REWIRING A COMMUNITY’S BRAIN
FOR THE 21ST CENTURY
Aligning
the Cosmic Dance
By Rick Smyre
President, Center, Communities of
the Future
(rlsmyre@aol.com)
There are unseen connections growing
in our local communities as a result of constant change. The fast pace of these
connections create very complex cultural and historical processes that call
into question traditional underlying assumptions of how we learn/educate, how
we govern, how we do economic development, how we lead, and especially how we
think.
Look around us. Tectonic plates of
cultural change are in evidence everywhere. In all sectors of society, there
are apparent contradictions at work. Business gurus tell us to "think
globally, act locally." Concepts of education differ, emphasizing both
updated traditional public schools approaches and new market approaches.
"Small is beautiful" coexists with the age of the huge. And everywhere there are increased
connections in a increasingly fast-paced, interdependent and complex world.
But just as soon as new connections
are made, others are broken. Knowledge is quickly obsolete. Management students in the '60s were taught
to build models that represented the future. Today, students are taught how to
develop probable scenarios in order to respond to different situations as they
occur.
In the '60s the concept of accurate
prediction was a central principle of strategic planning. Now computer models
look for patterns instead of specific outcomes.
It is as if new organizational and community brains are
emerging.... connecting diverse people and ideas without prediction....offering
innovations that build on the backs of past thinkers, yet shifting in basic concept
as we move to a totally different type of society... one increasingly mobile,
interconnected and constantly integrating the old with the new.
As society become more fluid and
changing, underlying concepts of how society works also change. There is
transformation, moving beyond the type of change which improves what has
existed for years...which is often referred to as "reforming."
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Traditions break apart as larger and
more complex systems emerge from the integrations of existing values and
structures. In business, AOL combines with Time Warner to form a mammoth
organization offering the best of technology for the local individual .
However, this same local individual is now challenged by the need to find
meaning beyond money values and the use of technology. Many of the assumptions
which have undergirded our industrial society for two hundred years are
crumbling. This chapter will attempt to establish a framework of understanding
how new concepts of learning will be needed to help identify, develop and apply
a few of these new assumptions.
As a result of our present societal
stresses, a 21st Century futures context seems to be evolving..... as if a new
community brain were developing....connecting diverse people, new ideas, and fundamentally
different concepts, methods and techniques.
Few local leaders have recognized
that communities are in the early stages of such a transformation. Most leaders
who have begun to see change as important, have continued to use a traditional
filter to understand it. First identified by Alvin Toffler in the book Future
Shock in 1972, the idea of an increased pace of change as a cultural phenomenon
seeped into the consciousness of communities over the next thirty years as if a
new neurotransmitter suddenly increased the connections of an expanding brain.
By the early 1990s, the idea of a
"learning community" was introduced by Peter Senge in The Fifth
Discipline. Over the last decade, it has become apparent that the dynamic of
constant change requires a different approach to learning in several ways.
As a result of this transformation
in society, the future of learning in communities will need to change in
concept. Without the structure of the learning experience adapting to the
evolution of a futures context, communities will continue to utilize obsolete
ideas within the context of inappropriate structures.
Traditional learning focuses on
content. An underlying assumption has been that appropriate knowledge is
already known and must be transferred from one generation to another. As new
knowledge is gained, it is added to the old to make it more efficient. Even the
idea of accountability and testing reinforces the idea of standard knowledge.
Tradition focuses on the one best answer. True/false and multiple choice
testing has been the mainstay of evaluating whether learning has occurred.
As we recognize the transformation
in society, new learning concepts will be needed not only for evaluation but
also for delivery, content, and methods of creative thinking within a changing
context.
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Learning
in a Society of Constant Change
What is appropriate for learning and
evaluation in a time of standard approaches and one best answers needs
rethinking in a time of constant change. As the pace of change increases in
society, knowledge explodes. As knowledge explodes, more people are born and
telecommunications expand, and connections increase exponentially. A society of
interdependence replaces a society of independence. In such an environment, the
concept of learning and its evaluation needs rethinking. New patterns emerge
from new connections. No longer is there one best answer. There is a richness
of outcomes as the cosmic dance of reality unfolds.
