As the Ancien Regime of the Minneapolis Public Schools (MPS) Totters on the Brink of Destruction, My Persistent Revolutionary Activism Will Result in the Overhaul of K-12 Education, with MPS as Model

These are supreme days in the K-12 Revolution. 

I continue to demonstrate the art of imparting abundant knowledge and skill sets to my students in the New Salem Educational Initiative as they flourish first in basic mathematics and reading skill mastery, then proceed to acquire vast stores of information across the liberal arts.

Whether a student is struggling with severe learning disability in reading or math, dealing with disturbing psycho-emotional issues or proceeding on a an enhanced fast-track college preparatory experience, all of my students eventually succeed at high levels of knowledge and skill mastery for application in post-secondary educational experiences.      

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And I continue my persistent revolutionary activism on various platforms, including my blog, my monthly academic journal (Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota), the second edition of my book on the Minneapolis Public Schools (Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect), and my activism in public forums, especially the regular monthly meeting of the Minneapolis Public Schools Board of Education.

Metaphorical comparisons to the reckoning of Ancien Regimes with inexorable forces of revolution rocket frequently across my mental screen.

France endured a turbulent19th century in becoming a republic, but political and social life in France was never the same after 1789.

After the failure of reformist Self-Strengthening and the more urgent reformist efforts of Kang Youwei and Liang Qichao, the Qing regime met its revolutionary fate in 1911.

After the disastrous Russo-Japanese War and then the formation of the Duma in 1905, the too little/late phenomenon impelled the Romanovs toward destiny in 1917.

So will the administration and Board of Education at the Minneapolis Public Schools meet the Gary Marvin Davison-induced inevitable revolutionary transformation as I continue my relentless presentation of the grave flaws of the district.

Will the Ancien Regime of the Minneapolis Public Schools delay fate with ineffective reformist efforts?

Will the impact be more immediately dramatic?

Either way, we revolutionaries are patient as necessary, and we are persistent in the extreme.