communication:verbiage as we’re currently seeing and using it,because…The single biggestproblemin communicationis the illusionthat it hastaken place. - George Bernard Shaw [a q u i e t r e v o l u t i o n]
adjacent possibilitiesSteven Johnson’s TEDThe potential (and serendipity) created when you notice and connect the unlikely.Incremental potential solutions to help people caught in conflict or looking for change to keep moving. corey [a q u i e t r e v o l u t i o n]
art Perfection in making is an art. Perfection in acting is a virtue. - Ivan IllichTrying to get away from acting, being people that we aren’t forwhatever reasons, and instead, doing what matters most to us.Art is that interesting piece inside each one of us. It’s that thing youcan’t not do. In providing spaces to be, we allow people to find, grow,and create their art. If people are doing, making, and being their art,they become indispensable, rather than simply virtuous, or bored ordelinquent or depressed.We get so worried about, and expended in, a means to improve or toprove. If we focus on authentic art, as opposed to prescribed learning,the proving will not longer be an issue. We’ll wonder what all the fusswas. The kids already wonder. The art, the sharing of that art, becauseyou can’t not, is its own reward. lucas… doing happy [a q u i e t r e v o l u t i o n]
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 – see following slides.
the basicsThe most common question we get is “What aboutthe basics?” Find a great answer to that on the siteof the - Brooklyn Free School.The answer is a question... “What are the basics?”Perhaps that’s what we need to redefine per anindividual, per their community.The basics as defined by school is a very limited andrestrictive set of skills. However, the word basic isoften referred to as essential. Essential translatesto absolutely necessary or extremely important. Ifwe deem something as basic it should by it’s natureshow up as we live, ... No?For those worried about basics that might not showup, these can be strewn, offered, and exposed. Butour urge to mandate perceived basics, most oftencripples and compromises the learner.On the other hand, and strikingly more of a risk, yet moreoverlooked, denied, or accepted, too many people aren’tgetting what we think are the basics now. They may beplaying the school game so well that it appears they are, butlegitimately getting the basics has been proven time andagain to be false when they enter the job force or arrive a theuniversity campus, and are unable to perform expected basics. Research is telling us that over 90% of kids either cheator cram the day before a test, so that a week later, they don’t remember. Even by their own measures and prescribed [a q u i e t r e v o l u t i o n]basics, test scores continually reveal a great disconnect. ie: It’s hard to go through a day of real life without engaging inmathematical thinking. School math, however, per the common core standards, isn’t necessarily practical, useful, orbasic. Have you rationalized a denominator or conjugated an imaginary number lately? And if you have, how commondo you think that is?
be you. The first two years have be you. been a true disruptive innovation, where we were working in the shadows, in incubation, why testing and prototyping and Setting people free, failing and learning. to be themselves. authenticity We experimented with authentically you spaces where people could tap into their own genius, how their own art. Spaces free Creating (physical & mental) of proof, credentialing, spaces of permission. measurement. We were seeking ways to facilitate self-directed learning. Our what 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.
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 at our essence, the more spaces our community wants, to share themselves. 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 an agenda on an ongoing spaces of trusting/giving. basis. Web access has shown us the value of connection what and ways to better connect World peace with the invisible, and the silent, globally. We plan to use allows for gatherings that matter, that insight and tech to better per choice. 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.
community/city as curriculum/school Dave Cormier, community as curriculum The end of this plan, If we fix the cities, we fix the world. - Tony Hsieh youth crafted two years ago, has community as school, with the entire city as the floorplan. The high school buildings become resource centers and meet up spaces. There is a city- wide art hall and engineering hall, forensics hall. The town acts more like a university campus.. where people are walking and biking to and from buildings through the course of a day. University/school as coffee house even. [a q u i e t r e v o l u t i o n] In the US, when you say real life people tend to define it as: outside of school. - Michael Wesch
community of practice connected adjacencyGetting together with your people and doing, making or Many have said there will be no revolution within thelearning something you all just can’t not do. system, within the institution. While that makesThe coming together is because of that thing and that thing mental sense, we also believe that the system, theis what you make or do. institution, is where many of our best resources are,Community is built from each ones love for that thing. people in particular. Today, especially in education,ie: I love to train dogs, or make kites. I find people in my city even though many are breaking away to charteror virtually that shares that same love. We connect and schools, online schools, homeschooling andimmerse ourselves in that topic. We become a community unschooling, the masses reside in the system.practicing that art. Wikipedia’s more formal definition. Through a connected adjacency mentality we exist both in and out of the system. We spend more of our time playing offense, than defense. Nothing is for everyone, so we seek to facilitate non-prescribed learning. We’re currently creating spaces of freedom for a very small percentage to get at authentic experimentation and innovation. Spaces to test new ideas out within a community. Spaces where failure won’t affect or offset the whole, but unexpected, unknown, and delightful success will certainly and pleasantly benefit the whole. Saul Kaplan, connected adjacency; google 20% [a q u i e t r e v o l u t i o n] Deborah Frieze on two loop theory of change.
