The document discusses the idea of "development" as a pattern or virus that has spread widely around the world. It argues that this constant push for changes, innovations, and solutions has gone too far and does not necessarily lead to happiness. While development was meant to ease burdens and bring progress, it has instead made people restless and unable to truly "be" as they are constantly focused on "becoming" something else through constant changes. This pattern of non-stop activity may be an opiate to distract people but does not enable truly enjoying life in the present moment.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
Scrum in a
Non-Software Environment
The main part of the session
comprised a workshop discussion
about using Scrum in a nonsoftware
environment. One of
our group has just completed
their first sprint (4 week iteration)
and we started by understanding
a little about the business.
Sharing of transformative leadership learnings, by dr.shaikh tanveer ahmed (c...Nadeem Wagan Wagan
This document discusses the concepts and principles of transformative leadership according to Dr. Shaikh Tanveer Ahmed. It is presented in 5 sessions. The first session defines key terms like principles, values, mindset and discusses how personality and character are developed. The second session discusses the first leadership principle of taking responsibility for one's actions and exhibiting proactive vs reactive behaviors. The third session discusses the principle of using imagination before creation and setting goals and visions. The fourth session discusses treating time as an asset and prioritizing important over urgent tasks. The fifth session discusses the principle of mutual respect and benefit through sharing and cooperation.
This document introduces design thinking as a process that can help educators address challenges in new ways. It discusses the five phases of the design process - discovery, interpretation, ideation, experimentation, and evolution - which help move from identifying a problem to developing a solution. The process combines concrete problem solving with more abstract thinking, using techniques like observation, brainstorming, prototyping, and getting feedback from others. It is presented as a structured approach that applies skills educators already use in a new context to generate innovative ideas.
Robin Ryde identifies six dominant thinking habits that shape social thinking and leadership: deficit thinking, rational thinking, common sense thinking, binary thinking, equity thinking, and sticky thinking. Ryde provides examples of how overreliance on some habits, like deficit thinking and rational thinking, can be insufficient and come at a cost. Leaders must be aware of the thinking habits they and others deploy to have productive thinking conversations and lead change.
This document summarizes an inservice meeting for career, education, and work staff. The purpose was to develop experiences for students to graduate high school with a postsecondary plan grounded in career choices. Activities included identifying skills and passions, discussing three types of skills, and ranking important transferable skills. Staff participated in skills identification exercises and discussed embedding skills practice into student experiences. They watched a video on finding your element by connecting skills to passions. The goal was to help students identify skills they enjoy to find career fulfillment.
The document outlines the assignments and deliverables for Project 1 of a visual design course, which asks students to create an information visualization that illuminates a pattern in the history of social media. Over two weeks, students will research the topic, prototype a visualization, and create a final digital design to present based on feedback. The project aims to uncover long-term trends in social media and gain experience designing visual representations of information.
Basic level training program description catalogAkash Dutta
The document provides an overview of training programs offered by Akash Dutta. It includes 11 modules ranging from 1-2 days in duration focused on topics like presentations, leadership, team building, customer service, stress management, and time management. For each module, the summary includes the objectives, duration, and methodology which typically involves classroom training, activities, and lectures.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
Scrum in a
Non-Software Environment
The main part of the session
comprised a workshop discussion
about using Scrum in a nonsoftware
environment. One of
our group has just completed
their first sprint (4 week iteration)
and we started by understanding
a little about the business.
Sharing of transformative leadership learnings, by dr.shaikh tanveer ahmed (c...Nadeem Wagan Wagan
This document discusses the concepts and principles of transformative leadership according to Dr. Shaikh Tanveer Ahmed. It is presented in 5 sessions. The first session defines key terms like principles, values, mindset and discusses how personality and character are developed. The second session discusses the first leadership principle of taking responsibility for one's actions and exhibiting proactive vs reactive behaviors. The third session discusses the principle of using imagination before creation and setting goals and visions. The fourth session discusses treating time as an asset and prioritizing important over urgent tasks. The fifth session discusses the principle of mutual respect and benefit through sharing and cooperation.
This document introduces design thinking as a process that can help educators address challenges in new ways. It discusses the five phases of the design process - discovery, interpretation, ideation, experimentation, and evolution - which help move from identifying a problem to developing a solution. The process combines concrete problem solving with more abstract thinking, using techniques like observation, brainstorming, prototyping, and getting feedback from others. It is presented as a structured approach that applies skills educators already use in a new context to generate innovative ideas.
Robin Ryde identifies six dominant thinking habits that shape social thinking and leadership: deficit thinking, rational thinking, common sense thinking, binary thinking, equity thinking, and sticky thinking. Ryde provides examples of how overreliance on some habits, like deficit thinking and rational thinking, can be insufficient and come at a cost. Leaders must be aware of the thinking habits they and others deploy to have productive thinking conversations and lead change.
This document summarizes an inservice meeting for career, education, and work staff. The purpose was to develop experiences for students to graduate high school with a postsecondary plan grounded in career choices. Activities included identifying skills and passions, discussing three types of skills, and ranking important transferable skills. Staff participated in skills identification exercises and discussed embedding skills practice into student experiences. They watched a video on finding your element by connecting skills to passions. The goal was to help students identify skills they enjoy to find career fulfillment.
The document outlines the assignments and deliverables for Project 1 of a visual design course, which asks students to create an information visualization that illuminates a pattern in the history of social media. Over two weeks, students will research the topic, prototype a visualization, and create a final digital design to present based on feedback. The project aims to uncover long-term trends in social media and gain experience designing visual representations of information.
Basic level training program description catalogAkash Dutta
The document provides an overview of training programs offered by Akash Dutta. It includes 11 modules ranging from 1-2 days in duration focused on topics like presentations, leadership, team building, customer service, stress management, and time management. For each module, the summary includes the objectives, duration, and methodology which typically involves classroom training, activities, and lectures.