In a society that is changing and
evolving, standard answers are not appropriate. As an example, someone who
studies civil engineering in college will need to understand that 25-30% of the
knowledge learned by the time of graduation will be obsolete. Thus the concept
of content must change from absolute information to core competence. The
learner must become a dynamist, comfortable with new information challenging
old knowledge. The old idea of static knowledge becomes inappropriate in a
changing society. The static learner can be no more. The 21st century learner
will need to develop additional skills beyond content of information. Learning
in the future will be generative, not static. For this to occur, any learner
will need two additional skills - the ability to ask appropriate questions and
the ability to connect apparently disparate ideas within a futures context. The
connection of all three skills will lead to continuous innovation.
Recently I was asked to design a new
approach to learning which would allow students in various parts of the world
to take advantage of our COTF concept of transformational learning. Recognizing
the need and potential of finding new ways for individuals to take control of
their own learning, I decided to attempt to create a research and development project
which would test my ability to frame a new type of experience leading to real
individual "transformation" of thinking on the part of those with
whom I would be working over the Internet.
Realizing that my time was very
limited, and that my initial two test students were motivated, I decided to
design a radically different approach of interaction. I titled the project
"reciprocal learning" to reflect the fact that I would be learning
how to facilitate a new approach to systemic thinking within a futures context
( transformational learning ) at the same time the students were hopefully
benefiting from my guidance.
Here's how it worked. I identified a
list of books , web sites and articles....all of which were appropriate in
different ways for the concept of an Overview of Community Transformation.
Ordinarily, I would have then suggested specific readings. This time, however,
I decided to reverse the process. Instead of asking questions to find out if
they had comprehended the readings I assigned, I asked them different types of
questions which would help guide them in their own self-organized learning
process. Here's an example:
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"What will need to occur for
communities to rethink and restructure their local
institutions if one assumes that the very assumptions of how we lead,
how
governance occurs, how we do economic development, and how learning
occurs will be transformed due to an increasingly fast-paced,
interconnected,
and complex society?"
On purpose, I wanted each of the
students to have to struggle to think about what factors, issues, concepts and
actions would need to be considered. I wanted each of them to consciously and
subconsciously take control of their own learning.....and did they ever!
Each student achieved more than I
expected with the most optimistic scenario. The most interesting outcome, and
the center of my learning experience, was to understand that each student
developed a different path to understanding the concept of COTF's Community Transformation.
As a result of my experience, I quickly conceived the first
principle of reciprocal "transformational" learning...the role of a
teacher is transformed to that or a coach. The second principle of reciprocal learning flows from
the first.....there are many paths to
success and the coach cannot predict the outcomes of learning. Yet, from
this experience I found that motivated students can quickly increase their
learning curve through self-organization as they integrate new information, form
appropriate questions and make innovative disparate connections. I also found
that this type of learning does not occur unless all three factors are involved
simultaneously.
Both students developed capacities
of transformational learning beyond my greatest expectations over the five
month period. As a result, I now have a better understanding of the great
potential of reciprocal learning....a systemic approach of integrating all
three factors within the context of the transformational learning framework. It
has given me more motivation to continue to build my capacity to help students
self-organize their own learning. I now know that chaos/complexity theory can
be applied to education and be successful.
Diana Bethel lives in
California, has a strong advanced educational
background with a broad
range of knowledge. She is not a typical student.
However, I have often
found that the more content knowledge one has,
the less open to new ideas one may be. I wanted to
see if Diana would be
willing to be open to new ideas, and to see if I
could take advantage of
her background of knowledge in a positive way.
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When I framed the
learning experience for Diana ( and Michael Reber, a
student in Japan ), my objective was to help them
come to an understanding of the new COTF concepts of community transformation.
Because our approach to community development assumes a completely different
context compared to traditional experience and thinking, we have determined
that "capacities for transformation" will need to be developed with
new processes and new leadership techniques.
My
question was.....would it be possible to shift the thinking of a well
educated student from
old ways of looking at things, and would it be
possible to add totally new knowledge in such a way
that the student would understand
COTF's 21st Century approach to community transformation.
After I gave the list of resources and questions to
Diana and Michael, I told them to get back to me when necessary...but that I
didn't want them to do so until they needed my guidance. Within 10-12 days, I
heard from Michael and began an intermittent dialogue. However, Diana was
absent for two months before I heard from her.
When I heard from Diana, it took me
by complete surprise. Not only had she
begun
to understand our concepts, she had mastered the underlying assumptions.
As
far as I was concerned, she had met the objective of the course. Here's the
email I received from Diana. Not only is it well conceived, it reflects an ability
to
connect all key COTF ideas:
Sorry to keep you waiting so long. I have read most of the "Creating
Learning Communities" book which has been a great
introduction to alternative
education philosophies and projects (I will deal with these articles
in another message).
