RMIT Concepts Bank : 21 st relevant learning and teaching Presented by: Dr Peter Ellyard Preferred Futures Institute Foundation 2050 2 September 2010
Introduction : RMIT • Is dedicated to educating young people mostly early in their life. • Its focus is primarily in vocational and professional education. • A high proportion of these students are from overseas and for the most part these students come from cultures where education is highly prized which means that these students tend to be highly motivated learners. • These student are often from the newly emerging middle class which is growing in these countries because of the impact of globalization. • However over time more of these students will stay at home because the nations which are providing these students are now creating first class tertiary education sectors for themselves.
RMIT • Is reacting to this by creating its own campuses in these source countries. • However over time there will be fewer numbers of foreign students arriving in Australian tertiary education institutions. • The current model therefore can be considered as vulnerable. • Over time a new model will be needed. • This address and slide show seeks to consider some aspects of a new model for 21 st century learning and teaching.
Let us consider a new model • The perfect learning machine is the 2 year old • The two year old is a life long, learner driven, just–in time learner • One of the sad things about current educational system is that this motivated curiosity driven, learnerdriven, just-in-time mode of learning mode significantly lessens during secondary and tertiary education. • Can we imagine a new model of learning and teaching which would nurture the two year old learning mode throughout our whole lives
Imagine • A relationship between learners and education providers that is similar to that of a relationship with a GP. • It is a life long relationship, it involves the keeping of detailed records, the customization of programs for each learner, case management of their learning , loyalty rewards similar to that of frequent fliers, and the provider being the automatic first point of contact when the student wants to learn again. • It is based on a strong connection throughout life and an diminution of the current early-in-life focus on preparing students for their first job. • It is important that education providers recognize that it is increasingly unlikely that the graduate in any particular field will be still doing work closely related to their original learning when they are 35.
Before we go further I want to introduce you to some new language which we will need. v Most of the products, services, technologies and job categories of the year 2030 do not yet exist. v However we can explain many of the new innovations which will emerge in terms of their purposes and so define the emerging 20 th century economy These new innovations are of two types- Ways and Wares. v Ways : new social innovations. Changes to what we do and how we do it. For example, new strategies, behaviours and cultures. This will be influenced by the education system and social marketing. v Wares : new physical innovations. Changes to what we use –such as new designs and technologies. This will be influenced by innovators, entrepreneurs and research and development
An example of Ways and Wares v Water conservation way Ø shortening your shower from 6 to 3 minutes v Water conservation ware Ø a new low volume shower head v Imagine for example, some living within solar income ways and wares v Conflict resolution ways and wares
Module 1: Learning in the 21 st Century v. Here is an integrated learning culture appropriate for the 21 st century, which is based on the fact that all people assume responsibility for their own vocational learning and personal development throughout their whole lives. v. It has 8 elements and each makes use of 21 st century learning, teaching and technological advances. v. Each of these should be realised in detail through the innovation and marketing of Ways and Wares
Learning Culture 1 v Lifelong learning Continuously utilising up to 10% of one’s time to prepare for success on one’s future life and work, and for future organisational success. v Learner driven learning Learning initiated and managed by the learner, not the teacher/mentor, through the utilisation of learner driven learning technologies. v Just in time learning Providing the opportunity to learn when curiosity and the need for knowledge and gratification from learning is greatest, including from remote sources, at home and in formal learning and work environments. v Customised learning Being able to learn more effectively because all learning opportunities and processes are customised to suit different learning and thinking styles.
Learning Culture 2 v Transformative learning Designing learning for, and assessing the success of learning by the transformation of students, because the transformation of people rather than the acquisition of knowledge is the major purpose of education. v Collaborative learning Designing learning environments/processes to ensure learning is as effective in groups as for individuals. v Contextual learning Providing a context to maximise learning by locating learning in real life and virtual real life environments which make learning more effective v Learning to learn Continuously improving the capability to learn and think.
Imagine v. Creating and marketing new Ways and Wares to facilitate each of these aspects of the 21 st century learning culture. v. What changes to learning and teaching are needed to implement it?