This document describes the development of the Fork model over 20 years by its creator. It started from dissatisfaction with existing psychotherapy models and emerged through 4 phases: 1) moving beyond problem-solving to goal-oriented work, 2) improving client self-guidance, 3) integrating identity and life story, and 4) connecting individual requests for help to larger societal issues. The creator developed the Fork model as a way to structure development-oriented conversations to help clients, students, patients, employees, citizens, and customers. The book about the model aims to revolutionize how guidance is approached by framing change as a larger developmental process rather than a simple linear transition.
This document summarizes a website that presents a model called "The Fork" for structuring developmental conversations. The Fork model can help professionals structure goal-oriented conversations with clients, students, patients, or employees. It advocates embedding change in a larger process of development rather than just linear change from point A to B. The website and book about The Fork model provide guidance on how to structure empowering personal development approaches and integrate life events into the guidance process.
The Fork model - transformative conversationsThe Fork model
Our ambition is to support conversation-based professionals (like coaches, counsellors, teachers, leaders, social work). The Fork model is a hands-on tool to structure a conversation in such a way that helping your clients is combined with emancipatory work. The ultimate purpose of helping clients is not only that clients' goals are reached or their problems solved, but that they become empowered citizens and cultural creatives.
The Fork model consists of four tracks. Only by evolving on these four tracks (multi-tracking) at the same time, we will learn to develop in a sustainable way. The Fork helps people and organisations to multi-track their development. Use this model if you choose for long lasting and meaningful development.
The document discusses designing teams and processes to adapt to changing needs. It recommends structuring teams so members can work within their competencies and across projects fluidly with clear roles and expectations. The design process should support the team and their work, and be flexible enough to change with team, organization, and project needs. An effective team culture builds an environment where members feel free to be themselves, voice opinions, and feel supported.
UX, ethnography and possibilities: for Libraries, Museums and ArchivesNed Potter
1) The document discusses how the University of York Library has used various user experience (UX) techniques like ethnographic observation and interviews to better understand user needs and behaviors.
2) Some changes implemented based on UX findings include installing hot water taps, changing hours, and adding blankets - aimed at improving the small details of user experience.
3) The presentation encourages other libraries, archives and museums to try incorporating UX techniques like behavioral mapping and cognitive interviews to inform design changes that enhance services for users.
An immersive workshop at General Assembly, SF. I typically teach this workshop at General Assembly, San Francisco. To see a list of my upcoming classes, visit https://generalassemb.ly/instructors/seth-familian/4813
I also teach this workshop as a private lunch-and-learn or half-day immersive session for corporate clients. To learn more about pricing and availability, please contact me at http://familian1.com
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
The document is a preface to a book about mobile interaction design. It provides copyright information and acknowledges contributions from the authors Matt Jones and Gary Marsden. The preface also lists the table of contents which outlines the scope of the book, including topics like understanding users, prototyping, evaluation, and designing applications for information access, controlling functions, and using images.
This document outlines the objectives and structure of a leadership development program. The program aims to:
1. Equip participants with leadership tools to lead more effectively.
2. Help participants develop leadership strategies and objectives for themselves and their organizations.
3. Measure participants' leadership competence at the beginning and end to track progress.
4. Develop participants' leadership coaching skills to create leadership around them.
The program involves an initial assessment, two days of in-person workshops, two days of video conferences, and a final two days in-person. Participants apply their learnings between sessions and complete a final case study on the program's impact. The document provides an overview of session topics and activities to
Final impact teacher student motivationMarla Spergel
This document summarizes a thesis that examines the impact of teachers' emotional intelligence on students' motivation to learn. It provides an abstract, table of contents, and 5 chapters that review relevant literature, describe the methodology, present findings, and discuss conclusions.
The literature review discusses four main themes: 1) how students' intrinsic motivation to learn decreases over time without support, 2) how self-perceptions impact motivation, 3) teachers' emotional intelligence skills, and 4) negative teacher influences. The methodology section describes the qualitative research design using focus groups to understand students' perceptions of teachers' emotional intelligence skills that motivated them to learn. Key findings revealed that students were motivated by teachers who demonstrated emotional intelligence skills and some had
This document discusses the concept of a learning organization and its key components. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new thinking and shared learning. The five main components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Assessment tools and techniques for learning organizations are also presented.
This Draft Communications Learner’s Record was written by:
Tracy Byrne and Deirdre Power
2013
It is intended to support the learner in PLC, BTEI, VTOS and any course with a Communications Minor Award (5N0690) at Level 5 Standard in the National Framework of Qualifications.
Providers are responsible for validating programmes leading to National Certification.
Editor: Brian Comerford
The document outlines six steps for transforming performance at work, as described by David Rock in 2006. The steps are: 1) think about thinking, 2) listen for potential, 3) speak with intent, 4) dance toward insight, 5) create new thinking, and 6) follow up. For each step, guidelines and considerations are provided. The document also discusses David Rock's SCARF model and characteristics of effective followers as described by Robert Kelly in 1988.
The ASPIRE program at IUPUI consists of 12 modules aimed at helping students develop self-awareness, make academic and career plans, and achieve personal success. The modules cover topics like cultural identity, strengths assessment, learning preferences, career exploration, and developing strategies for academic, career and personal success. Each module includes hands-on activities for students to complete, and outlines the key learning outcomes intended to result from participation in the module. The goal of ASPIRE is to support students' personal development planning during their first year of college through guided self-reflection and career planning activities.
The document outlines six practices of WEadership: 1) adopt a wide-angle point of view; 2) build diverse networks; 3) embrace openness; 4) encourage experimentation; 5) add unique value; and 6) cultivate next generation leaders. It then lists favorite WEadership resources developed by the Social Policy Research Associates project team, including conversations that resulted in highlights, curated media favorites, a video trailer, a TEDx talk, and a guide featuring the WEadership framework. Additional information and ongoing blogs on leadership, innovation, and workforce can be found on the WEadership website and social media platforms.
