What is literacy? Is it merely the ability to read and write? Should we add numeracy as a third fundamental skill? Do we extend the definition to a functional literacy, requiring the ability to function in and contribute to one's specific time and place? What about other specific and necessary (more specialized) skill sets such as computer literacy, or the broader-based technological literacy? And at what point do one's expectations include lifelong literacy, requiring the adaptability, desire, and volitional wherewithal necessary to actively work at comprehensive learning and growth throughout one's Life? If one reaches this point is it then reasonable to expect an effort toward analytical literacy, requiring skeptical rationality, active uncertainty, the ability to (somehow) argue both ends and all points along a spectrum (including those points that intersect with other spectrums), and the ability to come to an ethical decision?

Based on this progression of literacy, each individual one of us is (to some degree) illiterate within each component of literacy. In varying ways and in varying circumstance I am fundamentally illiterate, functionally illiterate, specifically illiterate, life-longingly illiterate, and analytically illiterate. Though I am human, I should still work each day at increasing my rate of personal literacy along all fronts, and I should not use my humanity as a reason for any degree of illiteracy. To be satisfied upon reaching a certain level of literacy (for me) is to shrivel up and die.

Just as each individual one of us is to some degree illiterate within each component of literacy, each individual one of us is also to some degree literate within each component of literacy. Literacy must be defined in terms of illiteracy; and literacy should be defined according to one's individual circumstance and capabilities. Literacy is a moving target. However, if I am capable, and circumstance allows, yet I choose to be satisfied, (by choosing not to pursue a higher rate of literacy on any front) I would label myself as illiterate. I cannot accuse another individual of being illiterate. Based on observation I can suspect illiteracy in others (and I too often do), but because I could never truly understand another individual's specific circumstance and capabilities, my thoughts would remain unprovable suspicions. This means that one's literacy can only be defined by one's self; otherwise it becomes a value judgement. In terms of literacy I believe value judgements and suspicions to be counterproductive.

The printing press was invented in 1452, creating an upward trend in book printing, which in turn encouraged wider spread literacy (according to the fundamental definition). Over the next few centuries as literacy continued to increase and progress, statistics show that humanitarianism also increased.  By raising awareness of other perspectives and creating the beginnings of an affinity for those outside of our immediate circle, as a global community we became more compassionate. As Stephen Pinker states in his book 'The Better Angels of our Nature', "The pokey little world of village and clan, accessible through the five senses and informed by a single content provider, the church, gave way to a phantasmagoria of people, places, cultures, and ideas." One of these ideas that came along in the same era as the printing press was the blasphemous impiety that the sun did not revolve around the earth. It is interesting that these two discoveries (1. The sun does not revolve around the earth, and 2. The world does not revolve around me), at approximately the same time, led respectively to an opening of minds and an opening of hearts. Granted, each opening was small in this beginning, but each has grown progressively larger as the decades and centuries have passed; and I believe this trend of growing knowledge and compassion will continue into future generations.

I believe recent decades have brought us to this point in the evolution and understanding of literacy where we must allow the individual to choose his or her personal level of fundamental literacy, functional literacy, specialized literacy, lifelong literacy, and analytical literacy.

I believe community and global efforts to increase rates of fundamental literacy, functional literacy, and many areas of specialized literacy are worthwhile and (in some, perhaps most, circumstance) necessary.

I believe commitment and effort toward lifelong literacy and/or analytical literacy are choices that must be left to each individual.

I believe each step (within a component, or from one to the next) adds complexity and depth.

I believe levels of literacy within each component will continue to rise.

I believe it to be too easy and comfortable to focus on and/or become stuck in the certainty of fundamental literacy, functional literacy, and/or a degree of specialized literacy.

I believe it to require considerable effort to actively commit to lifelong literacy because much of our additional adult learning comes as a byproduct of functional and/or specialized literacy, and this (potentially arbitrary, casual, or capricious) learning allows and encourages one to become comfortable and satisfied within these narrower parameters, thus avoiding a sincere commitment to lifelong literacy.

I believe it to require considerable effort to break free of our fundamental, functional, specialized cocoons.

I believe personal circumstance and capability do work to inhibit some effort toward lifelong literacy, but I do not believe this should become an excuse.

I believe that due to circumstance more than capability, many individuals are unable to overcome various factors (including fear, indoctrination, and an easy or easier comfort) in order to actively pursue analytical literacy.

I believe analytical literacy to be (by far) the most malnourished of all components of literacy.

I believe feeding and exercising analytical literacy is critical to our survival.

I believe that globally, composite levels of literacy will continue to rise.