Imagine Ways and Wares for Life Long Learning • Conversations between students and the provider at entry and re-entry point into learning which seeks to ensure that learning is most relevant to the students needs. See The three dialogues; Destiny, Destination and Derivation dialogues. • A life long loyal student/customer relationship similar to a relationship with your GP. The provider is an automatic first point when the learner aspires to learn again. The provider organizes all the learning including learning provided by another provider. • The provider keeps detailed records of all student’s learning and of their career and life pathways. • A case management process operated by the provider for each learner • There is a two way loyalty scheme similar to Qantas frequent flier between learner and provider
Imagine Ways and Wares for Learner Driven Learning • The 2 year old is the archetype learner driven learner. Throughout life the learner assumes responsibility for his/her learning and can walk a learning pathway where the learner interacts with learning providers who are able to collaborate with the learner at particular points on the learner’s journey. • The student seeks information and knowledge from all sources including on-line. Some also comes from the teacher but over time the relative proportion provided by the teacher is decreasing. • The teacher/institution acts in three ways to improve the learner’s learning : as knowledge navigator, mentor and case manger. • Mentoring turns data and information into knowledge and wisdom and the ways and wares to do this can be called KT and WT. IT +KT + WT are collectively called cyber-technology
Imagine Ways and Wares for Just-in-time Learning • The two year old is also a classical just-in-time (JIT) learner. Learning is driven by curiosity. We should seek to maximize this through life. • Interactive JIT learning can be delivered by virtual reality simulated working and decision making environments, and by educational games. These are also involved in contextual learning. • On our computers we have many just-in-time learning modules such as Spell Check and Thesaurus. The whole internet is a just-in-time learning system as are libraries.
Imagine Ways and Wares for Customized Learning • We are all different and our minds differ in the way we learn and process information. • In the 21 st century it is possible to create new customized learning ways and wares providing learning modules which match each of our learning and thinking styles. Whether we are upper left dominant, lower right dominant , visualphiles or audiophiles, it should be possible to learn most effectively by choosing a products which delivers learning programs which are customized to suit one’s preferred learning style. As part of our learner driven learning we already know how we best learn. • Those who are disabled or disadvantaged can now have interactive customized learning ways and wares to enable them to maximize their learning.
Imagine Ways and Wares for Collaborative Learning • As the world becomes more communitarian and less individualistic, collaboration and partnership building are now becoming more important than competition for ensuring 21 st century prosperity. • Loyal interdependent relationships with coworkers, customers and customers are becoming more crucial to building successful 21 st century success. Interdependence requires that trust based on honesty, reliability and competence is established and maintained. • Many 21 st century products combine the work of people with different skill sets. Multimedia combines the work of creative people, project managers , software engineers. marketing specialists and many other disciplines. We need to become much better at collaborating.
Imagine Ways and Wares for Transformative Learning • The major aim of education and learning is the transformation of people so that they can do things they were previously unable to do and walk learning and career pathways which were not previously accessible to them. • We currently assess learning through assessing the acquisition of knowledge gained. • But we should be able to assess how and by how much we are transformed by our learning. • Imagine learning transformation assessment ways and wares.
Imagine Ways and Wares for Contextual Learning • Learning is enhanced when we can learn in the context of real life situations. The child is a good contextual learner because they use games to mimic the real world. We should be seeking to make all learning as experiential as we can make it. • As well as providing reality experiences we can create working contexts through virtual reality. A brilliant example of a simulated working environment is the flight simulator for pilots. • In the 21 st century we can combine games and learning into one new massive 21 st century industry -providing ways and wares for contextual learning in every conceivable working and living environment. • Imagine when young person seeking employment is asked about his/her experience is able to say I only have X hours of experience but I also have 100 X hours of virtual experience !
Imagine Ways and Wares for Learning to Learn • Imagine doing the 2030 equivalent of a Hermann Brain Dominance Instrument or a Myers- Briggs test which is so good it can measure by how much you have improved you capability to learn. • You know how to select learning modules which maximize you learning because you are purposefully improving you learning capabilities • These are learning to learn ways and wares
Module 2 : 21 st Century relevant teaching will involve the teacher playing three different roles: v The knowledge navigator Navigating students to sources of data and information so that they acquire it through learner driven, just-in-time means. v The mentor Mentoring and inspiring the learner to transform data and information gathered from a wide range of sources into knowledge and wisdom. Provide them with simulated working and experiential environments to contextualize learning for emerging opportunities and to fulfil personal aspirations v The case manager/personal councillor Providing guidance to ensure that life long learning most effectively relates to personal aspirations and social responsibility and with them planning the next phase of learning.