However, to address the
issues you raised [regarding concepts which help
construct a framework for
reorganizing the learning experience, ideas on
learning and examples of
reforming vs. transforming concepts, and underlying
assumptions from Creating
Learning Communities contrasted with Hunter¹s
article (in Pathways to
Sustainability), and comparison of Hunter and Ellis
on their perspective of
"context"], I found it was helpful to get a better
grounding in the
COTF/futures terminology and concepts, so I have been
reading your articles (The
Gretsky Factor and Community Transformation
[Cook, Kerley, and Smyre
1997], Beyond the Deck Chairs [Smyre 1998], Webs of
Intricacy [Smyre 1998],
Altering the Cosmic Dance [Smyre 1999], Lament of a
Local Leader [Smyre 1999],
and the last chapter of Pathways to
Sustainability
(Transformation in Action [Kruth and Smyre 1999]).
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These readings have helped
me address some of the areas in a general way.
I
hope this initial venture
into the field combined with a more long-term
focus, i.e., the issues you
raised which I will keep in mind as I proceed,
will be my own parallel
processes, and that after additional reading, I will
see things a little more
clearly. In the meantime, however, I propose
to:
1) read more from the COTF
website, specifically follow links on the
"Principles" page;
2) go back and read more in
Pathways to Sustainability (I have read several
chapters already, but
reading the last chapter stimulated me to want to read
more);
3) find out about The
Natural Step (from Sweden) and The Ecological
Footprint (Wackernagel and
Rees);
4) attend a community
planning and development public hearing at which
community residents will
express their opinions on the General Plan and an
Environmental Impact Report
in Rohnert Park, CA.
5) read the booklet about the Blackburg Electronic Village (which I
sent
away for).
Thanks for any comments you
might have on how I am proceeding and my seven
points below. At this stage, I am still finding my way
around the terms and
concepts and will be adding
to my understanding of them as I read more, but
I feel like I now have a
better grasp of them, thanks to your articles.
I
will keep plowing ahead with
the proposed next steps listed above and any
others you might suggest, if
it is OK with you.
Sincerely,
Diana
1. Futures Context
"The
Gretsky Factor and Community Transformation" article gave me a good
sense
of what thinking in a "futures context" means. The concept of a
futures
orientation is illustrated well in the descriptive metaphor of the
hockey
puck which symbolizes the increasingly fast-paced changes of life
today. The ability to anticipate where the hockey
puck will go and respond
quickly
is a great way to depict the capacity to anticipate future trends
and
find innovative approaches to deal with them.
7
Two
important issues raised in "Lament of a Local Leader" which
illuminate
the
idea of leadership as well as the necessity for a "futures context"
are:
***Experience
is not an adequate basis for making decisions because the
future
context of problems do not exist in the realm of past experiences.
***In
addition to anticipating future trends, understanding the "interactive
impact"
of those trends on issues is also essential.
2.
Models of Education
"Beyond
the Deck Chairs" and "Altering the Cosmic Dance" also clearly
lay
out
the differences between:
***the
current model of education (standardized content, one best answer,
the
teacher as expert, passive student) and;
***a
transformational learning model (generative‹fostering questions,
context
based [rather than standardized content based], learning style
tailored
to the individual, welcoming diversity of ideas, processes, and
people,
encouraging feedback and making connections between complex ideas,
seeing
issues in the context of a futures orientation, use of technology,
cooperative
learning groups).
The
role of process leaders‹facilitators of transformation‹is to help people
examine
underlying assumptions related to learning, governing, and economic
development,
etc., and help them develop a shared vision of a desirable
future
for their community.
3. Transformational Learning and Community
Transformation
"The
Gretsky Factor and Community Transformation" article also helped me
understand
more clearly the common theme in many of the articles, which is
the
relationship between concepts of learning and community transformation.
This
is the idea that a new approach to learning is necessary for
communities
to prepare for the impact of future trends and an environment of
continuous
change. The article helped me make the connection between the
concepts
of learning and community transformation by illustrating the
process
by which you and the other authors dealt with the difficulty of
explaining
the concept of "futures context" and consequently developed the
idea
of transformational learning.