credentialing via communityTake a listen, as Bunker Roy explains how credentialing could come from how well your community is doing.imagine a community such as mine, Loveland, CO. You, a university, or aCEO of a company, come to me today, asking if Peter is a good fit, if he’sworth consideration at your establishment.I say, most likely not. I explain to you, that currently,Loveland has 400+ charitable organizations, so one would think we wouldn’t be dealingwith homelessness, our county wouldn’t be 6th in the nation in suicide rate, etc.I say, I wonder what the heck has Peter been doing, letting that happen in his community.imagine you come to me a year from now. Loveland no longer has 400+ charitableorganizations, but rather, one kitchen table. They have connected. They engage inongoing conversations, conversations that matter. They’ve freed people who werehomeless up to take care of their own situation. Because they question how we spendour days, health has improved, people start to believe they matter, the suicide rate hasgone down….And now, now I say to you, … yes, Peter. Peter is perfect. Whether or not he helped tochange our community for good, he has been living in it. He’s associated and with people [a q u i e t r e v o l u t i o n]that are free and are practicing their art. Peter is gold. Peter is indispensable. bob
cultureWhat if transparency is the new currency? What ifknowing people, being known, building a community,holds more value than what most of us end upspending most of the hours in a day doing or getting.We’re thinking school has perpetuated a corporateAmerica long beyond it’s need to be, if it ever was aneed. We’re thinking technology wants to free us upand back to a focus on people – conversation,community, sharing, and listening.We’re experimenting with a focus on a social currency,rather than a monetary currency. We’re thinking if youwant to know how good someone is, take a look at howwell the people around them are doing. Most of whatwe’re suggesting, doing, and being, will only thrive in aculture of trust. (read more in ch 5) … the very word culture celebrates the human capacity to learn and adapt, something the rest of society should support. A sense of coherence is almost as needful as food and drink. Trying to improve people by interfering with their own preferences often makes things worse. The question for everyone living in a world of constant contact between cultural groups, is how to become routinely sensitive to patterns, even with minimal cues, suspending judgment and looking for how they fit together. - Mary Catherin Bateson, Peripheral Visionsfor more see slidedeck: more resourceful
detox Detox is simply what we are calling this manifestation, this play-acting or prototyping, if you will, of the internal process a healthy self-directed learner would model if we could see in their head. We’re wondering if this jump start back to self-reflecting, self-assessing, might help many of us get back to our propensity toward curiosity. We’re wondering if it might help those of us who have become addicted to routine, to directions, to prescriptions, to regain, unleash, strengthen, and awaken our natural mindfulness toward imagination and play, toward self-directed learning. We’re wondering if it just might be the shot of adrenaline our souls crave. (more about detox in ch. 1)This video first explains research, then about 4:40 models it.
detox [process of learning to learn]A brief description of each of the five words of detox: be, notice, dream, connect , do.be. Rid your mind of chatter that haspreviously determined who you are.For some, for most even, this elementof detox could take quite a while. We havebecome so used to pleasing others, to listeningto other voices. We need to listen to ourselves, to our gut, daily. We change daily.While it’s difficult for some to be alone, many needspace to listen from within. Spaces of permissionand of solitude help cultivate a culture of trust. It’snot about prescribing you, or proving you, it’s aboutbecoming you, unveiling you. Now. Perpetually now.It’s less about finding a specific passion, and moreabout being awake, being fully alive. It’s not as muchabout finding good to do, as it is about finding thatwhich you can’t not do.begin being.for more on be [a q u i e t r e v o l u t i o n]books: buccaneer scholar, significance of life, tools of conviviality,mindfulness, we are all weird, linchpin, orbiting the giant hairball
notice. Step out of the routine and notice the unlikely. Ellen Langerwrites in Mindfulness and Colin Ward writes in The Child in the City, how focus onoutcomes can lead to mindlessness. Many of us need directions. We’re afraid towander. We don’t embrace failure as an opportunity. We get impatient with theunplanned, the unlikely, the undefined. Yet, these are the very things that afford usspaces to make decisions based on the newness of the moment. Vulnerability incontext (alive in the moment) begs noticings. You can’t explain perpetual betabecause it is always changing. Mindfulness isn’t an alternative if you choose to liveawake. Noticing alone could change the world.for more on noticedream . Imagine yourself doing, solving, becoming, creating, and making.Roger Martin encourages us in The Design of Business to question everythingrespectfully. Too often we quit or fold because of something as simple as the raisingof an eyebrow. We need to boldly and gracefully confront reliability-thinking(proof/data speaks) of the corporate world and of our traditions. We need to wonderand ponder. We need to question assumed risk. Might we face a greater risk inplaying it safe? Meg Wheatley in Walk Out Walk On, quotes Paulo Freire - If youdon’t have any kind of a dream, I’m sure it’s impossible to createsomething.for more on dream [a q u i e t r e v o l u t i o n]books: linchpin, art of possibility, war of art, democratic ed, we are all weird, walk outwalk on, stop killing dreams
connect. Today, even in public ed, you really can choose what,when, where, how and with whom you want to connect. Connections can start withthe personalized framework of why. That choice has the potential of ultimateempowerment. That choice facilitates and enlivens a person’s curiosity, getting at adeep, intellectual, just in time learning. Connections, our new currency.for more on connect, higher ed & citiesbooks: talent code, power of pull, reality is broken, diy u, diy college credentialspeople: downes, siemens, cormier, ..do. The criteria youth have determined for doing: does it matter? and is itawesome? Both beg to whom, which is exactly the mindset we believe is vital to thisparadigm shift (change in basic assumptions.) We can now facilitate personalizeddefinitions of success in public ed. Youth’s drive, contrary to the belief of some,contrary to perceived activity or inactivity, is not toward laziness. Youth crave hardwork.A great question for a healthy self-perpetuated feedback loop, am I doing this tofinish or am I doing this just to do, to be, to make? Remaining mindful of thatmindset could set you free to experience the richest of lives. Find and do that whichyou can’t not do.for more on do [a q u i e t r e v o l u t i o n]books: at work with thomas edison, reality is broken, rework, the war of art, linchpin,tools of conviviality
discrimination (as democracy as equity) click to play trailerThere are no replica thumb prints. That is discrimination to infinity.When we facilitate that, prejudice will decrease. [a q u i e t r e v o l u t i o n] What the world needs most, is people being themselves. People driven by that which they can’t not do.
