culture of trust [two]

3,532 views
3,490 views

Published on

culture of trust [two]

  1. 1. Our original Culture of Trust slidedeck was heavy on a veryresonating story about people, as told by Clay Shirkyin Cognitve Surplus. 1998 Israeli city of Haifa Ten Day Care Centers By Uri Gneezy and Aldo Rustichini.Clay writes… dealing with one another in a market can fundamentally alter our relationship with one another.
  2. 2. Public education has become a market. When President George W. Bush signed No Child Left Behind into law, few would have predicted that the next decade of education policy would unfold into a disaster of epic proportions. The law was based on a flawed concept of a “good education” — high scores on standardized tests. It’s safe to say that the law has failed miserably. Reforms are not enough; only a revolution will suffice. - Nikhil Goyal from when-students-join-the-battle-for-sound- education-it-will-be-a-game-changer/ Take note of the epic proportions: 500+ policies in a district. Imagine we redefine public education. Imagine we give simplicity a go.
  3. 3. When things are(n’t) Imagine…working, the naturalinclination is to throwmore at the problem.More people, time and ish guidelinesmoney. All that ends up doing is making the problem bigger.instead.. cut back. -Rework just
  4. 4. attachment & authenticity From Gabor Mate talk.. Gabor Mate- Bio-psychosocial View on Neuro Degenerative Diseases Part 1 Imagine we work on both. That’s the quiet revolution, be you – authenticity, be us – attachment.
  5. 5. be you. The first two years have be you. been a true disruptive innovation, where we were working in the shadows, in why incubation, testing and prototyping Setting people free, and failing and learning. to be themselves. authenticity We experimented with authentically you spaces where people could how tap into their own genius, their own art. Spaces free Creating (physical & mental) of proof, credentialing, spaces of permission. measurement. We were seeking ways to facilitate what self-directed learning. Our findings are not new. Soul peace Practicing them, however unleashes brilliant minds/art. will require a change in mindset. It will require a culture ofstart with why trust, with (mental and physical) spaces of permission.
  6. 6. be us. The second (one) two years’ focus will be more on be us. community, how do we become us. This necessitates more visibility, a coming out why phase. We are finding out Setting communities free, attachment what types of gathering to share themselves. at our essence, the more spaces our community wants, authentically ourselves we are, needs, believes in, most. This we crave co-creation - phase will be heavy on the art how community of conversation. How do we Creating (physical & mental) listen to each other without spaces of trusting/giving. an agenda on an ongoing basis. Web access has shown us the value of connection what and ways to better connect World peace with the invisible, and the allows for gatherings that matter, silent, globally. We plan to use per choice. that insight and tech to better listen to each other, locally. We believe, for any type ofstart with why thriving sustainability to happen within a community, we must create, be, together.
  7. 7. learning is not about proof. learning is about learning. and sharing. public is not about market. public is about people.we need to un-market school or move on without it.
  8. 8. Imagine.. we try self-assessment rather than standardized assessment.
  9. 9. Imagine.. rather than waiting for some amazing innovation to scale,we scale the amazing individuals….
  10. 10. Can we trust people enough [people are good – relationship matters] learning enough [learning is natural – whimsy matters] to free people up to… fittingness..?
  11. 11. via - Jerry Michalski – TEDxCopenhagen What If We Trusted You
  12. 12. Compulsory. choiceStay in the lines. whimsy mattersBe quiet. cha osOrderly. rhizomaticEfficient. breathtaking Pyramid has a foundation. Network does not. You can start anywhere. - David Weinberger, Too Big To Know
  13. 13. we assume we are – daily – doing what matters. but are we?
  14. 14. We end up with + policies, basics… little guidelines… that very few can take in that could set us free to find and few have a desire to the thing we can’t not do
  15. 15. Imagine how much time/money/energy/people we currently spend on policy.Imagine if we did things differently.
  16. 16. one day next day next day stuff that stuff that belief belief currently currently belief fills your fills your day dayWe live in a reliability-oriented world… so we end up doing things that we assume can bemeasured/proven, rather than things that matter. Our beliefs get shuffled to the back endof the day.. (or the low end of our validity monitor). ~ Roger Martin, paraphrase from The Design of Business)
  17. 17. We often end up too tired to be curious, to do/be what matters most to us. Martin saysthere is power in simply acknowledging that, power to boldly, and respectfully, question everything.
  18. 18. Imagine we change things up.. one day next day next day stuff that stuff stuff currently that belief that currentl belief fills your currently y fills your day fills your day dayImagine Martin’s acknowledgment is all we need to start respectfully calling into questionhow we spend our days. Imagine the stuff that currently fills our days.. starts to diminish,freeing us up time/energy to do what matters most.
  19. 19. Fried in Rework, writes of work being the place you get the least done. What if we just startthinking about the things we do vs the things we get done in public ed. People talk a lot of talk about google 20% time. It’s lovely really …. for a business. But for youth? 20% time? to explore/experiment? – be in a space of permission with nothing to prove? Shouldn’t that be 100%? do/done difference between business and school/learning/public ed • 20% • 100% • work done • work • ship/eval • ship
  20. 20. click to view video • 100% • work • shipCan we trust in vulnerability, can we trust in not knowing. Can we allow ourselves and others to swim in perpetual beta?
  21. 21. Richard Saul Wurman Founder of TED prestige in knowing things... ironically blocks learning about things that matter.usefully ignorant
  22. 22. a lot of time spent: need to believe no ill-intent:• seeking accolades • if not, you’ll spend all your• finding fault in others time obsessing over my• playing defense mistakes • because I (we) do too many crazy/stupid things
  23. 23. need to find the thing you can’t not do a lot of time spent:(your art): • doing the things we’re told• you’ll put in the 10,000 hrs to • doing what we’ve always done become expert (indispensable)• we need your (thumbprint) art
  24. 24. click to playPassion comes from within each of us,it cannot be imposed or mandated from outside.
  25. 25. What mightdefine alifefully lived?It’s a questionmany of us probablymean to askourselves. click to playBut never do.-Nic Askew films
  26. 26. You get to decide how free you are.It is legal to think for yourself.Trust learning. Trust the learner. Trust simplicity. everyone is known by someone everyone talks to themself dailyIt takes 15% to turn a flock of birds, a school of fish.We can turn this around.Imagine.
  27. 27. There is never nothing going on. trust that. redefineschool.com

×