • 3:05 - 3:08
    of exhibiting symptoms of... and that is
  • 3:08 - 3:12
    'Neofobia'.
  • 3:12 - 3:15
    Actually not this kind, a different kind
  • 3:15 - 3:20
    and by that I mean: The fear of new things or experiences
  • 3:20 - 3:25
    and as a related condition, there is a related condition also called
  • 3:25 - 3:29
    'The Status Quo Bias' which is very similar to that
  • 3:29 - 3:31
    and so I'm sure you have experienced with people who
  • 3:31 - 3:35
    are exhibiting both Neofobia and perhaps the Status Quo Bias
  • 3:35 - 3:39
    So Neofobia [is] the fear of new things or experiences and
  • 3:39 - 3:42
    Status Quo Bias [is] a cognitive bias for the status quo,
  • 3:42 - 3:46
    in other words, people tend no to change an alredy established behaviour
  • 3:46 - 3:49
    and tend to go with default programming
  • 3:49 - 3:53
    and traditionally this fear of new things
  • 3:53 - 3:56
    is someone indigenous to our human limbic system
  • 3:56 - 4:01
    which is related to our emotion and memory mind
  • 4:01 - 4:04
    and has been helpful keeping us -in an evolutionary sense-
  • 4:04 - 4:07
    from an early demise as a result of eating unfamiliar berries
  • 4:07 - 4:11
    that might be poisonous, yet
  • 4:11 - 4:13
    as we are discovering
  • 4:13 - 4:16
    It has been decidedly unhelpful
  • 4:16 - 4:20
    when needing to update crippled socio-economic systems.
  • 4:28 - 4:33
    So here are some potentials causes of neofobia
  • 4:33 - 4:35
    and status quo bias.
  • 4:35 - 4:40
    risk aversion, regret avoidance, transactional costs
  • 4:40 - 4:44
    ad psychological commitment or learning curve.
  • 4:44 - 4:49
    Here is an example of Neofobia as its finest in history
  • 4:49 - 4:52
    and this is from an article called "Enhancing Humanity"
  • 4:52 - 4:55
    written by the professor Raymond Tallis, quoted
  • 4:55 - 4:58
    "In Victorian times, it was anticipated that going
  • 4:58 - 5:02
    through a dark tunnel in a train at high speed (48 km/h)
  • 5:02 - 5:05
    would be such a shocking experience that
  • 5:05 - 5:09
    people would come out the other side irreversibly damaged".
  • 5:09 - 5:13
    This was an actual fear of travel by rail.
  • 5:13 - 5:16
    So this is what you are working with
  • 5:16 - 5:19
    and so when I say adjust your expectations
  • 5:19 - 5:23
    just know that it's a natural part of humans,
  • 5:23 - 5:26
    a natural part of evolution even, you know,
  • 5:26 - 5:29
    to be skpectical of new things 'cause they may not be good for us.
  • 5:30 - 5:33
    Knowing this challenge, how can we enhance
  • 5:33 - 5:36
    our communication strategy to be more effective?
  • 5:36 - 5:40
    and to answer this question we can look to other information
  • 5:40 - 5:43
    about human behavior for clues.
  • 5:43 - 5:45
    So I'm going to ask you this...
  • 5:45 - 5:50
    Can you guess the most addictive human behaviour?
  • 5:52 - 5:55
    No, it's not cigarette smoking.
  • 5:55 - 5:58
    It's not eating sweets
  • 5:58 - 6:00
    (although breathing is a good one I don't think it made the list)
  • 6:00 - 6:03
    Drinking coffee, no.
  • 6:05 - 6:08
    [Sex:] It came close
  • 6:08 - 6:12
    we know showers vote.
  • 6:13 - 6:17
    Being right!
  • 6:18 - 6:20
    There was no formal study per se,
  • 6:20 - 6:23
    it was more an informal survey of a few close friends
  • 6:23 - 6:26
    but I think the results have merit in this conversation
  • 6:26 - 6:29
    and I actually dare you to prove me wrong.