disruption (as per Clay Christensen) We’re experimenting with *transparent shadows: o 1000+ raw footage videos on youtube[a quiet revolution] (51295monk)By design, we are o facebook group (tsd innovation lab)currently in the o info and update site (the be lab)shadows at the left o stand alone site, (be you.)end of the upwardexponential curve. * Transparent shadows: We are still obscure toAs we begin being, those not intentionally seeking us out, because wethose most in love aren’t selling, pushing, or prescribing anything.with the idea,experiment, fail,and tweak, We believe obscurity is key to self-directedcontinually learning, as imposed definition, routine, andmaking and being. focus on outcome, can encourage mindlessness. We welcome the shadows, as we believe you may be more inclined to be working, doing, and failing there. You may be more inclined to be you there. Publicity often nudges us toward theory and meetings and defending and talking perfect case scenarios, and following the masses, more so than doing and being. We believe in what we’re doing. And while we’re [a q u i e t r e v o l u t i o n] not selling or pushing, we believe we’re creating something your soul might just be craving.
eclecticeclectic Today, people are learning online, on boats, in buses, in classrooms, in schools of all sorts, in other countries, at home, in the city, … this is great. What we are suggesting is that we no longer pigeon-hole learners to any of these spaces. You want to learn on a boat. Great. But let’s not say now, that you are a boat learner only. Maybe tomorrow another space will serve you better. Change is good if we choose it. Learning is change, it’s innovation. And it’s never finished or set. More liberating (and breathtaking) mindsets/spaces emerge when we focus on curiosity rather than proof. Curiosity in where, when, how, what and/or with whom a person is connecting. Curiosity in what is going on in their head. The more differentiated those answers are, from person to person, but even more important each person is within one person, the more evidence of life and learning. These shared spaces begin to let Joe be Joe. [a q u i e t r e v o l u t i o n]
equityEquity doesn’t mean equal. Equity involvespersonalization. It begs choice. It allows for redefinition ofsuccess per individual, per community. The achievementgap is a misnomer when we prescribe what the gap isabout. None of the data we’ve been gathering, andspending most of our time, energy, money, and people on,has a statistically sound basis. Everything is variable.Everything is debatable.ie: PISA, the test most often referred to when comparing countries,has it’s main focus on math. Math, many say, is more universalbecause there are relatively few barriers due to language. Yet, themath on these tests are more likened to school math, thanmathematical thinking. This can translate to a competition betweencountries on a topic that is very restrictive and not beneficial tomost people. We’re suggesting a more equitable means to monitorgrowth, if you must. We’re suggesting we model more of a self-directed feedback loop, comparing personal bests.Equity will come when we free people of a predetermined outcome. Equity will come when we offer resources perchoice and facilitate self-directed learning. Equity fades the more we focus on a means to improve standardization.ie: We realize many more resources if we allow people to look at and use what they have. Many people have andprefer cell phone use, so why insist everyone have an ipad. Save the money for the few that don’t have anything,but again, let them choose their means of access. We’re thinking a good start for choice of connection or accessinvolves laptops, phones, bikes, bus passes… People have all the skills, creativity, and ingenuity they need. - Meg Wheatley
exponentiateWithin our great concern that people might miss thebasics, our minds are trained to translate that most oftento math. And the math, often translates to school math,that most people won’t need in their life time.Unfortunately, with that mindset, and with that urgencyand demand, to get the school math, most people end upmissing the more useable and vital components ofmathematical thinking.Exponentiation is one such component.Being able to visualize or conceptualize size or growth.Most people have a hard enough time imagining what onemillion of something might look like. Then throw inmovement, the ongoingness of exponentiation. Especiallyif the little number in the air keeps growing as well.So, unknowingly, we often miss out on potential, becausewe don’t realize the vastness of growth, just around thecorner.Scaling the individual, is an exponentiating phenomenon.We have no idea how incredible that would be. Howequitable, and how sustaining. People have all the skills, creativity, and ingenuity they need. - Meg Wheatley
fractal Focusing on the part that looks the same whether you zoom in or zoom out has been at the essence of our finding a narrative that can go anywhere. What shows up over and over. What is the same, no matter where you are, or from what angle. It’s also helped us focus on what matters most, rather than falling to distractions.What if we just zoomed out more often..Fractal thinking simplifies and helps us focus on what matters most.