The LearningMiles Discovery Process uses a 4 step approach:
1) Identifying a real challenge the organization faces; 2) Researching theories to address the challenge; 3) An experiential learning process to see the problem differently; 4) Solving the challenge through dialogue. This includes workouts where groups use frameworks to craft solutions, then present to sponsors. The process was used by E.On Nordic to develop senior executives through assessment, group work, and feedback.
Critical Success Factors in a Furniture Development ProcessAntti Pitkänen
The work by the Designer presented here, the chair and the written thesis were the outcome of a project carried out under the Invited Overseas Designers program organized between Oribe Design Centre and University of Art and Design Helsinki. The client in this project was a Japanese furniture manufacturer Toyoisu Co, Ltd. The official part of the project started on the 19th of September 2006 and carried on until 18th of January 2007. The final result of the project was a chair called Neo which was launched commercially in March 2008 in Japan.
The chair made out three-dimensionally curved steel pipe chair was designed to support user in comfort. The chair is conceived to change the atmosphere and give a new face to offices and shops. The gap between the back of the seat and the pipe frame gives elasticity to the backrest and makes it comfortable even when sitting for a long time. Neo-chairs are stackable and available in other colours and materials for special orders.
The written work is a review of the critical success factors of the product development process used in the furniture industry. The thesis draws together the best practices of established companies, together with thoughts presented in the main product development literature. In the end, it looks at the experience of the designer in the program in the light of the findings of the literature review and the interview based case studies, to conclude in describing practices that can be seen to be critical in determining the success of a furniture development project
Vijay Mohire presented information about his experience in the IWES10 program. He discussed his tutors and personality dimensions. He outlined his career path plan, including skills development and overcoming obstacles. Vijay detailed his post-course activities and learning. He provided feedback on the course structure and recommendations. The presentation concluded with inspiring videos on positive thinking and success stories.
Experiential learning involves evaluating past experiences to determine what was useful or important to remember, in order to perform future activities. The document discusses experiential learning, which involves learning from experiences rather than just being told information. It takes place through a cycle of doing an activity, reflecting on and sharing the experience, processing what was learned, generalizing lessons to other contexts, and applying what was learned to new situations. This allows students to actively engage in constructing their own learning. The model emphasizes reflection and application to help students make connections between experiences and the real world.
This document describes the development of the Fork model over 20 years by its creator. It started from dissatisfaction with existing psychotherapy models and emerged through 4 phases: 1) moving beyond problem-solving to goal-oriented work, 2) improving client self-guidance, 3) integrating identity and life story, and 4) connecting individual requests for help to larger societal issues. The creator developed the Fork model as a way to structure development-oriented conversations to help clients, students, patients, employees, citizens, and customers. The book about the model aims to revolutionize how guidance is approached by framing change as a larger developmental process rather than a simple linear transition.
This document summarizes a website that presents a model called "The Fork" for structuring developmental conversations. The Fork model can help professionals structure goal-oriented conversations with clients, students, patients, or employees. It advocates embedding change in a larger process of development rather than just linear change from point A to B. The website and book about The Fork model provide guidance on how to structure empowering personal development approaches and integrate life events into the guidance process.
The Fork model - transformative conversationsThe Fork model
Our ambition is to support conversation-based professionals (like coaches, counsellors, teachers, leaders, social work). The Fork model is a hands-on tool to structure a conversation in such a way that helping your clients is combined with emancipatory work. The ultimate purpose of helping clients is not only that clients' goals are reached or their problems solved, but that they become empowered citizens and cultural creatives.
The Fork model consists of four tracks. Only by evolving on these four tracks (multi-tracking) at the same time, we will learn to develop in a sustainable way. The Fork helps people and organisations to multi-track their development. Use this model if you choose for long lasting and meaningful development.
The document discusses designing teams and processes to adapt to changing needs. It recommends structuring teams so members can work within their competencies and across projects fluidly with clear roles and expectations. The design process should support the team and their work, and be flexible enough to change with team, organization, and project needs. An effective team culture builds an environment where members feel free to be themselves, voice opinions, and feel supported.
UX, ethnography and possibilities: for Libraries, Museums and ArchivesNed Potter
1) The document discusses how the University of York Library has used various user experience (UX) techniques like ethnographic observation and interviews to better understand user needs and behaviors.
2) Some changes implemented based on UX findings include installing hot water taps, changing hours, and adding blankets - aimed at improving the small details of user experience.
3) The presentation encourages other libraries, archives and museums to try incorporating UX techniques like behavioral mapping and cognitive interviews to inform design changes that enhance services for users.
An immersive workshop at General Assembly, SF. I typically teach this workshop at General Assembly, San Francisco. To see a list of my upcoming classes, visit https://generalassemb.ly/instructors/seth-familian/4813
I also teach this workshop as a private lunch-and-learn or half-day immersive session for corporate clients. To learn more about pricing and availability, please contact me at http://familian1.com
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
The document is a preface to a book about mobile interaction design. It provides copyright information and acknowledges contributions from the authors Matt Jones and Gary Marsden. The preface also lists the table of contents which outlines the scope of the book, including topics like understanding users, prototyping, evaluation, and designing applications for information access, controlling functions, and using images.
This document outlines the objectives and structure of a leadership development program. The program aims to:
1. Equip participants with leadership tools to lead more effectively.
2. Help participants develop leadership strategies and objectives for themselves and their organizations.
3. Measure participants' leadership competence at the beginning and end to track progress.
4. Develop participants' leadership coaching skills to create leadership around them.
The program involves an initial assessment, two days of in-person workshops, two days of video conferences, and a final two days in-person. Participants apply their learnings between sessions and complete a final case study on the program's impact. The document provides an overview of session topics and activities to
Final impact teacher student motivationMarla Spergel
This document summarizes a thesis that examines the impact of teachers' emotional intelligence on students' motivation to learn. It provides an abstract, table of contents, and 5 chapters that review relevant literature, describe the methodology, present findings, and discuss conclusions.
