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  • The Dominant Systems of Education

The Dominant Systems of Education


"The dominant systems of education are based on three "assumptions" that are exactly opposite to how human lives are actually lived. First, they promote standardization and a narrow view of intelligence when human talents are diverse and personal. Second, they promote compliance when cultural progress and achievement depend on the cultivation of imagination and creativity. Third, they are linear and rigid when the course of each human life, including yours, is organic and largely unpredictable." ~ Ken Robinson

Thanks to +Inma VP for the signpost.


Do Schools Kill Creativity?
We're all born with deep natural capacities for creativity, and systems of mass education tend to suppress them. It is increasingly urgent to cultivate these capacities and to rethink the dominant app...



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  • Richard Buckminster Fuller: 1969 Humanist of the Year

Richard Buckminster Fuller: 1969 Humanist of the Year


Buckminster Fuller published more than 30 books, inventing and popularizing terms such as "Spaceship Earth", ephemeralization, and synergetic. He also developed numerous inventions, mainly architectural designs, including the widely known geodesic dome. Carbon molecules known as fullerenes were later named by scientists for their resemblance to geodesic spheres.

An impressive opening paragraph, no? But wait, there's more and I recognise a pattern.

He was expelled from Harvard twice: first for spending all his money partying with a vaudeville troupe, and then, after having been readmitted, for his "irresponsibility and lack of interest." By his own appraisal, he was a non-conforming misfit in the fraternity environment.

How many others who were considered misfits by educationalists went on to produce extraordinary successes that benefited humanity?

By age 32, Buckminster Fuller was bankrupt and jobless, living in low-income public housing in Chicago, Illinois. In 1922, Fuller's young daughter Alexandra died from complications from polio and spinal meningitis. Allegedly, he felt responsible and this caused him to drink frequently and to contemplate suicide for a while. He finally chose to embark on "an experiment, to find what a single individual [could] contribute to changing the world and benefiting all humanity."

It seems it's never too late to turn things around, and life's hard knocks can be a blessing in disguise - it's not what you see, but how you see it.

He finally chose to embark on "an experiment, to find what a single individual [could] contribute to changing the world and benefiting all humanity.

Keywords: chose, purpose, benefit, humanity

Buckminster Fuller believed human societies would soon rely mainly on renewable sources of energy, such as solar- and wind-derived electricity. He hoped for an age of "omni-successful education and sustenance of all humanity." Buckminster Fuller referred to himself as "the property of universe" and during one radio interview he gave later in life, declared himself and his work "the property of all humanity". For his lifetime of work, the American Humanist Association named him the 1969 Humanist of the Year.

We are indeed "the property of the universe", if we choose to see it so. Thanks John.


Inspired by +John Kellden's comment on this post.

Image source: www.bfi.org/
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  • Children can learn almost anything if...

Children can learn almost anything if...


Learning by doing; socially, informally. 
And as adults are only a scaled version of children, this applies to them too!

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  • Conversation, Cooperation, Collaboration

Conversation, Cooperation, Collaboration


Great post and follow up comments, worthy of review for those interested in #enterprise20   #sociallearning   #socbiz. Kudo's to +Joachim Stroh for a stunning graphic :)

Reshared post from +Joachim Stroh
Inspiring discussion today in the Conversation community [1] about how to set our differences (identity, status, position) aside and become who we were born to be (paraphrasing Elrond):

"The biggest problem? Once people were put into a comfortable enough situation to converse and collaborate, their egos came out in spades — they were threatened by this self-perpetuating idea that their own identities would be rendered obsolete by the group. I believe this is an ingrained characteristic, one part genetic or biological, the other part social conditioning. What happened in this particular case, is that we got them to cooperate without the use of language — we limited them to symbols, drawings, gestures and actions — and they learned how to cooperate. Then we were able to have conversations around what collaboration would look like, and how their individual roles would play important parts in the overall process." ~ +Gunther Sonnenfeld

[1] Via this post.
[img] National Geographic A heard of Icelandic horses gallop across Lake Hóp in northern Iceland. (Photo by Tina Thuell, Your Shot)
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  • 18 Pearls of Wisdom for a Smarter Workplace

18 Pearls of Wisdom for a Smarter Workplace


During a recent meeting with the principles of the Internet Time Alliance (ITA's), I scribbled down some of the key memes being discussed; enterprises, educational establishments and individuals alike would benefit a deeper consideration of the following this list:
  1. openness enables transparency
  2. transparency fosters diversity
  3. diversity reinforces openness
  4. trust emerges from the cycle of openness, transparency & diversity
  5. integrate learning and work by encouraging social behaviours:
  6. welcome innovations
  7. encourage reflection
  8. tolerate mistakes
  9. share information
  10. work across boundaries
  11. adapt to changing organisations
  12. people are the major asset
  13. innovation is essential
  14. information and expertise flows
  15. work is changing
  16. rigid organisational structures will be replaced with dynamic teams
  17. job roles will disappear
  18. self-directed development is the only way to keep up
Also check out the Working Smarter Fieldbook, which is a great collection of the ITA's deeper thoughts.

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  • Born to learn - see learning in a different light

Born to learn - see learning in a different light


First in a series of videos that help the viewer to see learning in a different light. There is a lot to like in this video, and it's only the tip of iceberg, from the 30 years worth of curation by John Abbott.

We facilitate the emergence of new approaches to learning that draw upon a range of insights into the human brain, the functioning of human societies, and learning as a community-wide activity. via http://www.21learn.org/

And if you want get more involved, there is also a community you can join;
http://www.responsiblesubversives.org. HT +Seb Paquet

Watch the video here.

Photo credit: umpcportal.com / Foter / CC BY-ND

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  • Productivity is for robots

Productivity is for robots


"Humans excel at wasting time, experimenting, playing, creating, and exploring."

None of these fare well under the scrutiny of productivity; which is why the entire education system needs to be turned on its head to support creativity. The next generation will not fair well without the having learnt the importance of these key factors.

Reshared post from +Gideon Rosenblatt
This is a really interesting piece questioning our assumptions about productivity and the nature of economic development.

Great stuff from one of my favorite writers, +Kevin Kelly.

"Generally any task that can be measured by the metrics of productivity -- output per hour -- is a task we want automation to do. In short, productivity is for robots. Humans excel at wasting time, experimenting, playing, creating, and exploring. None of these fare well under the scrutiny of productivity."

Originally posted by +Trish Fraser in the Good Business Community.


The Technium: The Post-Productive Economy
Take a look at these farm houses which I saw under construction in remote areas of Yunnan province China. They were not unusual; farmsteads this size were everywhere in rural China. Note the scale of ...


Photo credit: onosendai2600 / Foter / CC BY

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