4. Strategic Planning/Strategic Framing
A
point that intrigued me in "Beyond the Deck Chairs" and "Webs of
Intricacy"
is the contrast between "strategic planning," and "strategic
framing". The difference being pointed out seems to be
that strategic
planning
is a slow process that assumes a degree of control and
predictability
and is unsuitable for dealing with the fast-paced changes
occurring
in society today and in the future. It
is useful, however, to
tackle
issues that require short-term solutions.
On the other hand, the
8
idea
of strategic framing allows for a rapid and flexible response to issues
as
they arise by building capacities for dealing with complex issues
("Transformation
in Action"). This approach is made
possible by "webs of
intricacy,"
small groups of people throughout the community who develop
familiarity
with certain issues and come up with innovative solutions that
can
be tested out. This illustrates the
idea of "parallel processes" which
help
bring about transformation.
5. The Concept of Individualism and the Common
Good
The
article, "Webs of Intricacy," explores the origins of the idea of
individualism
and recommends a reexamination of its underlying assumptions.
"Transformation
in Action" points out that one of these assumptions is the
idea
of "enlightened self interest" which claims that society benefits by
the
motivation of individuals desire for economic gain. In a time of
increasing
population density, instant communications, and a deteriorating
environment,
the isolationist view of the independent individual, who stands
on
his own and takes whatever he can get from the natural environment or
from
other people, can no longer be supported.
A call is made for a shift
to
a more "mature" individualism which values interdependence. The idea of
the
"common good" grows out of this perspective of the individual (a
central
concept
in social psychology is that man is a social animal who develops in
the
context of interaction with others). This kind of person will welcome
collaboration
with others to solve community problems ("Beyond the Deck
Chairs"). A community made up of these kinds of
individuals will be more
concerned
about the shared community environment and will work with others
to
raise the quality of life in the community.
6.
Concept
of Leadership
“The
Lament of a Local Leader” emphasizes the goal of developing a new concept of
leadership and understandings to enable leaders to facilitate consensus on
shared visions of their community’s future. The chapter pointed out that an
important aspect of leadership is the ability to develop capacities in others,
as opposed to the common idea of a strong leader who takes over and directs the
activity of followers.
7. Reforming vs. Transforming
The
chapter, "The Lament of a Local Leader," defined the difference
between
"reforming"
vs. "transforming" which is that reforming old ideas and
structures
is appropriate in times of slow-paced change, but when change
becomes
so fast-paced, transformation is necessary.
Transformation is
brought
about through experimentation and development of totally new
approaches
based on totally new assumptions. It
also occurs at different
rates
in different areas of activity.
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The
chapter, "Transformation in Action," adds that "reforming"
is trying to
facilitate
change by being more efficient while "transforming" involves
reevaluating
the underlying assumptions "in all relationships and larger
systems."
I decided to restructure the concept
of evaluation. Since Diana and Michael had used different approaches and read
different resources to come to a basic understanding of community
transformation, I decided to determine their ability to change roles and become the facilitator. I therefore asked
them to become community coaches and think about three questions they would ask
and two concepts they would consider the most important if they were helping to
nurture ( coach ) local citizens in community transformation.
I didn't hear from Michael for ten
days. When I did, the first key concept he had identified was...."the
importance of creating an environment where people themselves see a need to
change." Once I saw this, I knew that Michael had more than good content,
he had come to understanding. In fact, both Diana and Michael have quickly
shifted their understanding of the context of community transformation. I have
deemed the experiment a great success and will begin to evolve the concept with
others less motivatation and with different educational backgrounds.
As a result of my recent experience,
I have come to the conclusion that the ability to evaluate a new system of
learning in a dynamic society will require the ability to rethink how testing
occurs. Not only will core competencies require traditional testing methods,
but new concepts of evaluating how to connect knowledge holistically will be
required. Learning how to evaluate the idea of asking the right questions will
becoome a new field of study. Finally, the field of "generative
connections" will evolve as a way to evaluate creativity within a futures
context.
Rewiring
the Community
"It is as if the Milky Way entered upon some cosmic
dance. Swiftly the brain becomes an enchanted loom where millions of flashing
shuttles weave a dissolving pattern, always a meaningful pattern, though never
an abiding one; a shifting harmony of subpatterns."
....Sir
Charles Sherrington
Experimental Physiologist
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As the pace of change in society
continues to escalate, the patterns of community transformation will begin to
resemble the patterns of brain behavior.....many new connections made as others
disconnect forming a shifting harmony of subpatterns.