The literature review discusses four main themes: 1) how students' intrinsic motivation to learn decreases over time without support, 2) how self-perceptions impact motivation, 3) teachers' emotional intelligence skills, and 4) negative teacher influences. The methodology section describes the qualitative research design using focus groups to understand students' perceptions of teachers' emotional intelligence skills that motivated them to learn. Key findings revealed that students were motivated by teachers who demonstrated emotional intelligence skills and some had
This document discusses the concept of a learning organization and its key components. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new thinking and shared learning. The five main components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Assessment tools and techniques for learning organizations are also presented.
This Draft Communications Learner’s Record was written by:
Tracy Byrne and Deirdre Power
2013
It is intended to support the learner in PLC, BTEI, VTOS and any course with a Communications Minor Award (5N0690) at Level 5 Standard in the National Framework of Qualifications.
Providers are responsible for validating programmes leading to National Certification.
Editor: Brian Comerford
The document outlines six steps for transforming performance at work, as described by David Rock in 2006. The steps are: 1) think about thinking, 2) listen for potential, 3) speak with intent, 4) dance toward insight, 5) create new thinking, and 6) follow up. For each step, guidelines and considerations are provided. The document also discusses David Rock's SCARF model and characteristics of effective followers as described by Robert Kelly in 1988.
The ASPIRE program at IUPUI consists of 12 modules aimed at helping students develop self-awareness, make academic and career plans, and achieve personal success. The modules cover topics like cultural identity, strengths assessment, learning preferences, career exploration, and developing strategies for academic, career and personal success. Each module includes hands-on activities for students to complete, and outlines the key learning outcomes intended to result from participation in the module. The goal of ASPIRE is to support students' personal development planning during their first year of college through guided self-reflection and career planning activities.
The document outlines six practices of WEadership: 1) adopt a wide-angle point of view; 2) build diverse networks; 3) embrace openness; 4) encourage experimentation; 5) add unique value; and 6) cultivate next generation leaders. It then lists favorite WEadership resources developed by the Social Policy Research Associates project team, including conversations that resulted in highlights, curated media favorites, a video trailer, a TEDx talk, and a guide featuring the WEadership framework. Additional information and ongoing blogs on leadership, innovation, and workforce can be found on the WEadership website and social media platforms.
The LearningMiles Discovery Process uses a 4 step approach:
1) Identifying a real challenge the organization faces; 2) Researching theories to address the challenge; 3) An experiential learning process to see the problem differently; 4) Solving the challenge through dialogue. This includes workouts where groups use frameworks to craft solutions, then present to sponsors. The process was used by E.On Nordic to develop senior executives through assessment, group work, and feedback.
Critical Success Factors in a Furniture Development ProcessAntti Pitkänen
The work by the Designer presented here, the chair and the written thesis were the outcome of a project carried out under the Invited Overseas Designers program organized between Oribe Design Centre and University of Art and Design Helsinki. The client in this project was a Japanese furniture manufacturer Toyoisu Co, Ltd. The official part of the project started on the 19th of September 2006 and carried on until 18th of January 2007. The final result of the project was a chair called Neo which was launched commercially in March 2008 in Japan.
The chair made out three-dimensionally curved steel pipe chair was designed to support user in comfort. The chair is conceived to change the atmosphere and give a new face to offices and shops. The gap between the back of the seat and the pipe frame gives elasticity to the backrest and makes it comfortable even when sitting for a long time. Neo-chairs are stackable and available in other colours and materials for special orders.
The written work is a review of the critical success factors of the product development process used in the furniture industry. The thesis draws together the best practices of established companies, together with thoughts presented in the main product development literature. In the end, it looks at the experience of the designer in the program in the light of the findings of the literature review and the interview based case studies, to conclude in describing practices that can be seen to be critical in determining the success of a furniture development project
Vijay Mohire presented information about his experience in the IWES10 program. He discussed his tutors and personality dimensions. He outlined his career path plan, including skills development and overcoming obstacles. Vijay detailed his post-course activities and learning. He provided feedback on the course structure and recommendations. The presentation concluded with inspiring videos on positive thinking and success stories.
Experiential learning involves evaluating past experiences to determine what was useful or important to remember, in order to perform future activities. The document discusses experiential learning, which involves learning from experiences rather than just being told information. It takes place through a cycle of doing an activity, reflecting on and sharing the experience, processing what was learned, generalizing lessons to other contexts, and applying what was learned to new situations. This allows students to actively engage in constructing their own learning. The model emphasizes reflection and application to help students make connections between experiences and the real world.
The document provides background information on the senior secondary Information and Communication Technology (ICT) curriculum in Hong Kong. It discusses how ICT builds upon the junior secondary curriculum and prepares students for post-secondary education and careers. The curriculum aims to equip students with ICT knowledge, skills, and positive attitudes to support lifelong learning and function effectively in modern society. It also promotes the development of generic skills and cross-curricular links to support learning in other subjects.
This document provides an overview of essay writing skills for students. It covers understanding the essay topic, developing a plan through brainstorming and outlining, gathering relevant information from different sources, integrating citations, and structuring the essay with a clear introduction, body paragraphs, and conclusion. The key aspects discussed include understanding directional and content words in the topic, using various pre-writing techniques like mind maps and tables, evaluating sources, taking effective notes, balancing cited evidence with personal views, and ensuring clear grammar and coherence.
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
This document provides an overview of problem-based learning (PBL). It begins by explaining the basics of PBL as a teaching and assessment method. It then discusses the key characteristics of PBL, including that it is student-centered, uses ill-structured problems to trigger learning, and involves self-directed learning in small groups. The document also reviews different PBL models and processes, benefits and challenges of PBL, and provides examples of how PBL has been implemented at various universities. Overall, the document serves as a comprehensive introduction to PBL.