  • 6:30 - 6:34
    So stay with me because this is leading us into part two,
  • 6:34 - 6:38
    which is...
  • 6:41 - 6:44
    Part two is Adopt the Quality of "Brilliant"
  • 6:44 - 6:47
    didn't you know you could do this?
  • 6:47 - 6:51
    as many of you know this is something that is desirable.
  • 6:52 - 6:56
    Adopting the quality of brilliant... and so...
  • 6:56 - 7:01
    let's think of what that's actually comprised of.
  • 7:03 - 7:06
    Maybe this is something you've heard or perhaps
  • 7:06 - 7:09
    said about someone, an author or speaker
  • 7:09 - 7:12
    that you have thought was brilliant:
  • 7:12 - 7:15
    "This guy (or gal) is saying some of the same things
  • 7:15 - 7:18
    I've been telling people for years,
  • 7:18 - 7:22
    He or she puts all together so well; he or she is therefore brilliant!".
  • 7:22 - 7:26
    Do you see the connection? Right?
  • 7:27 - 7:30
    So, if you were to go to that in your mind,
  • 7:30 - 7:33
    You might had even said that about Peter Joseph
  • 7:33 - 7:37
    as I know many of you are perhaps here as a result of watching his movies.
  • 7:37 - 7:39
    I hear this said about him all the time,
  • 7:39 - 7:41
    I have stated this about him at the time
  • 7:41 - 7:45
    So basically it comes down to this: It really feels good to be right!
  • 7:45 - 7:51
    and we tend to listen to people who make us right, basically
  • 7:51 - 7:56
    who validate an aspect of our existing view of the world.
  • 7:59 - 8:03
    So I'm gonna talk about belief systems, our view of the world
  • 8:03 - 8:06
    belief systems as a worldview. This is sort of a map
  • 8:06 - 8:11
    and note the map is not the terrirory, famously.
  • 8:11 - 8:14
    Since we are born we begin developing our worldview,
  • 8:14 - 8:17
    how the world works, what our relationship to the world is
  • 8:17 - 8:20
    and in order for us to first learn something new,
  • 8:20 - 8:24
    we need to have some orientation of the new idea
  • 8:24 - 8:27
    to our current worldview, our reference.
  • 8:27 - 8:30
    A wise friend once told me that he'd heard
  • 8:30 - 8:32
    that the ultimate sign of intelligence in a person was
  • 8:32 - 8:37
    having the abbility to honestly try on another's person worldview
  • 8:37 - 8:40
    a different opposing view temporarily
  • 8:40 - 8:44
    without any fear or obligation to take it on as his own.
  • 8:44 - 8:48
    So just trying it on and seeing how that person thinks.
  • 8:48 - 8:51
    So I want you to imagine how the effort of trying on
  • 8:51 - 8:55
    the worldview of others can contribute to your communication.
  • 8:57 - 9:01
    So, how can you adopt this quality of brilliant?
  • 9:01 - 9:06
    Well you can set out to make someone 'right' instead of make them 'wrong'
  • 9:06 - 9:10
    and try to start out with agreement...
  • 9:10 - 9:13
    and you do this by finding and ackowleding shared values
  • 9:13 - 9:17
    within their existing worldview.
  • 9:18 - 9:21
    And why does this work?
  • 9:21 - 9:24
    Because it gives us those good feelings,
  • 9:24 - 9:26
    it gives that person a sense of:
  • 9:26 - 9:30
    'well this person does have some
  • 9:30 - 9:33
    good points on this particular aspect'.
  • 9:34 - 9:39
    Some keys to natural brillance are that you really need
  • 9:39 - 9:42
    to be a good listener in a conversation with someone,
  • 9:42 - 9:45
    so that you can learn what their worldview is,
  • 9:45 - 9:47
    find out what's important to them.
  • 9:47 - 9:50
    And you wanna find areas of authentic agreement
  • 9:50 - 9:55
    and then contribute authentic agreement to the conversation
  • 9:55 - 9:58
    and basically it means that authenticity is important
  • 9:58 - 10:01
    because I know when someone is being fake with me
  • 10:01 - 10:03
    just as much as I'm sure you do.