grokTo understand something thoroughly and intuitively.Like the form around tacit knowledge..
interdependencyThis came as we were researching laws for homeless teens. While some states allow 14 year-olds to declareindependence, often resulting in homelessness, some are trying to restate that to a declaration ofinterdependence, where each teen is matched up with an adult. If we want to create spaces of permission, wherelearning is accomplished through living, we feel this interdependency will provide stability in thepotential, and in fact encouraged, chaos.When we set people free to choose their mentors, their connections, their interests, amazingly, we discover that wedon’t need more resources. If you take a look at the community around you, there are incredible mentors andteachers and unlikely topics, in unlikely places.There are countless means to learning what you choose, by connecting. No end really.And the beauty of all of this, it isn’t an either or, but rather, an incredible and.ie: Imagine, an 80 year old, who most likely takes too much medication, his family/ friends rarely visit, so he spends much of his time watching TV. Imagine a 12 year old, who most likely takes too much medication, spends a lot of time playing videos games, yet who dreams of being and doing something similar to what the 80 year old has done and been. Imagine these two connecting per passion, per choice, rather than per kindness. Soon, neither can wait to get up in the morning. And at night, well the 80 year old now has wifi, and is stretching his expertise to no end, from the curiosity and energy flowing over from the 12 year old, and vice versa.This surpasses the issue of school, of achievement gaps, even of learning. This takes on the matter of what it meansto be human and alive. A declaration of interdependence, being known by someone, could be more vital to a personthan food, water, or shelter.Imagine if we were to focus on feeding the soul, rather than on our current (often unquestioned) dependencies, ie:feeding the test scores, the number crunch. We are because we belong. We are all connected. - I Am (documentary by Tom Shadyak)
indispensableOriginal thinkers, provoateurs, peoplewho care. People we can’t dispose of oroutsource. People who are vital. What wewant/need are indispensable people. - Seth Godin, Linchpinknowmadic learner A creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere. Industrial society is giving way toknowledge and innovation work. Whereas industrialization required people to settlein one place to perform a very specific role or function, the jobs associated with knowledge and information workers have become much less specific in regard to task and place. Moreover, technologies allow these new paradigm workers towork either at a specific place, virtually, or any blended combination. Knowmads can instantly reconfigure and contextualize their work environments, a greater mobility is creating new opportunities. - John Moravec cristian
lurk In particular, online, a lurker is someone who reads or listens in, but rarely shares back out. While the term has a negative connotation, lurking is often advised in order to get a feel for the community or the topic. It can often be a welcome and safe place for new people. There are some advantages to lurking. One is that you can catch multiple communities and topics, without getting so entrenched in potential and ongoing debates, ie: over semantics or egos. An especially great advantage, is that the space of lurking allows for the development of trust. Rather than being forced to participate, a person is able to determine for themselves when and if they are ready or want to jump in. Observation is an incredible teacher in and of itself. We are hoping to incorporate the ability to lurk as we emerge as a physical community. We are planning to livestream, archive, and offer backchannel capabilities for our weekly community-wide conversations. We believe that people who are skeptical of a community gathering, might be able to observe from a distance, or lurk, until they feel comfortable enough, or trust the process/community enough to join in. [a q u i e t r e v o l u t i o n]
maker spaceA space for making, hacking, playing (definitions below via Bud Hunt).A space where messy is ok, and failing is expected.A space where you can tinker like a five year old, or make a robotic arm … [a q u i e t r e v o l u t i o n]
mentor alongside If you are lucky enough to be connected to someone per passion, or be known by some youth, one key element toward facilitating self-directed learning, is to deliberately not teach. We live in a world that is so used to directions, so used to being told how and what to click for live doc of the be you web do, it’s hard for many of us to function on our own. In most learning situations and opportunities, we seek out the perceived expert, sit in their path, and wait to be filled. This mindset disables and disengages the indispensable person from within. This pattern, tradition, training, encourages mindlessness. If the goal is self-directed learning, if the desire is youth who know what to do when they don’t know what to do, if the aim is for youth to fall in love with learning, then the mentor, needs to be positioned, physically and mentally, alongside. Alongside, doing their own thing, modeling what it is to learn, what it is to be.The word assessment is derived from the Latin verb, assidere, which means, quite literally, to sit beside.
meshWe notice what we have.Imagine spaces within your citywhere people come to share ideas,to share dreams, to share spaces,to share tools/toys, to share.We notice we have all we need. sharing as currency ~Lisa Gansky
networked individualism In Net Smart, Howard Rheingold refers to this as networked individualism, via Barry Wellman. Rather than relying on a single community for social capital, individuals often must actively seek out a variety of appropriate people and resources for diff situations - the person has become the portal. First we saw Joe, choosing available spaces/gatherings (ch 1), here a student/learner chooses people (above), and a person, aka John T. Spencer, (right), simply choosing, … living.These connections provide needed support, safety, accountability. The belief that you are known by someone is a most liberating feeling, an incredibly vial piece to freeing your mind up to being, to becoming you .We are prototyping an app that could listen, find, and leave a trail such as this – a non-linear portfolio even. Which excites us tremendously, because then it’s even less about credentialing/proving and more about doing/being.
