Tag Archives: learning

Weekly Reflection: Changes We’re Missing

As someone who spent much of the 90s writing about technological revolution, I was thinking about how that revolution was just the tip of the iceberg. So much attention was focused on that while all the structures of our society and how we think were being reconfigured.

I began to think about the ideas of the scientist Ilya Prigogine who many may remember was cited in Margaret J. Wheatley’s Leadership and the New Science: Learning About Organization from an Orderly Universe (1992, Berrett-Koehler). I pulled out my copy and read that while it makes sense to stabilize machines and structures as a way to prevent deterioration, living systems (organizations) need non-equilibrium to change and grow because they exchange energy with their environments. Prigogine said living systems are “dissipative structures.” As Wheatley, t explains it, they “dissipate their energy in order to recreate themselves into new forms of organizations” (88).

In ecosystems, for example, external fluctuations in the environment exert great pressure on the system and the system uses its energy very inefficiently, but “as the ecosystem matures, it develops an internal stability, a resiliency to the environment that, in turn, creates conditions that support more efficient use of energy and protection from environmental demands”(92).

Wheatley applies these ideas to organizations. In the factory model, she says, “managers watched for departures from the norm so they could “make corrections and preserve the system at its current levels of activity”(78). Systems that are organized around core competencies but open to information from outside are less vulnerable to environmental disturbances. Their more fluid structure ultimately leads to an internal stability. As expressed by one scientist she quotes (Jantsch), “the more freedom in self-organization, the more order.”

On other words, there is much more happening in education than a change in tools. Trying to impose the old factory model using new tools will not work. Openness, creativity and freedom to innovate are the system of learning that is being born as the old system of education dies.

Weekly Reflection: Mentoring

Mentoring relationships can change lives. But does mentoring always have to follow the same pattern? What we need to learn and how we can best learn it changes throughout our lives, and often we find ourselves challenged in very different ways at the same time.

Although there is much to be said for the lifelong bonds that can form when a seasoned professional takes a young person under his or her wing, the younger generations also can mentor their elders. I believe everyone has something to offer and something to learn. Moreover, some people might benefit more from a series of mentors. At one age, we might need a mentor to build our confidence and help with how we present ourselves while later it might be a good thinker who can help us consider all the angles as we make big decisions. At various times, we may need one mentor to help us master a discipline or profession, another who has connections that will help us identify and get selected for opportunities, and another who helps us see the big picture. Some of us may need mentors to help us with relatively small and peripheral but still important area of our careers.

Imagine an engineer, She works in casual clothes every day but may need someone with good fashion sense to help her look good for a professional presentation and someone else to give her tips for presenting. She may also need a mentor who helps her step out of her comfort zone in an area like writing for publication. She may need a mentor who helps her make her way when she is the only young person or the only female on a project team and another who helps her when the time comes to become a team leader—or to make the transition into upper management. She may need a mentor when she has her first child—someone who is an expert at balancing work and mothering or someone who is the kind of mother she wants to be.

No single individual could provide all those mentoring relationships.

Weekly Reflection: Defining Critical Thinking

Critical thinking is a process that we use to arrive at a better understanding of what is true in situations that extend beyond verifying simple facts. The subject might be an artistic or literary work. It can be an assertion or claim made by a specific individual, such as a politician, activist, journalist, author, or teacher. Or it can be a whole philosophy, school of thought, or system.

When we use critical thinking, we observe, compare, contrast, and analyze. We interpret using our own knowledge and imagination (often supplemented by the knowledge or ideas of experts). Then we evaluate against accepted criteria to arrive at a claim about the qualities of the subject.

“Critical” is often interpreted as looking for and pointing out what’s wrong with someone’s actions or words. However, “critical” should be a neutral word. The enemies of critical thinking (other than laziness) are our assumptions, biases, and loyalties, as well as our self-interest.

Additional information on critical thinking.

Life-Embedded Learning: Essential Questions

  1. >What is one area of your practice that would benefit from a period of learning?
  2. What material items would you need?
  3. What books would you read?
  4. What other learning resources would you use (e.g., workshops, online courses, tutorials, manuals)?
  5. Whom do you know with the most expertise in this skill area? Who else could advise you?
  6. How much time will it take to: a) Acquire the basic knowledge needed to ask good questions and make a plan for using the skill? b) Acquire enough competency to do a small, simple project for yourself or for free for someone else? c) Become capable of doing a bigger project with some guidance? d) Become skilled enough to incorporate the skill into your practice in a minor way? e) Become skilled enough to complete projects that require the skill in order to be successful?

What is a Think Pond?

Think Ponds are fluid associations of diverse individuals who bring their imaginations, knowledge, and skill sets, along with their dreams and passion projects, into a community of their own design. Creative energies converge, expanding possibility. Obstacles are flattened as complementary skills combine and available resources broaden. Timelines contract. Promising ideas stay out of the trash. Connections proliferate.

For individuals, a Think Pond is a next generation platform for shaping and strengthening four essential lifelong enterprises: 1) Dream chasing, 2) Life-embedded learning, 3)Solution-crafting, and 4) Entrepreneurial experimentation. Making the most of these enterprises will both improve your competitive edge and increase your level of fulfillment with the work you do in the world.

For the greater good, an evolving ecosystem of Think Ponds is a wellspring of creativity and collaboration that can increase the sustainability of innovative, socially valuable programs, incubate new businesses, and activate unrealized human potential.

The Four Enterprises

Do you think of a career as a sequence of jobs with progressively higher pay and greater responsibility? What if you reimagined your career as a set of four lifelong enterprises that you continuously create and expand and refine. Merriam-Webster defines an enterprise as “a project or undertaking that is especially difficult, complicated, or risky.” In other words, I am talking about endeavors that continue whether you are employed, unemployed, or under-employed. Whatever your circumstances, you keep these four enterprises alive because they supply something you need.

I think everyone need to pursue these four lifelong enterprises, regardless of the individual’s passions, aptitudes, credentials, employment experiences, assets, and constraints:

Dream Chasing. Using your imagination fully. Paying attention to the sensory experiences, images, and cultural expressions that swirl around you and mindfully pursuing those that awaken your mind, heighten the intensity of your emotions, and enrich your soul. Exploring possibilities, envisioning your desired future, and inventing the kinds of endeavors that will both fulfill you and make a positive difference. . . .

Life-Embedded Learning. Taking advantage of the numerous learning opportunities afforded by books, media entities, technologies, community resources, and people in your sphere. Continually investigating what you know and what you think you know. Consciously developing and applying new skills, adapting existing knowledge and skills in new areas, and finding greater depth of meaning and significance in the people, environments, and experiences you encounter.

Solution Crafting.  Looking at your life from different perspectives and seeking ways to synergize your assets and talents. Bringing an artistic sensibility, design thinking, and surprise into whatever you produce. Continually generating divergent ideas about how to look at and respond to circumstances, problems, challenges, opportunities, and desires–both individually and collaboratively. . . . .

Entrepreneurial Experimentation. Thinking about and testing ways to carry your ideas and solutions forward into the marketplace for your profit, into the public sphere for the good of others and the enrichment of the culture, or just into a wider conversation for their continued development and enrichment.