21 st Century relevant teaching • Those providers which provide the 21 st century learning culture and have the ways and wares to deliver it to learners will be the most successful education providers. • It should be delivered to learners who are able understand their destiny through insight , define their destinations for the next phase of their life and career paths through foresight, and know the contribution their derivation makes to the creation of future success through hindsight and thus know what heritage they should keep and what baggage they should eliminate as their walk their career and life pathway. • Therefore 21 st century relevant teaching will be much less about imparting data and information to their students and more about piloting, and mentoring them as they navigate themselves into greater knowledge and wisdom.
Module 3 : Social inclusion As educators you will already be people who have what Peter Singer calls a large ‘circle of concern’ Here are 2 thoughts to encourage you to grow your capabilities further: v The first will encourage you to spread your circle of concern to include all people and the whole planet (intragenerational concern). v The second will encourage you to think 20 years ahead (intergenerational concern).
In the 1620 s John Donne, the first high priest of Social Inclusion and the World’s first Planetist, wrote: “No man is an Island entire of itself. Everyone is part of the continent, part of the main, If a clod be washed away by the sea, Europe is the less, as much as if a promontory were As much if a manor of thy friend’s or of thine own were Any man’s death diminishes me, because I am involved in mankind And therefore never send to know for whom the bell tolls, it tolls for thee”.
What is a one line job description of a parent? v One who works for 20 years to create a successful adult: one who has the knowledge and skills to thrive in the world they will inherit when they reach adulthood in 20 years time. v Creating successful adulthood is likewise a one line job description of formal education: primary, secondary and tertiary. v We would not even have to worry about social inclusion if we thought as parents all the time. We would not just look after one of our children and work to turn that child into a successful adult while neglecting another of our children. v As educational leaders we should therefore think about ourselves as generic parents.
A more socially inclusive Australia would result if : v All Australians, particularly those who were disadvantaged and disabled, have the opportunity to to create life and career paths for themselves, just as we encouraged our own children to do the same. v We encourage them to undertake destiny, destination and derivation dialogues and these inform their learning. v We provide opportunities for second chance customers (eg unskilled workers, prisoners , refugees and those disabled by accidents) as well as first chance customers
Module 4 : Wealth and Sustainable Prosperity v Wealth Is a combination of the physical (resources) which must be conserved and the metaphysical (knowledge) which can only grow. (Ralph Buckminster-Fuller) v For a more socially inclusive Australia, and Planet Earth for that matter, we need to rethink prosperity and create what I call sustainable prosperity. v For the creation of sustainable prosperity in Australia, we need to grow the relative contribution of the metaphysical component as Australia, and Australia even more so, is still too dependent on the physical rather than the metaphysical component of wealth.
The metaphysical component of wealth v Is based on what we have learned in the disciplines of natural sciences, humanities and social sciences and technologies. v These can be integrated across disciplines into new combined domains of knowledge. v For example ØTropical knowledge ØManagement knowledge ØBehavioural knowledge
The metaphysical component of wealth cont: v. To turn this knowledge into wealth we must be both creative and enterprising, so we can turn invention (good ideas) into innovations – tradeable products and services. v. To achieve this we create new Ways and Wares.
In Australia 2010 v There is too much dependence on the physical component of wealth generation and not enough conscious development of the metaphysical component. v Therefore we parents of Australia 2030 must remind our children that more wealth must come from between the ears and less from beneath the ground or from off the hoof. v Then we can create a more socially inclusive future for all Australians.
Imagine Australia as a sustainable society in the 21 st century v. A sustainable society is a society which has achieved sustainable prosperity. v. Is a society which is capable of living indefinitely on Spaceship Earth and which lives by Planetist values v. Planetism involves giving first allegiance to planet over tribe (tribalism) or nation (nationalism).
What is sustainable prosperity? It combines prosperity (wealth) of four different kinds: Ø Economic prosperity Ø Ecological prosperity Ø Social prosperity Ø Cultural prosperity It does not involve the increasing prosperity in one form, whilst increasing poverty in another.