Clay Shirky tells a story of ten daycare centers in Israelpeople agenda in his book, Cognitive Surplus. The story really gets atOur desire is to be green about people. this culture we believe is vital to change.To value, embrace, and delight in what it means to behuman and alive. *a favorite quote from Carol Black’s Here’s the short version: These ten centers had no latebeautiful film, Schooling the World] fee for picking up children and very few parents cameWe’re experimenting with how to listen with no late and not by very much. Then they imposedagenda. approximately a three dollar fine on 7 of the 10We believe that every actor has a reason, and that deep centers. The number of late parents increased, andwithin, everyone has a desire to do good. We believe stayed elevated even after the fine was dropped. Shirkythis space of trust awakens people, and that awakened explains, the parents see the day care workers aspeople are indispensable. We believe the paradigm participants in a market transaction rather than asshift a people agenda begs, is that it be based on a people who’s needs should be respected. Parentsculture of trust where viewed workers time as a commodity. They assume thecommunity is the fine represents full price of the inconvenience theycurriculum, were causing.non-prescriptive. He goes on to explain the difficulty, once a newWhen we refer to mindset for the relationship has occurred, to go back toyouth, we intend the culture of trust and humanity. Dealing with onethat to mean you, another as a market can fundamentally alterto whatever degree relationships.you decide. Have we turned relationships into marketing transactions, that now require such a large overheadread more about this philosophy here: people agenda that we have lost the art of living? Are we trusting andor this slidedeck: respect for every voiceDave Cormier, community as curriculum [a q u i e t r e v o l u t i o n] valuing people? Or are we trusting and valuing paperwork that basically represents mistrust? And thatbooks: linchpin, buccaneer scholar, significance of life, cognitivesurplus, mindfulness takes billions a year to run in public ed alone.
perpetual betaNever ending, never done beginning. Always fresh,mindful, and new. Its dirty and wholesome. Its the way that knowledge actually is, rather than the way we try to package it so that it can be measured. - Dave CormierOne thing people have said that have visited the beyou house, is that every time they come it’sdifferent. Routine can cripple us. Doing things inorder to finish them, can compromise us.We’re practicing, embracing, and modelingperpetual beta. Through our eagerness to learn fromourselves and others, we share our mistakes. Weseek to hold ourselves accountable to a continualfreshness and mindfulness. click here to view 1 min videoThis does however, unsettle people at first.People think they need definition.Can you explain something that is always changing? We believe this mindset is a sign of good health. TheLuckily, people’s souls crave aliveness. believe, of a 5 yr old, that every day is new. It is perhaps because we have not learned to recognize and respect existing order in unfamiliar forms that we are frightened of social change, unwilling to support and work with the forms that peoples find for themselves. - Mary Catherine Bateson
prescribed learningThe idea that you will learn this particular topic,this particular year or month or day.The issue is with publicly prescribed learning... notwith getting better at doing publicly prescribedlearning. - Ivan Illich To date, much of our attention, even in the field of online learning, has been focused on a system of learning centered on the class or cohort: groups of students studying the same curriculum pace through the same set of learning activities. (Fenning, 2004) We continue to organize classes in grades, sorted, especially in the earlier years, by age. Time continues to be the dominant metaphor for units of learning, and learning continues to be constrained by time. As it was ten years ago, the model is that of a group of people starting at the same time, studying the same materials at the same pace, and ending at the same time. - Stephen Downes [a q u i e t r e v o l u t i o n]Mary Catherine Bateson on chocolate milk
rhizomehas no beginning or end; it is always inthe middle, between things, interbeing,intermezzo.The tree is filiation, but the rhizome isalliance, uniquely alliance. The treeimposes the verb to be, but the fabric ofthe rhizome is conjunction, and . . . and . .. and (pp.24-25)Break the rhizome anywhere and the onlyeffect is that new connections will begrown. The rhizome models the unlimitedpotential for knowledge construction,because it has no fixed points…and noparticular organization (p. 389).a tangle of tubers with no apparentbeginning or end, constantly changesshape, and appears to be connected atevery point with every other point (p.389).All life organizes into networks, not neatboxes or hierarchies. – Meg Wheatley
Dave Cormier himself ... explaining rhizomatic learning.Take a listen to Leslie, aka @onepercentyellow, ifyou’d liketo get more of a taste and colorand visual of rhizomatic learning,how it is happening, has beenhappening, in spaces, lovely spaces. [a q u i e t r e v o l u t i o n]
self-directed self-directed learninglearning within public ed - or Knowing what to do when you don’t know what to do. open source - Erica McWilliams The environment that they happen toThis comes about through be in, whether it be a productivityexperience and just in time tool, hobbyist web page, or onlinelearning. Self-directed learners are game, constitutes (at that time) thelife-long learners. Their drive comes personal learning environment.through listening to the curiosities Resources from across the internetfrom within. Their drive to dream, are accessed from that environment:connect, and do is second nature. resources that conform to the Educational delivery student’s needs and interests, that systems will recognize have been in some way pre-selected the identity of the or favorably filtered, and that may student making the request and will have been created by production coordinate with other studios, teachers, other students, or online applications the student him or herself. Content – (which may include interaction, media, data – flows back commercial brokers, and forth between the learning open resource environment and the external repositories, or additional student resources, held together by the single records) to facilitate the identity being employed by the student’s learning learner in this context. activity. [a q u i e t r e v o l u t i o n] . -Stephen Downes -Stephen Downes from 2008
solitudeThe most spectacularly creativepeople in many fields are oftenintroverted.- Mihaly Csikszentmihalyi, Gregory Feist.Without great solitude, noserious work is possible. -PicassoWere often so dazzled by time &charisma that we overlook thequiet part of the creativeprocess.When we take a stance difffrom a groups we activate theamygdala, a small organ in thebrain associated with fear ofrejection. Gregory Berns callsthis "the pain ofindependence.” lucas [a q u i e t r e v o l u t i o n] private spaces of solitude – Susan Cain