  • 10:03 - 10:05
    If someone is just trying to be manipulative
  • 10:05 - 10:08
    and there's not need to in this case.
  • 10:08 - 10:12
    We are talking about things that people have shared values in regard to.
  • 10:12 - 10:16
    There is common ground to be found so all you have to do is
  • 10:16 - 10:19
    find where the authentic common ground is.
  • 10:21 - 10:24
    So I wanna review some shared values that
  • 10:24 - 10:27
    you are gonna find in our resource-based economic model
  • 10:27 - 10:31
    what we are advocating, what we desire and also
  • 10:31 - 10:36
    if you'd listen to a lot of other people and what they are looking for
  • 10:36 - 10:39
    is basically the same thing in one form or another
  • 10:39 - 10:43
    and if not all of these things, some of these things. So...
  • 10:43 - 10:46
    Human equality, efficiency or sustainability,
  • 10:46 - 10:50
    scientific proof or evidence, health and well being
  • 10:50 - 10:53
    and freedom for personal contribution.
  • 10:53 - 10:58
    And let's see (just as a reminder or refresher)
  • 10:58 - 11:02
    let's quickly review the characteristics of a resource-based economic model,
  • 11:02 - 11:05
    which are: no money or market system,
  • 11:05 - 11:10
    automation of labor, technological unification of Earth
  • 11:10 - 11:15
    via "systems approach", access over property
  • 11:15 - 11:19
    (so basically having access to resources vs having to own them),
  • 11:19 - 11:24
    self contained or localized city and production systems,
  • 11:24 - 11:28
    and science as the methodology for governance.
  • 11:29 - 11:35
    So that's basically, you know, what you would be leading into in a communication
  • 11:35 - 11:42
    after you start with an agreement from a shared value.
  • 11:43 - 11:45
    And we are gonna move to part 3 and them I'm gonna sort of
  • 11:45 - 11:48
    give some examples of how all this fits into a conversation.
  • 11:48 - 11:52
    Comparing a Resource Based Economy concept
  • 11:52 - 11:55
    to an existing or familiar concept.
  • 11:55 - 11:58
    And this is challenging because it is hard to find
  • 11:58 - 12:03
    where in our current system there are things to tap into
  • 12:03 - 12:06
    that people can relate to.
  • 12:06 - 12:08
    So I'll give you a few examples,
  • 12:08 - 12:11
    the reason that the fish or sea animals don't eat each other
  • 12:11 - 12:14
    at the New England Aquarium.
  • 12:14 - 12:18
    and this aquarium is a four-story coral reef exhibit
  • 12:18 - 12:21
    that includes over 6,000 sea animals
  • 12:21 - 12:24
    and I was there visiting a little over a year ago
  • 12:24 - 12:29
    and a child asked this question of the aquarium stuff:
  • 12:29 - 12:32
    Why don't the fish and sea animals that would normally
  • 12:32 - 12:36
    be eaten each other in the ocean do this in the tank?
  • 12:36 - 12:43
    and how do you maintain your stock for this (or the fish)?
  • 12:43 - 12:50
    The answer was that the reason is they have modified their behaviour
  • 12:50 - 12:53
    is because the acquarium stuff is diligent to ensure that
  • 12:53 - 12:58
    all of the species are well fed with food that they are satisfied with
  • 12:58 - 13:01
    and since they are already taking care of in this way
  • 13:01 - 13:05
    there's no need for them to feed on each other,
  • 13:05 - 13:08
    they can now swim side by side without a problem.
  • 13:09 - 13:14
    So, do you think fish are smarter than humans would be in a similar scenario?
  • 13:15 - 13:18
    Just something to think about.
  • 13:18 - 13:22
    That was the human nature argument.
  • 13:23 - 13:27
    Or this one: I personally find more freedom in not owning
  • 13:27 - 13:31
    my own shopping cart that I would trying to lug it
  • 13:31 - 13:34
    to the store with every trip.