Economic Prosperity / Poverty v Involves generating wealth from 21 st century industries, enterprises, products and services. v 70% of the industries, products and services of the year 2030 have yet to be invented. v Many innovations (ways and wares) will be needed to generate economic prosperity, while simultaneously protecting, nurturing and where necessary, restoring ecological, social and cultural prosperity, while avoiding creating ecological, social and cultural poverty.
Ecological Prosperity / Poverty v Involves the development of innovations and practices to: Ø live within perpetual solar income Ø turn waste into food Ø avoid and repair collateral damage to the environment Ø protect and nurture biodiversity and natural resources v In the 21 st century we do not increase economic prosperity by : Ø destroying the environment Ø creating ecological poverty BUT BY Ø nurturing ecological prosperity whilst at the same time growing economic prosperity.
Social Prosperity / Poverty Ø Social prosperity involves : vthe enhancement of social and community cohesion and conviviality v. Access to economic security v. Life long learning v. Shelter v. Healing from illness v. The realisation of wellness v It also seeks to ensure that individual rights do not encroach on community rights Ø Social poverty is the stage when many of these are absent and communities have lost cohesiveness and even become dysfunctional.
Cultural Prosperity / Poverty v Involves the nurturing and celebration of cultural heritage and diversity and the realisation of intercultural and inter-religious tolerance, respect and harmony. v As the world integrates into a single global society, cultural differences are ever more treasured and celebrated (eg. world music, world food halls, cultural tourism).
To be effective in creating future sustainable prosperity v. We need to know how to become effective leaders-of- self, and effective future-makers, and v. Understand the critical qualities of and differences between leadership and management and future-making and futuretaking.
And v. We need to assert and develop the parental futurist in all Australians. v. The purposeful future-maker and the resilient future-taker who works to shape positive transformation over a 20 year period - in both their personal lives and career paths as and as co-creators of Australia’s 2030 vision.
Module 5 : Leadership-of-Self and Others v The Futurist in each of us is v Part Prophet - What will be the future? Øthe trend analyst and reacting to trends? Øthe way of the Manager in each of us? v Part Visionary – What should/could be the future? Ø the imaginer of and the dreamer about the future? Ø the way of the leader in each of us? “Some people see things as they are and ask why I see things as they could be and ask why not!”
When we prepare for the future v. We should be both manager and leader at different times. Therefore at times be a future-taker and at other times be a futuremaker. v. We should always be conscious of whether we are preparing for the future as a manager or as a leader.
Not Enough Leadership v. Success in the 21 st century will go to those who get to the future first. v. To get to the future first we must become better leaders of both self and others. v. Yet Australia is at present an over managed and under led country. v. Much of Australia lacks visionary leadership. v. Australia tends to promote managers into positions where leaders are needed.
Getting to the future first • Success will go to those who get to the future first. This is because we must : • Recognize that most of the job categories, and industries which will dominate in a generations time have yet to be invented • Understand that successful career path planning will require us to self-transform ourselves and grow new capabilities continuously • Be life long , learner driven learners accepting responsibility for our own personal development and building our own life and career pathways • inform and guide out our life and career journeys through the judicious use of insight , foresight and hindsight
21 st century leadership involves v Being both a purposeful future-maker and a resilient future-taker. v Creating prosperity in all its four forms – and how to create 21 st century sustainable prosperity. v Promoting social inclusion (both intragenerational and intergenerational) – avoiding or eliminating what Nelson Mandela calls islands of prosperity in seas of poverty’ v Embodying the values and practising the ethics of Planetism.
In addition to their traditional career based learning students need to : • Embody the skills to be effective leaders-of-self and be purposeful future-makers. • Be able to place their own career path and personal development options in the context of emerging opportunities and threats in the 21 st century and global futures generally. • Appreciate the changing nature of the working and social environment which increasingly values interdependence (we either win together or lose together) over independence (there can be winners and losers) and collaboration over competition. • Comprehend what new jobs opportunities and career paths are emerging and how to choose the most fulfilling vocational pathways in a more complex world.