The document provides 52 strategies for adding value to one's work across 13 categories: be a team player, self-improvement, contribution, attitude, creativity. Some key strategies include developing advocates at work, coaching direct reports, engaging in lifelong learning, focusing on contribution over salary, cultivating a strategic mindset, offering to serve on committees, and conceiving creative solutions to tough problems.
Msc Product Service System Design Final Thesis BookChiara Cacciani
this is my final thesis book, on "Business Model Innovation: Narratives building Business Logic. The social network case".
the whole work is divided into three parts: research (on Business Model and Social Network), analysis (longitudinal of Facebook, Twitter and google+ on different levels-logic, narratives, product), and project (the remodel of the Vodafone community Youniversity)
it's the beginning of a meta-design research
The document provides guidance on effective time management, outlining 10 principles for managing time including developing a personal sense of time, identifying long-term goals, making medium-term plans, planning the day, making the best use of your time, organizing work, managing meetings, delegating effectively, making use of committed time, and managing health. It discusses techniques for conducting a time audit, analyzing time usage, setting goals and objectives, and creating plans to improve time management in both personal and professional contexts. The overall approach moves from identifying long-term goals to making medium and short-term plans to maximize efficient use of time.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
7. The Fork. Connecting the deeper inside with the larger outside
Foreword to the international edition 8
Introduction 11
1. The Development Virus 12
2. A pattern that has gone too far 13
3. Meaningful and lasting development 14
4. A multi-track model for development 15
5. Reader’s guidelines 17
6. The mission of this book 17
Chapter 1: Developing as a life attitude 21
1.1 Look closely at identity 23
1.2 Tell a meaningful story 25
1.3 Reframe Challenges 27
1.4 Connect to what is there in a creative way 30
1.5 Do not let it end 33
1.6 Allow it to organize itself 37
1.7 Do it together with others 40
1.8 Conclusion 44
Chapter 2: The Fork model 47
2.1 The model 48
2.2 The four tracks 50
1. Project: making plans work out right 50
2. Self-guidance: increasing your competence at guidance 50
3. Identity: defining yourself as a unique individual 50
4. Greater whole: having a place among the whole 51
2.3 The philosophy of each track 52
1. Projects: Grounded activity 52
2. Self-guidance: emancipation 53
3. Identity: using your selfhood as your touchstone 55
4. The greater whole: giving meaning 56
2.4 Multi-tracking as a test for lasting development 57
2.5 The track game: switching attention 58
Create meaningfulness by linking project and identity. 58
If you get stuck in a project, see what you can learn from the way you approach it. 59
If you get stuck in a project, look for personal themes that block your way. 59
Link your own development to your place within the greater whole. 59
If you get stuck in therapeutic soul-searching, engage in a project. 59
Learn to see growth in self-guidance as part of your personal development. 60
2.6 Conclusion 60
5
8. Table of contents
Chapter 3: Track 1: The project-based approach 63
3.1 The idea behind ‘the project-based approach’ 64
3.2 A system for a project-based approach 66
1. Define the challenge 67
2. Evoke the experience of the desired situation 67
3. Motivate yourself 68
4. Deal creatively with restrictions 69
5. Overcome or integrate obstacles 69
6. Carry out actions 72
7. Celebrate the project 78
3.3 roject types and their contributions to development
P 78
1. Managing complex projects 79
2. Learning new skills 81
3. Solving problems 82
4. Changing your behavior 84
3.4 Conclusion 86
Chapter 4: Track 2: Improving your self-guidance skills 89
4.1 The idea behind ‘self-guidance’ 90
4.2 Competence model 92
1. Name what is there 93
2. Be in charge of yourself 96
3. Work with gentle guidance 97
4. Follow ‘it’ 101
5. Allow movement 104
4.3 Assessing the skill of self-guidance 105
4.4 Progress methods 107
1. Use your project as your training area 108
2. Look at your success stories in other parts of life 108
3. Study self-guidance experts 109
4.5 Links to other tracks 109
1. Examine the obstacle in your project 110
2. Turn your self-guidance into development of your person 110
3. Work on self-guidance as you work on a project 111
4. Link your self-guidance to the greater whole 111
4.6 Conclusion 111
Chapter 5: Track 3: Development of identity 115
5.1 The idea behind ‘identity’ 116
5.2 Progress methods 120
1. Develop yourself as a ‘human’ 120
2. Reframe your core patterns as talents 123
3. Define yourself in the social field 126
4. Heal yourself 129
6
9. The Fork. Connecting the deeper inside with the larger outside
5. Integrate your parts 131
6. Tell yourself the story of your life. 133
5.3 Connecting to other tracks 137
1. Find a project that takes you where you want to go 138
2. React carefully to opportunities 140
3. Reframe your current projects 141
4. Decide: quit or go on 142
5. Make a project out of developing your personality 143
5.4 Conclusion 144
Chapter 6: Track 4: Development of the greater whole 147
6.1 The idea behind ‘the greater whole’ 148
6.2 Envisioning the development of the whole 152
1. Ask for an outsider’s point of view 153
2. Look beyond differences 156
3. See how you are the whole 158
6.3 Progress methods 161
1. Work on yourself 163
2. Make yourself heard 164
3. Join like-minded people 166
4. Guide others in becoming comprehensive parts 167
5. Start up dialogues around the ‘we’ 168
6. Use your own mission in life 170
7. Development of the whole as a project 171
6.4 Conclusion 173
Chapter 7: Professionals guiding the development of other people 175
7.1 The idea behind ‘development-framed guidance’ 176
7.2 Professional development-framed guidance 178
1. Construct a goal-oriented project 179
2. Be an educator and work on integrating self-guidance of the client 181
3. Work with the whole person and the context around him 183
4. Let it work both ways 186
7.3 Development-framed coaching and counseling 190
7.4 rofessionals are contributing to the development of guidance
P 192
7.5 Conclusion 193
In closing 194
References 197
The author 200
7
11. The Fork. Connecting the deeper inside with the larger outside
This book is a translation of the best selling Dutch book ‘De Vork’. It has become a
useful tool in many educational and professional settings to structure well-formed
development of individuals, teams and organizations. Together with Jeroen van
Swaaij at Pen Sword Translation Services (www.penandswordtranslation.com)
we produced an English version of my particular writing style. This collaboration
was a big adventure in finding ways of expressing ideas. I am happy with the result
and I hope that if you find unusual expressions, you will forgive me, and perhaps
eventually send me an email with your suggestions.