  • 13:34 - 13:36
    You know we can start to realize that we already accept
  • 13:36 - 13:42
    sharting property as a freedom in certain present day contexts.
  • 13:42 - 13:45
    So that makes it easier to consider that an idea
  • 13:45 - 13:48
    could be expanded upon within a proved outcome.
  • 13:48 - 13:52
    So then you might think: well, are there other ways
  • 13:52 - 13:55
    in which this might be useful?
  • 13:55 - 13:59
    That we would be sharing resources where we need them
  • 13:59 - 14:02
    and not needing to own them.
  • 14:02 - 14:06
    You know, there is actually more freedom in that concept
  • 14:06 - 14:08
    and we embrace it, I don't know anybody that would say
  • 14:08 - 14:12
    No I have to have my own shopping cart, this is ridiculous.
  • 14:13 - 14:17
    You know, so, food for thought.
  • 14:19 - 14:23
    Also children offer a great example of how humans
  • 14:23 - 14:26
    might behave when they aren't required to have jobs.
  • 14:26 - 14:30
    Notice they don't usually have much paperwork represented in their play
  • 14:30 - 14:33
    and there is probably not call to the insurance company
  • 14:33 - 14:35
    that check coverage details.
  • 14:35 - 14:38
    We can learn so much from little people.
  • 14:38 - 14:42
    But they do play to be helpful with each other
  • 14:42 - 14:46
    and it is a sense of work, except that it's work they are enjoying.
  • 14:46 - 14:49
    You know, they'd love to be doing that for real,
  • 14:49 - 14:51
    as an adult thing to do.
  • 14:51 - 14:54
    but it's not something that, you know...
  • 14:54 - 14:56
    the kids aren't... they are playing.
  • 14:56 - 14:59
    I don't know how many people's kids just sit around
  • 14:59 - 15:01
    and watch football all day long,
  • 15:01 - 15:05
    and then they never leave the house at this age.
  • 15:05 - 15:08
    Although that would be more convenient for some parents.
  • 15:08 - 15:10
    No, they are pretty active so I think
  • 15:10 - 15:12
    they offer a good example when people say, you know,
  • 15:12 - 15:16
    isn't everybody gonna be lazy if there aren't any jobs?
  • 15:19 - 15:24
    Part four is to make use of the Socratic Method
  • 15:24 - 15:27
    a.k.a. (otherwise known as) Ask Questions,
  • 15:27 - 15:31
    and really listen for the answers.
  • 15:31 - 15:35
    Asking questions encourages critical thinking on the part of both parties,
  • 15:35 - 15:38
    but in order to really be effective, you need to
  • 15:38 - 15:40
    actively listen for the answers to questions
  • 15:40 - 15:45
    and then formulate a new response based on those answers
  • 15:45 - 15:47
    instead of just waiting for your turn to speak.
  • 15:49 - 15:51
    So, in order to kind of illustrate this,
  • 15:51 - 15:54
    I'm gonna give you some examples of communication exchanges
  • 15:54 - 15:57
    based on real things that had come up of people
  • 15:57 - 16:01
    who after you sort of introduced the concept of a Resource Based Economy
  • 16:01 - 16:03
    or maybe they just watched one of Peter's films
  • 16:03 - 16:06
    they have different kind of reactions to them
  • 16:06 - 16:08
    so I'll give you some examples.
  • 16:09 - 16:11
    You know: Won't everyone be just as lazy
  • 16:11 - 16:13
    in a Resource Based Economy?
  • 16:13 - 16:19
    You ask yourself: What are the shared values or concerns behind this response?
  • 16:19 - 16:22
    And this is really what you wanna look for.
  • 16:22 - 16:27
    Human Equality, it would be unfair for some people to be doing work
  • 16:27 - 16:33
    or not contributing and just benefiting,
  • 16:33 - 16:35
    and I think that's kind of the view so
  • 16:35 - 16:41
    the human equality, and also that place into sustainability
  • 16:41 - 16:43
    if everybody wouldn't just be lazy in a RBE
  • 16:43 - 16:48
    you know, what would really get done? what would really happen?