What distinguishedspaces of permission programmers at the where people can be themselves, top performing where they can find and craft their art, companies wasnt where they don’t have to prove themselves, greater experience where they are driven by wanted stress & structure, or better pay. It was where they can gather with others, per choice, how much privacy, to do things that matter. personal workspace and freedom from interruption they imagine an ideal home situation. enjoyed. If you have Quite possibly an unschooled home, where talented and the parents trust that learning is natural and non-linear. The natural part implies that life is rich enough to suffice a time & motivated people, they should be encouraged to work curriculum. The non-linear part implies alone when that no pre-scribed basics are needed. This creativity or frees them up to focus on knowing their efficiency is the child. This knowledge allows them to highest priority. facilitate the unique curiosity (curriculum) - Adrian Furnham from inside. This child has access to any resources needed, is known by someone, believes he[a q u i e t r e v o l u t i o n] has nothing to prove, and is free to be curious, to be himself. We’re thinking this is a more sane, cristian at tedx equitable, and humane definition or rendering of no child left behind. lucas
swimming in the compromise Schools today are filled with people, lovely people. People that have no ill intentions. People doing their best to make things, to make life, better. However, most people are bound by policy. The policies the institution of school has birthed and bred, now hold many captive. The following speaks of teacher and student. We’re thinking it addresses a captivity most all of us are in or have been in, teacher, parent, admin, etc. This is us, each one of us, swimming in the compromise: Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons which is much less limited by constitutional restrictions than the over wielded by the guardians of other social enclaves. Their chronological age disqualifies children from safeguards which are routine for adults in a modern asylum - madhouse monastery or jail. Classroom attendance removes children (teachers/admin) from the everyday world of Western culture and plunges them into an environment far more primitive, magical, and deadly serious. School could not create such and enclave within which the rules of ordinary reality are suspended, unless it physically incarcerated the young during many successive years on sacred territory. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the school day’s and school year’s completion until he is finally expelled into adult life. We are rather concerned to call attention to the fact that the ceremonial or ritual of schooling itself constitutes such a hidden curriculum. Even the best of teachers cannot entirely protect his pupils from it. Inevitably, this hidden curriculum of schooling adds prejudice and guilt to the discrimination which a society practices against some for its members and compounds the privilege of others with a new title to condescend to the majority. Just as inevitably, this hidden curriculum serves as a ritual of initiation into a growth-oriented consumer society for rich and poor alike. - Ivan Illich, Deschooling Society [a q u i e t r e v o l u t i o n] for more on calling into question how we spend the hours of our day: redefining success as slidedeck as ebookchanning lucas click to hear Adam recite.. swimming in compromise
tech vs webtacit knowledge We’re seeing quite a difference here. Knowing more than one can tell. Not We see the web as connections. acquired from other; it requires Connection to information and to people. learning through mind, body and These connections have really changed senses and is facilitated by considerably in the last 3-5 years. We experimentation and inquiry. believe this change is why we are able to - Mary Ann Reilly boldly redefine school. We believe this newly amplified access to people and infoJohn Hagel, Edge Perspectives is the reason we’re able to actuate ideas and theories toward self-directed learning that have been addressed and desired for hundreds of years. These connections are allowing us to differentiate to infinity in public ed. We see tech as tools. We’re suggesting less of a focus on the tech as tool, and more focus on the web as connections. If people geek out on tech, that is fine, that is great, we need those people. We’re suggesting that a focus on the tech can cause us to get sidetracked into thinking it’s the ticket to change, ie: if we all have the same tools, or learn and use them in the same way. [a q u i e insight here in Douglas Rushkoff’s Great t r e v o l u t i o n] Program or Be Programmed:
ted talksTED is a nonprofit devoted to Ideas Worth Spreading. It started out (in 1984) as a conference bringingtogether people from three worlds: Technology, Entertainment, Design. Since then its scope has becomeever broader. Along with two annual conferences -- the TED Conference in Long Beach and Palm Springseach spring, and the TEDGlobal conference in Edinburgh UK each summer -- TED includes the award-winning TEDTalks video site, the Open Translation Project and TED Conversations, the inspiring TEDFellows and TEDx programs, and the annual TED Prize.The above is from the about page on the TED site, click here to find out more. [a q u i e t r e v o l u t i o n]
on why Setting people free, turtle as fractal to be themselves. A comment was made, if you are setting people free, you aren’t empowering them. You are doing the setting, you are doing the action. Because we believe empowered people is key, sharing a little analogy here of our thinking. Hoping if it’s bunk, people will let us know. Please help us challenge all the thinking we are sharing. This is important stuff, we need you. A turtle is protected by its shell. If someone took all the turtle’s shells away from them, that would be deadly. Perhaps some turtles would be strong enough to get their shell back. But for those not strong enough, returning their shells to them would be returning them to their natural state. It would be a setting free of sorts. Free from the bondage the stolen shells created. Back in its natural environment, the turtle is then, ready to be. We’re seeing public ed as a stripping away of a kids’ shell in a sense. Their culture, their natural state of curiosity, has perhaps been stolen. We’re thinking this setting free, is simply restoring to each person, their shell. We’re not telling them who to be or how to be or what to be, we’re just creating that free space, once again. That space of permission, that many haven’t seen since they were five. Perhaps.[a q u i e t r e v o l u t i o n] Again, we see this space of permission, this shell, as a new way to look at what it might mean when we say the words, no child left behind.