The name of the Fork model came about by accident during a training course, the
very first course in Development-framed Coaching in the Netherlands, back in
2007. I am still grateful to all the people who took part in the creative process we
built up together. Other groups have been part of the process as well. They have
been the ‘lab rats’ for testing this method. I express my deep thanks to all of these
students, who always made me feel like they were my colleagues. They have had to
put up with me changing the method during classes – not always the easiest way
to study!
My thanks also go to the clients in my counseling, life coaching, and teaching prac-
tice. They may not have noticed much of it, as my coaching trajectories tend to be
short, but I do think they enjoyed a developing coach trying out new patterns of
working. I, for my part, enjoyed their company a lot.
My gratitude also extends to the people helping out with production of the book
itself, including the wonderful designer Marco Bolsenbroek at Prezns.
Me, I am just a channel, a medium, someone who writes – someone casting
language on something that is already underway. Development is profoundly rela-
tional, and so is the creation of an approach, theory, method, or book. A swirl of
activity has come about around this approach, which is grounded in the Ecologize
project at this moment. Together, we will spread this body of thoughts. I am fortu-
nate enough to be surrounded by people like my beloved colleagues in our company.
They help me carry all of this. And last but not least, I have my two gorgeous daugh-
ters: ‘Rud, when will it be finished?’ But why finish; every ending is a new beginning
and development never stops, there is only breathing in between
rudy@ecologize.net
www.ecologize.net
9
14. Introduction
1. The Development Virus
‘We’ve got to move ahead’ is an idea that has been spreading across the world like
a virus for centuries. Everyone has the virus. Changes, innovations, improvements,
solutions; we simply need them. They have become our way of living.
Cultures that have been organizing themselves according to their own patterns for
20,000 years are dragged along in the worldwide movement of change. I was in a
small village in Nepal when I heard people say: ‘Our son is getting an education
in the city, two days down the road’. As soon as this family has a little money, a
television is sure to make its way into their home. This virus is spread by media,
technology, consumer goods, and education.
You can see the virus at work in your own living room. My father, aged 77, doesn’t
want to use the internet. His grandchildren think that is a shame, because they
would love to send him a quick E-mail sometimes. Those very same children ask me,
a man in his fifties: ‘Why don’t you set up a personal blog to spread your message
instead of writing some boring book?’ Should I follow the trend?
We are right in the middle of a flood of changes, innovations, and problem solu-
tions. We call it development. The flood comes from outside. It seems as if we have
no choice but to go along with the demands of new developments. The flood comes
from inside ourselves as well, however. People seem to have a growing need for
change. We want to change our environment and we want to change ourselves,
trying to be happy and successful. This need can come from the world around you,
but it is inside you as well.
The development virus of ‘changes, innovations, and solutions’ is a pattern of action
used by people to make life, the world, animals, and nature work the way they want
them to work. People want something. You want something. You fight for some-
thing you dream of while you fight against something else that you don’t want. You
want change for the sake of change – just for the fun of it.
The development virus is also a pattern of thinking. It is a belief, and many of us
believe that changes, innovations, and solutions are the best way to give meaning
to our lives. We construct our lives, but we don’t just make ourselves a place to
live and to grow old in. We are moving away from living our lives in one place. We
have become restless. We go back to being nomads, and we construct our lives by
moving. We are humans, and we have always been good at moving. These days,
moving seems to be all we do.
I call this pattern a virus because it spreads so fast in all directions, making it almost
impossible to think about any other way. Today, we can hardly imagine how farm-
ers used to live meaningful lives while each of their days looked much like the day
before. We can’t even think of spending a holiday without any activities.
12
15. The Fork. Connecting the deeper inside with the larger outside
When you look at this trend like a philosopher, you could say that ‘becoming’ is
more important than ‘being’. The meaning of what we do is always somewhere
in the future. Instead of being, we are going to be. If you want to be, you have to
become. Getting involved in the world, shaping it, reshaping it, and working on it;
that is how people can be.
2. A pattern that has gone too far
We have found out that the development virus is not a happiness virus. It would be
a bit strange to say that our need for development has brought us to paradise. Prob-
lems seem to keep on returning. One problem is solved, and the next one is waiting
around the corner. As soon as you get used to something new, an even newer some-
thing is already underway. Even success is not without worries. Moments of rest are
short. Life offers you a mix of happiness and sadness, results and problems, success
and failure, peace and worry. Life moves in ups and downs.
What do all these changes,
innovations, and solutions mean?
I clearly remember how a fully automatic washing machine arrived at our
home to ease up our mother’s workload. We all hoped that someday, new
technology would run the whole house by itself. It never turned out that
way, however. My mother started using her new free time for work, only now
she worked somewhere else. Becoming does not return to being at all, as
Hegel would have liked it to. We have become restless, and we simply don’t
succeed at being while we are busy at becoming.
In the hubbub of modern life, it seems as if everything we do is running
around as fast as we can. The way we live is an opiate of the masses
– a trance to keep the people calm. Why do we trade our freedom of
choice, which is a real freedom in our societies, for all sorts of activi-
ties that are supposed to make us happy at some point in the future?
Why can’t we enjoy, dance, and sing like people in African cultures do? Why can’t
we use the calm of Buddhism in our daily affairs? Is it some underlying Christian
belief buried deep in western societies, telling us that happiness must be earned?
Is it the daydreams of our economy, making everyone consume hard to play along
in the game of capitalism? Are we repeating the mistakes of the Enlightenment,
thinking that we can ‘construct’ everything?