For local leadership to create new
institutions of dynamic structure capable of vitality and coherence in a
constantly changing society, it will be important for them to go beyond linear
thinking. They will need to develop the ability to make connections among
diverse and apparently non-related factors in order to insure continuous
innovation. To do this they will need to think differently and overcome the
limitations of linear thinking resulting from traditional educational concepts.
One of the ways this can be begun is
to introduce leaders to the study of the brain and how it works in simple
ways. Such an approach, when combined
with other techniques, will insure that local leaders begin to understand the
importance of forming new connections....connections of people, connections of
ideas, connections of small and large networks, etc. This will lead to the
creation of an environment for generative learning based on brainlike, adaptive
concepts. As the focus on traditional need for certainty gives way to an
understanding and comfort with the apparent chaos of ambiguity, the ability to
discern new underlying assumptions and patterns will become a prized skill in
the future.
"Rather than allow learning and evolution, rigid
technocratic standards freeze the status quo, preventing experiments that might
produce new and improved ways. A dynamic system, whether a single organization
or an entire civilization, requires rules. But those rules must be compatible
with knowledge, with learning and with surprise. Finding those rules is the
greatest challenge a dynamic civilization confronts."
......The
Future and Its Enemies
Virginia Postrel
The
Principles of Transformational Learning
Those who still search for certainty
have little tolerance for society's complexity. In a society of increasing
connections and complexity, the old concept of specific and standardized rules
to be used for all occasions will need to be replaced with the idea of general
principles, capable of adaptation and tailored to any specific environment.
Those who aspire to be catalysts of community learning will need to rethink and
retool how learning needs to occur, for both organizations and individuals.
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The following principles will be key
elements of transformational learning and undergird any local community
approach to adapting its citizens and institutions to the challenges of the 21st
century:
. Emphasize individualized learning, yet employ
mechanisms appropriate
to all learning
styles.
As the
society becomes more complex, interconnected and moving
at a faster
pace, it will be a challenge to devise methods to insure
that learning offers a balance of core competency
content and
individualized knowledge which allows
any individual to evolve
in his own appropriate way. The shift to
individualized instruction,
no matter
how difficult it will be to achieve, will be necessary to
allow the
adaptability in a context of continuous innovation
that insures
increasingly obsolete knowledge. The very mindset
of educators will need to be released from todays
stifling standardized curricula.
. Shift the idea of
teacher to learning leader.
Leadership
in general will move from top down direction,
prediction,
and control of outcomes, to the very natural idea of
facilitating
and motivating diverse people in methods of adapting
to changing circumstances. This will impact the
professional teacher and educator in
several ways: 1) the concept of teacher helping
to fill the glass of knowledge with predetermined information will shift to the guide or coach concept,
insuring that those involved in
interactive learning will be confident and comfortable when reaching for new
ideas, 2) the methodology of lecture will be minimized as the key approach to
learning for only those 8% who are auditory learners...more and more the use of
questions and indirect concepts of facilitating learning will be used as
students see the need to shift quickly and understand how to connect diverse
ideas within a constantly changing societal context.
. Establish a futures
framework within which issues are considered.
The idea of
a shifting context of information will become the
new environment of learning. All people will need to
become adept at adaptation. Life long learning has come to the forefront of
interest
because of changing assumptions, and rethought ways of
thinking about what is necessary within a constantly
changing society.
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A futures context requires that the idea of a
"mindset" be discarded and replaced with the concept of
"mindflex." All learners will need to become comfortable with
rethinking, reorganizing and redesigning.Understanding
the impact of trends of the future on all issues will be a necessity to develop
appropriate plans. The interaction of future trends will blend in a constant
dance of alignment. Those that are able to understand the changes in context
brought about by the transformation of change will be capable of vitality in a
dynamic society. As Bill Gates tells his teams of software writers,
"cannibalize your products within eighteen months...if you don't do it,
someone else will."
. Be open to new ideas
of any kind....filter those that do not resonate with
an understanding of a new reality.
One of the greatest obstacles to learning within a
constantly changing society is the need for certainty. The idea of certainty of
outcomes will be replaced with the idea of continuity of principles. Multiple
outcomes will be seen as appropriate for the diversity of life that continues
to evolve in a web of innovative connections. Certainty of values will be the
glue that holds communities together. It will be important for all education
and learning to search for, emphasize and bring to consensus a family of values
which will insure the vitality of a dynamic society. Many of those values we
hold dear today, such as leader/follower, will shift to new ideas. The value of and/both will replace the idea
of either/or as we learn there are many ways to do things and many answers to
the same question. Einstein, when told by a student at Princeton that this
was the same exam that had been given last semester offered the reply,
"yes, but the answers have changed."
