LV:Cards/inventory/Set002

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Status of LV Cards at a glance. Click on links to edit card properties.

No.

Pattern

Text

Status

Image

Status

Comment

Overall

Name
(suit)

Key
done
finalizing
shortlist
requesting
low priority
unspecified
urgent

Image name on wikimedia.org

Key
done
finalizing
shortlist
requesting
low priority
unspecified
urgent

(on overall status)

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Memory and Responsibility

(Organizing Principles)

Text of
Memory and Responsibility
Although the evils of the past continue to haunt us in the present, society is often unable or unwilling to deal with historical injustice. The function of Memory and Responsibility is to promote healing, to study history to avoid future problems. The intent is not to blame or punish but to encourage people to reason together and strive for reconciliation.Edit
Douglas SchulerEdit

shortlist ^{Discuss images}

Image on book pattern page not on commons. Discuss alternatives. Edit

Working Class Consciousness

(Organizing Principles)

Text of
Working Class Consciousness
Global consciousness, solidarity, and collaboration among working people around the world are critical for addressing the challenges that the working class faces. One important tool in addition to collective action is the use of film, art, and media technology. The training of workers for this work requires an international campaign in collaboration with labor at all levels. The need to defend communication rights and protections is fundamental, as is education and direct action.Edit
Steve ZeltzerEdit

finalizing ^{Discuss images}

Finalising image and text. Edit

Back to the Roots

(Organizing Principles)

Text of
Back to the Roots
Humankind has altered the world socially and materially incredibly over the years. This has created a chasm between our present status and our "roots" which are closer to nature and closer to the source and sustenance of our lives. Going Back to the Roots is not intended to be a nostalgic trip: discovering, cultivating and building on our “radical center” can be a wellspring for creative preparations for the future.Edit
Douglas SchulerEdit

finalizing ^{Discuss images}

Image on book pattern page not on commons. Discuss alternatives. Edit

Demystification and Reenchantment

(Organizing Principles)

Text of
Demystification and Reenchantment
Our political, economic, and technological systems have become mysterious while the real mysteries no longer carry deep meaning and connection with people and the natural world. Demystification and Reenchantment are needed to convey a perspective that invites, encourages, and supports liberated engagement in the human enterprise.Edit
Kenneth GillgrenEdit

Apollo 8 crewmember Bill Anders

finalizing ^{Discuss images}

Image and text being finalised. Edit

Translation

(Organizing Principles)

Text of
Translation
People who speak different languages cannot understand each other without benefit of Translation. A related problem arises when people think they're speaking the same language when they're not. Here "language" is applied broadly. Translation takes place when any two worlds of discourse are bridged. Think about the critical role of Translation and, if possible, become a translator or — when the need arises — a person who can help bridge a gap of understanding.Edit
Douglas SchulerEdit

Christian Theological Seminary

unspecified ^{Discuss images}

Image and text being finalised. See discussions for 15 and 16 re images. Edit

Linguistic Diversity

(Organizing Principles)

Text of
Linguistic Diversity
Over the last century, many of the world's languages have disappeared. When a language is lost, part of the world's knowledge and culture is lost. Losing our Linguistic Diversity diminishes our ability to perceive and think about the world in a multi-faceted and rich way. Due to their knowledge and expertise, linguists are at the forefront of the struggle for Linguistic Diversity. All of us, however, have important roles in preserving and enhancing Linguistic Diversity.Edit
Doug SchulerEdit

Pieter Brueghel the Elder (1526/1530–1569)

finalizing ^{Discuss images}

Image and text being finalised. See discussions for 15 and 16 re images. Edit

Education and Values

(Organizing Principles)

Text of
Education and Values
Even when not pursued deliberately, education promotes and replicates values. Yet, neither the explicit nor the implicit promulgation of values is typically designed with thought to the appropriateness of these values for the future. Educational institutions, teachers, parents, concerned citizens and students themselves must work to uncover and understand the values that are being taught as well as to design the entire educational experience to foster those values that will help make for a sustainable and healthy future.Edit
John ThomasEdit

finalizing ^{Discuss images}

Dematerialization

(Organizing Principles)

Text of
Dematerialization
The production and consumption of products is destructive to the environment and contributes to poverty and hunger. Dematerialization means using fewer natural resources, using more recycled resources, and extending the life of products. The growing role of knowledge, information, and culture should make it possible to displace materials and energy more intelligently and ingeniously, thus allowing us to satisfy basic human needs with fewer resources.Edit
Burl HumanaEdit

finalizing ^{Discuss images}

Transforming Institutions

(Organizing Principles)

Text of
Transforming Institutions
Social institutions often deliver services from their operational center out to people in distant regions. Often, these institutions protect and maintain their existence without regard for those they were intended to serve. This results in exploitation and destruction of the environment and communities. Institutions should develop new sustainable relationships; establish transformative change; and create flexible management models.Edit
Brian BeatonEdit

finalizing ^{Discuss images}

Teaching to Transgress

(Organizing Principles)

Text of
Teaching to Transgress
Students identify with good teachers and value their knowledge highly. This might mean, however, that students might be reluctant to “go against” the teaching of their mentor/hero/professor. Teaching to Transgress actively questions and tests society's “received wisdom.” Teaching to Transgress helps instill the idea that societies must change and that we all have responsibility for promoting that change.Edit
John ThomasEdit

Richard Redgrave (1804–1888)

shortlist ^{Discuss images}

Check attribution. Personality rights? Edit

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