Educational Leadership in 21 st century Australia involves creating learning organisations which grows the student’s v Understanding through insight of their current capabilities and disabilities and their commitment to continuously develop new capabilities which will enable them to fulfil their aspirations and keep them resilient to unanticipated change. v Commitment and maturity so they accept, through foresight, both their self responsibility as independent learners to make their own life path and career path, and the importance of interdependence with, and responsibility to, others, the community and the planet.
Educational Leadership in 21 st century Australia involves creating learning organisations which grows the student’s v Hindsight so they can draw on their experience to recognise heritage which they should nurture and baggage which they should eliminate. v Capability to be a life long, learner driven, just-in-time, customised, collaborative, transformative and contextual learner. v Innovativeness and entrepreneurship so that can get to the future first. v Values and ethics so they can be comfortable and successful in the emerging interdependent 21 st century planetary society.
The Manager is v. A change-taker v. A future-taker v. A path-taker Imagine a resilient future-taker
The Leader is v. A change-maker v. A future-maker v. A path-maker Imagine a purposeful future-maker
Managers ‘V’ Leaders Manager Leader Responds to change: reactive Creates & shapes change: proactive Future-taker: path-taker Future-maker: path-maker Cautious about risk Careful about risk Does the thing right Does the right thing Guided by fate Guided by destiny Controls actions and events Facilitates actions and events Works in the organisation Works on the organisation Prophet: informed & motivated by Visionary: informed & motivated by understanding & predicting trends, and imagining the future & the future self, asking why? and asking why not? Probable-futurist: asks what will the future be like? Preferred-futurist: asks what should/could the future be like? Problem-centred strategist Mission-directed strategist
The 6 Cs of the Leader’s Heart What the leader is 1. Confident : having self belief but without hubris (Masculine, Animus, Yang) 2. Courageous: going where others dare not, overcoming self interested opposition (Masculine, Animus, Yang) 3. Committed: doing what must be done, being assertive not aggressive (Masculine, Animus, Yang) 4. Considerate: listening and responding to the opinions and views of others (Feminine, Anima, Yin) 5. Courteous: showing respect in conversation (Feminine, Anima, Yin) 6. Compassionate: responding with empathy to victims/disadvantaged (Feminine, Anima, Yin)
The 6 Cs of the Leader’s Heart What the leader does cont: Vehicles v To ensure a successful completion of the mission, what additional capacities (resources) and capabilities (skills) are needed v What new social innovations , including new actions, behaviours and ethics should we practice: Ways v What new physical innovations, including new products, services and technologies, should we innovate and introduce: Wares
The 6 Vs of the Leader’s Actions: What the leader does Vision Ø What will be/should be our destination, our probable future/preferred future. Values Ø What values/ethics - both good and bad, currently guide our behaviour Virtues Ø What values/ethics should we promote in our future behaviour Venturers Ø Strategic actions: obstacles, improvements, initiatives, heritage and baggage Voyages Ø Strategic actions: obstacles, improvements, initiatives, heritage and baggage.
The 5 Ps of the Future 1 Plausible future Ø What could conceivably be our future prospects? Ø What or who could threaten us? Ø What are others doing now, or could do in the future to influence our future prospects? Probable future Ø What will our future be if we continue on with business as usual? Ø If we stay on our current pathway? Prospective future Ø What will happen now that circumstances have changed? Ø What is our prognosis now that fate has intervened on our journey to a probable future?
The 5 Ps of the Future 2 Preferred future Ø What should happen Ø What do I aspire to? Ø What is our dream? Possible future Ø What can we make happen, given we have limitations to resources and knowledge? Ø What is the art of the possible? Ø How is it possible now that fate has intervened and made our journey to a preferred future either more difficult or easy?
Capabilities we should learn for 21 st century success We should be: v Resilient future-takers (manager-of-self/probably futurists). v Able to understand seek to build career/life paths based on : Ø our destiny (through insight); Ø being enterprising so we can realise our aspired for destinations (through foresight); and Ø value and learning from our derivation : ones experience (through hindsight). v Committed life –long, learner driven, just in time learners. v Mature 21 st century successful adults. v Planetists who can practice interdependence relationships.
The leader-of-self uses insight v To understand what is one’s special gifts and understanding one’s destiny. v Following one’s destiny helps understand one’s work which is what one does to give meaning to one’s life. v Turning one’s work into one’s employment; generating income from one’s work.