. Establish experiments
and receive feedback....remember, experiments are
multifaceted, and often are no more complicated than
trying a new way to say hello.
The biological concept of
feedback will become a cornerstone idea
for learning as we continuously
are faced with new challenges and
an evolving
context of circumstance. The traditional focus of strategic planning assumes the ability to
predict the outcome and control the processes of involving humans and
contributing factors.
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Neither is possible in a constantly changing world.
What is expected to evolve is a concept
of parallel processes, where strategic planning is used for short term
needs where all factors and outcomes are defined and seen as appropriate (
think about any manufacturing process ), and a process of planning that gives
emphasis to the building of capacities for longer term transformation and
adaptation. In the former process, all those
involved
will need to sees things commonly...thus, one large group
can focus on
standardized answers. In the latter process, there will
need to be experiments of different approaches to
see what works and what doesn't...thus requiring small groups of interested
people who want to take the risks of creating the new.
. Protect the competition
and integration of ideas....in an interdependent world, competition does not have to be arbitrarily
created....that which emerges as the moment of truth will find it
own solution.
The old saying, "throw the ideas on the wall
and lets see what sticks," has an element of truth in an evolving age of
interdependency. The idea of multiple
connections in a system of factors will become a cornerstone idea of learning
as we develop new and appropriate ways of thinking and acting. The
scientific method focused on the competition of ideas, and the competition of
those who debated truth. This will still be an important idea for those
involved in the arena of natural sciences where objectivity of concept and
design is assured by the independence of input. No matter what is done gravity
assures that a ball will come down when thrown.
However, the age of quantum mechanics reflects parts
of reality where the concept of independence and linear thinking does not
apply. No longer is total predictability possible, but many outcomes will be
due to interaction occurring among many diverse factors. We will begin to see
the need to think how to make connections as things change to provide an answer
for the context of the moment.
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. Focus on collaboration among diverse people and
ideas and allow them
to combine in different ways.....look for the value
in what is said or written in order to connect it to one's own experience. In
so doing, the quantum nature of one's own reality continuously emerges, and
constantly redefines the learning experience. The result of one phase of learning is the mechanism of the
next.....but always at a higher level of consciousness...one's assumptions
are tested by the sense of meaning which ensues.
Recently I
was asked to go to Scotland to work with the
Scottish
Council Foundation, the nation’s leading think tank. We
attended the
introduction of what is called the "Scottish Scenarios,"
looking ahead to a vision for Scotland. One of the
excellent concepts that was introduced as a key part of developing an
appropriate vision for Scotland was the idea of collaboration. As the
presentations ensued, it became obvious that the idea of what collaboration
would require was not seen in an interdependent way. For example, the point was
never made that for connections of diverse people to occur, all people involved
in a societal process of collaboration on issues of community importance would
have to change their traditional approach of debate, to one of finding value in
what any other person says. For this to happen, one has to change one’s
approach to listening. No longer will one listen to find fault...this leads to
debate. In the future for true collaboration to occur ( for connections to be
made among diverse people ), one will listen to affirm the other person and
find some value
in what is being said....without accepting all
comments as truth. Thus, when adding this idea of dialogue within a futures
context ( to prevent the discussion
from centering on obsolete ideas ), a concept of "generative dialogue" will emerge.
. Emphasize the integration of future trends into
the thinking and
operations
of all community people and organizations.
Once a
friend said to me, "why should be look at the future, we
can't even
deal with the present?" In 1985 I could not answer this
question effectively because I was still caught in
the either/or trap of thinking. In other words, we either had to work with the
present or plan for the future. It is now clear that we need to do both. There will always be a need to act on todays
issues with todays tools at
15
the same time
that we are developing new approaches, often changing underlying assumptions,
to prepare for a different future that we can't predict. If any organization or
community does not try to anticipate the future by learning what future trends
may be, and then developing scenarios to be ready to respond to what does
occur, they will be caught in the continued frustration of ideas and action no
longer appropriate.
. Focus on the use of
the Internet, multimedia and telecommunications.
The advent
of today tools of communications open up totally new
vistas of learning. Not only does the Internet give
any individual the ability to find any information in the world
instantaneously ( thus greatly
minimizing the value of the concept of teacher as content provider ), it also
allows the ability to introduce new concepts and methods of learning ( such as
computer simulations ). As we move to a
society of continuous innovation, electronic means of learning will be
integrated with face-to-face dialogue of generative discussion. In
addition, telecommunications will allow individualized information gathering at
the same time that it provides a platform for real time group discussion.