unschooling/desc Learning is the fundamental patternhooling Let’s define of human adaptation,Very generally speaking, ourselves but mostly it occurshomeschooling is about taking thecurriculum home, as a means to do around before or after or init more efficiently and perhaps enquiries: in the interstices ofmore humanely. In other words, other words, schooling.doing publicly prescribed learning Preoccupied with by what wein the comfort of your home. schooling, mostUnschooling or deschooling calls are curious research on humaninto question publicly prescribed about, learning is focused onlearning itself. It is generally rather than learning that dependsfounded on the belief that learningis natural and that following the what we are on teaching or iscuriosity within each person attains authorities completed in aa higher quality of life because it on. specified contextvalues/fosters the genius/gift within rather than on the http://dougald.postereach person. Life at home and in learning that takes ous.com/the-the community, simply living, is university-project- place spontaneouslylearning. Deschooling perpetuates five-elements because it fits directlyself-directed learning. The personal learning environment into life. is more of a conferencing tool than - Mary Catherin it is a content tool. The focus of a personal learning environment is [a q u i e t r e v o l u t Bateson i o n] more on creation and communication than it is consumption and completion. - Stephen Downes
useful ignorance, then, becomes a space of pedagogical possibility rather than a base that needs to be covered. ‘Not knowing’ needs to be put to work without shame or bluster. - Erica McWilliamsMentors available to the youth, and ready to learn from the youth are most beneficial. The mentor’s mindset shouldbe that of keen interest and inquiry into what is going on in the youth’s head, not the mentor’s. Sugata Mitra calls this the method of the grandmother: friendly but not necessarily knowledgeable in that topic. I don’t know… Wrongologist, Kathryn SchulzAs mentors, listen without an agenda, demonstrating and communicating genuine patience and caring. Encourage theexpression of ideas, even (and especially) if they are different than our own. Rather than alarm, try to honestlyunderstand the underlying sentiment, in order to more fully understand.For an effective mentor, “I dont know” is always an okay answer. “I dont know” is an opportunity to access and useresources together. When we dont know, we brainstorm together with youth.Keep from developing an inflated view of our roles; there are mentors all around us. The key element is to deliberatelynot teach, as constant instruction encourages mindlessness. Encourage independence. Youth need time for self-discovery. Time to be. Trust that learning will happen. No, know that learning is happening.Be available to youth, modeling what it is to learn, what it is to be, doing our own thing,exploring our passion, discovering ourselves.As mentors, we should underscore the importance of learning and working for oneself andones own self-improvement. The youth should understand that they alone assess their [a q u i e t r e v o l u t i o n]progress, without outside influence. We also need to recognize the effect of inappropriatepraise. Praise shackles youth to a course of pleasing others, rather than themselves. Amy Lewark unschooling mom
more on the spaces we’re experimenting with…
the innovation labYear one, (2010-2011), the lab was aphysical space where kids could go tolearn per passion. We are hoping thatin year 2, people will see that ratherthan a physical space, they themselvesare the innovation lab, to whateverdegree they choose. With this mindsetdispersing into the entire district, weenvision a your school design it, yourpd design it, community as school, atthe end of four years. (more on this inchapter 2)To be innovative is to be useful. Themost endearing innovations focus onan unmet deep human need.We are about creating spaces ofpermission, so that people canpractice and share their art.