Destiny v Success goes to those who can turn one’s work into one’s employment. v This applies to individuals, corporations, communities and regions. v This is important because the majority of the job categories which will exist in 2030, do not exist in 2010.
The leader-of-self uses foresight to v Know what the emerging opportunities are, which would best fit one’s destiny and work, thereby creating one’s employment. v Have the strategic skills to plan and build one’s career path.
And hindsight to understand one’s journey until now, including v The heritage : priceless aspects of one’s past which should be kept and nurtured, to ensure that changing one’s career and life path doesn’t involve throwing out babies with bathwater; and v The baggage : elements in one’s life which if held on to and not jettisoned, prevents one becoming an effective transformer-of-self.
Destiny, Destination & Derivation dialogues This could be part of every student’s career/life path planning 1. Destiny dialogue Insight : Destiny = aptitude + passion “The secret to a successful life is to understand what is one’s destiny to do and do it” (Henry Ford) 2. Destination dialogue Foresight : Vision Envisioning the preferred future/possible future destination. 3. Derivation dialogue Hindsight : Values and Virtues What can we learn from our own and others histories? What baggage from the past is still with us that we must change, modify or keep? What values should we nominate as virtues?
Module 7 : Becoming more Enterprising v Here is a definition of an enterprising person: Ø Such people would be fantastic future-makers. Ø Many RMIT students from Asian cultures would fit this profile well but many Australian born students would not. Should RMIT create programs to make all its graduates more enterprising? v Here is also a list of the capabilities needed to be an enterprising person: Ø imagine a curriculum and Ways and Wares which engendered these capabilities in people.
The Enterprising person v Has a positive, flexible and adaptable disposition towards change, seeing it as normal and as an opportunity, rather than a problem. v Has a security born of self confidence and is at ease when dealing with insecurity, risks, difficulty and the unknown. v Has the capacity to initiate creative ideas, develop them and see them through into action, in a determined manner. v Is able, even anxious, to take responsibility and is an effective communicator, negotiator, influencer, planner and organiser. (Colin Ball)
Enterprise Skills 1 1. 2. 3. 4. 5. 6. 7. 8. Assessing strengths and weaknesses Making decisions Working co-operatively in teams and groups Planning time and energy Carrying out agreed responsibilities Negotiating Dealing with power and authority Solving problems Modified After David Turner Imagine enterprise skills Ways and Wares
Enterprise Skills 2 9. Resolving conflict 10. Planning and managing projects 11. Coping with stress and tension 12. Creating one’s own health and wellbeing 13. Evaluating performance 14. Communicating both verbally and non-verbally 15. Developing strategic visions/action plans for self and others 16. Intervening strategically and systematically to shape the future Modified After David Turner Imagine enterprise skills ways and wares
Module 8: Becoming a more mature nation. Are young Australians mature enough? : v To make the best possible use of their education v To assume responsibility for their own education and personal and career development v To become responsible members of community and society, and mature employees in the work place. If the answer is no, we need to deal with this immaturity.
Social immaturity is a source of many of our major social problems including : v Community violence, binge drinking, unsafe sex v Intercultural and inter-religious intolerance v Drug taking, dangerous driving, train surfing and other forms of high risk behaviour v Self harm and suicide in youth v Many boys are running around in men's’ bodies and relatively fewer girls are living in women’s bodies. Our society is not as mature as it could or should be.
Therefore We need to go back to the future and reintroduce a 21 st century version of initiation, which is the traditional process which all cultures have used to effectively and efficiently transform children into responsible adults.
Reinventing Initiation for the 21 st Century: Creating a full time preparation for Adulthood Year v The middle years of secondary school are not working well; the young at puberty lose interest in the traditional educational fare. v What they want is access to the secrets and mysteries of adulthood, as has been the case over millennia, where the traditional process of initiation was used, to purposefully transform children into responsible adults. v What is needed is the reinvention of a real initiation process for the 21 st century. v This can be done through a holistic program of initiation in (say) Year 9 and in TAFE colleges.
Imagine v Initiation Ways and Wares and teaching preparation for successful adulthood in TAFE, as well as schools. v For students who are already adult, this program will need to be re-branded into a ‘successful lives and careers program’. v Without such a program, many vocational education programs will at least partially fail, because many students will not assume sufficient responsibility for becoming effective makers of their own lives and careers, or be responsible employees.