  • 16:48 - 16:50
    Would that be any place I wanna live?
  • 16:50 - 16:53
    And of course you here are people that already get this
  • 16:53 - 16:57
    but this is just trying to tap into how you might
  • 16:57 - 17:00
    respond to this in a way that is tapping into those shared values.
  • 17:02 - 17:07
    So you might, again I suggest a response that includes
  • 17:07 - 17:10
    the shared value acknowledged and start with an agreement
  • 17:10 - 17:14
    I agree and in order for this new system to sustain itself,
  • 17:14 - 17:17
    you can't have one group benefiting over another group.
  • 17:17 - 17:21
    It has to be a fair system where everyone is reaping equal benefits.
  • 17:21 - 17:25
    And what I actually like about an RBE model is that
  • 17:25 - 17:28
    the issue of equality is addressed in the design.
  • 17:28 - 17:34
    The idea is to reduce human labor using an efficient system design
  • 17:34 - 17:37
    and technology so that the necessary jobs that no one enjoys
  • 17:37 - 17:40
    become completely automated.
  • 17:40 - 17:42
    And this leaves jobs that people enjoy like teaching,
  • 17:42 - 17:45
    creating art, creating music, developing technology, gardening
  • 17:45 - 17:50
    - work that mostly would not require a rigid, stressful schedule,
  • 17:50 - 17:54
    or that could be shared in shifts perhaps with others
  • 17:54 - 17:57
    to allow for family and social time.
  • 17:58 - 18:01
    And then I would pose a question:
  • 18:01 - 18:03
    Do you feel that in that scenario people would still choose
  • 18:03 - 18:07
    to lay around instead of making a pleasurable contribution?
  • 18:09 - 18:12
    So that's just one example of how to approach
  • 18:12 - 18:16
    that particular person to open up the conversation.
  • 18:17 - 18:21
    Another one is: But technology hasn't improved life;
  • 18:21 - 18:24
    it's made things worse.
  • 18:24 - 18:26
    So, I'd like to think in what would be the shared
  • 18:26 - 18:31
    concerns of values behind this kind of a response?
  • 18:32 - 18:37
    Well-being, because we know technology today replaces jobs
  • 18:37 - 18:41
    which are tied to income which causes people
  • 18:41 - 18:43
    to have a lower standard of living.
  • 18:44 - 18:47
    So there is a concern for well being underlying that statement
  • 18:47 - 18:51
    and making a personal contribution
  • 18:51 - 18:54
    also it may be when they say it's made things worse,
  • 18:55 - 18:59
    you know the evils that technology is used for, such as in warfare.
  • 18:59 - 19:02
    So our response might be:
  • 19:02 - 19:06
    I agree. There is a lot of technology in existence today
  • 19:06 - 19:08
    that does more harm than good.
  • 19:08 - 19:11
    Military weapons are a prime example, in additions to machines
  • 19:11 - 19:15
    stealing jobs from humans, and thus taking away needed income.
  • 19:15 - 19:18
    However in a Resource Based Economic Model, the need
  • 19:18 - 19:23
    for weapons to secure land or resources becomes obsolete.
  • 19:23 - 19:27
    Technology created for this purpose would be obsolete
  • 19:27 - 19:30
    and since humans would no longer need to work to earn money
  • 19:30 - 19:34
    in order to live confortably, I think in those circunstances
  • 19:34 - 19:36
    we'd welcome the machines to do the labor
  • 19:36 - 19:39
    that we don't enjoy or that is unsafe.
  • 19:40 - 19:45
    Then Imagine what good things could be done by machines
  • 19:45 - 19:50
    if money wasn't in existence or money is no object.
  • 19:51 - 19:58
    Also, to give a current example of where technology
  • 19:58 - 20:01
    can be used for really amazing things.
