Study Circle Curriculum Outlines

Introduction to Prout: Beyond Capitalism

Prout Study Circle Curriculum Introduction (Final)

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Prout Cultural Theory: Neo-Humanism

Prout Cultural Theory - PSC Curriculum 9

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Proutist Economic Theory part 1

Proutist Economic Theory Part 1 Complete

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Proutist Economic Theory part 1--continued

F. Parts of a Developed Economy

A Developed economy consists of four parts:

1. People’s economy: part of the economy concerned with providing essentials and minimum requirements.

2. Psycho-economy: part of the economy concerned with expanding the “psychic pabula of the individual and collective mind through appropriate economic activity”. Consists of two branches:

a) focus on the eradication of exploitative and unjust economic policies, behaviors, and practices; to fight a tireless fight against all dehumanizing and degrading economic trends in society.

b) focus on new and creative solutions to economic problems and developing and enhancing the psychic pabula of individual and collective mind.

3. Commercial economy: part of economy concerned with the development of scientific, efficient methods of production and distribution which will not incur loss and where output will exceed input. Aim is to ensure maximum utilization of and rational distribution of resources for the welfare of all.

4. General economy: part of economy including the organization of the industrial structure and the coordination of economic planning at all levels to ensure collective welfare.6

Notes:

1 “OUR SOCIAL TREATISE” in Tattva Kaomudii Part 2, Sarkar

2 “MINIMUM REQUIREMENTS AND MAXIMUM AMENITIES” in Proutist Economics, Sarkar

3 “INTER-BLOCK AND INTRA-BLOCK PLANNING” in A Few Problems Solved Part 8, P.R. Sarkar

4 “Economic Democracy” in Proutist Economics, Sarkar

5 CHAPTER 5, A’NANDA SU'TRAM, Shrii Shrii Anandamurtii

6 “THE PARTS OF THE ECONOMY” in A Few Problems Solved Part 7, Sarkar

Bibliography

Benjamin Barber, Jihad vs. McWorld: How Globalization & Tribalism are Reshaping the
World, Ballantine, 1995

John Cavanagh, Jerry Mander eds., Alternatives to Economic Globalization: A Better
World is Possible, Berrett-Koehler, 2002.

Noam Chomsky and Robert W. McChesney. Profit Over People: Neoliberalism
& Global Order, Seven Stories Press, 1998.

Sarkar, P.R., Minimum Requirements and Maximum Amenities, Proutist Economics, A’nanda Ma’rga Praca’raka Sam’gha, 1992.

Sarkar, P.R., Our Social Treatise, Prout in a Nutshell Part 16, A’nanda Ma’rga Praca’raka Sam’gha, 1988

Sarkar, P.R., InterBlock and Intra-Block Planning, A Few Problems Solved Part 8, A’nanda Ma’rga Praca’raka Sam’gha, 1987.

Sarkar, P.R., The Parts of the Economy, A Few Problems Solved Part 7, A’nanda Ma’rga Praca’raka Sam’gha, 1987.

Shrii Shrii A'nandamu'rti, Chapter Five, A'nanda Su'tram, 1962.

III Relevant Issues and Discussion Topics

1. Over-accumulation. In the U.S. the richest 1% of households control as much as 40% of the wealth. Over-accumulation in the system is so extreme that the number of Haitian workers that produce Disney dolls and clothes who could be hired for Disney CEO Michael Eisner's salary exceeds 100,000. What are some of the effects of over-accumulation on a society? What policies are in effect to maintain the system of over-accumulation? Which economic initiatives could be employed to reverse the unsustainable trends of over-accumulation and over-consumption?

2. Causes of Poverty. Poverty is the state of most of the world’s people(s). Behind the professed goals of globalization to create wealth and interconnectedness between nations and people, most important decisions are created by the rich and powerful, whether they are unaccountable multinational corporations, government leaders or other influential people. These decisions often lead to advantages for the rich nations (North) at the expense of the developing nations (South). The global economic system polarizes all nations and often has the effect of making the rich even richer while others are left to struggle to survive. What are the global policies which have the side effects of creating growing masses of poverty world-wide? What institutions implement ‘structural adjustment policies’ and who benefits? What effects do structural adjustment policies have on developing nations’ ability to meet the basic requirements of their people? What are other causes of poverty around the world and in the U.S.?

3. Wealth gap. Wealth disparities have grown wide and more extreme--at one point Bill Gates had as much wealth as the poorest 120 million Americans! Given facts such as half the world lives on less than $2.00 a day; and the United Nations estimates that with only an effort of 30 billion dollars poverty world-wide would be eliminated---that only 4% of the wealth of the 225 of the world’s richest people would be needed to wipe out world poverty---what factors of public policy have led and continue to lead to the widening gap between the wealthy few ‘haves’ and the multitudes of have those who ‘have very little’. What are some initiatives that could be implemented to reverse this trend?

4. Living Wage Campaigns. In the U.S. this year 3.5 million people will experience homelessness. More than 40% of them are estimated to work at some point during a typical week yet at a wage insufficient to afford basic housing. Many cities across the U.S. have initiated a “living wage” which would try to meet the minimum requirements of city workers. What other campaigns are possible, what other policies could be introduced so that the purchasing capacity of low wage workers is elevated to a true “living wage”?

IV. Activities and Homework

Role play. Students role play a debate between those insisting on the minimum requirements must guaranteed to all and those who do not want minimum requirements guaranteed. The idea being to explore the rationales of existing economic discourse in terms of Proutist economic perspective.

Newspaper or Web articles. Students find web or newspaper articles which affirm basic Proutist viewpoints with a relevant and contemporary issue with students discussing the issues.

Policy Position. Students reflect on specific economic policies of the U.S. government and present some alternative policies based upon a Proutist framework. For instance women in the U.S. earn $0.70 per every dollar of men for the same work. What are relevant issues and what are possible polices to confront these issues?

Number crunching global inequities. Students investigate many of the inequities of the global economic system in terms of numbers...For instance, that one out of six children in the U.S. goes hungry every day; for the price of one Trident missile submarine 250,000 students could be put through a four year university; average net worth of the bottom half of the world population $334.00 U.S….etc. Students should investigate to find numbers of their own and share them together.