An initiation program v An initiation program already operating in South Australian Independent Schools called The Rite Journey, deals with issues such as: Ø Personal biography, gender identity and construction Ø Feelings and beliefs, relationships and sexuality Ø Anger, bullying, depression and violence Ø Risk taking (including drugs), stillness, meditation and relaxation. Ø Communication, mentoring and Our Place in the Modern World. v It involves students progressing through 7 myth inspired stages and ‘graduation’ rituals/ceremonies at the end of each stage. v It could also involve community service, team sports and activities. v www. theritejourney. com. au
Successful Adulthood v Here is a list of the capabilities required to be a successful adult in 21 st century society. v Here is also a proposal to abolish the whole present curriculum in Year 9 and to introduce an initiation year. Most teachers will bell you that currently Year 9 is pretty much a wasted year. v There could also be merit in indigenous communities reinventing their own initiation for 21 st century purposes, so that they can both affirm their culture and become successful 21 st century adults.
Successful Adulthood 1 Initiation Programs could include programs for students to : 1. nurture their own self esteem; 2. respect others, including parents and elders; 3. initiate, nurture and maintain successful relationships; 4. develop healthy and sustainable lifestyles; 5. become enterprising self actualising individuals; and 6. become leaders of self and then of others
Successful Adulthood 2 Initiation Programs could include programs for students to: 7. become lifelong, learner-driven learners; 8. create career paths which bring economic and social security; 9. understand that individual rights should be balanced by reciprocal responsibilities and service to others and the community; 10. respect and know how to nurture the environment and other species; and 11. respect and tolerate other cultures and religions, particularly indigenous cultures.
Module 9 : Global Trends and the emerging 21 st century economy and job market Can we predict what new products and services and job categories will be present in 2030 and those present in 2010, which will disappear? v. Yes, if we know how values will change between 2010 and 2030. v. In planning individual and community futures, we can predict : Ø what products and services will be in demand; Ø what new industries need to be established to ensure future prosperity; Ø what new ethics will emerge; and Ø what new skill sets and capabilities people will need, if they are to be successful in the future. What follows is how we can do this:
The fall of the Berlin Wall led to v The collapse of command economies (where economies were shaped by government). v The global dominance of the market economy (where customer choices shaped economies). v With this global dominance of market economies, it is now possible to predict what people will want to buy and sell in 2030.
How values shape markets v Values determine what people value and find valuable. v People will want more of what they value and find valuable. v What they want more of will determine what they seek in markets. v What is sought in markets will shape emerging innovations, products, services and technologies. v The main innovations are what I call Capacities and Capabilities and Ways and Wares.
And values are being changed v By the spread of prosperity through globalisation, tribalisation and technological interconnectedness, and the power of mass education. v These together are creating the massive growth of a global educated, middle class. v There are now 500 million educated, middle class people in India and China alone. v By 2030 there will be at least one billion educated middle class people living in tropical environments.
The planet is currently transforming itself into a single planetary society v We are already on our way to the creation of a planetary society; we are perhaps half way there. v Our old arrangements of being separated into many different tribal cultures which are often at war with one another is disappearing. v In its place is a single planetary society, which will be fully developed by the year 2050. v This emerging society is becoming more integrated whilst regarding cultural and religious difference, as precious as well.
This is the product of three drivers 1. Globalisation; 2. Tribalisation (old empires breaking up to form many smaller tribal states); and 3. Technological interconnectivity
These forces are collectively qweakening the individual nation state; qstrengthening the corporation; and qstrengthening communities, both within nations, and of nations.
The Planetary Wicked (Zimbabwe, North Korea) We are now so interdependent that we can punish the Planetary Wicked by : Øthe trade ban; Øthe customer boycott often driven by the internet; Øthe freezing of bank accounts; Øthe strike on capital; and Øthe need to go to war is actually declining.
These changes are creating q The birth of a planetary wide Paradigm called Planetism. q Planetism is based on educated middle class values. q Planetism is shaping markets, products, services and ethics in the 21 st century.