. Develop a new system of evaluation to judge the
systemic integration of
core
competencies, the ability to ask appropriate questions, and the
ability to
connect disparate ideas in continuous innovation.
As knowledge
explodes, the ability to know will lessen in importance and the ability to
connect knowledge in innovation and creativity within a futures context will
increase in importance. Soon we will come to recognize that as we evolve new learning systems
of thinking, adaptation and creativity, we will need to evolve new systems of
evaluating the learning experience. Standardized testing will continue to be
important for the future. In addition, new fields of study will emerge in
education as thinkers see the need to evaluate the idea of "how can be
test the ability to ask an effective question....and "is the learner
capable of making connections among diverse factors? ....and if so, at what
level of creative systemic thinking is this particular
learner?”
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. Utilize the
technologies of the day to insure real time curricula.
Textbooks are obsolete as soon as published.
Textbooks also reflect a political process of acceptance which waters down much
needed knowledge in an age of change. The risk of including new theories and
ideas can often be met with resistance from many sources, to include educators
themselves...who are supposed to be open to new ideas. The future will open new
ways to provide information. Modules of knowledge will come in many
forms....articles, web sites, teleconferences, and, yes, sections of
books...but usually not textbooks.The best of "learning guides" will
be an interactive learner with those whom they are coaching, as the coaches
experience helps to provide perspective when a learner chances on new
knowledge. Thus the role of the learning
guide will adapt to the use of new curricula as a part of an continuous
evolving and dynamic system of learning concepts.
. Build webs of learners
throughout an organization and community.
Understand that the subpatterns of change
will demand a new concept of individual learner....one who relishes the
interplay of learning for oneself and learning for others simultaneously.
Interdependence will no longer stand alone.
The ideas of
"learning webs" will be added to Peter Senge's
popularization
of the idea of "learning communities." Although
many people have accepted the
idea of learning communities, few
have realized that the traditional
concept of standardized learning
will prevent a
true "learning community" to evolve in effective ways.The study of complexity
reflects the fact that as organisms and organizations become larger and more
complex, their existence and integrity can only be maintained if small units
continuously form and are held together with new mechanisms that emerge as a
result of a new environment. This is true of the development of DNA and cells,
physical ecological systems, and even communities. Until educational and community citizens and leaders begin to
understand the concepts of complexity, parallel processes, and non-linear
systemic change, it will be difficult for any community to become a learning
community.The idea of webs and networks is a key concept in the development
of levels of
complexity.
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Webs
of Learning in a Community
"Web themes ( under many names
) are already bubbling in society at large. Similar rules apply up and down the
line. Three big insights - learning, collaboration and intricacy - give more
substance to the kinds of changes we need.
The way to create a sustainable civilization is not to give up helping one another, but to figure out how to cultivate intricacy. We already have some clues. Intricacy is encouraged by education, empowerment, infrastructure, mutual support, liberation and love. It grows best when fertilized and organized in circles with human faces and common-cause. It grows best when spurred by binding ideals, like liberty, equality, justice, compassion, and serving a higher design. It requires lots of lessons about how to encourage collaboration, creativity and distributed concern."
.....
Sally Goerner, After the Clockwork Universe
My friend Sally combines
authenticity, a towering intellect, and a sense of historical meaning. Within
the wisdom of her insights is one mechanism of 21st century learning....the need for intricacy. Intricacy refers
to the order which arises from interweaving. I will add another fundamental
parameter for tomorrow's learning framework.....a need for intimacy.
One of the most important attributes
of understanding how to evolve a 21st century learning environment in any
community in to connect structure, content, process, capacity building, and
emergent meaning in a simultaneous dance of movement. The traditional system of
standard learning.....large hierarchies, textbooks, standard answers, one best
answer, lecturing, and teacher..... assumes that knowledge changes slowly,
otherwise it would not be standard. In a society of dynamic change, the
structure of learning found in the creation, distribution and testing of
knowledge is transformed into small and dynamic webs ( networks of diverse
people, organizations and ideas ), object oriented curricula ( smaller modules
of information ), interdependent questions ( the interplay of learners and
learning guides ) , multiple learning styles and media, and learning leader
( a coach and facilitator instead of a
provider of information only ).