the be you houseYear two, (2011-2012), the house is aphysical space mimicking the fluidity,transparency, malleability, and allure of theweb, eclectic, like the web, for the purposeof facilitating self-assessment. (Is the webgetting us back to a more humane stateperhaps, reminding us what it’s like to bealive?)A space of permission to be yourself.A space to jump start curiosity, imaginationand play, to enliven self-directed learning.A space encouraging mindfulness.A space modeling no child left behind(NCLB) redefined: a safe space of resources,including an alongside mentor.Besides currently showcasing a physical space to modelwhat a city could be like, when virtual and reality play togetherfor the good of people, we envision the be you house as an ongoing community detox center. As we free up morepeople in the city, we’re imagining many not knowing where to start. The be you house will be a space for just that.people in the house: Peter, be you house post [a q u i e t r e v o l u t i o n]Video tours of the house: begin being, house happenings, Linda posts on the housegoogleplex; google 20% space/modeling for everyone in the districtbooks: Kelly, What Tech Wants; Hawken, Blessed Unrest; Gansky, The Mesh; Godin, We Are All Weird
the pi labYear three, (2012), a conduit tocommunities of practice. A gatheringspace, on the ground, in the middle oftown, to crowdsource our city’sthinking and ideas and interests. Ameans to listen to and harvest andfacilitate what spaces and resourcesare needed for these gatherings perchoice, in order to make and keep ourcity healthy.Then to use that continually changinginformation to start to enliven spacesthat already exist and to free up andcontinue to free up people to be ableto gather per choice and do the thingsthat matter most to them.A physical space to prototype and model what a school district (a city) could be like, when the only difference is thatall gatherings are per choice.World Café to hear all voices, to harvest invisible expertsWalk Out Walk On, Wheatley & Frieze [a q u i e t r e v o l u t i o n]Communities of practiceMore choices for teachers
the be us collaboratoryYear three, (2012), A gathering space, in the sky, in the middle of town, themiddle of the nation, to crowdsource our city’s thinking and ideas andinterests, along with and visible to, the world.Much like the pi lab, but with a window/door to the world.Practicing and experimenting with what tech wants, .. for us to connect.As described in Wheatley’s Walk Out Walk On, a space for the Art of Hosting,so that we can become us: • w/o core beliefs... without the why.. people just co-inhabit, they coexist.. • we only support what we create • to make a system healthier...we simply need to connect it more to itself collaboratory • if we have a convo first ( hear each others stories) we discover one another as colleagues • ... start anywhere... follow it everywhere • we cant design anything that works if we dont have the whole system involved in its creation…that way we harvest invisible intelligence • people will give up role of master creator and move into the dance of life.. there is no alternative.. life insists we put ourselves in motion Art of Hosting, World Café, to hear all voices. Walk Out Walk On, Wheatley & Frieze Video on art of hosting
your school design itYear four, (2013-2014ish), city as school. Eachlearner/person eclectic within themselves,moving around the city, much like a universitycampus. City sharing resources and spaces.Using what we have. Sharing what we have.Harvesting invisible expertise. Ongoingcrowdsourcing of options and ideas andcuriosities. The community spaces alwaysmorphing to facilitate.Perhaps city as connected adjacency (smallexperimental lab) to state or country as weexperiment without compulsory standardizedtests, or seat time, or prescribed curriculum.Perhaps funding comes as Homeschoolersand Unschoolers see this as new spaces forthem to gather. Perhaps we experiment withfunding via census.A city as school, as university, as alive.Gathering per choice connect edPeople aware of options [a q u i e t r e v o l u t i o n]City as floorplan – slidedeckbook: for the love of cities, Kageyama – with people in schools unleashed to play
faqWhat about social aspects of kids,..because they aren’t following the social norms. Facing people whocall them dropouts, etc.. Read Seth Godin’s We Are All Weird for incredible insight on societal norms andRead Kate Fridkis, among many, for insight into homeschooling/unschooling experiences.. Refer them toTebow.Also know, that whenever your doing things on the edge, people will question you. I’ve seen enoughresearch, and life experiences, and heard enough stories, to believe I’d rather live on the edge. So it’s almosta knowing that if I’m not being questioned.. maybe I’m not fully alive.What about getting into places..Take a look at these options, help tweak it and help educate other parents/people if you’d like. If still tooworried, may want to wait a year. Unis aren’t going to stay open, imo, if they don’t start offering moreoptions. Looks like we may get to experiment with local uni kids redefining uni. . Eric Mazur’s research of Yong Zhao’s research AP of PISA test (used to courses/tests. compare countries).
faqWhat about math - can you “just in time” math..Funny.. that’s exactly why you don’t need it, it doesn’t show up. School math isn’t used by most people. If wewere learning mathematical thinking, we’d see a much bigger issue at hand. That we are spendingmoney/time/people on things with no return. If school math does show up in real context, only need to learnit once. Here’s one of many, just most recent. Learning/life is not linear, you can join in anywhere, nofoundation necessary. Think rhizome. laurenWhat about structure? Structure is in everything. The difference is that we arefacilitating structure created by the learner.. not pushed or forced on the learner.What about SAT/ACT, gpa, diploma or ? We are working on a non-linear portfolio.College admissions and CEO’s are intrigued because we have gotten so good at provingourselves, that the tests, the diploma, et al, are no longer distinguishable. ie: so many top scores.The non-linear portfolio we’re prototyping is modeled after the brain.If you’re so inclined, take a look at what we have gathered over the years: faq . Or ask one of us here: http://thebelab.blogspot.com/