These days, you need to be wide awake to ask yourself: what do I want in life? What
patterns of ‘being normal’ do I copy from the people around me without knowing
it? How do I want to contribute to society? Do I value changes, innovations, and
solutions? And if I want them, what is the price I have to pay?
13
16. Introduction
3. Meaningful and lasting development
I think that we are at a point where choosing non-development is no longer an
option. Longing for times of peace and quiet is romantic and unrealistic. I think it is
better to carry on developing the way in which we develop than to waste my time
and energy on trying to stop it. This way of thinking about development is in fact
development-framed in itself. It means thinking about what you want to retain,
what you want to add, and what you want to let go of.
A positive side of development is its power to keep people awake, moving along
with the movements of life. Nothing can stop you from caring about what you
want to keep. Nothing should stop you from adding new ways of living. If you react
to the stress of development by saying that development is ‘wrong’, you are just
being conservative and you are running a risk. You are resisting movement that
is simply there. Maybe you feel balanced now, but that will change, because life
always changes.
I called development a virus, but I don’t mean to say that development is a bad
thing. Development is good as long as it is meaningful and lasting. Meaningfulness
is linked to your inner experience of the things you do. Whether you think of an
activity as meaningful depends on yourself. You construct meaning by telling your-
self: ‘Yes, this is what I want to do. This is important to me.’ This will make you feel
calm and at peace with what you do in life. This depends completely on how you
look at the world, and on what you think is beautiful and good. Try to find a match
between the way it is and how you feel it should be.
Development becomes lasting development if it has a long-term perspective. You
link what you do now to the impact that your actions will have on the future. If you
don’t, you may get results, but their effects will turn against you. You can decide to
practice at sports so hard right now, for instance, that your body is damaged later
on. Developing with a long-term perspective can mean keeping an eye on your diet
today in order to keep your body fit in the future. You could invest in your talents
now and profit from your investment later. We all have a choice to live our present
lives in ways that allow our children to grow up in a better world. Lasting develop-
ment allows people to participate in a movement that is far greater than just this
present moment. This will make development mean much more than just getting
quick and personal results.
Meaningfulness is different for every person, but everyone can see when results are
lasting. Meaningful and lasting are two qualities that need each other. Throughout
the text, I will sometimes use different words instead of ‘meaningful and lasting’.
You may read words like well-formed development, or ‘beautiful’ development. I am
just trying to find words for development that matches the way life is.
14
17. The Fork. Connecting the deeper inside with the larger outside
We have a long road of research ahead of us if we want to find the best guidelines
for meaningful and lasting development. Until we find those guidelines, there are
two important decisions that we can make at this point: choosing to develop, and
trying to make the development we choose meaningful and lasting. This is why I
decided to call this approach ‘development-framed’. The approach entails address-
ing life-events in the frame of well-formed development. It does not imply viewing
life from a perspective of blind growth, solving problems, or endless innovation.
The well-formed expressions and ecology of life have become too important for
me to overlook in my way of thinking about life – and yes: I am still talking about
development
I prefer the annex ‘-framed’ over alternatives such as ‘-oriented’ or ‘directed’. Devel-
opment is a frame of thinking, a perspective, and a worldview, rather than an
object toward which we orient or directs ourselves. The challenge presented by
this approach is to shape all activities in life by observing criteria inspired by well-
formed development. ‘Framing’ denotes the act of conveying meaning, whereas
‘-framed’ is the name for this hands-on approach.
The fact that we are developing almost goes without saying; the question is how
we are developing. Development is typical of our species, of Homo sapiens sapiens,
or at least of western people. The most important point for us is to find better ways
to develop. What we should change is our current pattern of development that is
going too far. We are looking into the way we develop. Our mission is to look closely
at the virus, and to change it into an activity that matches the logic of life in the
universe; an approach with respect for differences and for cultures with other opin-
ions about development. That is the contribution this book intends to make to the
ongoing process of cultural transition.
4. A multi-track model for development
Development has been on my mind for over a decade. I have asked myself: ‘When
does a person’s own development, or that of organizations or societies, match the
patterns of life?’
15
18. Introduction
Food for thought from everyday life
• How can we expand our multicultural society and develop it in a
meaningful way?
• How can the process of becoming faster, richer and more successful make
people happier?
• If you really want to get a divorce, how can you do it in a way that keeps all
the parties happy?
• At what point does new technology become distorted, unsustainable, and
impairing, and when is it lasting development?
• When does a merger between two companies result in lasting
development?
• How can you look at losing your job as a chance to develop yourself?
• How can you make old age and disease meaningful?
• How is death an opportunity for development?
• How can your childhood traumas make you a stronger person?
• How can you regard problems with your adolescent child as a way of
developing yourself?
Instead of just sitting back and thinking about development, I am firmly rooted in
the practice of coaching, training, and counseling. This is why I look at my job as my
field of research. I use my work to test my way of thinking. This is why I explain my
method by looking at how it works in real life. If we begin by looking at how this
method can help people live meaningful lives, we will have something to work with
when we start thinking about how societies can develop in lasting ways.
Of course, I didn’t just pick any method for development. My method is called
‘multi-track’ development. You could also just say ‘the Fork’.
The Fork is a method for making meaningful and lasting development useful in real
life. Roughly speaking, the method works as follows. First, development is divided
into different building blocks called parts, which together make up well-formed
development. Each of the four differentiated tracks must be taken into account in
order to accomplish meaningful development. Any kind of development will become
more beautiful if you link concrete activities to development of the larger whole.
The mission of this book is to explain the different building blocks of development,
as well as to show you how to employ each individual track, and especially to point
out where the tracks meet and affect each other.