  • 20:01 - 20:04
    Technicians are already in the process of perfecting technology
  • 20:04 - 20:07
    that allows for the "printing" of vital human organs
  • 20:07 - 20:10
    such as kidneys. And that's just one example.
  • 20:10 - 20:14
    But, you know, it took a tremendous advancement
  • 20:14 - 20:18
    to get there (in techonology),
  • 20:18 - 20:21
    So, do we really want to all lump it into evil and bad?
  • 20:21 - 20:25
    So these are some things you can bring up in that conversation.
  • 20:28 - 20:31
    As a Christian, I think we need to take into account God's Will.
  • 20:32 - 20:35
    As a response, so [what are] the shared values or concepts
  • 20:35 - 20:38
    behind this response?
  • 20:40 - 20:43
    Could be human equality, could be well being
  • 20:43 - 20:45
    as you are talking to the person you can kind of
  • 20:45 - 20:48
    get what that means to them.
  • 20:48 - 20:52
    And so, here is some one way that you might approach it.
  • 20:53 - 21:00
    Jesus is a great example of an advocate for a Resource-Based Economic Model
  • 21:00 - 21:04
    per scriptures. So, for example:
  • 21:04 - 21:07
    "For I was hungry and you gave me something to eat,
  • 21:07 - 21:09
    I was thirsty and you gave me something to drink,
  • 21:09 - 21:12
    I was a stranger and you invited me in". - Matthew 25:35
  • 21:12 - 21:15
    Note that he doesn't say you gave me a great
  • 21:15 - 21:18
    competitive discount on these things...
  • 21:20 - 21:22
    So it is within.
  • 21:24 - 21:28
    He also multiplied the fishes and the loaves at that one event
  • 21:28 - 21:30
    which sort of makes me think he'd dig this whole
  • 21:30 - 21:34
    post-scarcity aspect of it. Eliminating poverty,
  • 21:34 - 21:37
    and allowing multitudes of people to have free access of food,
  • 21:37 - 21:41
    shelter and healthcare. In fact, the only time
  • 21:41 - 21:43
    he really gets angry that I recall es when he kicks
  • 21:43 - 21:46
    the money exchangers out of the temple.
  • 21:47 - 21:50
    And then you pose a question:
  • 21:50 - 21:53
    So, what do you think he'd say about it?
  • 21:53 - 21:55
    In that framework, and I think you'd be surprised
  • 21:55 - 22:00
    that they may be a little bit more opened to further discussion on it.
  • 22:00 - 22:03
    Next.
  • 22:03 - 22:06
    We need to embrace a true free market
  • 22:06 - 22:10
    and individual sovereignty and things will improve if we do this.
  • 22:10 - 22:13
    So some shared values and concerns behind this response
  • 22:13 - 22:16
    if someone is saying: no, we really need to
  • 22:16 - 22:20
    see what the true market has to offer and focus on that.
  • 22:21 - 22:25
    This is more the anarchocapitalist libertarian response
  • 22:25 - 22:28
    and I know it well 'cause I used to be in that thing.
  • 22:30 - 22:36
    Human equality is definetly in there as an underlying atribute
  • 22:38 - 22:41
    that they are seeking. Freedom of personal contribution
  • 22:41 - 22:45
    is definetly something that they are seeking in this response
  • 22:45 - 22:50
    and it's something that is a shared value of a resource-based economy.
  • 22:51 - 22:55
    Response: I also greatly value individual freedom
  • 22:55 - 22:57
    and also agree that a well-designed system will negate
  • 22:57 - 23:01
    the need for laws that unnecessarily restrict freedom.
  • 23:01 - 23:06
    These are actually among the very reasons I support moving to a
  • 23:06 - 23:09
    global resource-based economic model.
  • 23:09 - 23:12
    We are technically capable of moving to a system
  • 23:12 - 23:15
    that would remove the reward incentive for crime
  • 23:15 - 23:18
    and bump everyone up to a high quality of living
  • 23:18 - 23:22
    - allowing for more freedom than most have in our monetary system,
  • 23:22 - 23:26
    where we have to have money in order to make money
  • 23:26 - 23:30
    and we become enslaved to labor through debt to survive.