The very nature of the learning
experience changes as the needs of society expands. With more choices comes
more connections. More connections brings tension to standard answers. The
explosion of knowledge exposes the inability of a teacher to "know." Quickness of needs demands quickness of
response.....complexity of issues requires interaction of talents in intimacy
and intricacy. The need to tell others is superseded by the need to ask. If
knowing is asking and knowledge is generative, what is the role of learning? It
is transformed from knowledge acquisition ( competencies of knowing ) only to a
system of creative thinking within a futures context. The very nature
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of learning becomes the
creative interaction of diverse people, ideas and technology to insure that
innovations of thinking are applied to test the assumptions of how we do what
we do in our societies and what values will undergird a constantly changing
society. It
is my expectation that the present emphasis of education to build skills for
employability will soon be balanced with the art of thinking about why.....as the issue of meaning for life again takes
center stage.
My silent generation was taught to
gain knowledge by listening so that others may listen when my experience earned me
the right to tell what to do and lead others when the mantel of leadership was
passed. The baby boomers carried the idea of individualism to levels never
intended by those who were our libertarian forefathers. The early leaders of
individual independence understood the importance of the concept of community.
We now watch as cutthroat competition and narrowed truths ( confusing the idea
of "what I interpret to be truth" with truth itself ) cause
increasing social dysfunction. In his book The Crisis of Capitalism, George
Soros warns of the disconnect of our economic, social and political
sectors....reminding us of Adam Smith admonition in Theory of Moral Sentiments
( 1759 ) that any economic pursuit separated from a context of ethics and
community morality would ultimately slide the society into a wasteland of greed
and corruption.
"In societies where individuals enjoy more freedom
of choice than at any other time in history, people resent all the more the few
remaining ligatures that bind them. The danger for such societies is that
people suddenly find themselves socially isolated, free to associate with
everyone but unable to make the moral commitments that will connect them to
other people in true communities."
..... The Great
Disruption, Francis Fukuyama
The X'ers and the Net Generation
yearn for a sense of real intimacy lost in their parents search for
individualism. When Toffler ( 1972 ) identified acceleration in the pace of
society, he warned of the strain in community where learning is defined only in
individualistic terms. Fukuyama and Putnam have now brought forth the principle
of social connectedness and laid it in our laps. Is it knowledge we have been
given or a call for learning...or both?
Our great opportunity is to see learning
as a connection of people, organizations and ideas in a parade of emerging
meaning for life. Learning can be a
process where people help each other to be successful, not just economically,
but as moral and ethical people as well. Interactive learning can help us
lose the insecurity of finding our place in the world, and give up the
potential to be a part of networks of many people who are creating a new and
vital culture for the future of our children and grandchildren.
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Alexis D'Toqueville was greatly
intrigued by the internal contradiction of America's sense of community and yet
strong demand for individuality. One of his most important observations is as
valid today as it was in 1832..."don't think that Americans' emphasis on
accumulating wealth is for it's own sake...it is a search for identity."
An emphasis on a new concept of
interactive and transformational learning to build a new 21st century culture
could bring diverse people into a new environment where meaning comes from
using new methods, concepts, ideas and techniques to build a society capable of
integrating the needs of individuals and the needs of community. What better way to provide individual and
community meaning by creating a new concept of intimacy brought about by the
connections of learning.
The New Concomitance
The
world of either/or is being left behind. As connections increase, increased
concomitance occurs. Things that appeared once separate, are now seen as linked
in association. And so learning is transformed by increased interactions. One
of the key factors leading to renewed intimacy will be the number of
interactions that occur on a day to day basis. The more "webs of
intricacy" that are designed and integrated into the day to day work of
our local communities, the more interactions will occur.....and the ideas of
transformational learning will be seeded throughout any community.
As an example, the search for the
cause of increasing social dysfunction is often found under the umbrella of the
traditional scientific method of cause and effect. A traditional, linear
learning framework assumes that there is one reason for the dysfunction. As
leaders, we ask the question ( usually a policy question ), what is
"the" cause of social dysfunction in our communities. The very nature of how we frame the question
based on how traditional education has taught us to think, often precludes our
ability to resolve issues. There are many factors interacting
simultaneously to impact the issue of social dysfunction...poverty, lack of
personal initiative, learning disabilities, governmental policies, breakup of
the family unit, etc.
In other words, there is no standard answer to any changing situation. Each situation, though fundamentally the same at first glance, always has different factors at work that make it unique. All human cells, tho