You can use the Fork to shape any kind of development. You can look at your own
development: how are you developing yourself? From there, we can look at devel-
opment in other people: how can you, as a professional, guide others in their
development? Finally, there are teams and greater wholes like organizations and
16
19. The Fork. Connecting the deeper inside with the larger outside
cultures. This instrument will let you see activities like management, education,
and social work in a broader development perspective. I am sure that the Fork can
be useful in many areas, and in many ways.
5. Reader’s guidelines
When I was writing this book, I decided that I did not want to tell my story in a
straight line from start to finish. The book is meant to move in circles. The first
chapter explains development as an approach and as a way of looking at life, and
I will use it to explain what I think is well-shaped development. You will find seven
guidelines to help you find your own way of looking at development.
The second chapter is an introduction to my Fork model. This chapter explains the
tracks and the philosophy behind the tracks. The next four chapters are detailed
descriptions of each individual track in the Fork. I will show you how handle the
tracks, and how to get a grip on development. The order of tracks is: the project
(chapter 3), self-guidance (chapter 4), identity (chapter 5), and the greater whole
(chapter 6).
The seventh and final chapter is about professional coaching of development. It
was written for anyone who has made it his or her job to guide others, such as
counselors, coaches, advisors, psychotherapists, teachers, executives, doctors, phys-
ical therapists, nurses, architects, lawyers, and accountants. How do professionals
guide development? What is development-framed coaching? And how do profes-
sionals add their own share to the development of professional coaching itself? You
will find the answers to these questions at the end of this book.
6. The mission of this book
I wrote this book for three groups of readers. Firstly, it is for all of us as individuals
in society. Then there is the group of professionals. Thirdly, I hope to contribute to
philosophy, and in doing so I hope to encourage you, the philosopher, to think of
new and critical questions. Below you will find explanations of this book’s mission
for each group of readers.
Individuals
With this book, I hope to reach a broad group of readers and invite them to join me
in finding pleasant and more meaningful ways of handling life. I hope this work
will provide some grip and a frame of thought for people. It would be great to see
people connecting with each other to start doing this together. The ideas explained
in this book do not make up a complete solution or a doctrine, they are simply one
possible approach, but it is an appealing one. Fortunately, I am not the only one
who wants to look closely at the way we live, and to try and make it a lasting and
meaningful way of living. I am only a spokesman, a channel, a person trying to point
out the direction we are moving in. Maybe you will say: ‘Hey wait a minute, I know
what this is about’, ‘I am doing this already; here I see it explained as a system’.
17
20. Introduction
This book was written for readers who, for a start, want to get going with their own
development. You are probably already looking for ways to live a meaningful life,
and to add what you have to the greater whole around you. Just thinking about
theories of development is not enough. We should try to understand from within,
as unique persons, what the development-framed approach is about.
How are you engaged in living your
life?
You are also someone who likes to keep it practical, always looking for tools
that you can use in real life. On the other hand, you want a well-considered
approach, because you don’t like one-sided thinking or cheap copies. This is
not a quick self-help guide and it is not about self-development; it is a way
of learning about life.
Professionals
The second group I aim for in this book are professionals in the fields of social work, coach-
ing, and public welfare services in general, because they are the people that make social
change happen. Their field of work lies between the people and the systems of society.
Professionals are individuals and parts of systems at the same time. They have individual
freedom as well as professional freedom. In addition, they can have a lasting effect on
development.
How development-framed are
the patterns you work with as
a professional?
All professionals have been trained in a specific way at some point, making
them students of their own time. They haven’t stopped there, however. They
are wide awake, they like to read, and they think about the methods they
use. They are not afraid to take a critical look at the patterns they work with.
They are not afraid to ask questions, or to move along with new approaches
and ways of thinking.
Do you meet lots of patients, clients, students, or customers? Or do
you have an important position in an organization? If so, you have
the power to make decisions and to create differences. My mission
is to show you that your work will become much more meaningful if
you fit it in a framework of development. It would be great to see you
working along in the broader development of society.
Philosophers
A third mission lies in the field of philosophy. I want to lay a foundation for an
outlook on the idea of ‘development’. This book is my attempt at actualizing the
18
21. The Fork. Connecting the deeper inside with the larger outside
idea of development from the practice of life. Of course, in doing so, I have been
inspired by some of the great philosophers, academic literature, and events as I see
them unfold in the world.
What does it mean to have an
actualized outlook on development?
Development has been around for ages. The idea is not new at all. All civili-
zations have had their own ideas about development, about advancement,
and about history. The way we have been thinking about development over
the past two hundred years, however, is no longer tenable. Life doesn’t
move along straight lines. We can’t control everything with our powers of
reason. You cannot solve everything by yourself. We are looking for new ways
of thinking about development, and we are searching for different ways of
coping with the many movements of life. Although the idea of development
has been with us for a long time, we need to drag it into the future to make
it fit our modern way of life. This is what I mean by actualizing our outlook
on development.
We need a new outlook because modern societies have new and
different needs. We need a guideline for coping with the complexi-
ties of the world around us in more meaningful and flexible ways. We
should learn to see the greater whole. We feel the need to give mean-
ing to the movements of life. All over the world, people need to find a
balance between economical and political decisions on one side, and
existential and religious desires on the other.
The development-framed approach is just one possible answer to the question of
what we should learn in the present stage of western and globalizing culture. With
this answer, I try to contribute to the way our culture is developing right now. I am
trying to update our idea of ‘development’ by making a few changes to the develop-
ment virus as it exists today.
I hope that the ideas in this book will spread like a virus too.
What do you think you should do
when you think about developing
human ‘civilization’, of which you
are part?
I hope that you will use your own inspiration when you put the method of
the Fork to work. Remember that the Fork is just a model, which is simply a
way to make the idea of development concrete. Feel free to make your own
tool out of it. Let it live, and let it move. Take good care of the inspiration.
19
23. Developing as
a life attitude
‘What is your idea of “development”?’
‘When do the effects of development become meaningful?’
‘How do you give personal meaning to what you do?’
‘What would it mean if you really accepted the development-
framed life attitude?’
21