  • 23:30 - 23:34
    So I'd be thrilled to have only Natural Laws to answer to
  • 23:34 - 23:38
    and an inherent freedom to pursue my passions in tandem with
  • 23:38 - 23:42
    contributing to an overall healthy enviroment.
  • 23:42 - 23:44
    So those values are definetly there and represented.
  • 23:44 - 23:48
    The very thing that they are concerned about is
  • 23:48 - 23:53
    acknowledged in the design of what we are advocating.
  • 23:54 - 23:58
    Ok here is the other piece of it, we have to know when to walk away.
  • 23:59 - 24:02
    Walk away when the person...
  • 24:02 - 24:05
    (and this is what they look like to us
  • 24:05 - 24:07
    when they are acting this way, anyway I think)
  • 24:07 - 24:10
    ...is not asking any questions, they are just making statements.
  • 24:10 - 24:12
    ...they are asking questions,
  • 24:12 - 24:15
    but they don't appear interested in sincere responses.
  • 24:15 - 24:18
    (they really aren't interested in what you have to say) or
  • 24:18 - 24:22
    ...They are attempting to insult you.
  • 24:22 - 24:25
    There is not need to continue that conversation at that point.
  • 24:25 - 24:27
    We are not trying to be evangelist.
  • 24:27 - 24:31
    In fact, basically the best thing you can do with
  • 24:31 - 24:35
    what we are trying to do as a movement is to sow seeds.
  • 24:35 - 24:38
    and basically as you are sowing seeds
  • 24:38 - 24:43
    and all that is, is just introducing it, not even seeking agreement from that person,
  • 24:43 - 24:46
    but just getting the information to them,
  • 24:46 - 24:49
    having to them to think about it for a second or two and
  • 24:49 - 24:52
    As bio-social pressures rise and more and more people look
  • 24:52 - 24:57
    for a different solution, a more comprehensive solution to today's problems,
  • 24:57 - 25:01
    interest in this train of thought is likely to grow and grow.
  • 25:02 - 25:06
    And part six: Always Maintain a Sense of Humor
  • 25:06 - 25:08
    So I wanna to end on this example
  • 25:08 - 25:11
    because it's one that always give me a chuckle.
  • 25:11 - 25:14
    I can't support this RBE model until I see the hard evidence
  • 25:14 - 25:19
    that it works. Where are the peer-reviewed papers?
  • 25:19 - 25:21
    and I actually gotten this one.
  • 25:21 - 25:23
    And I know of other people that have.
  • 25:23 - 25:28
    So the shared values or concerns behind this response seems to be pretty obvious.
  • 25:28 - 25:33
    The scientific proof, so when response I may say:
  • 25:33 - 25:36
    'I am also a huge fan of the scientific method.
  • 25:36 - 25:40
    In fact, if you were to create a movement advocating a
  • 25:40 - 25:43
    socio-economic paradigm where the scientific method
  • 25:43 - 25:47
    is the very methodology that determines what ideas and innovations
  • 25:47 - 25:50
    are implemented inmediatly to produce the desired outcome
  • 25:50 - 25:55
    and which one go back to the drawing board for reworking and revision...
  • 25:56 - 26:01
    what might you call that socio-economic movement?
  • 26:01 - 26:05
    We happen to call it The Zeitgeist Movement
  • 26:05 - 26:08
    Thank you.
  • 26:08 - 26:11
    The Zeitgeist Movement
  • 26:11 - 26:18
    Working for change in the dominant intellectual, moral and cultural climate of the time.
Title:
"Zeitgeist Day" 2012 Los Angeles - "Communicating RBE Concepts" by Jen Wilding
Description:

Topic: Practical Strategies for Communicating RBE Concepts

Addresses style of communication and offers examples of ways to respond to some common questions/objections.
more » « less
Video Language:
English
Duration:
26:19

English subtitles

Revisions

Our website uses cookies for analysis purposes.