Globalisation, Tribalisation and Technological Change and Inter-connectedness is causing 1. The decline of empires where one tribe dominated and ruled many. E. g. Soviet Union (Russian empire ), Yugoslavia (Serbian empire), Indonesia (Javanese empire), and China (Han empire). 2. The birth of the Tribal State - some already independent. (e. g. Lithuania, Slovakia, Montenegro, Kosovo) Others seeking independence (e. g. Chechnya, Scotland, Catalonia, Aceh). 3. The movement of tribal states into Multi-national Unions (e. g. Romania into the EU). 4. The birth of international tribal diasporas.
Tribalisation and Tribal diasporas v Tribal diasporas are ubiquitous (e. g. Algerians in Paris, Pakistanis in Dubai, Greeks in Melbourne). v The challenge is to integrate these people into mainstream society, whilst encouraging them to celebrate their cultural heritage and recognising their right to do so. v Poor integration, intercultural and inter-religious hostility and limited economic and social opportunities, could become the seeds of tribally based organised crime and terrorism.
The Cowboy Culture / Modernism (1960) Priority to Nation The Spaceship Culture / Planetism (2020) / Priority to Planet Individualism Communitarianism Independence Interdependence Autocracy Democracy Humanity against nature Humanity part of nature Production, consumption, lifestyles Unsustainable Sustainable Patriarchy Gender Equality Intercultural & inter-religious Intolerance, Hostility Tolerance, Harmony Conflict Resolution through Confrontation Negotiation Safekeeping through Defence Security
Planetist Values v Planetist values are the values we need to create sustainable prosperity and a sustainable society on Spaceship Earth. v Planetist values are the values of the educated middle class which shape global public opinion, markets and ethics in the 21 st century. v Planetist values will determine what is planetary correct and ethical behaviour by individuals, companies, nations and international organisations in the 21 st century.
The values of Planetism v The values of Planetism will determine what people will want to buy in 2030 and beyond. v They, amongst other things, will want to have Ways and Wares which realise: Ø sustainable, development, production, consumption and lifestyles in a warmer planet; Ø democracy; Ø life long learning opportunities; Ø intercultural and inter-religious harmony; Ø equality and opportunity for women; and Ø security.
The three relationships v Dependence – children v Independence – adolescence v Interdependence – adulthood v In the interdependent 21 st century, we need to know how to initiate, nurture and successfully end interdependent relationships. v What are things we need for this?
The interdependent relationship is characterising the 21 st century Examples are: Ø the personal relationship; Ø the supply chain; Ø the loyalty scheme; Ø the political union; and Ø our relationship with the environment. v Aggregated purchasing emphasises supply chain interdependence and loyalty and will grow in emerging 21 st century society. The three questions we need to be able to answer if we are to place our trust in another, in an interdependent relationship are : Ø Is the other honest? Ø Is the other reliable? Ø Is the other competent?
Imagine v Developing trust-on-line and being able to assess whether the other is honest, reliable and competent. v What interdependence trust-on-line Ways and Wares can you imagine?
Imagine v Finding ways to nurture interdependence relationships by negotiating mutual obligations through the ceding of some independence, so that we can mutually benefit from the synergy that follows the development of a mutually beneficial, interdependent relationship. v Developing interdependence negotiation Ways and Wares, which assist us to identify what forms of mutual coercion we can mutually agree upon?
Cybertechnology in a Planetist 21 st Century v Data + purpose = Information v Information + culture = Knowledge v Knowledge + experience + reflection = Wisdom
The future of IT We are drowning in data and information We are starving for knowledge and wisdom Therefore we need not only DT and IT We also need KT and WT The future of IT involves the creation of KT and WT for Planetist markets. v Imagine using procurement to achieve this. v v v
When one of your best people leaves v The data and information stays behind in the technology. v The knowledge and wisdom walks out the door. v Name : Ø a quality, facility or opportunity which could be added; Ø would enable knowledge and wisdom to be retained; and Ø Identify the baggage which should be eliminated.
When v You ask a question of knowledge, you get an answer back. v When you ask a question of wisdom, you get another question back. v Imagine knowledge and wisdom online. v Imagine ways and wares for KT and WT.
Connections v peter@preferredfutures. org v www. designing 2050. com v www. peterellyard. com v www. preferredfutures. org v www. saxton. com. au v www. debii. curtin. edu. au
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