Brad Barrish

When my mom asks me what I do, it’s difficult to explain. Frankly, it’s somewhat challenging to explain to anyone. Sometimes it’s easier to show. Back in July I traveled with a filmmaker to the Topspin Fulfillment warehouse in Shepherdsville, Kentucky. I love warehouse logistics, but I’m also a little weird. To me, getting to see a 650,000 square foot warehouse is akin to taking electronics apart as a kid. It’s exciting and you get to see things that no one else does. Aside from it being the biggest record store on the planet (guess what’s in aisle 33), there are robots, lasers and all kinds of other nerdy things to see. Part of my job is making sure that when artists use Topspin to handle their fulfillment and customer service, it’s done really well. Most artists will never get to see the warehouse, so Nick Tamburri (the filmmaker) and I made this for them. I’m really happy with how it turned out. 

(Source: https://player.vimeo.com/)
Schools as we know them today are a product of history, not of research into how children learn. The blueprint still used for today’s schools was developed during the Protestant Reformation, when schools were created to teach children to read the Bible, to believe scripture without questioning it, and to obey authority figures without questioning them. The early founders of schools were quite clear about this in their writings. The idea that schools might be places for nurturing critical thought, creativity, self-initiative or ability to learn on one’s own — the kinds of skills most needed for success in today’s economy — was the furthest thing from their minds. To them, willfulness was sinfulness, to be drilled or beaten out of children, not encouraged.
School is a prison — and damaging our kids

American Schools Are Failing Nonconformist Kids. Here’s How

American Schools Are Failing Nonconformist Kids. Here’s How

“Self-regulation,” “self- discipline,” and “emotional regulation” are big buzz words in schools right now. All are aimed at producing “appropriate” behavior, at bringing children’s personal styles in line with an implicit emotional orthodoxy. That orthodoxy is embodied by a composed, conforming kid who doesn’t externalize problems or talk too much or challenge the rules too frequently or move around excessively or complain about the curriculum or have passionate outbursts. He’s a master at decoding expectations. He has a keen inner minder to bring rogue impulses into line with them.